Reading

iExperience

iExplore

Swimming

Science: Catapults

Writing

iDevelop

iExperience

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

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.

Chickens - iExperience Narrative Assessment

Learner:  James      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

During iExperience James has been learning about Chickens and their habitats. James 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 James was able to have a hold so he knew what they felt like and could describe the chickens accurately. During iDevelop James furthered his curiosity by being able to describe the chicks to others.

Evidence of learning

James thinks that the chicks have very tiny and tickly feet.

Key Competencies/Vision Principles

During this learning, James 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.