About the school

Location Shelly Park, Auckland

Ministry of Education profile 1480
number
School type Contributing (Years 1-6)
School roll 479
Gender composition Boys 55%
Girls 45%
Ethnic composition Māori 6%
Pākehā 62%
Chinese 17%
Pacific 4%
other European 8%
other ethnic groups 3%
• Roll: 20 (growing)

• Year level: 1

• Multi-cultural

• Curriculum areas selected:

Reading, Written Language,
Numeracy
 Background information
• Male

• 2 of 2, has an older sister currently at Shelly Park

Primary

• Born in New Zealand – NZ European

• 5 years old

• English is his first language

Hobbies and
interests
Behaviors in Reading

• Reads at a year 2 level (orange group level 15)

• (A) is able to identify high frequency words easily as well as reading with fluidity.

• (A) is able to use appropriate punctuation, and can give explanations of how ?!., are
used in sentences.

• (A) enjoys reading with groups, however can become frustrated with having to wait
for others to catch up. (Has now moved up a group, which consists of only him)

• Only student in the class who is allowed to issue chapter books

• Can be disruptive to others once he has finished and distracts those still continuing
with follow up activities

• (A) can read along with the teacher during shared book readings, he does this with
confidence

• Can dictate a story and read it back

Behaviours in reading cont.

• He is able to read words but (sometimes) is unable to

comprehend them.

• He is able to read more advanced books, but gives up

because the books are too long

• Enjoys working quietly with free choice equipment

 Behaviors in writing

• (A) is confident to copy from the board when completing hand writing

• Despite being confident in writing, (A) often finds himself off task and
can become dis-interested with the work

• (A) is able to form letters confidently

• If makes a great start, then begins to rush work so he can have free play

• This effects the standard of his work

• Understands how to use finger spaces

• His writing has significantly improved since starting observation

• He picks up concepts quickly

Samples of
work
 Behaviors in Numeracy

• (A) is able to do simple grouping strategies

• Applying counting-all strategies using materials

• He is able to count up to 106 and is currently working on counting back from 23

• He can confidently hold counters in his hands and can work out how much he has in total – he can do this in
his head without counting them out individually

• He can count confidently skip count in 10’s, 5’s and 2’s

• Knows doubles and counting on, he is now working in triple digits

• (A) knows how to do a variety of things but is unable to explain how he got there. He can work things out
but does not understand the information
Features of learning styles and needs

• Visual – He uses pictures, images and spatial understanding

• Verbal – He responds well when using words in both speech

and writing

• Physical – Needs to move, he cannot spend long periods of

time seated at a desk or on the floor
 Routine
Compares himself to others
Celebrating wins
Distraction from others
Play based activities Support
Goes off task and can disengage from
work
Opportunity to work independently (if work is deemed to easy)

Time Environmental enablers Environmental hinderers

Working with
peers Providing a challenge Does not respond well to tasks he does not feel like doing
Likes to be in control and does what suits him
Understanding and compassion
Expressing positive re-enforcement Finds it hard listening on the mat
 Learning interventions Childs response

• Does not become bored with the

• Giving him an extension of what
tasks – remains engaged
the class is learning (challenge)
• Calms down quickly, and is able to
• Allowing space for him to calm
resolve any issues if involving others
down when he becomes frustrated
• He stays focused on the task and
• Giving opportunity to move
presents his best work (rather than
around if needed
rushing)
Social, emotional and cognitive development

• Greets the teacher openly

• Student can engage positively with other students both within the classroom and at morning tea and lunch

• Interacts with both female and male friends during play time

• Can become upset if he does not get his own way; for example being asked to put away Duplo

• Does not have trouble making conversations with other students, he is very social within the classroom

• Has displayed empathy towards towards other students and comforts them if they are unsettled in the
morning or has hurt themselves during class time (example, cut finger)

• Has demonstrated resilience

• Can relate well with others and can co-operate

Background information
• Female

• 5 years old

• Born in South Africa – Moved to NZ

• Speaks both Afrikaans and English (English is her

second language)

• Has 1 older brother

Hobbies and
interests
Behaviours in Reading

• Student (B) is in the magenta level reading group

• Does not know sounds

• She gets distracted easily by other students in the classroom when reading with
the teacher

• Have to often bring her back to the reading task, she struggles to identify words
and needs prompting and support breaking down words.

