Ordering Numbers with Elham and Nicholas

Poetry with Raisa, Elham, and Angelina

Elham's Stories

Tweezer Painting

Creative Writing

Elham's Video on Wednesday, 9 September 2015

Creative Counting

The Gingerbread Man

Elham's Camping Adventure

Myths and Legends- The Year Beast

Learner: Elham        Learning Coach:  Luisa Maloni      Date:  26th June 2015

Learning Area: iExperience- Myths and Legends

Learning Observed

During iExperience we have been making Connections with Myths and legends from all over the world and with stories from our own families and cultures. We learned the story of ‘The Year Beast’ -a legend from China. We described the beast to the learners and they drew a picture of what they thought it looked like. When I asked Elham to describe her picture she said it was a bad monster with wings, sharp teeth, and ears. When I asked her what the bad monster did she said ‘Crash!’

Evidence of learning

Key Competencies/Vision Principles

Elham shows she can make Connections with stories from her culture and cultures around the world (Relating to Others). She demonstrates her developing Capabilities in listening and following instructions as well as retelling a story (Using Language, Symbols and Texts).

Next Learning Steps

Retell part of a story including who and where information Describe a myth or legend that is important in her family

Elham's Video on Thursday, 25 June 2015

Elham Narrative Assessment - Term 2 Literacy.

Learner: Elham                     Learning Coach: Abby Morgan              Date: 12 June 2015

Learning Area: Literacy - Writing

Learning Observed

As part of developing learners ability to write we are learning the shapes and symbols of the Casey the Caterpillar programme. During the programme the learners focus on developing their fine motor control and work towards accurate shape formation and position. As we have progressed with this learning Elham has developed her ability to accurately form the shapes and is able to identify most shapes when asked. Since beginning she has extended the number of letters she is correctly forming. Elham has made great gains in formation and positioning as you can observe in her video below.

Evidence of learning

View Elham’s video here.

Key Competencies/Vision Principles

Throughout the Casey the Caterpillar programme Elham has displayed the Vision Principle of Capable. She has demonstrated her ability to attend to a task and is developing her knowledge and skills. Elham has also shown her ability to apply Thinking Skills, and Use Language, Symbols and Texts as identified in the Key Competencies. She applies known skills and knowledge with unknown (thinking) and is developing her ability to use the written english language.

Next Learning Steps

Identify all Casey Shapes by sight Introduce Elham to the remainder of the Casey the Caterpillar shapes

Elham's Video on Friday, 12 June 2015

Narrative Assessment - Mathematics - 23 April 2015

Learner: Elham     Learning Coach: Miriam Kamsteeg   Date: 23 April 2015

Learning Area: Mathematics - Geometry - Patterns

Learning Observed

Elham was working with the beads today. She came and showed me the pattern she had made. I asked her what her pattern was. She looked confused. I said “yellow, red, yellow, red.” Elham repeated it with me.

Evidence of learning

Elham was able to create a repeating pattern. I wonder if she is able to articulate the colours of the repeating pattern in Dari?

Key Competencies/Vision Principles

Elham was able to work at this task by herself (Managing Self). She was organising her beads to put them on in a specific way (Thinking). Elham is developing her Capabilities in sequencing.

Next Learning Steps

To learn the colours in English To make a three colour repeating bead pattern. To share her learning with home

Learner:  Elham  Learning Coach: Luisa Maloni    Date: 20th March, 2015

Learning Area: iExplore: Social Play- ‘Wish List’

Learning Observed

During Developmental play time I noticed a group of girls including Elham really enjoying their learning play in the Social play- kitchen area. This is a great opportunity for learners to develop their language through play as well as extend their ideas through imagination and social interaction. I asked them what they were playing and Disha said ‘Mums and Dads’. I asked them if they had everything they needed to play their game. Ash said she would like a baby doll. I gave them a large sheet of paper and asked them to draw or write all of the things they would love to have in the Social play area. The girls all sat down and excitedly began to draw their ideas, occasionally sharing these ideas with one another. I told them that they were doing a ‘Brainstorm’ and they seemed very proud of this. Elham was drawing a rainbow and butterflies. She said to me ‘I like butterflies’ ‘I want a big rainbow’. Elham was happy to be sharing her ideas as part of this group.

Evidence of learning

Elham is learning to share her ideas in a group setting and express them orally and visually .

Key Competencies/Vision Principles

Elham is demonstrating her developing Collaboration Skills as she shares ideas with a group and with a learning Coach (Participating and Contributing). Elham scored 1/54 on the Letter Identification Assessment and 2 years 6 months on the Oral Language Assessment. Participating in group brainstorm activities is a great way for her to learn new vocabulary and build her oral language skills.

Next Learning Steps

Label her pictures using letters she knows Make connections between what she likes and real items needed for the social play area. What ways can we include butterflies and rainbows in our Social play area?

Learner: Elham Hassani    Learning Coach: Miriam Kamsteeg            Date: 6 Mar 2015

Learning Area: Literacy - Reading

Learning Observed

Today I read with Elham. I asked her to look at the picture and asked her what job she thought the mouse was doing. I said, “Look she is like me! A teacher! I am a teacher.” I pointed to the words while saying it. Then asked her to say it she read it again with me echoing behind my voice, but she wanted to say “I like…” and kept correcting what she was saying to what I was saying. On the next page was a painter. She said, “painting!” We read together, but again she wanted to say “I like”. She also wanted to say “painting” not “painter”. The next page was a mouse in truck. Elham said, “fixing cars.” I replied, “yes the mouse might be on the first page but on the second page she was driving, so she was a driver.” When reading it she still wanted to say, “I like”. It wasn’t until the next page that she had worked out the pattern and was able to read accurately with me “I am a…” Elham still needed me to read each page and she read with me until the end of the book. On the second reading of it she was able to remember all the different jobs and read with more accuracy.

Evidence of learning

Elham was learning new vocabulary while reading the book. I wonder if she understood what a “job” was and if she would be able to recall the different jobs the next day?

Key Competencies/Vision Principles

Elham scored 1/54 on the Letter Identification Assessment and 2 years 6 months on the Oral Language Assessment. She showed she was developing her Capabilities in Reading by listening carefully to the English words and being able to follow the pattern with the new vocabulary on the second read. Elham is starting to look at the picture to help her understand what the words might say (Thinking). She is starting to learn basic sight words (Understanding Language, Symbols and Text).

Next Learning Steps

Deepen her vocabulary. Elham needs lots of English practice and to hear lots of English being spoken. The iExplore time is helping her develop new vocabulary. Learn basic sight words. Explicit teaching on the letters and the sounds of English.