My Learner ID Pupil Book 5

M

e r n r I D a e L y

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Y M

LEARNER I D

First published 2018 Suzanne Parkinson

2018

Illustrations by Niamh Fitzsimons www.niamhdesignstudio.com Design development by Sarah Treanor www.BellsAndAll.com

All rights reserved. No part of this publication may be reproduced or transmitted in any form or by any means, including photocopying, recording or electronically without written permission of the author. Such written permission must also be obtained before any part of this publication is stored in a retrieval system of any nature. Requests for permission should be addressed to the author.

While every care has been taken to trace and acknowledge copyright, the publishers tender their apologies for any accidental infringement where copyright has proved untraceable. They would be pleased to come to a suitable arrangement with the rightful owner in each case.

ISBN No. 978-1-84536-869-2 This edition 2019

The Educational Company of Ireland, Ballymount Road, Walkinstown, Dublin 12 www.edco.ie A member of the Smurfit Kappa Group plc

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Contents Section 1: The ‘Who’ of Learning 1

About Me

11

My Strengths

19

My World

27

About School

Section 2: The ‘How’ of Learning

S

To do at school

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39

My Learning Ways

78

Opportunities to Respond

79

Self-Assessment

83

Peer-Assessment

87

Rubrics

93

Start Ups

97

Stop and Think

101

Let’s Review

H

To do at home

I

To do independently

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Welcome Y M

LEARNER I D

Dear Fifth Class Student, My Learner ID is about you. My Learner ID invites you to tell everyone about you: your strengths, your world, your wishes and dreams, what you like about school and how you like to learn. My Learner ID helps you to think about how you can grow as a learner and gives you ideas about how to improve your learning. My Learner ID invites you to use Opportunities To Respond (OTRs) to your learning, your teacher and your peers. You will find OTR stickers in this book that will enable your voice to be heard in the classroom.

Your teacher will guide you on when, where and how to use the OTR materials. You will find examples of Peer- and Self-Assessment Checklists and Rubrics to help you think about your learning and help you support your peers. At the end of the year, you will know more about how you learn best and so will those who work with you.

Have fun and enjoy!

Suzanne

Welcome

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About Me

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My Style

Write your name or words you like using the graffiti-style letters.

I

2

About Me

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My Style

About Me

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I

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Who am I?

I’m very happy that

l would like to be world champion of

I would like to be known as

A perfect day for me would be

My idea of fun is

An imaginary friend I would like is

RoCk oN! S

4

About Me

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Who am I? My favourite ...

City is

Season is

Game is

Animal is

Meal is

Singer is

Movie is

Author is

Place is

About Me

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This Is Me

When someone interrupts me, I

When someone stares at me, I

When someone listens to me, l

With someone who is quiet and shy, I

With someone who talks a lot, I

The people I find easy to speak to are

When I run out of things to say, I

When I speak in front of a group of people, I

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About Me

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This Is Me

The people I find difficult to speak to are

When someone doesn’t listen to me, I

When someone talks about themselves all the time, I

When someone gives me a put-down, I

With strangers, l

When someone keeps offering me advice, I

I find it difficult to speak when

About Me

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My Life Line

Great moments so far

H

8

Not such great moments

About Me

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My Wall of Fame

Winner of

Best at

Tried hardest at

Recommended for

Proudest of

Persevered at

About Me

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I

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And so ...

I worry about

I am interested in

l don’t believe in

l regularly

I never

I don’t like

and so ...

I have a habit of

I

10

About Me

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ve Lo of ar le ? ng ni

My Strengths

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My Tower of Powers

Fill in your own powers.

Team player?

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My Strengths

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My Strengths Pyramid Fill in the blocks of the pyramid with your strengths.

Most like me!

Least like me!

My Strengths

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Illuminating My Strengths Write down your strengths.

Bravery?

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My Strengths

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Where are my strengths?

Put an X on the line at the point that describes you best.

Where on the line best represents me?

Patient

Funny

Impatient

Serious

Attentive

Busy

Distracted

Bored

My Strengths

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My Blocks of Strengths Fill in the blocks with your strengths.

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My Strengths

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Strengths Others See in Me Talk to your friends and family about what strengths they think you have.

My Strengths

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I’m a Positive Classmate!

