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.

Writing Narrative Assessment - 2 September 2016

Learner:  James        Learning Coach: M Lennon - LH2      Date: 2 September 2016

Learning Area:  Literacy

NZC Achievement Objective:  Students will acquire and begin to use sources of information, processes, and strategies to identify, form, and express ideas.  Indicator:  has an awareness of the connections between oral, written, and visual language.

Learning Observed

During iDevelop James has been learning that oral, written and visual texts can connect together.  James has done this over the course of a week by reading the pictures, reading the words and listening to the story being read.  The story chosen was Greedy Cat, by Joy Cowley. Firstly James helped his hapu group to predict and tell the story using only the pictures in the book.  James was able to predict and draw conclusions. Next he listened to the story being read to him and was showing his understanding by following along. After this James was able to read the story aloud, showing his understanding of what he had read. James showed his understanding of connecting the text orally, visually and in writing through his follow up activity where he drew a picture of Greedy Cat, wrote a sentence of what he thought Greedy Cat would eat out of his shopping bag and then shared his version of the story with others.

Evidence of learning

James’ Greedy Cat picture.

Key Competencies/Vision Principles

During this learning, James demonstrated that he was: Connected - actively taking part in learning conversations and activities. Capable - understanding that a text can be read in many different ways. Participating and Contributing - giving everything a try with a positive attitude. Managing Self  - able to use equipment in an appropriate manner.

Next Learning Steps

Teach others how to read a book in different ways. Continue to predict stories, read the pictures and discuss your conclusions with others.

Narrative Assessment - 11 Aug 2015 - Literacy

Learner: James             Learning Coach:    Miriam Kamsteeg   Date: 11 Aug 2015

Learning Area: Literacy - Writing

Learning Observed

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.

Evidence of learning

James was able to write a story down. I wonder if he is practising his writing at home?

Key Competencies/Vision Principles

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).

Next Learning Steps

-        - 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.

Narrative Assessment - Literacy - 12 May 2015

Learner: Harman, Ethan and James                   Learning Coach: Miriam Kamsteeg             Date: 12 May 2015

Learning Area: Literacy - Reading

Learning Observed

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.”

Evidence of learning

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?

Key Competencies/Vision Principles

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).

Next Learning Steps

Retest Duncan Basic Word test explicit teaching over looking at the start of words to sound them out, after looking at the picture Continue to explicitly teach basic sight words.

Learner: James, Jolin and Raymond      Learning Coach: Miriam Kamsteeg        Date:  19 March 2015

Learning Area: Literacy - Reading

Learning Observed

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.

Evidence of learning

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?

Key Competencies/Vision Principles

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).

Next Learning Steps

More discussion of the pictures - this will help develop their vocab better Sound to Letter Assessment - how many sounds do the Learners know? Continue explicit basic sight word teaching. Read every night at home. Practice reading online with “Bug Club”.