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Jona's Writing

Literacy- Reading Strategies

Numeracy- JAM Test

Learner: Jona Joel     Learning Coach: Luisa Maloni    Date: 13th May, 2015

Learning Area: iDevelop- Numeracy: JAM Test

Learning Observed

Jona underwent his JAM (Junior Assessment of Maths) test this week. He was able to read most of the numbers up to 1000 and say the number before and after any number up to 100. He is able to say the number before and after many numbers between 100-1000. His test shows that when given a simple addition problem like 3+4 he counts all the objects from one in his head e.g. 1,2,3   4, 5, 6, 7. He uses these strategies as well as using his fingers when solving other basic facts up to 10 and is not yet recalling any equations instantly. Jona did not recognise groups of ten (place value) or fractions.Jona can continue and make his own patterns in algebra, identifies basic 2-D shapes and is developing non-standard and standard measurement skills.

Evidence of learning

Jona uses a count-all-from-one-by-imaging strategy to solve simple addition problems. I wonder if he likes to add and subtract at home?

Key Competencies/Vision Principles

Jona demonstrates his strengths and Capabilities in Number Knowledge and scores at Stage 4 bridging to Stage 5 in this area of the JAM test. He uses imaging to solve simple problems (Thinking) and comes out at Stage 3 for additive strategies. Jona’s JAM test shows he is at level 1 for Fractions, Multiplicative Strategies and Basic Facts recall.

Next Learning Steps

Instantly recall the pairs that make 5 and 10 Instantly recall all his doubles to 10 Count on or back from the biggest number in his head to solve addition and subtraction problems Identify and demonstrate ½ and ¼ of a shape

Reading

Learner:  Jona Joel       Learning Coach: Luisa Maloni    Date: 24th  April, 2015

Learning Area: iDevelop: Literacy- Reading

Learning Observed

One of Jona’s reading goals in to answer simple inference questions. Today Jona was reading a story called ‘A Long Time Ago’. It showed a family living in the Stone Age using an axe made from rock tied to a stick. I asked him if axes from the Stone Age or axes of today would be better. Jona said that axes from today would be better because the Stone Age axe would break if you hit it too hard.

Evidence of learning

Jona can talk about a non-fiction story and make inferences. I wonder if he likes to talk about the story at home?

Key Competencies/Vision Principles

Jona demonstrates his Capabilities in making sense of text by Connecting to his prior knowledge- what he already knows about axes (Using Language, Symbols and Texts). He is able to make inferences about a story- not having to directly read it in the text to figure it out. Jona was tested for his Reading level in March and achieved 90% Accuracy (how many words he read correctly), 70% Comprehension(Understanding) and 63% Retelling (saying what happened in the story) at level 12. He has gone up 2 levels since November 2014.

Next Learning Steps

Develop his inferencing skills by using picture cues, cues from the text and linking to his prior knowledge. Talk about how characters might be feeling if it is not directly written in the text.

Learner:  Jona Joel   Learning Coach: Luisa Maloni            Date: 6th March, 2015

Learning Area: Literacy- Reading

Learning Observed

Jona read the yellow book ‘All Clean’. I observed him using picture cues to help solve unknown words and was able to identify the first letter of a word to sound it out when prompted. Jona enjoys reading to an adult and likes to discuss the pictures throughout the story. At the end I asked him what happened in the story. He was able to retell the story including an approximation of the name of the main character (Marion: Married) and other characters and simply described the action, organising into ‘parts’ e.g. ‘The first part Marion was cleaning the windows and the second part she was...cleaning the floor.’ He used language from the text as well as his own language e.g. ‘The parrot was all messy’

Evidence of learning

Key Competencies/Vision Principles

Jona demonstrates his capabilities in Using Language, Symbols and text as he shares his understandings of a story he has read. In the McCarthy and Kirk Assessment of Oral Language he scored 2 years and 10 months and he scored 52/54 for letter identification. In organising his thoughts about the book he is building thinking competencies as well as drawing from his own experiences and oral language/sign language skills.

Next Learning Steps

Independently sound out the first letter of an unknown word Answer literal and inferential questions about a text When retelling a story include the setting and characters first