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

iExperience Narrative Assessment - 1 September 2016

Learner:  James        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 James 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 James 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.  James’ 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 James 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, James’ 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 James began confidently communicating his ideas with others. In addition to these activities James 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 James is joining in with the first challenge.

Key Competencies/Vision Principles

During this learning, James 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 discussions with his group. 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.

Maths Narrative Assessment

Learner:  James       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 James has been learning to count on using the biggest number first. Using a game of Snakes and Ladders, James 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, James 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.  James 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 James is putting the bigger number into his head and counting on using his fingers to track the smaller number.

Key Competencies/Vision Principles

During this learning, James 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.

iExplore Narrative Assessment - 30 March 2016

Narrative Assessment - iExplore - Term 3, 2015

Learner: James                    Learning Coach: Miriam Kamsteeg      Date: Term 3, Weeks 5-7, 2015

Learning Area: iExplore - Reflections - Science

Learning Observed

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.

Evidence of learning

James is showing how the pens can reflect in the mirror.

Key Competencies/Vision Principles

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).

Next Learning Steps

Share learning with other Learners not part of the iExplore group Explore with other items that reflect Share learning with home.

Umupuia Marae Visit

Learner:  James        Learning Coach: Luisa Maloni    Date: 19th June, 2015

Learning Area: Marae Trip

Learning Observed

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.

Evidence of learning

James can work with a group to create a Maori weaving pattern..

Key Competencies/Vision Principles

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.

Next Learning Steps

Identify other materials used in traditional maori weaving Talk about art techniques used in his own culture