Sand recount

On monday afternoon literacy time, we all made something with sand. Everyone made a mountain, volcano or other things. We had to be in our reading groups. I am in silver 2 group. We made a volcano with a wall and some water. Jonathan got the water, me and Fernanda got a little bit of water. Me Fernanda, Shaayna and Humira built a wall and everyone else built a part of the volcano. But something bad happened. “3 more minutes” Mrs Lavakula shouted. So we tipped the bucket of water on top it… “Oh no” “oh shoot” people in my group were worried. So what we did was make a hole. The hole was not big enough, so the other people dug it deeper. So me, Fernanda and Grace got some more water… when we got back it was the WORST was a crack! Then all the the sudden Mrs Lavakula shouted “1 more minute” So me and grace go more water and the other people fixed the crack. We finish just on time but the hole was to deep! When we put in the water it just sinked. The feeling of the sand was soggy, because first it was raining, then people started adding water into the sand. The reason why was, because it would stick better and better to mld with! I was worried but it was fun! THE END!

Narrative Assessment - Literacy - 22 Oct 2015

Learner: Katara           Learning Coach: Stephanie Hooker             Date: 22 Oct 2015

Learning Area: Literacy - Writing

Learning Observed

Today Katara chose to wrote about her Grandparents.  She set to work readily and expressed her thoughts and ideas with ease.

Evidence of learning

Katara was able to write simple sentences. She attempts new words using main letter sounds.

Key Competencies/Vision Principles

Managing Self - Katara settled to work quickly Use Language, Symbols and Texts -  She is capable and writes fluently Thinking - Her ideas were in sequence

Next Learning Steps

Add more detail and information Use conjunctions Increase her word bank (up, are, coming)

Term 2 - Literacy

Learner: Katara              Learning Coach: Abby Morgan                      Date: 22 April 2015

Learning Area: Literacy

Learning Observed

As I worked alongside Katara today I asked her to identify different common body parts on a picture. She was able to correctly identify all of the 12 parts asked for. We then discussed opposites - Katara was able to correctly tell me the opposites to big, slow, hard and quiet. Katara was able to correctly tell me the functions and purpose of the eye, nose, mouth, and ears and was also able to tell me an object that melts and something that burns. I recorded Katara telling me about the picture in which she is able to identify some people having fun. The Video below illustrates her developing oral language skills.

Evidence of learning

Click the follow to view Katara’s YouTube Video Katara Language Sample

Key Competencies/Vision Principles

While I was working alongside Katara she demonstrated her ability to use Thinking skills to answer questions. Katara was able to mentally retrieve the answers. Katara is developing her ability to Manage Self and to see herself as a capable learner. She was able to ask for clarification when unsure.

Next Learning Steps

Assist Katara in making connections between Chinese and English Provide exposure to rich language experiences to assist in building her oral language skills Help with developing an understanding of plurals and their use.