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 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

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.

Writing Narrative Assessment - 2 September 2016

Learner:  Matthew        Learning Coach: M Lennon - LH2      Date: 2 September 2016

Learning Area:  Literacy

NZC Achievement Objective:  Students will acquire and begin to use sources of information, processes, and strategies to identify, form, and express ideas.  Indicator:  has an awareness of the connections between oral, written, and visual language.

Learning Observed

During iDevelop Matthew has been learning that oral, written and visual texts can connect together.  Matthew has done this over the course of a week by reading the pictures, reading the words and listening to the story being read.  The story chosen was Greedy Cat, by Joy Cowley. Firstly Matthew helped his hapu group to predict and tell the story using only the pictures in the book.  Matthew was able to predict and draw some appropriate conclusions. Next he listened to the story being read to him and was showing his understanding by following along. After this Matthew was able to read the story aloud, showing his understanding of what he had read. Matthew showed his understanding of connecting the text orally, visually and in writing through his follow up activity where he drew a picture of Greedy Cat, wrote a sentence of what he thought Greedy Cat would eat out of his shopping bag and then shared his version of the story with others.

Evidence of learning

Matthew’s Greedy Cat picture.

Key Competencies/Vision Principles

During this learning, Matthew demonstrated that he was: Connected - actively taking part in learning conversations and activities. Capable - understanding that a text can be read in many different ways. Participating and Contributing - giving everything a try with a positive attitude. Managing Self  - able to use equipment in an appropriate manner.

Next Learning Steps

Teach others how to read a book in different ways. Continue to predict stories, read the pictures and discuss your conclusions with others.