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TRANSCRIPT
Learning Story 1: Oral Language and Visual
Child’s Name: LennonChild’s Name: Lennon Date: 22/03/16 Teacher: Miss Oh
Learning Dispositions
Examples and Cues to Demonstrate ThisExamples and Cues to Demonstrate This
A Learning Story“Vehicles in Books and Beyond!”
Taking an interest
Finding an interest here — a topic, an activity, a role. Recognising the familiar, enjoying the unfamiliar.Coping with change.
Finding an interest here — a topic, an activity, a role. Recognising the familiar, enjoying the unfamiliar.Coping with change.
Lennon and I were reading a picture book called “I’ve An Uncle Ivan”, which featured many different modes of transport. As we turned the pages, Lennon began to recognise a variety of familiar vehicles that he had seen before.
I asked Lennon, “Have you ever seen a van before?”He then replied, “I saw a postman, not the one who goes on the motorbike; I saw a van, he’s got a van, and he clamps the wheels off the thing, off the car’s wheels, because when the postman’s spot, then they got clamped. But I went in that park, and I didn’t get clamped, because I was so speedy.”
As we continued reading, we saw an interesting page where a man was blowing a whistle. “That thing goes really loud!” Lennon noticed.“Ooh, how do you know?” I replied.“Because all those spikes are going out,” Lennon explained, pointing to the “spikes” on the image.
We then read about a man driving an aeroplane in the rain, to which I asked him, “Do you think it’s safe to drive an aeroplane in the rain?” Lennon shook his head in response. “Why not?” I replied. “Because then they might not be able to drive. They might crash!” he replied.
Being involved
Paying attention for a sustained period, feeling safe, trusting others. Being playful with others and/or materials.
Paying attention for a sustained period, feeling safe, trusting others. Being playful with others and/or materials.
Lennon and I were reading a picture book called “I’ve An Uncle Ivan”, which featured many different modes of transport. As we turned the pages, Lennon began to recognise a variety of familiar vehicles that he had seen before.
I asked Lennon, “Have you ever seen a van before?”He then replied, “I saw a postman, not the one who goes on the motorbike; I saw a van, he’s got a van, and he clamps the wheels off the thing, off the car’s wheels, because when the postman’s spot, then they got clamped. But I went in that park, and I didn’t get clamped, because I was so speedy.”
As we continued reading, we saw an interesting page where a man was blowing a whistle. “That thing goes really loud!” Lennon noticed.“Ooh, how do you know?” I replied.“Because all those spikes are going out,” Lennon explained, pointing to the “spikes” on the image.
We then read about a man driving an aeroplane in the rain, to which I asked him, “Do you think it’s safe to drive an aeroplane in the rain?” Lennon shook his head in response. “Why not?” I replied. “Because then they might not be able to drive. They might crash!” he replied.
Persisting with dif[iculty
Seeing and choosing dif[icult tasks. Using a range of strategies to solve problems when ‘stuck’ (be speci[ic).
Seeing and choosing dif[icult tasks. Using a range of strategies to solve problems when ‘stuck’ (be speci[ic).
Lennon and I were reading a picture book called “I’ve An Uncle Ivan”, which featured many different modes of transport. As we turned the pages, Lennon began to recognise a variety of familiar vehicles that he had seen before.
I asked Lennon, “Have you ever seen a van before?”He then replied, “I saw a postman, not the one who goes on the motorbike; I saw a van, he’s got a van, and he clamps the wheels off the thing, off the car’s wheels, because when the postman’s spot, then they got clamped. But I went in that park, and I didn’t get clamped, because I was so speedy.”
As we continued reading, we saw an interesting page where a man was blowing a whistle. “That thing goes really loud!” Lennon noticed.“Ooh, how do you know?” I replied.“Because all those spikes are going out,” Lennon explained, pointing to the “spikes” on the image.
We then read about a man driving an aeroplane in the rain, to which I asked him, “Do you think it’s safe to drive an aeroplane in the rain?” Lennon shook his head in response. “Why not?” I replied. “Because then they might not be able to drive. They might crash!” he replied.
Expressing a feeling or idea
In a range of ways (specify). For example: oral language, gesture, music, art, writing, using numbers and patterns, telling stories.
In a range of ways (specify). For example: oral language, gesture, music, art, writing, using numbers and patterns, telling stories.
Lennon and I were reading a picture book called “I’ve An Uncle Ivan”, which featured many different modes of transport. As we turned the pages, Lennon began to recognise a variety of familiar vehicles that he had seen before.
