Diamante Poem - Giraffes Narrative Assessment

Learner:  Rain      Learning Coach: M Lennon - LH2      Date:   23 November 2016

Learning Area:  Literacy - Poems

NZC Achievement Objective:  English; Speaking, Writing, Presenting:  Acquire and begin to use sources of information, processes, and strategies to identify, form, and express ideas.

Giraffes

giraffes

long, tall

twitching, running, eating

tail, legs, neck, spots

kicking, walking, drinking

slow, yellow

giraffes

Learning Observed

Rain has been learning to write Diamante Poems themed around his recent visit to Auckland Zoo. Firstly, Rain had to brainstorm different nouns, adjectives and verbs about giraffes.  Then he had to choose which ones he would use to make his poem make sense. Rain was given a template structure to follow, which listed the order in which his nouns, adjectives and verbs needed to be.  He was able to follow the structure independently to produce the above poem.

Key Competencies/Vision Principles

During this learning, Rain demonstrated that he was: Connected - actively taking part in learning conversations and activities. Capable - understanding the different parts of speech have different purposes. Curious - asking questions and seeking new vocabulary. Thinking  - able to brainstorm and find words relevant to the topic.

Next Learning Steps

Teach others how to write a diamante poem. Begin thinking about opposite words for an antonym diamante poem.

Get Set Go! - iExperience Narrative Assessment

Learner:  Rain      Learning Coach: M Lennon - LH2      Date:   17 November 2016

Learning Area:  iExperience

NZC Achievement Objective:  Health & Physical Education; Movement skills; Science and technology -  Students will develop a wide range of movement skills, using a variety of equipment and play environments.

Learning Observed

During iExperience Rain has been participating in the Get-Set-Go programme. In Get-Set-Go Rain has been learning to balance using different parts of his body, and to move around while balancing something on his head.  Rain was able to confidently balance and move around with ease. After his balancing session Rain began learning skills in throwing and catching.  He actively participated in a range of games that saw him throwing and catching, firstly, a soft toy, then a tennis ball to a partner.

Evidence of learning

Here you can see Rain with his Hapu group in a range of Get-Set-Go activities.

Key Competencies/Vision Principles

During this learning, Rain demonstrated that he was: Connected - actively taking part in all games and activities. Capable - understanding that you need to point and aim before you throw. Curious - asking questions about why throws went in the wrong direction. Managing Self  - able to use equipment appropriately.

Next Learning Steps

Keep asking for advice when you’re throwing doesn’t go straight. Remember to make a basket out of your hands when someone is throwing a ball for you to catch.

Chickens - iExperience Narrative Assessment

Learner:  Rain      Learning Coach: M Lennon - LH2      Date:   14 October 2016

Learning Area:  iExperience

NZC Achievement Objective:  Science; Living World; Ecology  Recognise that living things are suited to their particular habitat.

Learning Observed

In iExperience Rain has been learning about Chickens and their habitats. Rain has been a keen participant in learning about the chickens.  He has learned about egg incubation, the care of baby chicks and the needs of chickens as they grow bigger. Shortly after the chicks hatched Rain was able to have a hold so he could feel what they felt like and could describe the chickens accurately. During iDevelop Rain furthered his curiosity by being able to describe the chicks to others.

Evidence of learning

Rain says that the chickens have tickly feet.

Key Competencies/Vision Principles

During this learning, Rain demonstrated that he was: Connected - actively taking part in learning conversations and activities. Capable - understanding that chickens have different needs. Curious - asking questions about the needs of chickens. Managing Self  - able to carefully hold a baby chick without scaring it.

Next Learning Steps

Keep sparking your curiosity about chickens by asking lots of questions. Look at the future needs of chickens and what we can do to ensure their comfort.

iExperience Narrative Assessment - 2 September 2016

Learner:  Rain        Learning Coach: M Lennon - LH2      Date: 1 September 2016

Learning Area:  iExperience

NZC Achievement Objective:   Understand that people have different roles and responsibilities as part of their participation in groups.

