Matthew and Sports

Learner: Matthew	Date: 15.11.17
Learning Area: Health and Physical Education  Level 1 B1 Movement skills; B3 Science and technology Develop a wide range of movement skills, using a variety of equipment and play environments. C2 Identity, sensitivity, and respect Demonstrate respect through sharing and cooperation in groups.	Learning Coach: P.L
Learning Observed
In Physical Education this term we have been learning athletics and track skills. In particular: shot put, discus, sprints with Mrs Moopanar, softball throw, hammer head throw and javelin. Our learners have been practicing technique of how to hold a shot put, discus and throw them correctly. With the hammer head throw, learners had to hold the handle with two hands, take one step forward turn and swing and throw it. With the javelin, learners had to hold it correctly and flick the javelin so it lands with tip hitting the ground first. Matthew has been a capable learner practicing all these skills. He listens carefully to instructions by being curious and always collaborates well with other learners in his group. Matthew is beginning to make connections with transferring skills and techniques.
Evidence of Learning
Next Steps
Continue to practice these skills Continue to learn and find out more about what sports interest you

Writing from a point of view

Learner: Matthew	Date: 6 November, 2017
Learning Area: English Reading Level One identifies the purposes of simple texts evaluates the usefulness of simple texts is developing the ability to think critically about texts begins to monitor, self-evaluate, and describe progress.	Learning Coach: P.L
Learning Observed
In Literacy for writing, we have been learning to think from another point of view. We read fictional stories together and learners had to think about the problem in the story. Learners then identified the main character and from our discussions they had to think from their point of view. They had to put themselves in their shoes. This meant that learners had to think about the character was feeling and relate it to the problem in the text. Learners then had to write a letter from their point of view asking for help and pointing out the problem. They then had to write back and offer up appropriate suggestions of how to fix the character could solve the problem. Here is Matthew’s work.
Evidence of Learning
Key Competencies
Thinking, Relating to others, Managing Self, Participating and Contributing and Using Language, Symbols and Texts
Next Steps
Continue to practice your writing at home Continue working on your Bug Club

Matthew and Maths

Learner: Matthew	Date: 21 September
Learning Area: Maths Level One Number strategies Use a range of counting, grouping, and equal-sharing strategies with whole numbers and fractions. Equations and expressions Communicate and explain counting, grouping, and equal-sharing strategies, using words, numbers, and pictures.	Learning Coach: P.L
Learning Observed
In Maths, the learners have been learning to use their basic addition and subtraction facts to help solve word number problems. They have also been learning to count on from the biggest number even if the smallest number is given first. Matthew is working collaboratively with other learners. He is a capable learner by proving his answers in his book.
Evidence of Learning
Key Competencies
Thinking, Relating to others, Managing Self, Participating and Contributing and Using Language, Symbols and Texts
Next Steps
Continue to practice Mathletics at home Continue practicing your basic addition and subtraction facts to 10

Matthew practices Basketball skills

Learner: Matthew	Date: 21.09.17
Learning Area: Health and Physical Education  Level 1 B1 Movement skills; B3 Science and technology Develop a wide range of movement skills, using a variety of equipment and play environments. C2 Identity, sensitivity, and respect Demonstrate respect through sharing and cooperation in groups.	Learning Coach: P.L
Learning Observed
In Physical Education this term our habitat have been learning about large ball skills such as: passing, catching, dribbling and shooting. These skills help us to play the game of softball. We know that we need to use our hands, legs and arms to help better our skills. Matthew worked collaboratively with other learners in the game Golden Child. Each learner had to shoot the ball into the hoop to stop the other team from running around the court and scoring points. When shooting, Matthew has been practicing to use bend his knees and use his arms to shoot the ball into the hoop.
Evidence of Learning
Key Competencies
This group has displayed all key competencies of:Thinking, Relating to others, Managing Self, Participating and Contributing and through the use of digital tools - Using Language, Symbols and Texts
Next Steps
Continue to find what interests you Continue learning about other Cultures and remember why Maori culture is important in New Zealand

Matthew uses Speech Marks

Learner: Matthew	Date: 8 June, 2017
Learning Area: Writing Level Two Process and strategies: shows some understanding of the connections between oral, written, and visual language when creating texts Purposes and audiences: constructs texts that demonstrate a growing awareness of audience and purpose through appropriate choice of content, language, and text form	Learning Coach: P.L
Learning Observed
In writing, we have been learning to experiment using speech marks. It was not an easy task for any of the learners but all have shown some understanding and even attempted to use speech marks in their writing to show dialogue and complexity of ideas. Matthew showed curiosity because he had not used speech marks in his writing before. He also asked questions in discussions and listened carefully to feedback given to improve his understanding. Matthew is being collaborative by working with other learners and sharing his ideas. Matthew is beginning to show capability by inserting speech marks in examples.
Evidence of Learning
Next Learning Steps
Continue to use speech marks in your writing Notice speech marks in texts you read and how they are used