I asked Lennon, “Have you ever seen a van before?”He then replied, “I saw a postman, not the one who goes on the motorbike; I saw a van, he’s got a van, and he clamps the wheels off the thing, off the car’s wheels, because when the postman’s spot, then they got clamped. But I went in that park, and I didn’t get clamped, because I was so speedy.”
As we continued reading, we saw an interesting page where a man was blowing a whistle. “That thing goes really loud!” Lennon noticed.“Ooh, how do you know?” I replied.“Because all those spikes are going out,” Lennon explained, pointing to the “spikes” on the image.
We then read about a man driving an aeroplane in the rain, to which I asked him, “Do you think it’s safe to drive an aeroplane in the rain?” Lennon shook his head in response. “Why not?” I replied. “Because then they might not be able to drive. They might crash!” he replied.
Taking responsibility
Responding to others, to stories, and imagined events, ensuring that things are fair, self-‐evaluating, helping others, contributing to programme.
Responding to others, to stories, and imagined events, ensuring that things are fair, self-‐evaluating, helping others, contributing to programme.
Lennon and I were reading a picture book called “I’ve An Uncle Ivan”, which featured many different modes of transport. As we turned the pages, Lennon began to recognise a variety of familiar vehicles that he had seen before.
I asked Lennon, “Have you ever seen a van before?”He then replied, “I saw a postman, not the one who goes on the motorbike; I saw a van, he’s got a van, and he clamps the wheels off the thing, off the car’s wheels, because when the postman’s spot, then they got clamped. But I went in that park, and I didn’t get clamped, because I was so speedy.”
As we continued reading, we saw an interesting page where a man was blowing a whistle. “That thing goes really loud!” Lennon noticed.“Ooh, how do you know?” I replied.“Because all those spikes are going out,” Lennon explained, pointing to the “spikes” on the image.
We then read about a man driving an aeroplane in the rain, to which I asked him, “Do you think it’s safe to drive an aeroplane in the rain?” Lennon shook his head in response. “Why not?” I replied. “Because then they might not be able to drive. They might crash!” he replied.
Short-‐term Review(What learning do I think is going on here?)
Short-‐term Review(What learning do I think is going on here?)
Short-‐term Review(What learning do I think is going on here?)
What Next?
• Lennon is demonstrating persistence in attempting to include relevant background information and details to orientate the listener when recounting an experience of his own.
• He is able to recognise visual elements such as shape (e.g. “spikes”) to convey a speci[ic meaning, which is essential for making sense of visual texts.
• Lennon is able to use evaluative and reasoning skills in his response as part of comprehending and interpreting the meaning of a text.
• Lennon is demonstrating persistence in attempting to include relevant background information and details to orientate the listener when recounting an experience of his own.
• He is able to recognise visual elements such as shape (e.g. “spikes”) to convey a speci[ic meaning, which is essential for making sense of visual texts.
• Lennon is able to use evaluative and reasoning skills in his response as part of comprehending and interpreting the meaning of a text.
• Lennon is demonstrating persistence in attempting to include relevant background information and details to orientate the listener when recounting an experience of his own.
• He is able to recognise visual elements such as shape (e.g. “spikes”) to convey a speci[ic meaning, which is essential for making sense of visual texts.
• Lennon is able to use evaluative and reasoning skills in his response as part of comprehending and interpreting the meaning of a text.
• Lennon can further develop his ability to include relevant background information in recounts by listening to good models of oral recounts from signi[icant others. He can be provided with regular opportunities to retell past experiences of his own or others, and contribute in shared retelling as well.
• Lennon can be extended by directing his attention to how people, ideas and events are strategically represented on visual texts (e.g. posters, picture books and movies).
• To strengthen Lennon’s evaluative and reasoning skills, we can model language structures and vocabulary associated with giving explanations, by using different conjunctions. These explanations can be connected with his prior knowledge of how vehicles and materials work, for example.
Learning Story 2: Written Linguistic
Child’s Name: LennonChild’s Name: Lennon Date: 30/03/16 Teacher: Miss Oh
Learning Dispositions
Examples and Cues to Demonstrate ThisExamples and Cues to Demonstrate This
A Learning Story“Designing a Car”
Taking an interest
Finding an interest here — a topic, an activity, a role. Recognising the familiar, enjoying the unfamiliar.Coping with change.
Finding an interest here — a topic, an activity, a role. Recognising the familiar, enjoying the unfamiliar.Coping with change.
