Deesha 's Photo on Monday, 29 June 2015

Magical Math Moment!

This afternoon during developmental time Deesha was involved with a group playing with the social play items. They had set up a shop and a picnic. I went over to join them and asked if I could buy a basket of fruit. Deesha told me that the fruit cost $5. I told her that I had $6 and asked, "How much change will I get?" Deesha used her knowledge of numbers before and after to correctly tell me that I would get $1 back. It is great to see Deesha applying her math knowledge to a range of different experiences!

Deesha's Video on Wednesday, 24 June 2015

We Built This City!

Learner: Deesha      Learning Coach: Luisa Maloni    Date:26th May, 2015

Learning Area: iExplore: We Built This City

Learning Observed

Due to the high interest in building structures out of the magnetic shapes, we have been working on an iExplore learning adventure designing and constructing a city out of cardboard. Deesha has been working consistently on a number of different projects around the city. She designed and built a hotel and swimming pool along with a number of signs, trees and flowers for the parks. She was able to help with the layout of roads and placing buildings along these for our exhibition.  She was able to say that the hotel and welcome sign were the best part of the city but that she wished she could have built a primary school.

Evidence of learning

Deesha is able to think about and make comments on what works well about our project and what would make it even better. I wonder if she shows interest in construction at home?

Key Competencies/Vision Principles

Deesha shows that she can use her design and construction Capabilities to create a number of different structures for our cardboard city. She makes connections about real cities and what they have or need to make decisions about our cardboard city (Thinking). She can answer reflective questions and statements about What Went Well and Even Better If... with regard to our city (Thinking; Using Language, Symbols and Text).

Next Learning Steps

Develop her construction skills to make her buildings stronger and pre-plan visual elements like Signs to make them bold and clear Develop her vocabulary in describing other 3-D shapes she uses in her construction e.g. cylinder, cube as well as architectural terms e.g. tower

Sign Ninja - Narrative Assessment May 2015

Learner:   Deesha  Learning Coach:    Caro    Date: 18th May

Learning Area: Literacy

Learning Observed

I was watching Desha reading the book ‘T-Shirts’ to herself and noticed that she seemed to be signing as well. She looked up at me and proudly said “I know lots of sign colours” I asked her if she knew the sign for T-Shirts, she didn’t know the sign, so we checked the NZSL Website to find the correct sign.  Deesha then read the book and used all the signs correctly for the colours and for t-shirt.

Evidence of learning

Click here to view Deesha’s video

Key Competencies/Vision Principles

Deesha was using the Key Competency of Language, Symbols and Texts when she read the book and used the signs for colours.She was Curious about sign language and was able to use the new sign I taught her while she read me the book T-Shirts. Deesha was able to Connect her prior knowledge of colours and their signs to the story she was reading. Watching Deesha using her Capabilities in English and Sign,  I wonder if she uses sign at home?

Next Learning Steps

For Deesha to point to each word as she says it To learn the high frequency words; he, she, me, we Check out the NZSL Website Perhaps Deesha could play Sign Ninja

Narrative Assessment - Mathematics - 11 May 2015

Learner: Deesha, Raymond and Jessica   Learning Coach: Miriam Kamsteeg       Date:  11 May 2015

Learning Area: Mathematics - Numeracy

Learning Observed

Today I gave each Learner 12 fruit pieces and asked them to count them. Deesha and Raymond were able to count their pieces of fruit to 12. Jessica went … 5, 6, 8, 9….13. Next I asked them to look at a number line of numbers 1-10 and asked them to point to various numerals in random order. Jessica recognised number 1 and Raymond and Jessica were able to recognise all the numerals.

Evidence of learning

Deesha and Raymond were able to one-to-one count to 12. I wonder how much further they can count with the correct sequence? Jessica was able to count to 6 accurately. I wonder if she can count past 6 in Punjabi?

Key Competencies/Vision Principles

Raymond, Deesha and Jessica continuing to develop their Capabilities in Numeral knowledge and one-to-one counting. They are sequencing numbers in their head (Thinking). Jessica, Raymond and Deesha are learning how to read numerals (Using Language, Symbols and Texts).

Next Learning Steps

Share Learning Story with home. Jessica Explicit teaching around one-to-one counting to 12. Explicit teaching to recognise numerals 1-5 Deesha and Raymond Retest how far both Learners can one-to-one count. Explicit teaching to recognise numerals 11- 15

Narrative Assessment - Literacy - 20 April 2015

Learner: Deesha, Austin and Owen      Learning Coach: Miriam Kamsteeg  Date: 20 April 2015

Learning Area: Literacy

Learning Observed

Deesha, Austin and Owen were working together on a new Literacy activity today. They had to match the lower case letter with its capital letter. All took turns coming to ask me what the lower case letter was in order to work out the capital letter. They came to me and told me that they had completed it. I went and had a look, but removed some incorrect pegs and asked them to try again. One letter of note was that the matched the capital “i” with a lower case “L”. They then continued again and came and asked me a few letters. Then came and showed me again. This time they had a lower case “y” and “n” left. I pointed to the “n” peg and told them the name of the letter. Deesha put it on the capital “n”. Then they all pointed to the capital “y” for the last one.

Evidence of learning

I noticed that there were quite a few letters that they were unable to match up. I wonder if they have played this sort of game before at home?

Key Competencies/Vision Principles

They all showed Collaboration as they all worked well together, taking turns and persevering until it was all finished. Austin, Owen and Deesha also showed a Curiosity about working out which was the correct letter to match up (Thinking). They were developing their Capabilities in Letter Identification. Owen, Deesha and Austin were sharing their ideas with each other and working as a group (Participating and Contributing/ Relating to Others). They also were able to work without Learning Coach continual guidance and chose to ensure they completed the task accurately (Managing Self). This was an activity that used letter identification (Using Language, Symbols and Texts).

Next Learning Steps

More practice at this activity so they can complete it without having to ask a Learning Coach for help Continue to explicitly teach the names of each letter More practice with letters and their names