How? When?

With who m? en? h W With whom ?

How?

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My Strengths

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; eet f s. r m u o a y e a y d r ms un d e r re 9) d m 9 I hav y 8 e spread s, 1 a u s e yo u t r e a d o n m t c a e b . Ye y B l .

Tread soft (W

My World

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My Favourite Words

I

20

My World

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Some day I will ...

My World

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I

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My Joke Page

I

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My World

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My Joke Page

Ha Ha

Ha

H a Ha

My World

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I

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I like to daydream about ...

H

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My World

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What I know now is ...

My World

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What has changed most for me over the years is ...

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My World

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About School

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I

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My Style of Learning Ring the star:

Not like me

Mostly me

Definitely me

I find it difficult to stay attentive at tasks I am good at ignoring distractions I can move from one task to another easily I keep at something for a long time I like to learn visually and through pictures I like to learn through listening I like jigsaws, puzzles and art I like patterns, relationships and sequences I can remember phone numbers I like mental maths I remember faces I have seen I can remember music, rhymes and songs I am quick to link new ideas with things I‘ve learned

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About School

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My Style of Learning

Ring the star:

Not like me

Mostly me

Definitely me

I enjoy a challenge I understand what others say when they talk I like comparing ideas I love science I enjoy making predictions Sometimes I get stuck I like to plan my work I like to be accurate in the work I do I like to review the work I’ve done I enjoy getting help from others I like helping my peers Sometimes I get frustrated in class I think I am curious as a learner

About School

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How I Learn Put an X on the line at the point that describes you best.

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Before I start, I work out a plan

No need for a plan - get it done!

I break the work into sections

I do everything in one go

I re-read when I don’t understand

I just do what I understand

I resist taking breaks until I get finished

I like to take breaks often

If one idea doesn’t work, I’m straight on to another

If one idea doesn’t work, I get stuck

I ask someone to review my work

I never ask anyone to review my work

When I finish my work, I always ask what I could have done better

When I’m finished, I’m finished

I keep a folder of my best work from year to year

I’ve no record of my work from year to year

About School

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My Smarts Shade in your Smarts!

x

6-3 +8

m Nu

ma rS e b

rt

Peop l 1

eS ma rt

2

5

4

Pictu r

ar t l Sm

4

2

4

3

hoo

2

3

eS ma rt

1

3

Sc

1

5 5

4

3

2

1

5

3

t

eS m ar tu r

r ma S c Musi

Na

2

5 4

2

3 1

3

1

2 1

1 = I haven’t much of this Smart

4

t

rt

5

4

5

1

2

3

4

5

ar Sm Self

Bo dy Sm a

t

5 = This is my Smart

About School

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My School Report My strengths as a learner

What I learned during the year

How I’ve changed as a learner

Goals for next year

1 _______________________________________

1 _______________________________________

2 _______________________________________

2 _______________________________________

3 _______________________________________

3 _______________________________________

Any other comments

Signed by me : _______________________________________ Date : _______________________________________

S

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About School

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School Advertisement List four things that you consider to be essential in school; four school luxuries and four things that you would like to swap.

WORLD NEWS BUSINESS

Possible School Swap List

School Essentials

24 SERVICES

MUSICIANS AVAILABLE

School Luxuries

26 ACTIVITY HOLIDAYS 28 OPPORTUNITIES

SPORTING COMMENT

FLYING THE FLAG

DIARY

THOMAS FRANCIS

About School

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Memorable Moments

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About School

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Challenging Moments

About School

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Work I Am Proud Of

H

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About School

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Work I Could Improve

About School

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Most Improved Piece of Work

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About School

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My Learning Ways

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My Memory Types

Years Ag o

al of Fran t i c ap

e?

C

L o n g Te r m

st

1

ol ho

Day at Sc

40

My Learning Ways

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My Memory Types

g My B clin ike y C

ne Numbe o rs Ph

085 125 ....

ections Dir Take a left after 5km..

t

Break fa My s

My Learning Ways

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Visual Memory Task 1

Directions: 1. Your teacher / partner will set a timer for 30 seconds.