Days of the Week

Learner: Matthew	Date: 5 May, 2017
Learning Area: iDevelop Maths Measurement Level 1-2 Order and compare objects or events by using Time (days of the week)	Learning Coach: P.L
Learning Observed
During iDevelop Maths, learners were learning about ordering the days of the week correctly. They also learned about what days came before and after. Matthew worked collaboratively with Ayod and Nicholas on their task using a chromebook. Matthew showed capability by making a copy of his activity and working on it with his buddies. He was curious and was able to listen to others share their ideas. Matthew was able to make connections with his prior learning and what he already knew about Time.
Evidence of Learning
Next Learning Steps
Continue learning about telling the time: half, quarter and o’clock Continue on Mathletics

iDevelop: Matthew and Maths

Learner: Matthew

Date: 10.04.17

Learning Area: LH1

Learning Coach: Priscilla Lavakula

NZ Curriculum Achievement Objectives

Use simple additive strategies with whole numbers and fractions
Know the basic and addition and subtraction facts

Learning Observed:

In maths we have been learning to solve word number problems. The exponents group have been learning to read and identify the most important parts of a word problem that will help them to solve it. The learners then, had to discuss what the problem was asking us to do ie. add, subtract, multiply or divide.

Key Competencies/ Vision Principles:

Matthew was curious and connected when modelling to and questioning during discussions that took place. He listened very carefully. Matthew showed capability by saying what kind of equation each word problem was and why.

Next Learning Steps:

Continue practicing your basic facts of addition and subtraction to 10

Continue learning on your Mathletics

Matthew reads My Brother

Learner: Matthew

Date: 20.03.17

Learning Area: LH1

Learning Coach: Priscilla Lavakula

NZ Curriculum Achievement Objectives

Literacy Level One
Associate sounds with letter clusters as well as with individual letters
Make meaning of texts by identifying ideas in some texts

Learning Observed:

Matthew has been learning about making sense of what he reads, when he reads out loud. He is also able to use the pictures in the story to help him read simple texts.
As a group, we have been learning to think about what makes sense and use word attack skills to help sound out tricky words. We have been looking at blends, word endings, and word clusters to help us.

Key Competencies/ Vision Principles:

Matthew shows capability by using what he has learned in word attack to sound out tricky words. He has been also thinking carefully about what makes sense and using the pictures to help him. Matthew is being collaborative by reading as a group and helping others. He is making connections from his learning to the texts he reads.

Next Learning Steps:
Continue reading at home and retelling the story again. Carry on with your bug club at home too.

iExperience: Matthew at Tennis

Learner: Matthew

Date: 02.03.17

Learning Area: LH1

Learning Coach: Priscilla Lavakula

NZ Curriculum Achievement Objectives

Health and Physical Education Level One

Participate in creative and regular physical activities and identify enjoyable experiences.

Develop a wide range of movement skills, using a variety of equipment and play environments

Learning Observed:

This week, began four week sessions of tennis for the learners habitat. Each session is 30 minutes with coach Marcel from AceSports on a Thursday. Tennis is a competitive sport in New Zealand that has two players. A player has to hit the tennis ball over the net back and forth to their competitor. The object of the sport is to win the set or until you reach a tie breaker.

Key Competencies/ Vision Principles:

During this learning, Matthew demonstrated that he was:

• Connected - actively taking part in physical and education activities.
• Capable - developing skills to play tennis
• Collaborative - working with others around him in games
• Thinking  - listening carefully to instructions and learning how to apply them

Next Learning Steps:

Continue learning motor skills of holding the racquet and hitting the ball accurately and with control

Diamante Poem - Giraffes Narrative Assessment

Learner:  Matthew      Learning Coach: M Lennon - LH2      Date:   23 November 2016

Learning Area:  Literacy - Poems

NZC Achievement Objective:  English; Speaking, Writing, Presenting:  Acquire and begin to use sources of information, processes, and strategies to identify, form, and express ideas.

Giraffes

giraffes

yellow, slow

eating, walking, kicking

neck, tail, legs, baby

twitching, licking, drinking

tail, long

giraffes

Learning Observed

Matthew has been learning to write Diamante Poems themed around his recent visit to Auckland Zoo. Firstly, Matthew had to brainstorm different nouns, adjectives and verbs about giraffes.  Then he had to choose which ones he would use to make his poem make sense. Matthew was given a template structure to follow, which listed the order in which his nouns, adjectives and verbs needed to be.  He was able to follow the structure independently to produce the above poem.

Key Competencies/Vision Principles

During this learning, Matthew demonstrated that he was: Connected - actively taking part in learning conversations and activities. Capable - understanding the different parts of speech have different purposes. Curious - asking questions and seeking new vocabulary. Thinking  - able to brainstorm and find words relevant to the topic.

Next Learning Steps

Teach others how to write a diamante poem. Begin thinking about opposite words for an antonym diamante poem.