Looking carefully at the toy car that he had chosen from the block corner to use as a reference, Lennon con[idently draw two circles to represent the wheels of the car. He paused, thinking hard about what the body of the car should look like. He then decided to use a different colour to draw the body of the car, and was more careful in how he drew an outline of it.
Lennon then wanted to write his name on the body of the car. “Do you know how to write your name, Lennon?” I asked, out of curiosity.“Yes!” he replied proudly. “L-‐e-‐n-‐n-‐o-‐n!” he said quickly. As he copied each letter of his name from his name card, he said each letter out aloud as he [inished writing it. Soon, he noticed that he was about to run out of room to [it the rest of the letters of his name in. He then began to slowly and carefully form smaller letters that would just manage to [it inside the shape of the car. As he [inished the last letter, it all [it inside!
He showed me his drawing and I asked him, “What sorts of special things does the car have?” He pointed to the lines he had drawn on the right hand side of the page and said, “Those are the bumps on the front.” Pointing to the lines on the left hand side, he said, “All that’s the gas.”
After he [inished using the markers, he remembered to put the caps of the markers back on before putting them neatly into the cup holding the other markers. “That’s all done!” he declared proudly.
Being involved
Paying attention for a sustained period, feeling safe, trusting others. Being playful with others and/or materials.
Paying attention for a sustained period, feeling safe, trusting others. Being playful with others and/or materials.
Looking carefully at the toy car that he had chosen from the block corner to use as a reference, Lennon con[idently draw two circles to represent the wheels of the car. He paused, thinking hard about what the body of the car should look like. He then decided to use a different colour to draw the body of the car, and was more careful in how he drew an outline of it.
Lennon then wanted to write his name on the body of the car. “Do you know how to write your name, Lennon?” I asked, out of curiosity.“Yes!” he replied proudly. “L-‐e-‐n-‐n-‐o-‐n!” he said quickly. As he copied each letter of his name from his name card, he said each letter out aloud as he [inished writing it. Soon, he noticed that he was about to run out of room to [it the rest of the letters of his name in. He then began to slowly and carefully form smaller letters that would just manage to [it inside the shape of the car. As he [inished the last letter, it all [it inside!
He showed me his drawing and I asked him, “What sorts of special things does the car have?” He pointed to the lines he had drawn on the right hand side of the page and said, “Those are the bumps on the front.” Pointing to the lines on the left hand side, he said, “All that’s the gas.”
After he [inished using the markers, he remembered to put the caps of the markers back on before putting them neatly into the cup holding the other markers. “That’s all done!” he declared proudly.
Persisting with dif[iculty
Seeing and choosing dif[icult tasks. Using a range of strategies to solve problems when ‘stuck’ (be speci[ic).
Seeing and choosing dif[icult tasks. Using a range of strategies to solve problems when ‘stuck’ (be speci[ic).
Looking carefully at the toy car that he had chosen from the block corner to use as a reference, Lennon con[idently draw two circles to represent the wheels of the car. He paused, thinking hard about what the body of the car should look like. He then decided to use a different colour to draw the body of the car, and was more careful in how he drew an outline of it.
Lennon then wanted to write his name on the body of the car. “Do you know how to write your name, Lennon?” I asked, out of curiosity.“Yes!” he replied proudly. “L-‐e-‐n-‐n-‐o-‐n!” he said quickly. As he copied each letter of his name from his name card, he said each letter out aloud as he [inished writing it. Soon, he noticed that he was about to run out of room to [it the rest of the letters of his name in. He then began to slowly and carefully form smaller letters that would just manage to [it inside the shape of the car. As he [inished the last letter, it all [it inside!
He showed me his drawing and I asked him, “What sorts of special things does the car have?” He pointed to the lines he had drawn on the right hand side of the page and said, “Those are the bumps on the front.” Pointing to the lines on the left hand side, he said, “All that’s the gas.”
After he [inished using the markers, he remembered to put the caps of the markers back on before putting them neatly into the cup holding the other markers. “That’s all done!” he declared proudly.
Expressing a feeling or idea
In a range of ways (specify). For example: oral language, gesture, music, art, writing, using numbers and patterns, telling stories.
In a range of ways (specify). For example: oral language, gesture, music, art, writing, using numbers and patterns, telling stories.
Looking carefully at the toy car that he had chosen from the block corner to use as a reference, Lennon con[idently draw two circles to represent the wheels of the car. He paused, thinking hard about what the body of the car should look like. He then decided to use a different colour to draw the body of the car, and was more careful in how he drew an outline of it.
