Learner: Suri Villaflores    Learning Coach: Miriam Kamsteeg         Date: 20 Feb 2015

Learning Area: Literacy - Writing

Learning Observed

Suri had nearly finished colouring her picture in when I came to sit with her. I asked her what her picture was about and what she wanted her story to be. She explained that she was drawing a picture of her house and that she wanted her story to be “I am at my house”. I asked her if she could find the word I in the blue box on the table tent. Simeon who was sitting near by leaned over and pointed it out for her. She then wrote it down. The next word was “am”. I told her that this word was also in the blue box. Simeon again reached over and pointed this out. Suri wrote down “m”. Simeon told her that she needed the “a” as well so she added it on the end making “ma”. The next word was “at”. I told Suri that we needed to find the picture that had an “a” sound at the beginning she pointed to many pictures on the word card and then I showed her the “apple” picture. I asked her if she thought they were the same. She decided they were and wrote down “a”. We then had to find “t”. Again I asked her if she could see a picture that started with “t”. She again pointed to many pictures. I showed her the “TV” picture. She then wrote down “t”. I then wrote the rest of the story for her to copy later.

Evidence of learning

I noticed that Suri appeared to be guessing at random for the sounds for the words. I wondered what sounds she actually knows?

Key Competencies/Vision Principles

Suri showed she was capable and collaborative when she was writing her story. She knows 25/54 on the Letter ID assessment and has an Oral Language score of 5 years 3 months. She had carefully thought about what she wanted to write (Thinking). Suri was able to settle quickly into drawing her brainstorm picture for her story (Managing Self). She was using her alphabet knowledge to construct a story (Using Language, Symbols and Text).

Next Learning Steps

Administer High Frequency word test - What words is Suri able to spell by her self. Work on improving her Letter ID knowledge. Work with her on developing her knowledge about how we can record sounds.