Literature Learning Circle - Adjectives Group

Learner:  Shivran (Adjectives)                                              Date: June 2015 Kevin, Imran, Jessica, Rahi, Nehaal, Shivin, Sadeen & Vrishti

Learning Area: Literacy                                         Learning Coach: Diana Wilkes

Learning Observed

Reading research shows that good readers Read extensively Integrate information in the text with existing knowledge Have a flexible reading style, depending on what they are reading Are motivated Rely on different skills interacting: perceptual processing, phonemic processing, recall Read for a purpose; reading serves a function With this in mind we deliberately constructed a ‘book club’ of sorts this term. We began by learning about how to select and why to select a ‘Best Fit’ book- please ask Shivran what book he is reading and how he knows it is a best fit on a regular basis.  The Adjectives learned all about the 5 finger strategy to help them choose a book.  The Adjectives group was also introduced to an online book resource called http://booktrackclassroom.com which can be accessed anytime. In our Literature Circle each learner has a different role each week:  Summariser, Literary Luminary, Word Wizard, Discussion Director, Connector, Artful Artist or Researcher which ensures that the book club runs smoothly. It has been fantastic to observe Shivran engage with each of these roles seamlessly and actively contribute to conversations- he is often a role model for the other learners.

Evidence of learning

Collaborative Google Doc        Snippet of meeting

Key Competencies/Vision Principles

Shivran is showing Connectedness by relating his learning to the text we are reading. He is relating to others well by remaining respectful while others speak and he is Collaborative when he is participating in the discussion.  He is also developing his Capability in reading conversation and oral language.

Next Learning Steps

Always have a Best Fit book at school everyday and read every night at home, out loud when possible Ensure that he is ready for the meetings Visit booktrackclassroom.com often to read new books

Shivran's Music Learning Story

Learner: Ved, Arnav and Shivran     Learning Coach:  T.Dillner          Date: 2.6.15

Learning Area: The Arts - Music

Learning Observed

The Keas Hapu group have been learning about the features that we use to make music. They were introduced to the formal language of Tempo, Dynamics and Rhythm. After three sessions, Ved, Arnav and Shivran chose to work together in a group to collaboratively write three lots of four beats (rhythm), that had a change in volume (dynamics) and speed (tempo). The learners needed to record their patterns using correct musical notes to show timing and the correct Italian terms to show where the dynamics and tempo changed. The boys then had an opportunity to share this with the Keas and demonstrate their understanding of the three features of music. They used clapping to show these patterns.

Evidence of learning

Key Competencies/Vision Principles

All three boys worked collaboratively to share their thinking and formulate their pattern (Participating and Contributing). By standing up and giving a short presentation, they demonstrated their capability in understanding these three features of music. When we talked about Dynamics and Tempo, the learners were making connections with new vocabulary. They had to make sense of words and symbols in the traditional language of music - Italian (Using Language, Symbols and Texts).

Next Learning Steps

To make up a clapping game that uses the same thinking or language from this activity. In the future, practise musical performances in order to stay in time with one another.

Drama Learning Story - May 2015

Learner:  Shivran, Arnav, Aniq                                              Date: May 20, 2015

Learning Area: The Arts- Drama                                 Learning Coach: Diana Wilkes

Learning Observed

During iExperience this term with the Strategic Leadership Team (SLT), we have been learning how to use movement and space to effectively communicate.  The lasting understanding is that people represent their culture and heritage in different dramatic ways- past and present.  Learners had a variety of opportunities to explore the use of space, props and their body for communicating different ideas. Shivran, Arnav and Aniq worked together to use dramatic techniques to explore drama elements and conventions and exhibited enthusiasm for performing.   When asked to initiate and develop ideas with others to create dramatic 1 minute skit about a culture, the group selected Indian culture. They generated many ideas of what to perform.  They used props well and had a lot of fun, however the overall performance was rough.

Evidence of learning

The team makes use of space, facial expressions and movement.

Key Competencies/Vision Principles

All members of this team demonstrated that they can work Collaboratively with others towards a common goal.Together they exemplified Capabilities in following complex instructions however, they barely met the success criteria. Together they were able to make Connections between what they knew collectively about the culture and how to express that with movement, no sound and imaginary props.

Next Learning Steps

Further explore movements they can make with body, voice, space, and creation of facial expressions to enhance dramatic effect Focus on the task, the success criteria and practicing to ensure their performance is clear to the audience- I suggest playing some drama games at home like ‘Props’ and ‘Charades’

Shivran's narrative story - Writing - March 2015

Learner:   Shivran   Learning Coach:   Mr Dyer     Date:   March 2015

Learning Area:  Literacy - Writing

Learning Observed

This term our literacy group has been constructing narrative stories in our writing classes. We have also been using a plan to help learners document their learning and evidence of work. Shivran has taken both of these challenges and is learning how to use them with consistency. He is organised and knows most of what needs to be done. Shivran is gradually developing his work rate to ensure he completes his tasks on time. During Literacy, Shivran has worked as part of a group to construct a narrative story. He has identified imagery and detail in books, and applied this learning into his writing. Shivran understands the elements of a narrative story, from setting the scene, through developing a plausible problem and constructing a resolution that ties up loose ends. He enjoys his Literacy lessons and has ended the term with a successful and independently constructed narrative story.

