Diamante Poem - Giraffes Narrative Assessment

Learner:  James      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

yellow, slow

eating, walking, twitching

legs, neck, tail, baby

eating, walking, running

spotty, brown

giraffes

Learning Observed

James has been learning to write Diamante Poems themed around his recent visit to Auckland Zoo. Firstly, James 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. James 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, James 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! - Narrative Assessment

Learner:  James      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 James has been participating in the Get-Set-Go programme. In Get-Set-Go James has been learning to balance using different parts of his body, and to move around while balancing something on his head.  James was able to confidently balance and move around with ease. After his balancing session James 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 James with his Hapu group in a range of Get-Set-Go activities.

Key Competencies/Vision Principles

During this learning, James 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.

Machines that Build - iExperience Narrative Assessment

Learner:  James      Learning Coach: M Lennon - LH2      Date:   3 November 2016

Learning Area:  iExperience

NZC Achievement Objective:  Level 1; Technology; Characteristics of Technological Outcomes - Students will understand that technological outcomes are products or systems developed by people and have a physical nature and a functional nature.

Learning Observed

During iExperience James has been learning about machines that build things.  He has been showing his curiosities about the purposes behind different machines and why they were invented. During this iExperience James learned some background about different machines that build things.  His favourites were the machines that could move very fast. After learning about different machines and their purposes, James built his own machine and was able to explain the reasons behind, and purpose of, this machine. James’ machine was used to transport and deliver things quickly.  His machine had jets on the back to make it go fast, it had a special area to hold all the things it needed to deliver and it also had special attachments so it could go in the water.

Evidence of learning

James has made a marvellous machine!

Key Competencies/Vision Principles

During this learning, James demonstrated that he was: Connected - actively taking part in learning conversations and activities. Capable - being able to describe the purpose for his machine. Curious - building and rebuilding machines to ensure they are stable enough to carry a load. Managing Self  - using equipment in an appropriate manner.

Next Learning Steps

Keep developing your curiosities about machines and their purposes by building bigger, better machines each time. Discuss your new findings with your peers to help them build stable, load bearing machines.