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.