Katherine's Poem Learning Story

Learner:Katherine                                                                        Learning Coach: DWilkes

Learning Area:  Literacy                                                                              Date: Aug 2015

Learning Observed

This term all learners in years 5-6 LH1 wrote a speech on a topic of their choosing while the majority of the year 3-4 learners presented a poem.  Oral language is an important skill and Katherine began to learn some language features to enhance selection and presentation of her selected poem “Our Kittens”.  She is growing her capabilities in presenting with confidence and used her voice to engage the audience. She had great eye contact indicating that she had memorized the poem.  She intonated really well with volume and was generally an emotive, varied and exciting presentation.  Katherine worked with Mrs Dillner and some of the learners (Alysia and Cassandra) to practice reciting her poem and acted on feedback received to improve her presentation.

Evidence of learning

Oral Language Rubric Here   Some of the tools used to structure and develop the speech

Key Competencies/Vision Principles

Katherine demonstrated her curiosity by selecting a poem that she is interested and passionate about.  She connected with others in her delivery of the poem and grew her capability for speaking emotively and rhythmically. She worked collaboratively with others and provided feedback enthusiastically to her peers.  She related well to others and participated and contributed in all aspects of the process.

Next Learning Steps

select a longer poem (this one was 29 seconds) practice in front of a mirror practice reading out loud one page every day at day write a poem and recite it out loud, then post it on my blog add my oral language rubric to my Learning Pathway

Katherine, Komal and Kimba-Jo's Maths Learning Story

Learners: Kimba-Jo, Katherine & Komal    Learning Coach: T.Dillner        Date: 28.7.15

Learning Area: Mathematics - Number Recognition

Learning Observed

Kimba-Jo, Katherine and Komal chose to opt in to a Curiosity Workshop (Teaching Session) on recognising numbers up to 6 digits. They needed to be able to identify a number in its word form and its digit form. They were given five numbers that had between 3-6 digits and were written in a combination of words or numbers. Kimba-Jo, Katherine and Komal worked together to write an answer to correspond with each card e.g. 456 is the same as four hundred and fifty six. Kimba-Jo, Katherine and Komal had listened carefully during the workshop, and were able to complete the first set of five cards quickly and confidently. They approached me to ask for another set that had more complex numbers and had success with these too.

Evidence of learning

Key Competencies/Vision Principles

Kimba-Jo, Katherine and Komal used great collaborative behaviour which allowed them to think quickly and carefully. They finished the task and were able to feedback to the larger group (Managing Self and Participating & Contributing). Because they were actively seeking extra work, Kimba-Jo, Katherine and Komal displayed curiosity and eagerness to extend their current Mathematical knowledge (Using Language, Symbols & Text). The outcome of this was a definite growth in capability from the beginning of the workshop until the end.

Next Learning Steps

Teach another learner about this new knowledge. Find out how many ones, tens, hundreds etc. are in all of the numbers they used. Use the same skills to work with numbers with 7 digits.

Katherine, Alysia and Helen's Maths Learning Story

Learners: Helen, Alysia & Katherine     Learning Coach: T.Dillner         Date: 29.7.15

Learning Area: Mathematics - Making Tidy Tens

Learning Observed

Helen, Alysia and Katherine all opted into a Curiosity Session (a lesson with a Learning Coach) about rounding numbers. As a group, we talked about how numbers that end with a 1-4 are rounded down to the ‘tidy ten’ below and numbers that end with a 5-9 are rounded to the ‘tidy ten’ above. The task that was set to allow them to demonstrate their capability was to use a Number House and a 120 Board. One person would show a 2-digit number on the Number House and the other person had to circle it on the 120 Board and then decide whether it needed to be rounded up or down. They had to circle the ‘tidy ten’ below it and the ‘tidy ten’ above it and decide which one to round to. The girls worked well together and showed they were confident with this concept, as evidenced in the video below.

Evidence of learning

Key Competencies/Vision Principles

Part of this task required the learners to manipulate and work with numbers, showing that they are capable of seeing the relationships between the digits (Using Language, Symbols and Texts). Helen, Alysia and Katherine had to come up with the numbers themselves. They had to think about how to use the equipment in a fair way - the final agreement was to pass the 120 Board and Number House around the circle. Everyone in the group was able to participate and stay involved (Thinking, Relating to Others).   To be successful, Helen, Alysia and Katherine had to collaborate and think about how they could challenge one another to test their new knowledge.

Next Learning Steps

Do this task again during Maths Daily 3 time - it will be perfect for ‘Maths with Someone’. Challenge each other to round numbers under 100 in their heads and then try numbers over 100.

Katherine, Norah, Alysia and Louisa's Rugby Learning Story

Learners: Louisa, Norah, Katherine & Alysia     Learning Coach: T.Dillner           Date: 28.7.15

Learning Area: Physical Education - Rugby Skills

Learning Observed

Recently, the Year 3s have been learning about how to hold and pass a rugby ball. Katherine, Louisa, Norah and Alysia were in a small group working together. Firstly, they had time to practice holding the ball with their hands making a downward ‘L’ shape. Next, they had to try passing to each other. They aimed by facing the side of their bodies to the person they want to receive the ball, and passed by moving the ball in a line from hip to hip. As a challenge, all of the groups had to count how many passes they could make without dropping the ball in a period of time. Louisa, Norah, Alysia & Katherine made over 70 passes! The most out of all the groups!

Evidence of learning

Key Competencies/Vision Principles

This task required a lot of collaboration, which all four girls were able to do. They communicated to each other by calling the name of the person who would receive the pass. They were also able to encourage each other by giving tips and reminders of how to be successful (Relating to Others). Louisa, Alysia, Katherine and Norah all increased their capability when working with rugby balls. This was something new for all of them and they all had positive attitudes to ensure they would make progress in this area. They are now more confident and at ease with using a rugby ball (Managing Self).

Next Learning Steps

Remain positive in the face of difficulty, should it arise. During break times choose to play with a rugby ball and do similar drills/activities as the ones we have be doing during learning time. Use their new skills to teach or support other learners.