Learner: Harman, Ethan and James Learning Coach: Miriam Kamsteeg Date: Weeks 7-10, Term 4, 2015
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Learning Area: iExperience
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Learning Observed
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This iExperience involved turning “Trash” into something “Flash”. They started with a piece of cardboard and had to create a photo frame to for their superhero photo. We had lots of scraps of cardboard, cellophane, tissue paper, wool and fabric bits for the Learners to use to create this.
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Evidence of learning
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They have used “trash” to create this frame. Isn’t it starting to look flash!
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Key Competencies/Vision Principles
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They are developing their CURIOSITY by thinking about what scraps would be good to cut up to put on their frame (THINKING). They had to work by themselves and ensure that they got everything finished in time (MANAGING SELF).
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Next Learning Steps
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Monday, December 7, 2015
Narrative Assessment - iExperience - Term 4, 2015
Wednesday, November 18, 2015
Math Narrative Assessment
Learner: James Learning Coach: Mr Hattie Date: 19 November
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Learning Area: Learning Habitat Two - Mathematics
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Learning Observed
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We have been looking at skip counting in two’s in Mathematics. There has been many ways that we have done this, by using materials to show what skip counting looks like and what it means, by different learning activity sheets, by walking along a numbers bridge and by repetition of saying it. We have been able to successfully say that James can skip count in two’s up to 20. He was so excited that he achieved this. James told me that math is now his favourite subject. He has been working so hard and he is pleased that he is making progress.
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Evidence of learning
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Key Competencies/Vision Principles
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The Key Competency that has been used in this session was “thinking” as he had to think about the process of how to skip count and think about what numbers that he has to skip. “Managing self” as James had to manage himself with the different independent activities that he had to complete. The Vision Principle that was being used was “Capable” as he had to develop his capabilities to learn how to skip count.
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Next Learning Steps
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James’s next learning steps are:
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Wednesday, October 28, 2015
iExplore Narrative Assessment
Learner: Melissa, Micah, James and Marcus Learning Coach: Mr Hattie Date: 29 October 2015
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Learning Area: Learning Habitat Two - iExplore
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Learning Observed
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In iExplore Melissa, Micah, James, and Marcus are in the ‘How to - Instructional Writing’ iExplore. We are looking at making superhero badges and create instructions for that. Today we were exploring how to use the iPad program ‘Comic life’, this is how we are going to create our instructions to present it. I had put Melissa, Micah, James, and Marcus in a group to create something on ‘Come Life’. When I came over to them to see how they were getting on and as soon as I got in an ear shot of them all I heard was discussion over where the best place to put the speech bubble that they had. Micah mentioned “it can’t be there we won't see the writing.” Melissa was saying that the speech bubble needs to be more in the center. James and Marcus were working out what the best thing to say for this photo. I was stunned with how well they were collaborating. The learning that was going on was huge.
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Evidence of learning
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Here the group is sorting out the look.
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Key Competencies/Vision Principles
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The Key Competencies that are being used are “Thinking” as they are thinking about where things go and what to say for each photo. The Vision Principles that are being used are “Collaboration” as the learners are working together to create their comic. “Connecting” is being used as they are connecting their learning of Comic Life to writing.
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Next Learning Steps
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The group’s next learning steps are:
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Sunday, October 18, 2015
Sunday, September 13, 2015
Narrative Assessment - iExplore - Term 3, 2015
Learner: James Learning Coach: Miriam Kamsteeg
Date: Term 3, Weeks 5-7, 2015
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Learning Area: iExplore - Reflections - Science
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Learning Observed
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James choose to be a part of the iExplore group looking at reflections. We first brainstormed where we would be able to see our reflections. Then we had walk around the school to see what we could find our reflection in. As a group we decided that we all wanted to explore reflections with mirrors. We spent time using mirrors to create reflections. We discovered that you could get the sun on the mirror and send it around the room, you can look under things like the shelves on wheels, if you hold your mirror up to another mirror you can see lots of mirrors and we explored mirror writing.
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Evidence of learning
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James is showing how the pens can reflect in the mirror.
