Brooke Morgan
Tuesday 28 November 2017
Technology - Design a Biscuit
Brooke's brief was to design a biscuit flavour and choose some ingredients to add to it. Brooke chose the sweet oaty biscuit and added chocolate chips to her batter. Brooke drew her design, coloured it and add the extra ingredients she chose. Brooke made her biscuits and baked them.
Literacy
ILP Literacy Goal: Brooke can engage with an adult on 3 literacy tasks.
Evaluation: Brooke is an Improver. Brooke has engaged in literacy TEACCH activities with an adult.
Next Steps: Brooke will work to participate in literacy TEACCH activities independently and then have the completed activity checked by an adult. She will continue to use her descriptions page on her Touchchat to find words for writing and telling news. Brooke will continue to practice Nuffield sounds and TEACCH activities around phonic identification.
Writing Goal: Brooke will use her descriptions page on her Touchchat to choose words to describe her technology constructions.
With adult assistance Brooke has chosen words to describe her technology constructions.
Oral Language Goal: Brooke will incorporate descriptors into her news, using Touchchat and photos in her news folder from home.
Brooke has been encouraged to choose words from the descriptions page on her Touchchat to describe aspects of her news folder.
Reading Goal: With assistance Brooke will read Level 1 books. She will practice Nuffield Sounds, and participate in TEACCH activities.
Brooke enjoys books and has had an adult read Level 1 books with her and engaged her in conversation about the stories. Brooke has engaged with an adult using Nuffield Sound pictures and with literacy TEACCH activities.
Communication
ILP Learning Goal: Brooke can use the excuse me button with adult modelling, when it looks like a resulting behaviour will occur.
Evalution: Brooke is a Learner. Brooke is making more use of the 'excuse me" button on her touch chat. When she is resisting participating in an activity, an adult directs Brooke to use the button to dig deeper and ascertain what it is that Brooke wants to communicate. When this occurs, Brooke is directed to another page, such as, feelings, or activities, to ask her what she wants to say next.
Next Steps: Brooke needs to continue developing her skills with her Touchchat and finding her way to what she wants to say.
EOTC
MacDonald's and Park Visit:
During term 3 our class outing involved a trip to MacDonald's where the students were given money to independently purchase an ice cream and sit with our friends to eat and chat in the restaurant. Brooke used her money to make the purchase, waited to receive her ice cream and sat to talk with her mates in the restaurant.
After finishing ice creams, the class got back into the van and we went to play together at Brookside Park.
This term with her classmates, Brooke has walked to The Barnyard Park or Brookside Park to participate in play in our school community. Brooke has followed the safety rules while walking to and from the park and played safely whilst at the park. Brooke played alongside her class mates at the park.
Technology - Mosaic Photo Frames
Brooke rolled out salt dough, cut out small tiles and set aside to dry. She designed her photo frame, choosing Christmas as her theme and decided her colours. Brooke then glued the tiles to her photo frame and painted on her colour choices.
Managing Self
ILP Learning Goal: Brooke can use a knife and fork correctly to cut and eat her food.
Evaluation: Brooke is an Improver. Brooke can hold a knife and fork correctly to cut up play dough on a dinner plate. When supported by an adult, Brooke will hold the knife and fork in the correct hands and cut up the play dough and pretend to eat it like her real meal.
Next Steps: Brooke could practice eating her lunch and tea with a knife and fork to transfer these skills she does have into practice.
Brooke has good buttering skills which she demonstrates while she butters her bread.
Evaluation: Brooke is an Improver. Brooke can hold a knife and fork correctly to cut up play dough on a dinner plate. When supported by an adult, Brooke will hold the knife and fork in the correct hands and cut up the play dough and pretend to eat it like her real meal.
Next Steps: Brooke could practice eating her lunch and tea with a knife and fork to transfer these skills she does have into practice.
Brooke has good buttering skills which she demonstrates while she butters her bread.
Physical Education and Health
Learning Goal: Brooke will participate in learning a range of team games that require hitting a ball, fielding and communicating as a team player.
Evaluation: Brooke has good hand eye co-ordination for hitting and catching balls. She has been experiencing these skills, including participating in a team, by playing t-ball and dodge-ball with her peers.
Health
Learning Goals:
1.Engage in learning activities that involve keeping themselves safe.
2.Learn “who” are the people that can help them and how to access that help.
3.Engage in learning activities to develop friendship skills.
Evaluation: Brooke has engaged in activities involving identifying the people in her life who she would ask to help her if she needed assistance. She has role played situations where she has had to ask for help and she has chosen to ask parents for help at home, and teachers for help at school. Brooke has been told that a police person will help her if she needs help out in the community. As part of friendship activities this term, Brooke has participated in learning to pay a compliment to friends in our class. As part of 'girls club' Brooke has practiced grooming with Ella.
Swimming: Brooke will learn to hold the float correctly, kick with arms extended on her front. She will play in the water, relax and enjoy. Brooke practice her life saving float on their back.
Brooke enjoys being in the water and doing her own thing. She will choose a floating board and use it to play and move around in the water.
