My Meteorite Learning

Baking Bread

Austin's Video on Friday, 30 October 2015

Austin's Literacy Capabilities

Austin's Video on Thursday, 10 September 2015

Alphabet with Fanxi, Austin, Owen and Raymond

Austin 's Video on Wednesday, 24 June 2015

Narrative Assessment - Mathematics - 8 June 2015

Learner: Austin            Learning Coach: Miriam Kamsteeg              Date: 8 June 2015

Learning Area: Mathematics - Numeracy

Learning Observed

Today I completed a Numeracy Knowledge Assessment on Austin. First he had to read the numerals 1-9 that were shown in a random order. Austin was able to correctly identify all the numbers. Next I asked Austin to count forwards to 10. He could also do this. Then count backwards from 10, which he could do as well. Then I asked him to read the numerals 10-20 shown in a random order. He was unable to do this. Then I asked him to count forwards. He reached 12 and then missed numerals and said random numbers. Next I showed him the numerals 1-9 in a random order and asked him to say what came before 2, before 7, before 5 etc. He got some of these correct. Lastly I again showed him the numerals 1-9 in a random order and asked him to say what came after 2, after 7, after 5 etc. He was able to correctly answer all of these.

Evidence of learning

Austin was able to recognise the numerals 1-9. I wonder if he practises this at home?

Key Competencies/Vision Principles

Austin is developing his Capabilities in numeral recognition and counting. He is sequencing numerals in his head when counting (Thinking). Austin is learning to read different numbers (Using Language, Symbols and Texts).

Next Learning Steps

Explicit teaching on counting to 13. Explicit teaching on numeral recognition 10-20 Explicit teaching on what number comes before from 1-9.

JOST - April 20th 2015 Austin

Learner:  Austin   Learning Coach: Caro Bush       Date: 20th April

Learning Area: Oral Language

Learning Observed

I completed the JOST Assessment (Junior Oral Language Screening Tool) with Austin.  It was great that he knew the names of three zoo animals.  He could also tell me the functions of some body parts but was unable to name them in English, I wonder if he can name them in Chinese? Austin enjoyed sharing his knowledge of the picture  and was very animated while he told me all about what was happening in the picture.

Evidence of learning

https://docs.google.com/document/d/1fXBa7vAgDA0sMW9yHUaXramqTPwbTAKGqqw8PT2iWNw/edit

Key Competencies/Vision Principles

Austin is developing his Capabilities (Using Language Symbols and Texts)  in English he is usually able to respond when asked questions (Thinking). Austin enjoys sharing verbally what he is doing and is Curious about the way the world works.

Next Learning Steps

name at least 6 animals (domestic or wild) name body parts and functions ie my nose can sniff and smell use the language of position - ie in front of, behind, next to

Narrative Assessment - Literacy - 20 April 2015

Learner: Deesha, Austin and Owen      Learning Coach: Miriam Kamsteeg  Date: 20 April 2015

Learning Area: Literacy

Learning Observed

Deesha, Austin and Owen were working together on a new Literacy activity today. They had to match the lower case letter with its capital letter. All took turns coming to ask me what the lower case letter was in order to work out the capital letter. They came to me and told me that they had completed it. I went and had a look, but removed some incorrect pegs and asked them to try again. One letter of note was that the matched the capital “i” with a lower case “L”. They then continued again and came and asked me a few letters. Then came and showed me again. This time they had a lower case “y” and “n” left. I pointed to the “n” peg and told them the name of the letter. Deesha put it on the capital “n”. Then they all pointed to the capital “y” for the last one.

Evidence of learning

I noticed that there were quite a few letters that they were unable to match up. I wonder if they have played this sort of game before at home?

Key Competencies/Vision Principles

They all showed Collaboration as they all worked well together, taking turns and persevering until it was all finished. Austin, Owen and Deesha also showed a Curiosity about working out which was the correct letter to match up (Thinking). They were developing their Capabilities in Letter Identification. Owen, Deesha and Austin were sharing their ideas with each other and working as a group (Participating and Contributing/ Relating to Others). They also were able to work without Learning Coach continual guidance and chose to ensure they completed the task accurately (Managing Self). This was an activity that used letter identification (Using Language, Symbols and Texts).

Next Learning Steps

More practice at this activity so they can complete it without having to ask a Learning Coach for help Continue to explicitly teach the names of each letter More practice with letters and their names

Learner: Austin                  Learning Coach: Mr Hattie            Date: 6 March 2015

Learning Area: Learning Habitat 2

Learning Observed

During PE we were playing “Rob the Nest”. We have started the first session of “Rob the nest” as an invasion game. The task was to use the skills of dodging, weaving and running into space. These are the skills that we have been learning over the past few weeks. While watching I notice that Austin was able to apply these skills to a game situation. This takes a good level of Relational thinking. He was applying the skills to ensure that he managed to sneak into the oppositions territory undetected. This allowed him to excel at the game. Once the game had stopped I praised him for his efforts and he is looking at helping instruct other learners and demonstrating this new found skill to help others learners.

Evidence of learning

To see video please click the link below CLICK HERE

Key Competencies/Vision Principles

During this lesson Austin was showing the Key Competency “Thinking” because he was thinking about the skills that he had learnt and apply them to the right situation. He also showed “participating and contributing” because he was participating in the correct way. During this PE lesson Austin showed that he had the understanding of the skill dodging to know when to use it. This was great to see.

Next Learning Steps

Austin’s next learning steps are: providing help for those who need it for this skills. using this skill at a higher pace to improve spacial awareness

Learner: Austin Wang     Learning Coach: Miriam Kamsteeg           Date: 20 Feb 2015

Learning Area: Literacy - Writing

Learning Observed

When I came to sit with Austin he had already completed his picture and written “i” next to his name. I had previously written his name in his book the night before. I asked him what his picture was about. He said that he was flying and Owen was walking. He wanted to say “I can fly and Owen can walking”. I asked him if he knew where to find the “c” sound for “can” on the table tent card. He said he did not know. I gestured to the approximate location and he began pointing to them and I said the sound. He went right past “c” so we went back to it and he wrote it down. Next we had to find “f”. We went through the same process again. However when it can to “and” he quickly wrote down “n”. He then wanted to write Owen and asked me if I could tell him the letters. I told him the letters and he was able to write them all down, including putting in a capital “O”. When it came to the next “can” he was able to record the “c” down straight away after I pointed out that he wrote it before. We started the same process as before for finding “w”, however he quickly found the “watch”picture and recorded down “w”. I said to him “I can fly and Owen can walk”. He then wrote an “n” after the “w” so it could say “walking”.

Evidence of learning

I noticed that Austin was able to link his prior learning - when he was recording the “c” and “w” sounds for the second time that session.

Key Competencies/Vision Principles

Austin showed he was capable and curious when recording his story. He scored 26/54 on the Letter ID assessment and 2 years 8 months on the Oral Language assessment. Austin was able to record his brainstorm idea and begin his story by himself (Managing Self). He knew what he wanted to record and where he needed help in order to get it written down (Thinking). Austin was using his alphabet knowledge to record his story down (Using Language, Symbols and Texts).

Next Learning Steps

Administer High Frequency word test - what words can Austin spell by himself and which words is he ready to learn? To show Austin how he could be using the table tents as a resource to find letter/ sound associations. Explicitly teach the use of Capital letters at the beginning of a sentence and and full stops at the end of sentences. Share Austin’s writing with home.