Lennon then wanted to write his name on the body of the car. “Do you know how to write your name, Lennon?” I asked, out of curiosity.“Yes!” he replied proudly. “L-‐e-‐n-‐n-‐o-‐n!” he said quickly. As he copied each letter of his name from his name card, he said each letter out aloud as he [inished writing it. Soon, he noticed that he was about to run out of room to [it the rest of the letters of his name in. He then began to slowly and carefully form smaller letters that would just manage to [it inside the shape of the car. As he [inished the last letter, it all [it inside!
He showed me his drawing and I asked him, “What sorts of special things does the car have?” He pointed to the lines he had drawn on the right hand side of the page and said, “Those are the bumps on the front.” Pointing to the lines on the left hand side, he said, “All that’s the gas.”
After he [inished using the markers, he remembered to put the caps of the markers back on before putting them neatly into the cup holding the other markers. “That’s all done!” he declared proudly.
Taking responsibility
Responding to others, to stories, and imagined events, ensuring that things are fair, self-‐evaluating, helping others, contributing to programme.
Responding to others, to stories, and imagined events, ensuring that things are fair, self-‐evaluating, helping others, contributing to programme.
Looking carefully at the toy car that he had chosen from the block corner to use as a reference, Lennon con[idently draw two circles to represent the wheels of the car. He paused, thinking hard about what the body of the car should look like. He then decided to use a different colour to draw the body of the car, and was more careful in how he drew an outline of it.
Lennon then wanted to write his name on the body of the car. “Do you know how to write your name, Lennon?” I asked, out of curiosity.“Yes!” he replied proudly. “L-‐e-‐n-‐n-‐o-‐n!” he said quickly. As he copied each letter of his name from his name card, he said each letter out aloud as he [inished writing it. Soon, he noticed that he was about to run out of room to [it the rest of the letters of his name in. He then began to slowly and carefully form smaller letters that would just manage to [it inside the shape of the car. As he [inished the last letter, it all [it inside!
He showed me his drawing and I asked him, “What sorts of special things does the car have?” He pointed to the lines he had drawn on the right hand side of the page and said, “Those are the bumps on the front.” Pointing to the lines on the left hand side, he said, “All that’s the gas.”
After he [inished using the markers, he remembered to put the caps of the markers back on before putting them neatly into the cup holding the other markers. “That’s all done!” he declared proudly.
Short-‐term Review(What learning do I think is going on here?)
Short-‐term Review(What learning do I think is going on here?)
Short-‐term Review(What learning do I think is going on here?)
What Next?
• Lennon is able to recognise shapes on a familiar object and have a go at representing them on paper.
• Lennon is able to verbally spell out his name quickly and con[idently by rote, and rises up to the challenge to form legible approximations of the letters in his name.
• As Lennon was persistent in copying most of the letters of his name in his writing, he is becoming more competent in demonstrating a one-‐to-‐one correspondence of letters in writing.
• Lennon is able to recognise shapes on a familiar object and have a go at representing them on paper.
• Lennon is able to verbally spell out his name quickly and con[idently by rote, and rises up to the challenge to form legible approximations of the letters in his name.
• As Lennon was persistent in copying most of the letters of his name in his writing, he is becoming more competent in demonstrating a one-‐to-‐one correspondence of letters in writing.
• Lennon is able to recognise shapes on a familiar object and have a go at representing them on paper.
• Lennon is able to verbally spell out his name quickly and con[idently by rote, and rises up to the challenge to form legible approximations of the letters in his name.
• As Lennon was persistent in copying most of the letters of his name in his writing, he is becoming more competent in demonstrating a one-‐to-‐one correspondence of letters in writing.
• Lennon can strengthen his ability to form shapes in his drawing by tracing around objects with a circular or rectangular base, for example. This can be part of a shape-‐hunting game where he can identify objects with a particular shape as a base and use them to create drawings.
• Lennon can be provided with authentic opportunities for him to develop and use new vocabulary, so as to nurture his enjoyment of writing for various purposes. These can be tied to his interests (e.g. writing a short list of steps to follow in constructing something, etc.).
• To develop Lennon’s con[idence and automaticity in copying print, he can be provided with authentic opportunities for copying print in his play and in daily activities (e.g. copying a ‘please do not knock over’ sign after building something, copying short words from a phone screen onto a shopping list, etc.)