Evidence of learning

Here is Shivran working on his narrative story. Click here to view the story.

Key Competencies/Vision Principles

Key Competencies - Shivran has demonstrated an ability to ‘Manage Self’ and is learning to ‘participate and contribute’ fully in our learning sessions. Vision Principles - He is developing ‘Capability’ in Literacy and has expanded his understanding of narrative story writing. He can ‘Collaborate’ with others when co-constructing his learning.

Next Learning Steps

Reflect on learning at various stages of the writing process. This will ensure his work improves in an ongoing way and Sivran will be able to link events in the story more easily. Continue to identify and use new learning from his reading, to improve his writing.

Shivran's Narrative Assessment- Project Geos- 23.03.15

Learner: Shivran                   Learning Coach: DiWilkes                        Date: 23-03-15

Learning Area: iExperience (Social Sciences)

Learning Observed

Shivran selected ‘Project Geos’ for his iExperience activity this week.  Today Shivran learned all about different geographic features in order to create a map for a country of his own invention.  Shivran asked what the difference was between a ‘gulf’ and a ‘bay’ and also sought clarification on what a peninsula was.  He had to select a ‘theme’ for his country in our new world ‘Geos’ and he selected ‘Football’.  He generated names of all the different geographical features in his country, first as a brainstorm in his learning book, and then he completed the Info Sheet in the google doc (page 3).   In preparation for drafting his map, it is essential that he complete this.

Evidence of learning

Shivran’s google doc can be found here.

Key Competencies/Vision Principles

Shivran related well with others today.  He demonstrated our Principle of ‘curiosity’ when he asked questions for clarification.  Shivran is developing his capability in map making and exploring his creativity.  I wonder if he will do some of this thinking at home in preparation for Wednesday?

Next Learning Steps

Complete the geographical feature information sheet before map drafting Draft the map of his country, design a flag for his country Maximize use of his time by removing himself from distractions Create a population map for his country

Shivran's Narrative Assessment- Math & Digital Technologies - 15.03.15

Learner: Shivran   Learning Coach: DiWilkes            Date: 15.03.15

Learning Area:  Maths (and Digital Technologies)

Learning Observed

Shivran was in a group of learners selected to work with Ms Wilkes as their PAT Maths and IKAN scores demonstrated their high ability in maths.  They have had two sessions in which they have set up Digital Math Journals where they will solve mathematical problems and explain their thinking using mathematical language.  These journals will capture their learning in maths over time and become rich evidence. These learners were able to login, create a new tale, including a title page and first page with a problem which they have begun to solve using their mathematical language.  This tool affords them the ability to add audio, text and images (hand drawn or photos) and is an excellent medium for capturing how Shivran breaks down the parts of a problem to solve it.  Shivran is beginning to solve problems with negative numbers and can explain how and why he is doing each step. I am looking forward to working with Shivran so we can explore his key mathematical understandings, developing confidence in his ability to discuss how he solves problems.

Evidence of learning

Assessment Results: Stanine 8 for Year 5 (29/35 on PAT Maths, Working at Stage 5 (IKAN) Littlebirdtales: please click to view the beginnings of the Digital Maths Journal: Shivran

Key Competencies/Vision Principles

Shivran has managed himself very responsibly, he relates well with others and usually participates and contributes enthusiastically.  His technical capability has grown significantly since the beginning of the year (eg. he can embed media into his google site and hyperlink).  His capability in maths is clear from the assessment results and his innate curiosity enables him to confidently ask questions.  I wonder if Shivran practices maths at home?

Next Learning Steps

Access www.littlebirdtales.com at home and practice solving one maths problem per week Register for https://e-ako.nzmaths.co.nz/  (using his Mathletics username and password and the email address learninghabitat1@ormistonprimaryschool.com) and begin his self guided pathway Link evidence of his learning in maths to his math progression spreadsheet

Shivran's Visual Arts Narrative Assessment-16.03.15

Learner: Shivran               Learning Coach:Margaret Patrick            Date:16.3.15

Learning Area Visual Arts-Developing Practical Skills

Learning Observed

Shivran was part of group who selected the  “Block or Blend” art activity.During the session he viewed pictures of objects that depicted block colours and blended colours. Using pastels he picked a colour and learnt how to make a tint, shade and tone. The next step was to google images of flowers heads and select one to copy. Using white pastel he had to fill a sheet of A3 black paper with the outline of the flower. Selecting one orange paint colour he was able to mix it with white to create a tint, black to create a shade and both black and white to create a tone.Shivran added a dark centre to his flower. When he finished his flower, he used white pastel to go around the outline and highlight the centre of the flower. He cut it out and glued it onto the white background.

Evidence of learning

Key Competencies/Vision Principles

Shivran was exploring the art making technique of blending colours and applied it to the process of painting a flower. He has been developing his capability to paint objects in a more life like manner using this process. He was proud to sign his end product and sees himself as a capable learner and completing this artwork was a priority for him. He demonstrated effective self management skills.

Next Learning Steps

Use the process of blending colours when he is painting other objects. Experiment blending colours with other media.