Safety first in the kitchen (IEP)

Cody really enjoyed this cooking activity! He was able to following visuals ("hot", "sharp" and "get help") to safely prepare a smoothie for his morning tea. We are very proud of you Cody! The next step is for you to use kitchen appliances like a microwave safely, using your visuals and with an adult guiding you.

Making 10

Maths: I can recall addition facts to 10

Cody is working on finding out different ways to make 10. He chooses two puzzle cards and identifies how many objects on each card, then he checks to see if they add to 10 by recalling addition facts from memory. He was able to do this correctly and also say when the sum of both puzzle cards was bigger than 10. Very good work Cody!  :) The next step is for you to find out about doubles to 10.

What comes next?

Maths: I can say what number comes after another number

 

Cody and Hayze are working together to sequence these number tiles correctly. Each time I asked, "what number comes after?" Cody was able to locate it and find it. The next step is for Cody to identify the next number from memory, without any visual supports.

Independent writing

Writing: I can include high frequency words in my sentences

Cody is using the word wall to find the high frequency words needed to complete his sentence about Tom the Turtle. He recognised "the" immediately and copied the word into his book to start his sentence. The next step is for Cody to have a go at spelling some familiar high frequency words on his own. Good work, Cody! :) 

Talking about position

IEP: I can use words to talk about the position of objects when I am explaining things

Cody, I like the way you talked about putting the sausage "on top" to make a capital T with the playdough. You used positional words beautifully and I could clearly understand what you meant. Let's see if we can use describing words and phrases like "in front" and "behind" to talk about where things are in your environment. Great work little guy! :) 

Reading - I can identify some sounds in sequence to decode words

Wow Cody! You were able to identify the "t", "r" and "n" sounds in the word "trains" all by yourself and find the matching letters. With a little help from Katie, you were able to sequence all of the sounds to spell the whole word. Well done! Let's focus on those middle sounds to help you read and spell other words.

Writing: I can include high frequency words in my sentences

Cody, your writing is improving day by day! I really liked how you used the word mat to find the word "is" to make your sentence "Spooky Spoon is upside down". Let's continue to use small connecting words like "the", "is" and "and" in each of your sentences at writing time. Well done buddy! :)