Learning Story 3: Audio
Child’s Name: LennonChild’s Name: Lennon Date: 30/03/16 Teacher: Miss Oh
Learning Dispositions
Examples and Cues to Demonstrate ThisExamples and Cues to Demonstrate This
A Learning Story“Recording a Story about Cars’ Land”
Taking an interest
Finding an interest here — a topic, an activity, a role. Recognising the familiar, enjoying the unfamiliar.Coping with change.
Finding an interest here — a topic, an activity, a role. Recognising the familiar, enjoying the unfamiliar.Coping with change.
Lennon and his friends Sam and Shane were in the block corner and I was showing them how to use an iPad to create a recording about the kinds of things that they were making in the block corner. They were paying close attention as I demonstrated the steps involved in recording their voice, adding camera pictures and choosing background music on an iPad app called Adobe Voice. “Maybe we should make them in a row and we could just make up a story!” Lennon suggested.
The three of them then proceeded to make a landscape out of the blocks and the cars. They took turns using the iPad and taking photos of their landscape, recording their voices on it and replaying their recorded scenes with the background music.
Lennon helped me press the recording button, and practised holding it down a few times so that it would record his voice. As Shane was making a landscape with the blocks, Lennon said, “He’s making a bridge and a ramp! Shane’s making a cars’ land aren’t you?” Into the iPad he recorded, “Shane’s making a car’s land.”“Oooh, where cars are landing?” I asked.“No, that means where only cars are allowed to be in there, where people’re driving cars,” he clari[ied.
When Lennon was given the opportunity to change the background music of their story, he paused and listened attentively to hear what kind of tunes were playing. He had a go at tapping on the iPad screen to select different types of music. As he listened to one tune, he said, “Sounds good!” He then decided to select that one for their story.
Being involved
Paying attention for a sustained period, feeling safe, trusting others. Being playful with others and/or materials.
Paying attention for a sustained period, feeling safe, trusting others. Being playful with others and/or materials.
Lennon and his friends Sam and Shane were in the block corner and I was showing them how to use an iPad to create a recording about the kinds of things that they were making in the block corner. They were paying close attention as I demonstrated the steps involved in recording their voice, adding camera pictures and choosing background music on an iPad app called Adobe Voice. “Maybe we should make them in a row and we could just make up a story!” Lennon suggested.
The three of them then proceeded to make a landscape out of the blocks and the cars. They took turns using the iPad and taking photos of their landscape, recording their voices on it and replaying their recorded scenes with the background music.
Lennon helped me press the recording button, and practised holding it down a few times so that it would record his voice. As Shane was making a landscape with the blocks, Lennon said, “He’s making a bridge and a ramp! Shane’s making a cars’ land aren’t you?” Into the iPad he recorded, “Shane’s making a car’s land.”“Oooh, where cars are landing?” I asked.“No, that means where only cars are allowed to be in there, where people’re driving cars,” he clari[ied.
When Lennon was given the opportunity to change the background music of their story, he paused and listened attentively to hear what kind of tunes were playing. He had a go at tapping on the iPad screen to select different types of music. As he listened to one tune, he said, “Sounds good!” He then decided to select that one for their story.
Persisting with dif[iculty
Seeing and choosing dif[icult tasks. Using a range of strategies to solve problems when ‘stuck’ (be speci[ic).
Seeing and choosing dif[icult tasks. Using a range of strategies to solve problems when ‘stuck’ (be speci[ic).
Lennon and his friends Sam and Shane were in the block corner and I was showing them how to use an iPad to create a recording about the kinds of things that they were making in the block corner. They were paying close attention as I demonstrated the steps involved in recording their voice, adding camera pictures and choosing background music on an iPad app called Adobe Voice. “Maybe we should make them in a row and we could just make up a story!” Lennon suggested.
The three of them then proceeded to make a landscape out of the blocks and the cars. They took turns using the iPad and taking photos of their landscape, recording their voices on it and replaying their recorded scenes with the background music.
Lennon helped me press the recording button, and practised holding it down a few times so that it would record his voice. As Shane was making a landscape with the blocks, Lennon said, “He’s making a bridge and a ramp! Shane’s making a cars’ land aren’t you?” Into the iPad he recorded, “Shane’s making a car’s land.”“Oooh, where cars are landing?” I asked.“No, that means where only cars are allowed to be in there, where people’re driving cars,” he clari[ied.
When Lennon was given the opportunity to change the background music of their story, he paused and listened attentively to hear what kind of tunes were playing. He had a go at tapping on the iPad screen to select different types of music. As he listened to one tune, he said, “Sounds good!” He then decided to select that one for their story.
Expressing a feeling or idea
In a range of ways (specify). For example: oral language, gesture, music, art, writing, using numbers and patterns, telling stories.
