iExperience Narrative Assessment - Teamwork

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.

Narrative Assessment - Reading

Learner: James             Learning Coach: Stephanie Hooker         Date: 21 June 2016

Learning Area: Reading Assessment

Learning Observed

Today we completed a Running Record on James to assess his reading capabilities. He scored 88% for accuracy and was able to answer 3 out of 4 comprehension questions to show his understanding of the story.  He attempted some unknown words using picture cues and his letter sound knowledge.  However, he sometimes omitted words and lost meaning.

Evidence of learning

I wonder if James practices reading at home? How does he solve new words?

Key Competencies/Vision Principles

James is developing his Capabilities in Reading. He is also using Thinking,  Language, Symbols and Texts.

Next Learning Steps

Attempt unknown words with decoding and re-reading the sentence Answer questions during and after the story Read everyday, both at home and school

iExplore Narrative Assessment - 30 March 2016

Narrative Assessment - Maths - 17 March 2016

Learner:  James                Learning Coach: Megan Croll             Date: 17 March 2016

Learning Area:   Maths

Learning Observed

Today the Learners were learning to add two numbers together by finding the biggest number, then adding on the smallest number.  We tried to work out the problem by imaging the number in our head, then used a number line to check how many jumps we needed to do to find the sum.

Evidence of learning

James was able to identify the biggest number in the problem (6), then rewrite the problem by putting the biggest number first.   James then draw a number line to help solve the problem.

Key Competencies/Vision Principles

James is developing his Capabilities in Maths by learning this addition strategy.  With some support, he was able to work by himself and use equipment correctly to solve a problem (Managing Self and Thinking).  James is able to form his numbers correctly and understands number ordering up to 20 (Using Language, Symbols and Text).

Next Learning Steps

Practise this strategy with addition to 20, then extend to bigger numbers, e.g. 7+22= Teach this strategy to another Learner Share his learning with home

Narrative Assessment - Reading - 17 March 2016

Learner:   James                   Learning Coach:  Megan Croll               Date:  17 March 2016

Learning Area: Literacy - Reading

Learning Observed

Today James completed a PM Benchmark Reading Assessment with me and read a Red Level 4 text.  He held the book correctly and maintained correct one-to-one matching between spoken and printed words.  James answered all the comprehension questions accurately.

Evidence of learning

James scored 84% on word accuracy with 14 errors and 1 self-correction.  He used the pictures to try make sense of the story and the initial letter to sound out unfamiliar words, e.g. comes (cat).   I wonder if he is listening to himself as he reads to make sure what he is reading makes sense.

Key Competencies/Vision Principles

James is developing his Capabilities in Reading and is starting to Think more about what he is reading to ensure that it makes sense.  He is increasing his ability to recognise more high frequency words (Using Language, Symbols and Text) and tries to Connect what he is reading to his own life experiences.

Next Learning Steps

Think about what he has read to check that it makes sense Learn more high frequency words Read to someone everyday at home