Learning to cycle-Pedal Power

Narrative Assessment  Math Problem Solving

Exploring Simple Machines-MOTAT

Persuasive Writing

Learner: Karis                                             Date: 21st  September, 2016 Learning Coach: Margaret Patrick            Narrative Assessment

Learning Area: Writing a recount  -Literacy

Learning Observed

Karis was writing (using  language symbols and text) to persuade others that “ Jump Jam should not happen at OrmPS” for her Week 9 assessment.  She completed her planning sheet and chose to use bullet points  and lists to record her ideas.  She recorded more than ten  possible ideas.  Karis demonstrated her capability of writing a persuasive text style as she opened with her statement substantiating it with several ideas. Karis  then developed her ideas making connections with additional supporting information. She introduced several negative factors that made her believe that Jump Jam was not beneficial for OrmPS learners.  She completed four pages espousing her very definite disagreements and finished with that she thought it was unfair. Almost all high frequency words were all spelt correctly. Her writing was presented in four long sections. There was evidence of effective self correcting/editing including; adding pronouns, spelling and removing unnecessary words, reshaping phrases and full stops (sometimes incorrectly).

Evidence of learning

Next Learning Steps

Karis needs to Use paragraphs when introducing a new topic/idea in her writing. Include editing for “sentences endings” using full stops appropriately and not using before conjunctions. Add interesting multiple adjectives to keep her readers interested. Keep her handwriting “in check”  to support her audience’s ease of reading her story. Develop her ideas fuller and ensure they are linked not repeated.

STEAM iExplore @OSC

STEAM Club gets Scratchy

Learners: Kim, Selestine, Sharon, Karis, Harry, Aditi	Learning Coach:  D Wilkes	Date: 12-08-16
Learning Area:  Technology & Maths NZC Achievement Objective:        Level 2-Technological systems:  Understand that there are relationships between the inputs, controlled transformations, and outputs occurring within simple technological systems. Number strategies:  Use simple additive strategies with whole numbers and fractions.	Key Competency:    Thinking Relating to others Participating & Contributing Using language, symbols & text	4C:
Learning Observed: The learners were invited to use the coding program Scratch to create a simple calculator.  We began by logging into the LH1 account and creating a Scratch pad.  Then the learners used some simple code to make the sprite (cat character) say hello.  After that they were presented with a more difficult challenge: This challenge highlighted the learners who were willing to persevere (Selestine & Karis & Kim) and those who required a lot more support.  It was great to see them explore the different types of code and realise that they needed to set up an ‘event’ for each instruction.  I would strongly encourage all of the learners to create their own account and try more of the challenges found here.
Evidence of learning: The learners were making a lot of connections to their previous experiences with coding, maths and the Scratch program.  Harry has been doing his iExplore learning adventure with Scratch and Makey Makey so he was very collaborative and helpful with the younger learners- helping them log in and create their first Scratch pad.  Harry is definitely developing his capabilities with coding in Scratch and at helping others.  Sharon, Selstine, Karis and Kim were having a lot of fun exploring their curiosities at making the cat sprite ‘meow’ and at creating musical instrument sounds.  Aditi enjoyed recording her own voice and making the program repeat her greeting.
Next Learning Steps: Practice using www.scratch.mit.edu to develop their coding capabilities Persevere with the maths challenge to see if they can make a simple calculation Come to STEAM club every week and blog about what they learned Try https://code.org/ for some self directed easy to follow coding tutorials

Amazing news...

Today I met a world record holder/speed skier/cycle and an all time olympian who is not gone to the Rio Olympics but he is so cool he is good role model I can follow by learning more about him and he could be my role model for my goal to end up going to the Olympics versing in swimming yay.

I also learned a lot about him and he was quite interesting and his stories were interesting he was just amazing I'm just glad my school was that lucky to meet an olympian who's brother is one of the most special olympian.

