Record+Keeping

media type="custom" key="27955415" The aim of this page in our e-portfolios is to provide documentation to keep you informed about the progress and achievement levels of your child. In this way we can best work together to support and guide your child's learning and progress.

 This documentation is supported by examples on all other pages of your child's e-portfolio. There is more learning evidence in other areas such as our school wiki and blogs, in their books and through wall displays at school. Celebrating and sharing evidence of your child's progress, achievements and next steps for learning helps students see their progress and motivates, challenges and empowers them as learners.

 All pages of our e-portfolio work together to showcase and give you a comprehensive picture of your child's learning through our rich authentic Apiti Curriculum.


 * = **Assessment of Achievement and Progress **

- Please click on the links below ... ||
 * = **Literacy and Communication **


 * Oral Language Matrix
 * Reading Progress over Time
 * Written Language Matrix
 * Writing Matrix - Stage 2
 * Writing Progress over Time ||
 * = **Mathematics **

2014
 * Numeracy Knowledge Matrices
 * Mathematics Matrix
 * Mathematics Progress over Time
 * <span style="font-family: 'Comic Sans MS',cursive; font-size: 20px; margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0.5em; padding-bottom: 0px; padding-left: 3em; padding-right: 0px; padding-top: 0px;">Basic Facts - Mult/Div [|2012] ||
 * = **<span style="color: #0000ff; font-family: 'Comic Sans MS',cursive; font-size: 20px;">Other Supporting Digital Assessment Records **



<span style="color: #0000ff; font-family: 'Comic Sans MS',cursive; font-size: 20px;">2013 <span style="color: #0000ff; font-family: 'Comic Sans MS',cursive; font-size: 20px; line-height: 0px; overflow: hidden;"> <span style="color: #0000ff; font-family: 'Comic Sans MS',cursive; font-size: 20px;">2011 <span style="color: #0000ff; font-family: 'Comic Sans MS',cursive; font-size: 20px;"> || <span style="color: #0000ff; font-family: 'Comic Sans MS',cursive; font-size: 20px; line-height: 19px;">2015 <span style="color: #0000ff; font-family: 'Comic Sans MS',cursive; font-size: 20px; line-height: 0px; overflow: hidden;"> <span style="color: #0000ff; font-family: 'Comic Sans MS',cursive; font-size: 20px; line-height: 19px;">2014 <span style="color: #0000ff; font-family: 'Comic Sans MS',cursive; font-size: 20px; line-height: 0px; overflow: hidden;"> <span style="color: #0000ff; font-family: 'Comic Sans MS',cursive; font-size: 20px; line-height: 19px;">2013 <span style="color: #0000ff; font-family: 'Comic Sans MS',cursive; font-size: 20px; line-height: 0px; overflow: hidden;"> <span style="color: #0000ff; font-family: 'Comic Sans MS',cursive; font-size: 20px; line-height: 19px;">2012 <span style="color: #0000ff; font-family: 'Comic Sans MS',cursive; font-size: 20px; line-height: 19px;"> <span style="color: #0000ff; font-family: 'Comic Sans MS',cursive; font-size: 20px; line-height: 19px;">2011 <span style="color: #0000ff; font-family: 'Comic Sans MS',cursive; font-size: 20px; line-height: 19px;">
 * **<span style="color: #0000ff; font-family: 'Comic Sans MS',cursive; font-size: 20px;">End of Year Report **

<span style="color: #0000ff; font-family: 'Comic Sans MS',cursive; font-size: 20px; line-height: 19px;">2010 <span style="color: #0000ff; font-family: 'Comic Sans MS',cursive; font-size: 20px; line-height: 19px;"> ||

2012 Learning Goals (From February 3 way conference)


 * My Learning Goal... || To achieve this I will... || My teachers and parents can help me by... ||

2011 My mid-year Goals: (from student led 3 way conference)
 * Practise my spelling at home
 * Use interesting words in my writing

2010 __** Student led conference **__ My goal is to learn my time tables. My goal is to take home chapter books to read.

<span style="border-collapse: separate; color: #0000ff; font-family: 'Comic Sans MS'; font-size: 19px; line-height: 27px;">-Learn my 3X and 4X || **<span style="border-collapse: separate; color: #0000ff; font-family: 'Comic Sans MS'; font-size: 19px; line-height: 27px;">At home ... ** <span style="border-collapse: separate; color: #0000ff; font-family: 'Comic Sans MS'; font-size: 19px; line-height: 27px;">-Use mathletics to practise <span style="border-collapse: separate; color: #0000ff; font-family: 'Comic Sans MS'; font-size: 19px; line-height: 27px;"> -Ask mum and dad to test me <span style="border-collapse: separate; color: #0000ff; font-family: 'Comic Sans MS'; font-size: 19px; line-height: 27px;">- Use a timetable placemat to practise at dinnertime || **<span style="border-collapse: separate; color: #0000ff; font-family: 'Comic Sans MS'; font-size: 19px; line-height: 27px;">At school ... ** <span style="border-collapse: separate; color: #0000ff; font-family: 'Comic Sans MS'; font-size: 19px; line-height: 27px;">-Ask Mrs F to make me a placemat <span style="border-collapse: separate; color: #0000ff; font-family: 'Comic Sans MS'; font-size: 19px; line-height: 27px;"> -Learn using maths invaders <span style="border-collapse: separate; color: #0000ff; font-family: 'Comic Sans MS'; font-size: 19px; line-height: 27px;">- Ask people to test me ||
 * **<span style="border-collapse: separate; color: #0000ff; font-family: 'Comic Sans MS'; font-size: 19px; line-height: 27px;">I will ... **

