Amy is an NZSL Learner

Amy's reading Purple

Learner: Amy	Date: 6 November, 2017
Learning Area: English Reading Level One identifies the purposes of simple texts evaluates the usefulness of simple texts is developing the ability to think critically about texts begins to monitor, self-evaluate, and describe progress.	Learning Coach: P.L
Learning Observed
In Literacy for reading, we have been learning to think about the author’s point of view and to find proof in the text to support our answers. The Purple group are learning to demand meaning from the text that they read and begin to make inferences.  Amy is beginning to use the text to help support her answers. She is sharing her ideas with other learners around her. Once learners finish their activities, the Purple group then sit together and discuss their answers. We know that this helps develop our understanding and learning by collaborating with others.
Evidence of Learning
Key Competencies
Thinking, Relating to others, Managing Self, Participating and Contributing and Using Language, Symbols and Texts
Next Steps
Continue to practice your reading at home Continue working on your Bug Club

iExperience Narrative Assessment

iExperience Narrative Assessment - Production

Amy's Instructional Writing

Learner: Amy	Date: 22nd September
Learning Area: English Writing Level One identifies the purposes of simple texts evaluates the usefulness of simple texts is developing the ability to think critically about texts begins to monitor, self-evaluate, and describe progress.	Learning Coach: P.L
Learning Observed
In Literacy for writing, we have been learning to write different types of genres. Like poem writing, retelling, report writing and instructional writing. In line with her iExplore, Amy has been learning to write recipes for blueberry muffins. She has shown her capability by using a device to help her research ideas and written this down in her book. Amy shows her curiosity by thinking about what interests her and drives her learning further.
Evidence of Learning
Key Competencies
Thinking, Relating to others, Managing Self, Participating and Contributing and Using Language, Symbols and Texts
Next Steps
Continue to practice your writing at home Continue working on your Bug Club

iExplore: Amy and Current Events

Learner: Amy	Date: 2 August
Learning Area: Social Studies Level One: Understand how belonging to groups is important for people. Understand how places in New Zealand are significant for individuals and groups. Understand how the cultures of people in New Zealand are expressed in their daily lives.	Learning Coach: P.L
Learning Observed
In iExplore, our learners have opted into different areas to explore. Such as: Ormiston Market Day, Cultural Learning and Current Events and News. In Current Events, learners are exploring events that are happening in New Zealand and other parts of the world. They are researching to find out more about why these events are important and worth knowing more about. Amy is curious and enjoys finding out more about events that are happening in New Zealand and around the World. She works collaboratively with other learners and shares her learning with others.
Evidence of Learning
Next Learning Steps
Continue learning about what interests you Continue managing yourself and helping others

Amy and Similes

Learner:  Amy                 Learning Coach: R Kaur      Date:  June 2016

Learning Area:                         Narrative Learning story

Learning Observed

During iDevelop Amy was curious to learn about how to write similes using things of different kind. Amy and Jessica mentioned that they first thought of a learner’s name and then they compared the learner with the trait of an animal or a thing. All this has helped them to write similes about different learners.They worked collaboratively with each other to explore the ways of creating similes. Amy displayed her capability by using her thinking ability and observation skills to write similes on different learners.

Evidence of learning

Connected- Amy made connections by using her observations skills to compare learners with things of different kinds. Collaborative- Amy and Jessica worked collaboratively with each other to explore different ways to write similes. Curious- Amy was curious to learn about how to write similes using things of different kind. Capable- Amy displayed her capabilities by creating smilies.

Next Learning Steps

Share your learning with your family. Think of other ways that your can display your learning. Work on how to improve your spelling.

Amy uses Speech Marks

Learner: Amy	Date: 8 June, 2017
Learning Area: English - Writing Level One and Two Process and strategies: shows some understanding of the connections between oral, written, and visual language when creating texts Purposes and audiences: constructs texts that demonstrate a growing awareness of audience and purpose through appropriate choice of content, language, and text form	Learning Coach: P.L
Learning Observed
In Writing, we have been learning to experiment using speech marks. It was not an easy task for any of the learners but all have shown some understanding and even attempted to use speech marks in their writing to show dialogue and complexity of ideas. Amy showed curiosity because she had not used speech marks in his writing before. She listened carefully to questions asked and to feedback given to improve her understanding. Amy is being collaborative by working with other learners around her and sharing her ideas. Amy is beginning to show capability by inserting speech marks in examples. She uses the phrase 66 which goes before the first word that is being said and 99 after the last word spoken by the speaker.
Evidence of Learning
Next Learning Steps
Continue to use speech marks in your writing Notice speech marks in texts you read and how they are used

iExplore: Amy makes a Pokemon bookmark

Learner: Amy	Date: 18 May, 2017
Learning Area: iExplore Writing Visual Arts	Learning Coach: P.L
Learning Observed
For iExplore, learners can choose what activities that are interested in learning about. This morning, Amy was curious about making a Pokemon bookmark. She was able to worked collaboratively with others to complete her bookmark. Amy was also capable of following instructions and completing her bookmark without help from the learning coach or others. Amy was able to make connections as she realised these were being made to sell at the next Ormiston Market Day.
Evidence of Learning
Next Learning Steps
Continue learning about things that interested in Continue making wonderful bookmarks to sell

iExplore Narrative Assessment

iDevelop: Amy and Maths

Learner: Amy

Date: 10.04.17

Learning Area: LH1

Learning Coach: Priscilla Lavakula

NZ Curriculum Achievement Objectives

Use simple additive strategies with whole numbers and fractions
Know the basic and addition and subtraction facts

Learning Observed:

In maths we have been learning to solve word number problems. The Integers group have been learning to add and subtract tens and ones that do not involve renaming.