Written by Karis


P.S Please comments and speak about this blog post

Karis Writing Learning Narrative Term 2

Learner:  Karis      Learning Coach: Margaret Patrick       Date: June, 2016

Learning Area:   Writing                                     Narrative Learning story

Learning Observed

The focus for Quick Writes has been sharing opinions and writing arguments to support the learner’s viewpoint. Karis enjoys quick writes and is a very enthusiastic writer. She contributes to the hapu group discussions prior to writing and is keen to share her finished work with others. She is very capable in an audience situation and connects well with them. Karis has made a major decision regarding her writing and has set a higher expectation for the quality of her content and presentation. Handwriting and presentation are significant factors that affects the audience’s ability to read your writing. In the photo below Karis demonstrates her new sloped writing style. Her letter formation, and much more consistent linking and letter size. She is regularly using the school’s agreed format for setting out her Learning book. She has written a reflection about her writing. In it she reports that she feels more confident to show her written work to others. She wants to improve her editing especially correcting her punctuation. Karis wants to use conjunctions and commas more accurately.  She also wants to add more detail including “wow words” to make her sentences more interesting. She is self managing her learning competency of writing symbols and text

Evidence of learning

Next Learning Steps

*consistently set the same expectations for her writing presentation and quality of content whenever she needs to write ie:iExplore, iDevelop and iExperience. *write a persuasive speech and enter the school’s speech competition. *make sure her stories are published in her DRIVE iDevelop folder and added to her Blog.

iReflect For term 3

Monday 25th July 2016

Todday  i did a fun activity with Mrs  patrick about recycling and about more.

Tuesday 26th July 2016

Today for I Explore was to connect about recycling like plastic milk bottles cartons a lot of things.

Today also we were naming our maths and literacy groups I'm in group  2 and 3 group 3 is called Octo and group 2 is called Ant for.


Thursday 28th July 2016

Today my favorite task was Quick write and me rit something and it

Friday 29th July 2016

Puzzle Art for Goal Writing

Learner: Karis     Learning coach: Margaret Patrick           Date: June, 2016

Learning Area:   Swimming                                     Narrative Learning story

Learning Observed

Karis has been attending swimming lessons at the Otara Community pool over the last 8 weeks. Over the 8 weeks she connected with her tutor Peter and built a trusting relationship with him. She consistently collaborated and cooperated with his requests.Karis demonstrated that she was fairly confident propelling herself forward using one breath for 15 meters and was grouped accordingly. Her first goal was to focus on creating rocket arms when stroking. At times her tutor had her using a kickboard to practice this skill using both freestyle and backstroke arms. Peter had her group practicing swimming on their side, shoulder to the ceiling in preparation for rolling. She progressed to using rolling onto her side in preparation for breathing combined with stroking arms. At her evaluation session Karis demonstrated that she was capable of swimming using overarm freestyle and kicking for 50 meters. During the Water Safety week she enjoyed the sensation of floating using a life jacket and joined in and contributed to her group forming a ladder and huddle replicating what a group of survivors would do in the ocean to keep together and stay warm. She was committed to attending her lessons. She has amazing self managing skills organising her swimming gear and ensuring she was ready changed for classes and dressed on time to catch the bus back to school.

Evidence of learning

Next Learning Steps

Using a kickboard rolling onto her side, breathing then stroking arms high and touching her ears and kicking, breathing for 3 strokes and repeating. Floating on her back with a kickboard on his front and using backstroke arms high and touching her ears then grasping her kickboard. Swimming freestyle with rolling and breathing 100 meters. Swimming  backstroke independently using arm strokes every 5 kicks.   Family taking her to the local pools so she can keep up skills and enjoy the water.

I think my quick writes

I think my quick writes have improved because now i can write neatly/slopping all because of Mrs Patrick taught me how to write this way.I also learnt how to write properly and not use printed writing words but use this new style in my book it looks really good from what it used to look like .I am really confident to show my book now all because of Mrs Patrick's work she taught me. Thank you Mrs Patrick.

My goal is to get more punctuation and know/check where to put my comma's in the right place.

Comments

Format-Setting my page neatly is hard work for me because i need to make sure i have a ruler to rule off and red pen also if i write words not neatly i re do them.

Content-I write good ideas and add details to support my viewpoints.

Format-Setting out my work well helps others to understand my writing.

My most proud quick write!