In a range of ways (specify). For example: oral language, gesture, music, art, writing, using numbers and patterns, telling stories.
Lennon and his friends Sam and Shane were in the block corner and I was showing them how to use an iPad to create a recording about the kinds of things that they were making in the block corner. They were paying close attention as I demonstrated the steps involved in recording their voice, adding camera pictures and choosing background music on an iPad app called Adobe Voice. “Maybe we should make them in a row and we could just make up a story!” Lennon suggested.
The three of them then proceeded to make a landscape out of the blocks and the cars. They took turns using the iPad and taking photos of their landscape, recording their voices on it and replaying their recorded scenes with the background music.
Lennon helped me press the recording button, and practised holding it down a few times so that it would record his voice. As Shane was making a landscape with the blocks, Lennon said, “He’s making a bridge and a ramp! Shane’s making a cars’ land aren’t you?” Into the iPad he recorded, “Shane’s making a car’s land.”“Oooh, where cars are landing?” I asked.“No, that means where only cars are allowed to be in there, where people’re driving cars,” he clari[ied.
When Lennon was given the opportunity to change the background music of their story, he paused and listened attentively to hear what kind of tunes were playing. He had a go at tapping on the iPad screen to select different types of music. As he listened to one tune, he said, “Sounds good!” He then decided to select that one for their story.
Taking responsibility
Responding to others, to stories, and imagined events, ensuring that things are fair, self-‐evaluating, helping others, contributing to programme.
Responding to others, to stories, and imagined events, ensuring that things are fair, self-‐evaluating, helping others, contributing to programme.
Lennon and his friends Sam and Shane were in the block corner and I was showing them how to use an iPad to create a recording about the kinds of things that they were making in the block corner. They were paying close attention as I demonstrated the steps involved in recording their voice, adding camera pictures and choosing background music on an iPad app called Adobe Voice. “Maybe we should make them in a row and we could just make up a story!” Lennon suggested.
The three of them then proceeded to make a landscape out of the blocks and the cars. They took turns using the iPad and taking photos of their landscape, recording their voices on it and replaying their recorded scenes with the background music.
Lennon helped me press the recording button, and practised holding it down a few times so that it would record his voice. As Shane was making a landscape with the blocks, Lennon said, “He’s making a bridge and a ramp! Shane’s making a cars’ land aren’t you?” Into the iPad he recorded, “Shane’s making a car’s land.”“Oooh, where cars are landing?” I asked.“No, that means where only cars are allowed to be in there, where people’re driving cars,” he clari[ied.
When Lennon was given the opportunity to change the background music of their story, he paused and listened attentively to hear what kind of tunes were playing. He had a go at tapping on the iPad screen to select different types of music. As he listened to one tune, he said, “Sounds good!” He then decided to select that one for their story.
Short-‐term Review(What learning do I think is going on here?)
Short-‐term Review(What learning do I think is going on here?)
Short-‐term Review(What learning do I think is going on here?)
What Next?
• From this activity, Lennon is learning about the potential of incorporating multiple modes of communication into a single text, namely voice, photos and background music to communicate meaning within his play.
• He can easily adapt to and use basic functions on an iPad app that have been recently introduced for speci[ic purposes.
• Lennon is able to work constructively and helpfully with peers for a creative and constructive purpose.
• From this activity, Lennon is learning about the potential of incorporating multiple modes of communication into a single text, namely voice, photos and background music to communicate meaning within his play.
• He can easily adapt to and use basic functions on an iPad app that have been recently introduced for speci[ic purposes.
• Lennon is able to work constructively and helpfully with peers for a creative and constructive purpose.
• From this activity, Lennon is learning about the potential of incorporating multiple modes of communication into a single text, namely voice, photos and background music to communicate meaning within his play.
• He can easily adapt to and use basic functions on an iPad app that have been recently introduced for speci[ic purposes.
• Lennon is able to work constructively and helpfully with peers for a creative and constructive purpose.
• Lennon can be provided with opportunities to hear and make choices about background music of different styles that evoke different moods within his play. He can be encouraged to explain how some types of background music are different from each other.
• To increase his familiarity with using apps for a creative purpose, Lennon can be exposed to a variety of apps like Adobe Voice, ShowMe and ExplainEverything to experiment with combining modes of communication, such as voice, drawing, photography and music for different purposes in his play.
• To extend Lennon’s development in aural literacies, he can be provided with opportunities to experiment with apps, voice, real and makeshift instruments to create background music or sound effects in his play.