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Key Competencies/Vision Principles
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James showed Collaboration by working with other Learners to investigate different ways to show/ find reflections (Participating and Contributing). They also showed that they were Capable by sharing their learning back on the video.
James explored many different ways to reflect with mirrors (Thinking).
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Next Learning Steps
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Tuesday, September 1, 2015
Measurement Narrative Assessment
Learner: James Learning Coach: Mr Hattie Date: 26 August 2015
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Learning Area: Learning Habitat 2 - Mathematics
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Learning Observed
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We have been looking at Measurement in Mathematics this week. Our aim was to develop vocabulary around comparing volume. We started with introducing what volume is. The learners were then given two different measuring jugs and were told to discuss which one they think holds more and why. We then experimented with red water to test our theories. James was able to explain why he thought the one was going to hold more. He explained it by sight, he held them up together and said “this one is bigger and fatter so it will have more volume.” This was great to hear as he used his knowledge of size to make the comparison and used the correct terminology.
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Evidence of learning
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James explaining why he thinks his jug will hold more.
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Key Competencies/Vision Principles
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The Key Competencies that are being shown are “thinking” as they had to compare the different sizes and think which has the most volume. “Relating to others” was being shown as they had to work together and discuss the comparisons and their ideas. “Curiosity” was one of our vision principles that we were using as the learners were posed a question to think and discuss before they started.
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Next Learning Steps
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James’s next learning steps are:
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Tuesday, August 18, 2015
Tuesday, August 11, 2015
Narrative Assessment - 11 Aug 2015 - Literacy
Learner: James Learning Coach: Miriam Kamsteeg Date: 11 Aug 2015
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Learning Area: Literacy - Writing
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Learning Observed
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Today James was writing with me. James decided that he wanted to write, “I went to Kelly Tarltons. I see sharks.” He started off writing, “I” then he asked, pointing to the table tent card, “is this went”. Jenny, who was sitting next to him then showed him where it was. James then wrote it down. Next he wrote down “to”. Then it came to “Kelly Tarltons”. I asked James what he could hear at the beginning. Jenny then shouted out “c or k”. James then wrote down, “k”. Then Jenny said “t” so James wrote down a “t”. I then said to James, “ what sound can you hear at the end?” James said, “s” and then wrote it down. He then wrote down, “I see”. Then we started to sound out “sharks”. I pointed to the table tent card and said that it started with one of the sounds that had a blue background and asked him was it ch – chair, th – thumb, sh – shoe… He then said “sh” and wrote down “sh”. He then wrote down some more letters and decided that “shark” was finished.
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Evidence of learning
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James was able to write a story down. I wonder if he is practising his writing at home?
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Key Competencies/Vision Principles
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James is developing his Capabilities in writing. He was able to decide on a story and then write it down (Thinking). James was able to write some words and letters down by himself (Managing Self). He is developing his skills when recording letters (Using Language, Symbols and Texts).
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Next Learning Steps
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- - Handwriting practice to record letters correctly and ensure that lowercase letters do not reach the top line.
- - Continue to explicitly teach sounding out words and recording down the sounds that are heard
- - Explicit teaching regarding placement of full stops.
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Tuesday, June 23, 2015
Monday, June 22, 2015
Umupuia Marae Visit
Learner: James Learning Coach: Luisa Maloni Date: 19th June, 2015
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Learning Area: Marae Trip
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Learning Observed
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Today, as part of our visit to Umupuia Marae in Maraetai, the learners were involved in a weaving activity. James, Harman and Lim Hor worked together, taking turns to weave the paper strips under and over the black strips. I observed them talking with each other trying to figure out if the strip needed to go over or under the black paper. James told me that he chose the school colours for his weaving.
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Evidence of learning
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James can work with a group to create a Maori weaving pattern..
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Key Competencies/Vision Principles
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James shows he is able to Collaborate with others to create an artwork. He could take turns, support and learn from his group.(Relating to Others) If they got the pattern wrong they were able to correct their mistake with support. James demonstrates his Capabilities in learning a new art technique. James can make Connections with the cultures in his community.