I think a really  good friend is a  person who get in small argument and someone who will stand by your side and stand up for you . They also  will make your day happy. I also think that i need to do the same as what they do to me if i want to be treated nicely.Also i could fill there bucket  up help them when needed.A friend are like family. So i would learn my family and i bet they will do the same .friends are loving ,caring and i would never  turn my back on them.

by Karis

Podcast Narrative Assessment

Learner: William L, Toni, Karis, Kim   Learning Coach: Mr Hattie        Date: 16 June 2016

Learning Area: Learning Habitat 1 - iExperience

Learning Observed

In iExperience William, Toni, Karis, Kim are working writing and creating Podcasts. A Podcast is an audio story, interview or informative talk for entertainment purpose. These are downloadable on iTunes or various sites on the internet. William, Toni, Karis, Kim have been put into a group to practice talking about an issue around at school. The issue that they chose is on Ormiston Primary should/should not have unisex toilets. They are arguing for that we should not have unisex toilets. For this issue they had to discuss their talking points and plan out what their reasons Collaboratively using evidence and examples. Each of these learners showed their Capabilities with this task. They all have something to offer in terms of the reasons why they agree. Learners understanding of their learning: William L: Once you make a statement you need to have an example. Toni:A podcast can be about an issue that you want to discuss. Karis:I planned for my 3 main issues. Kim: You start with the problem or issue and you discuss the main points.

Evidence of learning

The learners Collaborating about the issues in their argument.

Next Learning Steps

William L, Toni, Karis and Kim’s next learning steps are: To speak with fluency and expression during their podcast Write in their own words their argument to practice.

iReflect 11 May 2016

Did I achieve my goal from yesterday I achieved half of it i found the signs out but not off by heart i will go down to lh5 when i can to read the cards with the words on them.



what I learnt today was learning how to sign numbers up to twenty and sign animals like monkey,dolphin,killer whale and so much more i can,t remember.

My goal for tomorrow is to keep learning words in full language.

NZ Music Month

Paragraph Problem Writing Activity

insert the paragraphs in the passage below.

There was once a velveteen rabbit and in the beginning he was really splendid. He was fat and bunchy as a rabbit should be; his coat was spotted brown and white he had real thread whiskers and his ears were lined with pink sateen. 

On Christmas morning when he sat wedged in the top of the Boy's stocking with a sprig of holly between his paws the effect was charming. There were other things in the stocking nuts and oranges and a toy engine and chocolate almonds and a clockwork mouse but the Rabbit was quite the best of all.

For at least two hours the Boy loved him and then Aunts and Uncles came to dinner and there was a great rustling of tissue paper and unwrapping of parcels and in the excitement of looking at all the new presents the Velveteen Rabbit was forgotten. For a long time he lived in the toy cupboard or on the nursery floor and no one thought very much about him.


He was naturally shy and being only made of velveteen some of the more expensive toys quite snubbed him. The mechanical toys were very superior and looked down upon everyone else; they were full of modern ideas and pretended they were real.

Week 10 Literacy Circle Meeting

Zaption

The literacy circle went well but Norah wasn't there she was busy doing something El's with other learners. I think I did well but not to well because I did not speak clear & because I got nervous. The literacy circle was great.

Moment in Time Narrative

Learner: Aditi, Maanvi, Annia, Aryan and Karis       Learning Coach: Mr Hattie          Date: 24 March 2016

Learning Area: Learning Habitat 1 - Literacy

Learning Observed

In Writing we have been looking at Moments in Time. This is a very interesting writing style as the learners have to pick a specific moment in an event that they will write about. It is quite hard to stick to a single moment, rather than recounting the event. The Aditi, Maanvi, Annia, Aryan and Karis need to focus more on the details and sense. We have been looking at a time where we were scared. Looking at a time when we were scared allows the learners to set a mood throughout their writing. The workshops that we have been doing to improve our Capabilities have been based on using writing to paint a picture in the reader's head and paragraphing to organise our ideas. Annia has been really trying to apply the idea of paragraphing to make sure her writing is organised and has flow. Aditi, Maanvi, Aryan and Karis have really been trying to use descriptive language which allows the reader to have the picture in their heads. They have been using similes and different senses to improve the event. The learners have been focusing on this in their writing and it has made them more interesting and detailed.

Evidence of learning

Next Learning Steps

Aditi, Maanvi, Annia, Aryan and Karis’s next learning steps are: Using feedback to edit and improve their writing. Seeking feedback from peers and Learning Coach.