Learning Story 4: Gestural and Spatial
Child’s Name: LennonChild’s Name: Lennon Date: 23/03/16 Teacher: Miss Oh
Learning Dispositions
Examples and Cues to Demonstrate ThisExamples and Cues to Demonstrate This
A Learning Story“Making A Cardboard Plane”
Taking an interest
Finding an interest here — a topic, an activity, a role. Recognising the familiar, enjoying the unfamiliar.Coping with change.
Finding an interest here — a topic, an activity, a role. Recognising the familiar, enjoying the unfamiliar.Coping with change.
Lennon and Sam were given a big, empty cardboard box in the block corner. They could turn it into anything that they wanted! Lennon excitedly shared how he had used an empty box before at home to make something. They then decided to make a plane with it.
Lennon and Sam decided that they would need scissors, masking tape, paper, and some coloured markers to design their plane. “Come on, Sam, let’s take the thing off so we’ll be able to make the wheels,” Lennon said, full of determination. “Maybe we could cut these edges off.”
Lennon and Sam began working hard on their plane together and shared ideas of what it could look like. “We need cut this bit, so we can put the wing in,” Lennon said.
“Maybe we could draw some designs,” Lennon suggested. Sam then drew two designs for their plane. Upon seeing them, Lennon stopped what he was doing, looked at the drawings and exclaimed, “You’re doing a great design!” He turned to me and said, “Sam does the designs really well! He keeps getting better and better and better!”
Lennon and I worked together to make sure that the wing could be attached to the cardboard box. As he held the long cardboard wing steady against the box, I showed him how to draw a line along the cardboard to help us know where to cut a hole for the wing to [it in.
Being involved
Paying attention for a sustained period, feeling safe, trusting others. Being playful with others and/or materials.
Paying attention for a sustained period, feeling safe, trusting others. Being playful with others and/or materials.
Lennon and Sam were given a big, empty cardboard box in the block corner. They could turn it into anything that they wanted! Lennon excitedly shared how he had used an empty box before at home to make something. They then decided to make a plane with it.
Lennon and Sam decided that they would need scissors, masking tape, paper, and some coloured markers to design their plane. “Come on, Sam, let’s take the thing off so we’ll be able to make the wheels,” Lennon said, full of determination. “Maybe we could cut these edges off.”
Lennon and Sam began working hard on their plane together and shared ideas of what it could look like. “We need cut this bit, so we can put the wing in,” Lennon said.
“Maybe we could draw some designs,” Lennon suggested. Sam then drew two designs for their plane. Upon seeing them, Lennon stopped what he was doing, looked at the drawings and exclaimed, “You’re doing a great design!” He turned to me and said, “Sam does the designs really well! He keeps getting better and better and better!”
Lennon and I worked together to make sure that the wing could be attached to the cardboard box. As he held the long cardboard wing steady against the box, I showed him how to draw a line along the cardboard to help us know where to cut a hole for the wing to [it in.
Persisting with dif[iculty
Seeing and choosing dif[icult tasks. Using a range of strategies to solve problems when ‘stuck’ (be speci[ic).
Seeing and choosing dif[icult tasks. Using a range of strategies to solve problems when ‘stuck’ (be speci[ic).
Lennon and Sam were given a big, empty cardboard box in the block corner. They could turn it into anything that they wanted! Lennon excitedly shared how he had used an empty box before at home to make something. They then decided to make a plane with it.
Lennon and Sam decided that they would need scissors, masking tape, paper, and some coloured markers to design their plane. “Come on, Sam, let’s take the thing off so we’ll be able to make the wheels,” Lennon said, full of determination. “Maybe we could cut these edges off.”
Lennon and Sam began working hard on their plane together and shared ideas of what it could look like. “We need cut this bit, so we can put the wing in,” Lennon said.
“Maybe we could draw some designs,” Lennon suggested. Sam then drew two designs for their plane. Upon seeing them, Lennon stopped what he was doing, looked at the drawings and exclaimed, “You’re doing a great design!” He turned to me and said, “Sam does the designs really well! He keeps getting better and better and better!”
Lennon and I worked together to make sure that the wing could be attached to the cardboard box. As he held the long cardboard wing steady against the box, I showed him how to draw a line along the cardboard to help us know where to cut a hole for the wing to [it in.
Expressing a feeling or idea
In a range of ways (specify). For example: oral language, gesture, music, art, writing, using numbers and patterns, telling stories.
In a range of ways (specify). For example: oral language, gesture, music, art, writing, using numbers and patterns, telling stories.
