Casey Caterpillar Writing

Learner:  Taj             Learning Coach: Luisa Maloni    Date: 17th March, 2015

Learning Area: iDevelop: Writing

Learning Observed

Taj has been learning the Casey Caterpillar letter formation programme at school. I saw him working independently on the Casey Caterpillar practice sheets. He was able to use the model to practice each shape and demonstrated that he always used the correct starting point. If he made a mistake e.g. the shape was not sitting on the line, he would rub his work out and redo it until he was satisfied. When he was finished he was eager to show me his finished work and try a new practice sheet.

Evidence of learning

Taj is practising his letter formation using Casey Caterpillar Programme

Key Competencies/Vision Principles

Taj shows his Capabilities in Using language, Symbols and text as he follows a model to form letter shapes. In working independently on this task he demonstrates his ability to Manage Self- staying focussed on the activity and refining his work to meet his own standards/outcomes.

Next Learning Steps

Know the names of all the letter shapes e.g. short stick Consistently keep his letter shapes on the line Form all the letters correctly

Learner: Taj, Zsofia, Sanad and Jessica     Learning Coach: Miriam Kamsteeg        Date: 19 March 2015

Learning Area: Literacy - Reading

Learning Observed

During Reading as a group we looked at the basic words we already knew. I wrote the word “I” on a small whiteboard. Taj, Zofia and Sanad were instantly able to recognise the word. We all then read the word off the board. After we had looked at some more basic words we all started to read our books. Taj, Zsofia, Sanad and Jessica were able to put their finger under the first word straight away. Taj, Zsofia and Sanad recognised that they had “I” as the first word in their story. Jessica, Taj and Zsofia read their first sentences along with me, pointing to the words. Sanad was able to use his picture cues to read his first sentence, “I am a goat”.  Zsofia and Sanad looked at their next page and were able to work out the “tricky” word by using the picture cues (monster and flag). All then read the rest of their books to themselves.

Evidence of learning

This group was learning to put their fingers underneath the words as they were reading. I wonder if they remember to do this at home when reading?

Key Competencies/Vision Principles

These Learners have completed a Letter Identification Assessment just after they started at Ormiston Taj (17), Zsofia (0), Jessica (24) and Sanad (42). They have all showing that they are being Curious about their books by looking at the pictures to help them understand the words. The Learners are developing their Capabilities in Reading (Using Language, Symbols and Texts). The Learners are also starting to make connections between basic sight words they know and what is printed in their books (Thinking).

Next Learning Steps

Sound to Letter Assessment - how many sounds do the Learners know? Continue explicit basic sight word teaching. Read every night at home. Practice reading online with “Bug Club”.