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

Numeracy

Learner: Jona Joel   Learning Coach: Luisa Maloni  Date: 8th May, 2015

Learning Area: Numeracy

Learning Observed

At Maths time, Jona is becoming more enthusiastic and engaged with his learning. We are focussing on building place value knowledge and how many tens and ones are in numbers. Today we rolled the 20-sided dice and counted out that same number of ice block sticks. For the first 2 numbers Jona needed me to model how to count out the tens and ones in each number rolled. The third roll was the number 17. Jona was able to count out 10 ice block sticks and bundle them up to make a tens bundle. He then counted on from 10 to add 7 ones. I asked ‘How many tens?’ He said ‘1’. I asked ‘How many ones?’ He said ‘7’.

Evidence of learning

Jona can use a Learning Coach model to find out how many tens and how many ones in a number. I wonder if he enjoys counting at home?

Key Competencies/Vision Principles

Jona demonstrates his capability in identifying tens and ones in numbers from 1-20 (Using Language, Symbols and Texts). Jona is due for maths testing this term.

Next Learning Steps

Complete the above activity independently- without adult input Find tens and ones in numbers to 100 with support e.g. a learning coach model Undergo formal JAM (Junior Assessment of Maths) testing to find out his current Maths stage, needs and strengths

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             Learning Coach: Abby Morgan         Date: 16 February 2015

Learning Area: Math

Learning Observed

Our Math focus was about learning and following directions - forwards, backwards, left and right. To help develop these we played a game of direction freeze! In this activity the learners had to move as directed by the leader. To ensure inclusivity and develop our ability we included the use of New Zealand Sign Language. Jona was able to follow the directions and then volunteered to be our leader. He incorporated both New Zealand Sign Language and Vocal directions.

Evidence of learning

Jona Math Direction Click the link above to watch the YouTube video of Jona using New Zealand Sign Language to direct the game of ‘Direction Freeze’!

Key Competencies/Vision Principles

Jona was developing his confidence to interact with others by applying the Key Competency of relating to others. During this time Jona was using both his voice and his ability to use Sign Language. He was also applying the school vision principles of being connected by begin to develop important relationships with others in our Habitat.

Next Learning Steps

Extend Jona’s knowledge of combination directions Introduce Jona to map reading skills

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