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.