2. Look at the pictures above and try to remember as many objects as you can.

3. Keep looking until your teacher / partner says ‘Stop’.

4. List all the objects you can remember in your copybook.

5. Your teacher / partner will record your answers on the next page.

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My Learning Ways

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How many objects did I remember correctly? ____________

My Learning Ways

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Visual Memory

Ring the star:

Not like me

Mostly me

Definitely me

Do I ...

Read quickly and efficiently?

Scan pictures quickly?

Remember instructions easily?

Remember where I leave things?

Enjoy spellings and tables?

Forget where I leave items once they are out of view?

Remember lots of images / pictures?

Remember the order of the pictures?

Enjoy memory games?

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My Learning Ways

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Visual Memory Strategy Wheel

L is

t

ig ghl Hi

Ke y

po in ts

nk C hu arts aller p m s into k a e Br

alise Visu re pictu a w Dra

ht P r a ctis W e Re ait a and pe a t a few reh ea n s d rep eco e at n a g ain e rs s d

in

n dow ite ds Wr own wor ur yo

Con n e c tt o o th er

i d ea s

My Learning Ways

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Visual Memory Task 2 Use your strategies to remember as many objects as you can from the group below. Give yourself 30 seconds.

How many objects did I remember correctly?

Did I ...

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Visualise?

Make a list?

Rehearse?

Note key points?

Highlight?

Write down?

Chunk?

Practise?

Connect?

My Learning Ways

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Self-Evaluate Visual Memory Strategies That Work Best for Me Put an X on the line to represent how well or poorly each strategy works for you.

Visualising

Noting key points

Chunking

Making a list

Highlighting

Practising and rehearsing

Writing in your own words

Connecting

My Learning Ways

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Review

What visual memory strategies worked for me?

1.

2.

3.

I need to keep working at:

1.

2.

3.

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My Learning Ways

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Auditory Memory Task 1 Instructions: 1.

With your partner, play digit recall below.

2.

Partner 1: take the first box and read out the first row of digits slowly, leaving two seconds between each digit.

3.

Partner 2: try and recall the numbers in the correct order.

4.

Reverse roles for boxes 2, 3, 4 and so on.

Digit Recall

Digit Recall

Digit Recall

1-8-9-4

8-5-1-2

1-8-9-4

7-0-3-5-6

1-7-8-3-1

9-3-8-4-8

2-5-9-7-0-8

1-5-8-6-8-9-0

5-8-9-7-1-0 2

1

3

Digit Recall

Digit Recall

Digit Recall

8-2-2-4

9-1-0-5

3-9-7-2

3-8-1-0-7

5-8-6-4-1

0-5-1-4-2

6-3-7-8-9-4

9-4-6-7-9-1-0

8-7-1-2-9-5

4

6

5

My Learning Ways

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Auditory Memory

Ring the star:

Not like me

Mostly me

Definitely me

Do I ...

Remember songs easily?

Remember directions?

Take notes while listening?

Remember jokes?

Connect new ideas to things I already know?

Enjoy music?

Play tunes / songs without notes?

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My Learning Ways

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Auditory Memory Strategy Wheel

or

Repeat - Repeat - R e p ea t

V

a isu

lise

W r

ite

aw dr

Use Au dio Mul / tim Vi ed de ia o Fo rm / at s

ect to a story Conn if you can

My Learning Ways

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Auditory Memory Task 2 Use your strategies to remember as much as you can of the the poem below. Read the poem aloud three times or record it and replay it and listen to it three times.

What are rainbows made of?

Orange, red, yellow and blue Indigo, pink and purple too!

Ice lollies streaked across the sky, So magical, mystical, marvellously high!

Wishes and dreams sparkle so bright, Anything’s possible, all guesses right!

Rainbows like ribbons look down from the sky, Who holds them up? Where do they tie?

Close your eyes tight and chase the light Reach for the rainbow with all your might!

Uncover its magic, be the first to know What really makes up - a rainbow!

Did I ...

Write or draw?

Repeat?

Use Audio / Multimedia?

Connect to a story?

Visualise?

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My Learning Ways

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Self-Evaluate Auditory Memory Strategies That Work Best for Me Put an X on the line to represent how well or poorly each strategy works for you.

Write

Draw

Use audio

Use multimedia

Repeat

Connect to a story

Visualise

My Learning Ways

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Review

What auditory memory strategies worked for me?