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Next Learning Steps
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Tuesday, June 2, 2015
Narrative Assessment - Mathematics - 2 June 2015
Learner: James Learning Coach: Miriam Kamsteeg Date: 2 June 2015
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Learning Area: Mathematics - Numeracy
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Learning Observed
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Today we were practising counting to 16. We first started by counting together. Next the Learner had to get 16 objects from the box. They then had to count them back into the box.
James counted 15 objects, then grabbed number 16 out of the box.
Next we rolled a 20 sided die and the Learners had to say the numeral that appeared on it.
James was able to recognise all of his rolls (11, 16 and 19).
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Evidence of learning
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James can one to one count to 16. I wonder if he can count to 17?
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Key Competencies/Vision Principles
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James is developing his Capabilities in one to one counting to 16. He is sequencing the numbers in his head in order to say them in the correct order (Thinking). James is starting to recognise numerals to 20 (Using Language, Symbols and Texts).
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Next Learning Steps
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Wednesday, May 13, 2015
Narrative Assessment - Literacy - 12 May 2015
Learner: Harman, Ethan and James Learning Coach: Miriam Kamsteeg Date: 12 May 2015
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Learning Area: Literacy - Reading
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Learning Observed
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Today in Reading we were focusing on the basic words “look” and “at”. Harman, Ethan and James were all able to read the words without prompting when I read them out.
Ethan was reading “The Animal Show”, James “My Hat” and Harman “Fishing”
James was able to point to each word as we read together “Look at my hat”.
Harman started to read she said, “I…” and then got stuck on the word “have”. I prompted her and she was able to read the rest with no support “... a fish. Look at my fish” and finger point to each word.
Ethan pointed to each word and read, “look at my toes, said rabbit”. I said “look at my…” and pointed to the rabbit in the picture and traced my fingers over his large ears. Ethan said, “ears!” “Look at my ears, said rabbit”.
On the next page James read, “look at my hat, look at…” I prompted him with “your” and he re-read “look at your hat”.
Harman read with support “oh no”. The she confidently read, “I…” She looked at me for the next word. I said “have. She read, “have a …” Ethan said, “rock”. Harman read, “I have a rock.”
On Ethan’s next page he said, “Look at my mouth said bird”. I pointed at the word beak and said, “beak” and pointed to the picture. Ethan read again “look at my mouth said bird.”
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Evidence of learning
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Our favourite pages in our books!
  
The Learners are starting to read confidently by themselves. I wonder how many more basic sight words they know now?
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Key Competencies/Vision Principles
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On the Duncan Basic word test at the end of Term 1 James scored 3/24, Ethan 3/24 and Harman 3/24. Ethan, Harman and James are developing their Capabilities in Reading. Harman, James and Ethan have shown that they are looking at the picture to try to work out the text (Thinking). James, Ethan and Harman are starting to read many basic sight words (Using Language, Symbols and Texts).
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Next Learning Steps
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Friday, March 20, 2015
Learner: James, Jolin and Raymond Learning Coach: Miriam Kamsteeg Date: 19 March 2015
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Learning Area: Literacy - Reading
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Learning Observed
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During Reading as a group we looked at the basic words we already knew. I wrote the word “I” on the small whiteboard. After we had looked at some more basic words we all started to read our books. James, Jolin and Raymond needed guidance to put their fingers under the first word of their stories. Jolin recognised that she had “I” as the first word in her story. Jolin, James and Raymond read their first and second sentences along with me pointing to the words. They had to look at the pictures for clues of what words might be on the page. They then read the rest of their books to themselves.
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Evidence of learning
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This group was learning to put their fingers underneath the words as they were reading. I wonder if they remember to do this at home when reading?
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Key Competencies/Vision Principles
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These Learners have completed a Letter Identification Assessment just after they started at Ormiston James (48), Jolin (51) and Raymond (0). They have all showing that they are being Curious about their books by looking at the pictures to help them understand the words. The Learners are developing their Capabilities in Reading (Using Language, Symbols and Texts). The Learners are also starting to make connections between basic sight words they know and what is printed in their books (Thinking).
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Next Learning Steps
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