I know that my letters make a message. || I am beginning to write stories that are interesting. || I can write about ideas and feelings to make our writing more interesting. I am beginning to write for an audience/purpose/enjoyment. || I can write my thoughts, feelings and ideas in a clear interesting way. I can write for an audience purpose/enjoyment. || I can write my thoughts feelings and ideas clearly. I can carefully choose words for audience /purpose /enjoyment. || and/or what I am thinking. || I can write what has happened to me or about others with some detail including how I felt. || I can write to include detail about what I am thinking. I can use personal voice to create mood and feeling. || I can develop main ideas. || I can support ideas with detail, comments or evidence. || I am beginning to join two ideas in one sentence. || I am trying to start my sentences in different ways. I can write sentences using joining words ( and, like, because and but.) || I can start sentences different ways. I can use compound sentences. || I can use different sentence starters. I attempt complex sentences. || I am being introduced to features to add interest like similes, onomatopoeia. || I can use adjectives, adverbs. I can use other features like alliteration. I am beginning to use technical language || I can use a variety of adjectives and adverbs and some metaphors. I am using some technical language and direct speech. || I can put my ideas in order. || I plan my writing in different ways e.g mind maps, webs I can put ideas in order so they make sense. || I plan my writing in different ways e.g mind maps, webs I can sequence most thoughts, feelings and ideas logically. || I am beginning to identify incorrect spelling. || I can re-read and re-craft my writing for better effect. I can identify incorrect spelling and find the correct word. I can use a spell checker. || I am beginning to proof read independently. I can use a dictionary, spell checker and thesaurus. I can re-craft for better effect. || I can say the alphabet. I try to write some letters and some words.
 * ** KRACK Cluster Written Language Matrix **
 * Kimbolton, Rangiwahia, Apiti, Cheltenham and Kiwitea ** ||
 * ** DEEPER ** || ** LEVEL 1 (i) ** || ** LEVEL 1 (ii) ** || ** LEVEL 1 (iii) ** || ** LEVEL 2 (i) ** || ** LEVEL 2 (ii) ** ||
 * ** IMPACT **
 * AUDIENCE ** || I can say what I am going to write about.
 * ** VOICE ** || I can write about what has happened to me. || I can write about what happened and how I felt ** . ** || I can write about what happened to me and others
 * ** CONTENT & IDEAS ** || I can share my ideas about things I know. || I can share my ideas about a person or experience. || I can write my own ideas clearly and add some detail . || I can add detail to make it interesting.
 * ** SENTENCES ** || I am beginning to write a simple sentence. || I can write a sentence that sounds right.
 * ** LANGUAGE **
 * FEATURES ** || I have a go at spelling the words that I know and the words around me. || I can use the words I know and some describing words. || I am using more describing words.
 * ** PLANNING & **
 * STRUCTURE ** || I try to use pictures or words to plan my writing. || I use pictures or words to plan my writing. || I can use pictures or words to plan my writing.
 * ** EDITING ** || I can write about my picture and talk about it. || I can re-read my writing and make sure it makes sense. || I can re-read my writing to make sure it makes sense and I am starting to make changes.
 * ** SURFACE FEATURES **
 * Layout Grammar Punctuation Spelling ** || I am learning to spell my name.

I can start my name with a capital letter. I can put a full stop at the end.

I can write from left to right I am trying to leave spaces between the words. || I try to put down the first sound in some words. I am trying to write more letters from their sounds I can write the sounds of some words with help.

I am beginning to use capital letters and full stops with help.

I can write simple sentences that make sense.

I can leave correct spaces between words and do a return sweep. I can start against the margin and fill up the lines. || I can spell most high frequency words correctly. I can write most sounds and write some blends. I am beginning to use some word families to help spell unknown words.

I am beginning to put capital letters and full stops in the .right place with limited support.

I can write simple sentences correctly and check that it makes sense. || I can **s**pell commonly used words correctly I show knowledge of consonant, vowels and blends. I am beginning to use a dictionary

I can use capital letters and full stops with some consistency.

I can use most grammatical conventions with support I use correctly formed sentences. I use the correct tense. || I can use some spelling patterns I am trying to edit my work using a dictionary and thesaurus.

I can use capital letters and full stops correctly. I am beginning to use commas and question marks.

I can use these grammatical conventions with support: pronouns, subject-verb, correct prepositions. || Term 1 2015

.
 * My goals for the year,,,,**
 * Maths**,,To apply my maths knowledge to multi step problemsolving**.**
 * Reading,,** To read Voraciously. This means to read lots with heaps of stamina.
 * Writing,,** To watch movies and read books that I enjoy to write down all of the sentence structures and good words to use in my writing. Also i need to think of a good subject and write like crazy.
 * Other,,** Think of a timeline for events such as Apiti Show and Lamb an Calf Day to use and plan my time efficiently to get ,my work finished.

Term 2 2012

My goal is to focus on the positive and walk away from the negative.