• With support from the teacher she is able to point out high frequency words,
however is not yet able to do this individually.

• When reading one to one with a teacher, she does try her best pointing to the
words but often waits for the prompts from the teacher as she is not confident
reading with fluency or on her own.

• Finds it hard to sit still during reading groups and appears dis-interested with the
content. (could come down to a language barrier)
Reading work samples
Behaviours in Numeracy

• Takes part in whole class activities, however focuses on colouring in the worksheets
rather than completing the answers

• During math's games, she uses the place value items as people and plays mums and dads
with the equipment. Invites others to play games that do not relate to the task at hand,
she can distract those who are wanting to play or learn the math’s games

• Knows number to 10, cannot yet workout the number that comes before.

• Is able to count to 30 but cannot bridge to 31+

• Does not voluntarily raise her hand for the answers. When she does raise her hand and
is chosen, she does not verbally respond and often says she has forgotten.

• (B) has an extremely creative spark, this is portrayed through all her worksheets.

• Often does not achieve what is required, but does what she wants to
Behaviours in writing

• Requires mirror writing support from teacher

• Has trouble identifying high frequency words to put into a sentence

• Tries her best to match what has been presented on the whiteboard

• Requires the use of a language card

• When working at the moon table with the teacher, she listens and
remains focused on completing a sentence

• Enjoys creating a picture plan, spends time on this

• She is making progress each week, which I can see when marking her
hand writing and written language books

• When working independently (B) often does what she wants too, and
will ignore teacher direction and will continue doing what she wants
 Distracts others from the
Celebration of
Opportunity for task at hand
successes
creativity
Dis-engages from
Artistic displays on the wall Does not listen to the
Supportive peers work
teacher when tasks are
explained

Understanding

Environmental enablers Environmental hinderers

Play based learning activities

Easily distracted by things
Chooses what she
Seated with peers who happening around her
Support from wants do
are not distracted easily
teachers
Learning interventions Childs response

• She has been given a special • She is able to sit quietly with out the
spot on the mat temptation of being distracted

• She has been placed at the • When working on tasks, if extra

table where the teacher aide support is needed the teacher aide is
is stationed able to support her.

• Has to complete content of • At first she ignored this intervention,

work first before starting but has made significant progress
with the colouring
Social, emotional and cognitive development

• Greets the teacher openly, always makes an effort to give

teachers a hug goodbye after class

• Can play well with others, however knows how to wind

up other students to get a reaction

• (B) can become distracting and disruptive on the mat

when the teacher is talking. From observation it seems
that she thinks that she cannot be seen

• She has tendencies to have negative interactions with

other students in the class and has made others cry with
things that she has said

• She does enjoy having fun in class and does part in full
participation activities
Learning Styles

• Visual (uses lots of image, pictures and colour)

• Physical ( needs to move around or she begins

to loose focus)
• Use a variety of teaching strategies with students (one way will not benefit every student)

• Being flexible in your teaching - if a student is having an off day or is not responding well to the task that
has been set, modify it or change it so it works for them

• Understanding that each student is different and has different needs – there is no fixed way of doing
something

• Ensuring the class is a safe place for students to be open with their answers and express themselves

• To celebrate good behaviour and join in on successes that students have

• Take interest in what your students are interested in and see if it can used or applied in the teaching

• Being aware of what is going on within the class room while teaching is taking place

• Create a stimulating classroom environment (posting up work that students have completed)

• To allow yourself to have fun with your teaching and laugh with your students (teaching is more than a
teacher teaching up the front)