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.