Narrative Story Writing

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

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

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