Cody is a spaceman

Cody has been learning to say the number after in the range of 1-20

Cody has been learning to say the number after in the range of 1-20 and is able to say the correct number if he is given a prompt of “4,5,...... or 9,10,........”. We will continue to work on this goal.

Cody is learning to observe changes that occur and compare them to a similar activity to see if the outcome is the same

Cody is enthusiastic during all of our science experiments.  He is really interested to see what the outcomes are.

Cody is stirring the flour and baking powder together before the water is added for our puff paint mix.

Cody is mixing in food colour into our puff paint mix.

Cody is creating his art work.

Cody is very proud of his master piece.  It has just come out of the microwave.

Cody is added food colouring to a bowl of milk.

Cody is adding dish washing liquid to his bowl.  He is captivated watching all of the colours swirling about.

Amazing!

Cody wanted to see what would happen when he added more dish washing liquid.  The dish washing liquid splits the fatty particles of the milk which is why the colours are moving about.  Fascinating!

Cody is learning to have one to one matching when he is reading a simple text.

Cody has been trying really hard with his reading.  He has really improved matching each of the words as he reads them.  We will continue practice this goal with Cody.

Cody is learning to draw a circle, square and triangle accurately

Cody is able to draw a circle, square, triangle and oblong-rectangle accurately.  The next step for Cody is to draw a kite, hexagon and octagon accurately.  Good work Cody!

Cody is learning to observe changes that occur and compare them to a similar activity to see if the outcome is the same.

Colour mixing experiments

Cody has really enjoyed observing the changes that have occurred during our colour mixing experiments.  He was lovely to watch as he discovered the changes that 
were happening.  We learned over two weeks that when you mix two primary colours regardless of the media you used such as dye or paint or playdough, the outcome was the same.  When you mix yellow and blue you get green, when you mix yellow and red you get orange and when you mix blue and red you get purple.  The results of the colour mixing experiments will be displayed around the class so the this learning can be reinforced. 

Cody is learning to contribute to a class pictograph and use some comparative language to make statement about the data, ‘same’ ‘more’ ‘less’ ‘most’ “least

Cody was able to contribute to the class pictograph about what pets people in room 2 had by adding a cat to it.  He was able to say which animal had the most and which animal/s had the least, and which animals had the same.  We will refer to this graph for the following week so that Cody can practice using comparative language. We will do two more pictographs so that Cody can practice this.  

Cody is learning to observe changes that occur and compare them to a similar activity to see if the outcome is the same

Cody has become a very keen participant in our science experiments and was the first to take part in our flower colour change experiment.  He put white daisy's into jars that had different coloured dye in each of them.  The red and blue dye was the most effective.  The green and the brown weren't very effective at all.  He was very interested in what might happen.  We will be doing many science experiments through-out the term.

Cody is learning to follow directions that involve up, down, through and over.

Cody is following three directions on the playground, he was instructed to go up the ladder, through the tunnel and over the bridge.  Cody is able to follow directions if he listens and doesn't just think he knows what you want him to do.  We will continue to give Cody opportunities to follow directions in a fun environment.

Cody is learning to stop, look, listen and repeat the instruction before he moves on

Cody requires a substantial prompt to stop, look and listen.  He is not yet repeating the instruction but he is saying “stop, look and listen.” Cody will only respond to a very firm voice

Cody is in a hurry to do most things.  Before Cody is given an instruction you have to get him to stand in front of you and make eye contact.  He finds this act quite difficult because he is easily distracted.  When you get his attention you can then give him an instruction and this needs to be one instruction, short and concise.  He will nod his head to show that he has heard you. We are still asking Cody to repeat the instruction, he does not do this but will say "yes Miss Giles". I reply "than kyou Cody you show me you know what to do" and he will go and do it.

Cody is learning to participate in small group work or play, with minimum support

In week three, during our regular O.T session, Room 2 were fortunate to have the opportunity to play with some large foam construction shapes.  Cody was so motivated by this activity.  Mostly he likes to take the lead role and usually tries to take over.  But during this activity showed he was willing to accept help from his peers.  To encourage cooperation and sharing for Cody, we will book in for this activity again and do more construction type activities in class as a group.

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Cody is learning to form the alphabet letters correctly when he writes them

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Cody  tries really hard when he is doing his handwriting.  He takes a lot of pride in his work. He has made a lot of improvement with the formation of his letters.  He writes his name correctly but does have a little difficulty with the y.  Cody will continue to do handwriting three to four times a week.  Good work Cody.

Cody is learning to have one to one correspondence when he reads

Cody is reading a simple text called A monster house,  I have found that by having two words in a sentence makes it easier for Cody to follow the text with his finger.  As Cody becomes more accurate with two to three word sentences I will increase the amount of text in his instructional readers.
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Cody is learning to create a repeating pattern

Cody used a range of different shapes to make his pattern. He used circles and triangles of different colours.  He is not yet able to create a repeating pattern independently. We will continue to work on this with Cody using a range of materials.

Cody is learning to manage his behaviour by following social rules in familiar settings

Cody enjoys working with the stretches during an O.T session.  Cody needs to work beside an adult to help him to focus on the task.

Cody is learningTo form the alphabet letters correctly when he writes them.

Cody tries really hard to form the alphabet letters correctly.  He practices on a scrap piece of paper before he writes in his book.  We will continue to provide opportunities for Cody to practice his letter writing.

Cody is learning to copy a set pattern.

Cody is copying the tall stack of lids made by the teacher.  We will continue to provide opportunities for Cody to practice making patterns.

Cody is learning to identify numbers to 25.

Cody is playing a game of number bingo with numbers up to 25.  This helps to reinforce Cody's current number knowledge.  We will provide activities with numbers up to 35.

Cody is learning to have one to one matching when he reads.

Cody is learning to point to each word when he reads.  We will continue to provide opportunities for Cody to practice his pointing at words.

Cooking with Penny

Letter of the week in Central room 2 is L and it was a great day with Penny making lamingtons

Cody and Connor playing together in the pool

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Cody working on his fine motor skills

Cody settling into the routines and activities in room 2 at Hastings Central School.

Cody really enjoys riding the bikes around the cycle track at school.

  Cody chooses a book from the class library.

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