1.

2.

I need to keep working at:

1.

2.

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My Learning Ways

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Working Memory Task 1 Instructions: 1.

You will need coloured pencils: red, pink, blue and yellow.

2.

Look at Box 1 for 5 seconds.

3.

Cover the box with your hand.

4.

Can you remember the colour, form and location of each shape? Draw the shapes you remember into Box 1A.

5.

Now try the same exercise for Boxes 2 and 3, drawing the shapes you remember into Boxes 2A and 3A.

1.

2.

3.

1A.

2A.

3A.

My Learning Ways

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Working Memory

Ring the star:

Not like me

Mostly me

Definitely me

Do I ...

Forget facts?

Forget new words?

Forget how to do my maths?

Struggle to remember information?

Often lose my things?

Lose track of where I am?

Forget to bring home homework?

Forget instructions?

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My Learning Ways

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te ri

rec di

ow ns d o i t

n

Tak en o and hig tes hli gh t

Us

Keep new inform ati on brief / sho rt

W

Working Memory Strategy Wheel

am iagr ed

ts en m em ov

s

son Use g rh sa y n d m

nd

es

,

Le a r n, le l a r n e ar a n g ai a n

e task at a time Do on My Learning Ways

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Working Memory Task 2 Instructions: 1.

2.

3.

4.

5.

You will need coloured pencils: red, pink, blue, yellow and green.

For this task, look at the grid below for 20 seconds.

Use a strategy to help you remember.

Cover the grid with your hand.

Can you remember the colour, shape and position of each object?

Draw the shapes into the empty grid.

Did I ...

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Keep new information short?

Use diagrams?

Write directions down?

Learn, learn and learn again?

Take notes?

Do one task at a time?

Highlight?

Use rhymes and songs?

My Learning Ways

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Self-Evaluate Working Memory Strategies That Work Best for Me

Put an X on the line to represent how well or poorly each strategy works for you.

Keep new information short

Write directions down

Take notes

Highlight

Use diagrams

Learn, learn and learn again

One task at a time

Use rhymes, songs and movement

My Learning Ways

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Review

What working memory strategies work for me?

1.

2.

3.

I need to keep working at:

1.

2.

3.

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My Learning Ways

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Memory Magic

Concentrate and Relax

Chunk

Connect

Organise

List

Picture

Practise

Repeat and Rehearse Transcribe

My Learning Ways

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My Review

How I Remember

Where am I now? Where would I like to be?

I'm as good as 10 I can be!

9 8 7 6 I'm OK

5 4 3 2

I could improve

1

Concentrate

Connect

Organise

Chunk

List

Practise Picture

LIKE TO BE

NOW

LIKE TO BE

NOW

LIKE TO BE

NOW

LIKE TO BE

NOW

LIKE TO BE

NOW

LIKE TO BE

NOW

LIKE TO BE

NOW

LIKE TO BE

NOW

LIKE TO BE

NOW

0

Transcribe

Repeat

On the left side of the column, shade in where you are now for each strategy.

On the right side, shade in where you would like to be for each strategy.

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My Learning Ways

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Question

Ha

Persist

f Mind o ts i b

Reflect

Appreciate peers and teachers

Participate

Le

t’s

Include others

ne r

Be curious

Fo

cus

ga on B n i ecoming and Be

a Le

r

My Learning Ways

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Growth Mindset

I want Oops! I made

to learn ...

a mistake.

I will fix it.

I can do hard things!

I’II try again!

I CAN DO this!

do it! n a c I ve I belie

My brain is smart!

I will try!

Yes!

I won’t give up!

I will try my best!

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My Learning Ways

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Fixed Mindset

I can’t do this!

I don’t feel NO!

like it.

This is too hard!

This

I don’t want to do this.

is boring!

I don’t care.

I hate this!

I’m I quit!

no good at this.

My Learning Ways

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What is your mindset?

Colour in the badges that best reflect the way you think about your schoolwork.

I’m ready to This is easy I just can’t

take a risk

for me

do this I’ll use a different strategy

I made a mistake

I am going to take a deep breath and I can make this more challenging

work hard

I am brilliant at this It’s good enough

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My Learning Ways

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What is your mindset?