Learning Observed

During iExperience this week Rain has been involved in a series of team building activities as a mixed Habitat.  The purpose for these activities were to encourage learners to listen to others and share their ideas in order to complete a series of activities. In the first instance Rain had to find his new group by only using animal sounds.  When he had found his group he formed a circle for his first challenge.  Rain’s first challenge with his new group was to get creative and build something extraordinary using only a few cups, a roll of tape, 1 piece of paper and some pegs. The next day Rain was part of the same group.  Their challenge was to move their whole group to the other side of the room by only stepping on paper.  The group had to discuss the best way to do this and then work together to achieve their goal. On the last day, Rain’s group was given a ‘Leaning Tower of Pasta’ challenge where they had to build a tower as tall as they could using only dry strips of spaghetti and a ball of playdough.  By this day Rain began demonstrating competent communication skills by helping direct his group in their building. In addition to these activities Rain was able to reflect at the end of each session and discuss with his group what went well and what he needed to improve on next time.

Evidence of learning

Here Rain is helping his group make pasta towers.

Key Competencies/Vision Principles

During this learning, Rain demonstrated that he was: Connected - actively taking part in learning conversations and activities. Capable - understanding that he needed to communicate his ideas well. Collaborative - joining in and participating in building and planning discussions. Thinking  - being reflective about the challenges.

Next Learning Steps

Continue communicating your thoughts and ideas to others. Ensure that everyone in your group has a role to play.

Word Work Narrative Assessment - 17 August 2016

Learner:  Rain      Learning Coach: Michelle Lennon - LH2      Date:   17 August 2016

Learning Area:  Literacy - Word Work

NZC Achievement Objective:  Use language features, showing some recognition of their effects.  Indicator:  Spells some high-frequency words correctly and begins to use some common spelling patterns.

Learning Observed

During iDevelop Rain has been working on being able to read, write and spell his high frequency words. Rain has been reading a range of stories that spark his interests.  From these stories he has been finding the words that appear most often and then spelling them using whiteboards and pipe cleaners. Initially, to spell his high frequency words, Rain was having to copy the words from cards or from his book, however he quickly became confident enough to begin spelling words from his memory. Rain has also begun noticing when his letters are backwards and self-correcting his work.

Evidence of learning

Here Rain has made the words we, are, she, and am from memory.

Key Competencies/Vision Principles

During this learning, Rain demonstrated that he was: Connected - actively taking part in learning activities. Capable - understanding that spelling gets easier the more you try. Curious - attempting the spelling of words without aides. Managing Self  - able to use equipment in an appropriate manner.

Next Learning Steps

Transfer word work and spelling into daily writing. Play games like I-Spy that help identify high frequency words in other texts.

Maths Narrative Assessment - 8 August 2016

Learner:  Rain       Learning Coach: Michelle Lennon - LH2    Date:   8 August 2016

Learning Area:  Maths

NZC Achievement Objective:  Use a range of counting, grouping, and equal-sharing strategies with whole numbers and fractions.

Learning Observed

During iDevelop Rain has been learning to count on using the biggest number first. Using a game of Snakes and Ladders, Rain has been learning how to recognise the patterns on a pair of dice, locate the bigger number and keep this in his head while he adds on the smaller number. After rolling the two dice, Rain identifies the biggest number shown.  Then he puts this into his head and holds it there while he works out what number is on the other dice.  Rain is using his fingers to help track how many more he needs to count on before moving his counter on the game board.

Evidence of learning

Here Rain rain has added the total of the two dice by counting on and moved his counter the correct number of spaces on the gameboard.

Key Competencies/Vision Principles

During this learning, Rain demonstrated that he was: Connected - actively taking part in learning conversations and activities. Capable - understanding that counting on is easiest from the biggest number. Collaborative - participating and assisting others in learning activities. Managing Self  - able to use equipment in an appropriate manner.

Next Learning Steps

Teach others how to count on. Use your counting on strategy to solve problems.