iExperience Narrative Assessment - Teamwork

Reading with James

Learner: James	Date: 14 August
Learning Area: English Level One: Processes and strategies associates sounds with letter clusters as well as with individual letters Language features recognises a large bank of high-frequency and some topic-specific words shows some knowledge of text conventions, such as: capital letters, full stops, and word order; volume and clarity; and simple symbols	Learning Coach: P.L
Learning Observed
In Reading we have been learning to use word attack skills such as looking at word clusters and sounds (blends, word endings) to help us read tricky words. We’ve also been learning to use the pictures and think about what makes sense. James has been making steady progress in his reading. He shows capability by by thinking about what makes sense while reading out loud and using the pictures in the text to help him. James is beginning to think carefully about his follow-up activities and how to complete them independently. He works collaboratively during small group lessons by sharing his ideas and answers to questions.
Evidence of Learning
Key Competencies
Thinking, Relating to others, Managing Self, Participating and Contributing and Using Language, Symbols and Texts
Next Steps
Continue to practice retelling the stories again out loud Continue to use word attack skills to help decode tricky words Continue to work on your Bug Club

James Explores Forces

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Narrative Assessment - Quick 60

iExperience

Learners: James   Habitat: LH1      Learning Coach: R. Moopanar      Date: 19.05.17

Learning Area: iExperience - Art  Key Competency: Participating and Contributing

Learning Observed

This term our focus is on how we can be connected citizens. In order to launch this the learners participated in a connected road safety activity where they collaboratively explored and brainstormed ideas about Road safety. The lasting understanding from this iExperience was that we can be connected in a variety of ways and display these connections by predicting and processing what could happen if we don’t follow instructions on road safety from the checklist. It was great to see the learners supporting each other in being curious and deciding what how to colour in and to hear them describe their posters as an example of how we can recall and connect with others.  All of the learners displayed their capabilities by working independently on their own poster and designs. The posters can be seen displayed in the learner’s  iExperience books.

Evidence of learning

Next Learning Steps

Present learning, seek feedback and make appropriate changes Share your learning with your family

Maths with James

Reading with James

Writing with James