Colour in the badges that best reflect the way you think about your schoolwork.

I am on the right track I give up

I think I’ll try

This may take

something new

some time and effort

Mistakes help my brain grow

This is too A mistake is still progress – I will keep trying

I am going

hard

to train my brain

My Learning Ways

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Mindset Snakes and Ladders

I don’t like mistakes

41

42

43

44

45

40

39

38

37

36

24

25

It doesn’t help to work hard

21

S

68

I won’t give up

22

23

Mistakes help me learn

I don’t want to do this

20

19

18

17

16

1

2

3

4

5

My Learning Ways

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I give up easily

46

47

48

It doesn’t help to work hard

49

WI NN ER !

50

I believe I can do it!

35

34

33

32

31

26

27

28

29

30

13

12

11

I want to learn

15

6

14

7

I don’t like when other kids do well

8

9

I can do hard things!

10

My Learning Ways

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Have I a growth mindset?

Not Me

Me

1 I can learn anything because I was born to learn

I can train my brain through practice

I can change my thoughts when things are challenging

I know failure is an important part of my success

I can take ownership of my mistakes and learn from them

I believe I can do difficult things

I encourage others to have a growth mindset

I celebrate my own growth and progress

I take charge of my own learning

S

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My Learning Ways

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What can I say to myself?

Instead of saying to myself:

I can think:

This is too hard

............................................................

I’m no good at this

............................................................

I can’t do this

It’s good enough

I made a mistake

I give up

I’m the worst at this

This will take ages

I can’t take risks doing this

............................................................ ............................................................ ............................................................ ............................................................

............................................................ ............................................................ ............................................................

My Learning Ways

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How I Think Yes

Maybe

No

I can learn anything because I was born to learn

I think that I am really clever

I think I can learn and develop as a learner

I like my learning when it makes me think hard I like my learning when it is easy and I can do it really well I try to stretch myself by learning new things I know that I am no good at some things

I ask and answer questions to improve my understanding

I must prove myself all the time

I think I can improve if I can try

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My Learning Ways

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I Can Train My Brain

What I Should Tell My Brain

What I Should NOT Tell My Brain

Learning is fun!

I am not that smart

I’ll try a different strategy

This is too hard for me, so I give up

I will keep working hard

I will fail all my tests

I believe in myself

I can’t do hard work

I’ll learn how to do this

My Learning Ways

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Mindset Survey

What did I do this week that made me think hard?

What happened this week that kept me going?

What have I learned from this?

What mistake did I make that taught me something?

What did I try hard at this week?

What mindset thinking am I going to use when I get stuck?

S

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My Learning Ways

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Self-Evaluate Put an X on the line to represent how well or poorly each strategy works for you.

Growth mindset

Fixed mindset

Reflect on my thinking

Question my thinking

Try hard even after failure

Actively participate in my learning

Eager to explore new things

Appreciate peers and teachers

My Learning Ways

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Mindset Magic

Question Persist Reflect

Appreciate peers and teachers Participate

Be curious Include others

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My Review My Habits of Mind

Where am I now? Where would I like to be?

I'm as good as 10 I can be!

9 8 7 6 I'm OK

5 4 3 2

I could improve

1

Persist

Participate

LIKE TO BE

NOW

LIKE TO BE

NOW

LIKE TO BE

Include others

Reflect Question

NOW

LIKE TO BE

NOW

LIKE TO BE

NOW

LIKE TO BE

NOW

LIKE TO BE

NOW

0

Appreciate peers and teachers Curious

On the left side of the column, shade in where you are now for each strategy.

On the right side, shade in where you would like to be for each strategy.

My Learning Ways

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Opportunities to Respond

Am I...?

Circle the description in the first column that best describes where you are now.

EXPERT

I understand this topic well and could definitely teach it to someone else.

PRACTITIONER

I can mostly do this by myself, but I sometimes get stuck and need help.

APPRENTICE

I’m starting to understand this topic, but I still need someone to explain things to me.

NOVICE

I’m just starting to learn this and I don’t really understand it yet.

WH AT I S

to oing g m p Ia a dee ork take dw h an t a e r b

GOA MY L?

HARD!

ake m n I ca more this ging n challe . by..

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I AM NOT AFRAID OF A !