Lennon and Sam were given a big, empty cardboard box in the block corner. They could turn it into anything that they wanted! Lennon excitedly shared how he had used an empty box before at home to make something. They then decided to make a plane with it.
Lennon and Sam decided that they would need scissors, masking tape, paper, and some coloured markers to design their plane. “Come on, Sam, let’s take the thing off so we’ll be able to make the wheels,” Lennon said, full of determination. “Maybe we could cut these edges off.”
Lennon and Sam began working hard on their plane together and shared ideas of what it could look like. “We need cut this bit, so we can put the wing in,” Lennon said.
“Maybe we could draw some designs,” Lennon suggested. Sam then drew two designs for their plane. Upon seeing them, Lennon stopped what he was doing, looked at the drawings and exclaimed, “You’re doing a great design!” He turned to me and said, “Sam does the designs really well! He keeps getting better and better and better!”
Lennon and I worked together to make sure that the wing could be attached to the cardboard box. As he held the long cardboard wing steady against the box, I showed him how to draw a line along the cardboard to help us know where to cut a hole for the wing to [it in.
Taking responsibility
Responding to others, to stories, and imagined events, ensuring that things are fair, self-‐evaluating, helping others, contributing to programme.
Responding to others, to stories, and imagined events, ensuring that things are fair, self-‐evaluating, helping others, contributing to programme.
Lennon and Sam were given a big, empty cardboard box in the block corner. They could turn it into anything that they wanted! Lennon excitedly shared how he had used an empty box before at home to make something. They then decided to make a plane with it.
Lennon and Sam decided that they would need scissors, masking tape, paper, and some coloured markers to design their plane. “Come on, Sam, let’s take the thing off so we’ll be able to make the wheels,” Lennon said, full of determination. “Maybe we could cut these edges off.”
Lennon and Sam began working hard on their plane together and shared ideas of what it could look like. “We need cut this bit, so we can put the wing in,” Lennon said.
“Maybe we could draw some designs,” Lennon suggested. Sam then drew two designs for their plane. Upon seeing them, Lennon stopped what he was doing, looked at the drawings and exclaimed, “You’re doing a great design!” He turned to me and said, “Sam does the designs really well! He keeps getting better and better and better!”
Lennon and I worked together to make sure that the wing could be attached to the cardboard box. As he held the long cardboard wing steady against the box, I showed him how to draw a line along the cardboard to help us know where to cut a hole for the wing to [it in.
Short-‐term Review(What learning do I think is going on here?)
Short-‐term Review(What learning do I think is going on here?)
Short-‐term Review(What learning do I think is going on here?)
What Next?
• Lennon used his interest in cars and prior knowledge of cutting with scissors, using masking tape and cardboard boxes to con[idently engage in an open-‐ended, collaborative construction activity.
• He is able to use inclusive language and involved body language for the purposes of suggesting and negotiating an idea, and also for planning speci[ic steps in a construction process.
• Lennon demonstrated cooperative skills, showing how he is able to take on speci[ic roles and responsibilities in a group task based on his interests and strengths.
• Lennon used his interest in cars and prior knowledge of cutting with scissors, using masking tape and cardboard boxes to con[idently engage in an open-‐ended, collaborative construction activity.
• He is able to use inclusive language and involved body language for the purposes of suggesting and negotiating an idea, and also for planning speci[ic steps in a construction process.
• Lennon demonstrated cooperative skills, showing how he is able to take on speci[ic roles and responsibilities in a group task based on his interests and strengths.
• Lennon used his interest in cars and prior knowledge of cutting with scissors, using masking tape and cardboard boxes to con[idently engage in an open-‐ended, collaborative construction activity.
• He is able to use inclusive language and involved body language for the purposes of suggesting and negotiating an idea, and also for planning speci[ic steps in a construction process.
• Lennon demonstrated cooperative skills, showing how he is able to take on speci[ic roles and responsibilities in a group task based on his interests and strengths.
• To extend Lennon’s spatial awareness and geometrical thinking, his interest in construction and vehicles can be used as a catalyst for engagement in more open-‐ended activities that involve construction with familiar and unfamiliar objects.
• To support Lennon’s emerging ability in cooperatively planning and working with others to achieve a shared goal, Lennon can be encouraged to brainstorm ideas and organise them into a logical sequence that he can remember to commit to.
• Lennon can be given more roles that encourage him to practise and demonstrate his ability in using tape and scissors so as to develop his awareness of their functions in relevant, authentic daily tasks.