Fitness:
Brooke participated in physical activities with the goal of extending her fitness and well being by running or walking around the school field 2 or more times daily.
Brooke was a keen participant in this exercise and as a result of this extra activity became more energized.
PMP:
Brooke
PMP sessions this half of the year have focussed on teamwork, cooperation and decision making skills via a series of physical circuits, games and fun activities. Brooke is always a keen participant during these sessions and enjoys the interaction with others and/or myself. She is comfortable with communicating her likes and dislikes and is mostly able to attempt every activity with success. Brooke really enjoyed the fun activities of hula hoop challenges, musical hoops and games such as duck, duck goose. She is a delight to have in PMP.
Evaluation: Brooke has good hand eye co-ordination for hitting and catching balls. She has been experiencing these skills, including participating in a team, by playing t-ball and dodge-ball with her peers.
Health
Learning Goals:
1.Engage in learning activities that involve keeping themselves safe.
2.Learn “who” are the people that can help them and how to access that help.
3.Engage in learning activities to develop friendship skills.
Evaluation: Brooke has engaged in activities involving identifying the people in her life who she would ask to help her if she needed assistance. She has role played situations where she has had to ask for help and she has chosen to ask parents for help at home, and teachers for help at school. Brooke has been told that a police person will help her if she needs help out in the community. As part of friendship activities this term, Brooke has participated in learning to pay a compliment to friends in our class. As part of 'girls club' Brooke has practiced grooming with Ella.
Swimming: Brooke will learn to hold the float correctly, kick with arms extended on her front. She will play in the water, relax and enjoy. Brooke practice her life saving float on their back.
Brooke enjoys being in the water and doing her own thing. She will choose a floating board and use it to play and move around in the water.
Fitness:
Brooke participated in physical activities with the goal of extending her fitness and well being by running or walking around the school field 2 or more times daily.
Brooke was a keen participant in this exercise and as a result of this extra activity became more energized.
PMP:
Brooke
PMP sessions this half of the year have focussed on teamwork, cooperation and decision making skills via a series of physical circuits, games and fun activities. Brooke is always a keen participant during these sessions and enjoys the interaction with others and/or myself. She is comfortable with communicating her likes and dislikes and is mostly able to attempt every activity with success. Brooke really enjoyed the fun activities of hula hoop challenges, musical hoops and games such as duck, duck goose. She is a delight to have in PMP.
Maths
Learning Goals:
With support, Brooke will combine groups of bears and count the total number of bears in the range to 5, then 10
Brooke will participate in position and orientation activities.
Brooke will order New Zealand currency in value.
Brooke will count forwards and backwards.
Evaluation: With support, Brooke will move groups of bears together and count the total number of bears in the range to 5. Brooke has participated in playing positional bingo where she has had the opportunity to learn the concepts, inside, beside, on top, behind and so on. Brooke has participated in matching New Zealand Currency to the correct picture and has heard about values of money. With the rest of her class, Brooke has counted forwards and backwards, with support, to one hundred.
Next Steps: Brooke will participate in TEACCH activites which involve numeracy concepts.
With support, Brooke will combine groups of bears and count the total number of bears in the range to 5, then 10
Brooke will participate in position and orientation activities.
Brooke will order New Zealand currency in value.
Brooke will count forwards and backwards.
Evaluation: With support, Brooke will move groups of bears together and count the total number of bears in the range to 5. Brooke has participated in playing positional bingo where she has had the opportunity to learn the concepts, inside, beside, on top, behind and so on. Brooke has participated in matching New Zealand Currency to the correct picture and has heard about values of money. With the rest of her class, Brooke has counted forwards and backwards, with support, to one hundred.
Next Steps: Brooke will participate in TEACCH activites which involve numeracy concepts.
Thematic Unit
Science
Learning Goal: To participate in hands on scientific experiments,where she could explore using descriptive language through scientific exploration and play.
Brooke experienced a number of hands on experiments including make predictions about oil and water, thinking around why mentos makes diet coke explode into a volcanic eruption, questioning why white, brown and dark chocolate melt at different rates, predicting if ice melting will impact on the level of water, and predicting what impact salt has on the rate ice melts.
Evaluation: Brooke participated in these experiments. She got to observe and get involved in hands on activities.
Fitness
Learning Goal: To participate in physical activities, such as, run around the field, to gain fitness and physical health.
Evaluation: Brooke participated in physical activities with the goal of extending her fitness and well being by running or walking around the school field 2 or more times daily.
Brooke was a keen participant in this exercise and as a result of this extra activity became more energized.
Technology
Learning Goal: To participate in hands on Technology practice to design and produce specific outcomes, and
to learn how to label and report information about technological practice.
Evaluation: Brooke participated in technology practice by designing biscuits, making a mosaic photo frame, halloween cupcakes, and writing stories which were then made into imovies.
Technology- Halloween Cupcakes
Brooke's job was to design a decoration with a Halloween theme to top her cupcake. Firstly she looked at some Halloween designs, then she chose her design, drew a picture of it and coloured it. Brooke made a prototype of the decoration using play dough. The final step involved Brooke using royal icing to make her design and sticking it to the top of her cupcake.
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