CHALLENGE

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Self-Assessment

Self-Assessment 1: Considering Art Describe Ask yourself ...

- What do I see?

- What colours are used?

- What shapes are visible?

- Where is the scene?

- What title would I give this piece?

Analyse Ask yourself ...

- How are lines used?

- How are shapes working?

- How are textures used?

- How does my eye move around the piece?

- If I could ask the artist a question, I would ask ...

Interpret Ask yourself ...

- What do I see happening?

- How does this make me feel?

- What is the most important part of the piece?

- What does the art ‘say to me’?

- This image or event reminds me of ...

- Is there anything in my life that connects with this image?

Decide Ask yourself ...

- What do I like about this piece?

- What do I dislike about the piece?

- What would I change if I were the artist?

- What is left out of this piece?

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Self-Assessment

Self-Assessment 2: Reading Comprehension Self-Monitoring - Does what I am reading make sense?

- What am I noticing about this story?

Predicting - What do I think will happen next?

- What information makes me think this way?

- Do I need to change my predictions as I read?

Inferring - What is the author really trying to tell me?

- How does the author convey this meaning?

- What is the ‘feeling’ in the writing?

Connecting - What do I already know about this topic?

- What does this text remind me of?

- Why? Synthesising - What have I learned?

- Has this changed the way I thought about this topic?

- If so, how?

Evaluating - Consider if you liked the text or not.

- Would you have changed the ending?

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Peer-Assessment

Peer Assessment 1: Evaluating Oral Presentations Name:

Presentation date:

Evaluation completed by: YES

NO

Was the presentation clear?

Were you interested?

Could you hear what the presenter was saying?

Was the presenter confident in what they were saying?

Did you learn something?

Was there anything you were confused about?

Was there a clear introduction and conclusion?

Was the presentation too short?

Was the presentation too long?

What part of the presentation were you particularly impressed with?

What area could be improved?

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Peer-Assessment

Peer Assessment 2: Evaluating Oral Projects Use these sentence starters when you’re assessing someone else’s work:

1.

What went well The things that went well were ...

You should be very proud of ...

I feel you did well with ...

The best part of your work is ...

2. Even better if To improve your work you need to ...

In future you need to ...

Please try to ...

Next time you work on this topic, you need to ...

3.

Moving forward Your next step should be ...

To make this even better, you could ...

You’ve done really well. Next time ...

I’d like to see you try to ...

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Rubrics Rubrics are used to explain clearly how your work is assessed.

Review the following rubrics and apply them to yourself as a learner and to samples of work you have completed.

Rubric 1: Evaluating Essay Writing Your essay/story will be scored with this rubric. Read it carefully.

Title of your essay or story: How would you score yourself? Use the following rubric.

4

3

2

1

Content

Thoughtful writing, good connections and questions

Clear writing, some connections and questions

Writing with some connections and questions

Not much imagination in writing.

No questions or connections

Organisation

Well-organised

Organised, easy to read

Some attempt

Poorly organised and confusing to reader

with paragraphs, beginning,

at organisation

middle and end

Style

Rich vocabulary and smoothly written sentences

Good word choice and sentences easy to read

Unclear word choices and bumpy sentences

Problems with word choice and sentence fluency make reading difficult

Presentation

Very well presented and very few errors

Very well presented and few obvious errors

Some errors noted that interfere with meaning

Several errors that interfere with meaning

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Rubrics

Rubric 2: Evaluating My Learning Consider a recent lesson:

Date:

Am I ...?

Circle the description in the first column that best describes your evaluation of this lesson.

EXPERT

I understand this topic well and could definitely teach it to someone else.

PRACTITIONER

I can mostly do this by myself, but I sometimes get stuck and need help.

APPRENTICE

I’m starting to understand this topic, but I still need someone to explain things to me.

NOVICE

I’m just starting to learn this and I don’t really understand it yet.

Explain:

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Rubrics

Rubric 3: Evaluating My Learner Identity Am I displaying ... 1

2

3

Recognition?

I don’t really recognise that I have a role in how I learn.

I am beginning to realise that I have an important voice about how I learn best.

I can identify my strengths and weaknesses as a learner.

Responsibility?

I expect the teacher to tell me what to do and how to do it.

