Learner: Jenny                   Learning Coach: Abby Morgan                  Date: 6 March 2015

Learning Area: Reading

Learning Observed

As a follow up reading activity Jenny, Jeffa, Ella and Evie recreated Jenny’s reading book ‘My Things’. During reading Jenny was able to use the pictures and letters to help identify unknown words. Together, Jeffa, Jenny, Evie, and Ella decided on a title that would fit the subject ‘Our Stuff’ and each learner made one statement and pointed to that on their person. Jenny was able to retell the story and provided ideas for items we could use to tell our own version of the story.

Evidence of learning

Click the link below to watch the YouTube video of Jenny, Jeffa, Ella and Evie Jenny, Jeffa, Ella, and Evie Reading Activity

Key Competencies/Vision Principles

Jenny scored 3 years 11 months on the Oral Language Assessment and 26/54 for the Letter Identification Assessment. While she was completing this activity she was using her ability to collaborate with the others in her reading group and felt comfortable to share her ideas with them. Jenny was developing her ability to recognise and identify unknown words which relates to the Key Competency of using Language, Symbols and Texts. She was also effectively communicating with other and using her thinking skills to  come up with some new ideas to add to our story.

Next Learning Steps

Use the ipad to record Jenny buddy reading with others. Encourage Jenny to being to retell more stories Create pictures on the iPad to follow up reading Develop instant recognition of High Frequency Words

Learner: Jenny Sam     Learning Coach: Miriam Kamsteeg           Date: 6 Mar 2015

Learning Area: Literacy - Reading

Learning Observed

I sat with Jenny to read “My Family” today. We opened to the first page. I pointed to the fathers mouse and asked her who she thought it might be. She said, “The Dad”. I said, “yes, but this word starts with a “f” sound. What other word is there for Dad that starts with “f”?” She said father. I said “My..” and she said “father”. The next page I again directed her to the picture. She said, “mum”. I said, “yes, but can you think of another word for mum?”. She said, “mother” and read “my mother.” The next page was a boy mouse I asked her who she thought it might be. She said, “cousin.” I said that it could be but this is a name that only boys can be and it starts with the “b” sound. Jenny wasn’t sure so I told her “brother”. She read, “my brother”. Jenny turned the page and was able to read “my sister” and then “my baby” and “my cat”. On the final page a mouse was riding a cat. She wanted to say cat again. I showed her that this word started with a “m” sound. She wasn’t sure what it could be. I said, “my mouse”. Then I asked Jenny to read it again. This time she read fluidly except got stuck with “brother” and forgot the “my” with “my mouse”.

Evidence of learning

Video of Jenny’s second read. Jenny showed she understood the repeated pattern in the story with the word “my”. I wonder if she would still be able to recognise the word “my” the next day?”

Key Competencies/Vision Principles

Jenny scored 3 years 11 months on the Oral Language Assessment and 26/54 for the Letter Identification Assessment. She is developing her Capabilities in Reading as she is understanding repeated patterns in the story (my…) as well as using the pictures to help her understand what is in the print (Thinking). Jenny is starting to recognise basic words and read them more fluently (Using Language, Symbols and Text).

Next Learning Steps

Complete a Sound - Letter Assessment. Does Jenny know more sounds than letters? Learn basic sight words. Explicit teaching on letters and their sounds.