Key Competencies/ Vision Principles:

Amy has been curious and connected in her learning. During discussions in small groups, she listens very carefully and is able to repeat back and understand what other learners have shared to help her understanding. This also shows that she is being collaborative by sharing her learning with others.

Next Learning Steps:

Continue practicing your basic facts of addition and subtraction to 10

Continue learning on your Mathletics

Amy reads White Tailed Spider

Learner: Amy

Date: 03.04.17

Learning Area: LH1

Learning Coach: Priscilla Lavakula

NZ Curriculum Achievement Objectives

Literacy Level Two
Thinks critically about texts with some confidence
understands that texts are created from a particular point of view

Learning Observed:

Amy thinks carefully about as she reads out loud. As questions are posed to the learners, Amy has been learning to use the text to help support her ideas. She is able to share her thinking with others. Our reading group has been learning to think and find the author's main ideas and whether the author would agree or disagree with statements that are given.

Key Competencies/ Vision Principles:

Amy shows capability by reading texts carefully and looking at deeper features. She is often curious about the texts. Amy works collaboratively with the other learners in her group and often shares her ideas confidently.

Next Learning Steps:
Continue reading at home and retelling the stories she reads again. Carry on with your bug club at home too.

iExperience: Amy at Tennis

Learner: Amy

Date: 23.02.17

Learning Area: LH1

Learning Coach: Priscilla Lavakula

Learning Observed:

This week, began four week sessions of tennis for the learners habitat. Each session is 30 minutes with coach Marcel from AceSports on a Thursday. Tennis is a competitive sport in New Zealand that has two players. A player has to hit the tennis ball over the net back and forth to their competitor. The object of the sport is to win the set or until you reach a tie breaker.

Key Competencies/ Vision Principles:
Amy is beginning to demonstrate skill in all Physical Education activities. She is enthusiastic about tennis and tries her best. Amy is beginning to show capability of skills in holding the tennis racquet and balancing the tennis ball. She is beginning to demonstrate skills in throwing and bouncing the tennis ball. Amy is able to collaborate with others and listen carefully to the instructions given by Marcel, the tennis coach.

Next Learning Steps:

Amy is still developing capability skills in hitting and catching the ball.

Continue to practice bouncing and catching the ball.

Narrative Assessment - iExplore - 6 May 2016

Learner: Amy           Learning Coach: Stephanie Hooker             Date: 6 May 2016

Learning Area: iExplore

Learning Observed

During iExplore Amy worked independently to create a fishing rod. She used a variety of materials and attached a small paper handle.

Evidence of learning

Amy enjoyed creating her fishing pole. I wonder if she can name the parts of a fishing rod?

Key Competencies/Vision Principles

Managing Self - Amy worked independently Thinking - She created this with her own ideas

Next Learning Steps

Show another learner how to make a fishing rod Make improvements and modifications (add a magnet on the end/use string) Name the parts of a fishing rod

Amy and the Gang go Fishing

Narrative Assessment - iExplore Dance

Learner: Amy, Deesha, Jennings, Taj   Learning Coach: Talia Morgan   Date: 10 Mar 2016

Learning Area: iExplore - Dance

Learning Observed

In iExplore the learners have been invited to dance with the learning coach. I had the privilege of sharing these explorations with Amy, Deesha, Jennings and Taj. These learners were very engaged and enthused. Not only did they give their dancing heaps of energy and feeling, but they also encouraged others to join in and were singing a long with the music. These learners kept a positive attitude, never complaining at others song choices. These learners were able to just let go and enjoy the music and dance. These learners tried really hard to copy the movies from the directional video and learning coach.

Evidence of learning

Amy, Deesha, Jennings and Taj gave all their energy and enthusiasm in iExplore - Dance. They never gave up and continued to keep a positive attitude. I wonder if they can teach us a dance?

Key Competencies/Vision Principles

Amy, Deesha, Jennings and Taj are developing their Capabilities in iExplore (dance). These learners were able to encourage others to join in (Relating to others). They were also happy to sing and dance a long to any song that was being played, even if it wasn’t a song they knew or particularly liked (Participating and Contributing). They were showing extreme motivation and enthusiasm during the whole of the iExplore time. Amy, Deesha, Jennings and Taj were able to watch a video with a tutorial dance and the learning coach demonstrating up the front and accurately repeat it (Thinking). They were able to dance in their own space without interrupting others, but interacting with others appropriately and positively (Relating to Others).

Next Learning Steps

Continue to show this enthusiasm and connected attitude in future iExplore sessions. Encourage to begin creating their own moves and movement sequences Share this learning with home