I am beginning to make decisions about my own learning, without asking the teacher.

I make decisions about my own learning.

I don’t think much about my learning.

I understand work and learning are not the same thing.

I reflect on my learning and set learning goals for myself.

I am able to reflect on my learning with help from my teacher and others.

I can explain: what I gained from a learning experience, what I contributed and what could have improved my learning.

Reflection?

I can set learning goals with help from my teacher / parents or peers.

I can explain the reasons behind my choices, answers and decisions.

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Start Ups 1

S ta

S t ar t U ps

rt U The ps f irs I di t sco ve r t h i n g ed w as . ..

MY GOAL IS ...

Start Ups I’m CONSIDERING ...

s Star t Up

I am Missing ...

S t ar

S t ar t

Ups

me

i T e k a t ay e ... m s u s i a h c T o r t be

and E

ff

t Up

s I am going take to a dee p b reath and work HAR D becau se ...

Your teacher will guide you on when and where to use these stickers.

They may be placed in your copybook, in your homework diary, or on a noticeboard / response board.

OTRs

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Start Ups 2

rt S ta

Ups

SY A E S I THISOR ME . ..

F E S U BECA

Star t Ups

I c a n m a ke this more challenging by ...

Star t Ups

This is too HAR D because ...

Star t Ups I will keep trying until

I CAN!

Star t Ups

I can learn

ANYTHING I WANT TO!

s Star t Up

id I am not afra e! of a Challeng

Your teacher will guide you on when and where to use these stickers.

They may be placed in your copybook, in your homework diary, or on a noticeboard / response board.

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Stop and Think 1

Think Stop and

Stop and Think

DOES MY ING AND UNDERST ENSE? MAKE S

Do I UNDERSTAND what I am doing?

Stop a nd Th ink

Am I Ac h i e v My GO ing AL?

Stop k and Thin

Do I TAND UNDERS what I am doing?

Stop and Think

I II use a DIFFERENT

strategy!

Think d n a Stop

eed to n I o D es? g n a h c make

Your teacher will guide you on when and where to use these stickers.

They may be placed in your copybook, in your homework diary, or on a noticeboard / response board.

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Stop and Think 2

Stop and Think

I was surprised to find that...

Stop and Think

I need to RECONSIDER ...

nk d T hi n a p S to

where I m A be? o t d e e In

Stop and Think

I FORGOT about ...

Stop and Th ink

I NEED MORE

TIME TO ...

Stop ink and Th

get When I I ...

STUCK

Your teacher will guide you on when and where to use these stickers.

They may be placed in your copybook, in your homework diary, or on a noticeboard / response board.

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Let’s Review 1

Let’s R eview

What o th qu e s t i e r o need t ns o a n s we b e red?

Let’s Review

One t hing I wil l remember after this

Let’s Review The QUEST ION I’m still thinking is ...

is...

Let’s Review

GOOD

JOB!

Let’s R eview

I AM MEASU R SUCCES ING S BY ...

w evie R s L Let’ EFU S U t mos ned The g I lear .. . thin y was a tod

Your teacher will guide you on when and where to use these stickers.

They may be placed in your copybook, in your homework diary, or on a noticeboard / response board.

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Let’s Review 2

Let’s

Let’s Review

I just Learned ...

Review

I CAN RECAL L ...

Let’s Review

w Let’s Revie

OB BET TER J …

by e m i t t x e n

Let’s Review

Next time I’ll do it

DIFFERENTLY BY ...

Did task SUCCESSFULLY by ...

Let’s

w Revie

ha v e d l u I co ED R A P P RE by … r e t t be

Your teacher will guide you on when and where to use these stickers.

They may be placed in your copybook, in your homework diary, or on a noticeboard / response board.

OTRs

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LEARNER I D

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www.mylearnerid.com

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LEARNER I D Y M

Do you see the birds?

At times, the bird is unsure and needs help to move on.

At times, the bird needs a little push to take off.

Other times, the bird is flying away, high up into the sky.

These birds are just like you as a learner!

My Learner ID tracks how you become a learner and how you feel about learning.

Enjoy every page as you uncover how you learn best!

www.mylearnerid.com ISBN 978-1-84536-869-2

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7 8 1 8 4 5

3 6 8 6 9 2

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