Writing Narrative Assessment - 14 December 2016

Learner:  Edward    Learning Coach: Megan Croll - LH2        Date:14 December 2016

Learning Area:  Writing

Learning Observed

I read a story with the worm hapu titled ‘Crankenstein’.  This story was about a young boy who looked like any ordinary boy, but when faced with a rainy day, a melting popsicle, or an early bedtime, he transforms into a mumbling, grumbling Crankenstein!    After reading this story, I asked the learners to think about what makes them turn into a ‘crankenstein’.  Edward was asked to share his ideas with a partner, but was too shy to share with the larger group.   With some support from Mrs Paraha, his Teacher Aide, Edward wrote his ideas in his writing book.  He was able to clearly state his idea about what he doesn’t like to eat.  Edward is rewriting words when he feels that they are incorrect.  He correctly used a capital letter to start his sentence, with a full stop at the end.

Evidence of learning

Key Competencies/Vision Principles

Edward is demonstrating that he is: Connecting - making links to his personal life to that of the character in the book Capable - independently choosing an ideas and writing about is Using Language, Symbols and Text - writing high frequency words correctly and taking care to write the size and shape of most letters correctly.

Next Learning Steps

Share his ideas with a larger group Know when to correctly use capital letters Understand contractions and when to use an apostrophe, e.g. don’t

Narrative Assessment - Physical Education - 7 December 2016

Get Set Go!

Edwards's next steps are:

• Further develop his Capabilities when pushing a ball with a noodle or hockey stick
• Include balancing games during iBreak
• Practise catching and throwing a ball (underarm) at home

Zoo Trip - iExperience Narrative Assessment - 18 November 2016

Learner:  Edward      Learning Coach: Megan Croll - LH2       Date: 18 November 2016

Learning Area: Zoo Trip

Learning Observed & Key Competencies/Vision Principles

Today Edward joined LH2 and LH4 learners to travel by bus to the Auckland Zoo.   This trip was organised as part of our learning about animals - how we can help them and how they can help us.   The learners were greeted by some zookeepers when we arrived at the zoo.  We had morning tea and then, with a zoo map in hand, began our journey around the zoo.   The map was used frequently to help guide us around the zoo and many learners used their map reading skills to identify where we were and where we should go next (Using Language, Symbols and Text). After visiting the tortoises and reptiles, we met up with John from Auckland Zoo.   John took us into the Discovery and Learning centre where Edward found out what the zoo does to look after the three Sumatran tigers that they have.  John had a large black plastic container and Edward learned that the tiger would be able to smell his scent if he touched it (Connected). John then took us to the Vet Centre Viewing Gallery.   Edward learned that sometimes visitors can watch an operation take place, but today the windows were covered with curtains.  Here we learned how humans can make life very difficult for some animals.   Our plastic bags can be very dangerous to sea animals if they are swallowed.    After lunch, it was time for more exploring (Curious).  Edward enjoyed walking through the Meerkat tunnels, watching the playful orangutans and observing how gracefully the giraffes walk.  Our day at the zoo went very quickly and there wasn’t even enough time to play on the playground!   I’m sure that Edward would love to come back again with his family to share his learning with them.

Next Learning Steps

Edward has learned about what Auckland Zoo do to look after the many animals that they have.  Some are even endangered.  His next step could be to research an endangered animal to find out why it is endangered and what people are doing to help keep its species alive.

Narrative Assessment - Writing - 22 September 2016

Learner: Edward       Learning Coach: Megan Croll - LH2         Date: 12 September 2016

Learning Area: Writing

Learning Observed

Language features, e.g. similes, are used to give our writing impact.  A simile is when a person or object is compared with another object by using the word ‘as’ or ‘like’.  Edward has been learning how to use a simile in his writing.  The Black Gibbons worked together to brainstorm some similes, then I invited them to use similes to describe the colours of the rainbow. Edward observed the group brainstorm and discussion, then used some of the ideas from our brainstorm to create his own poetic piece about rainbows.   After writing his draft, he then proceeded to publish his writing and illustrate it; using the correct colours and sequencing as in a rainbow.

Evidence of learning

Key Competencies/Vision Principles

Edward is demonstrating that he is: Capable of identifying the most suitable object to compare with each rainbow colour in his similes. Using Language, Symbols and Text by taking care to copy the information from his draft when publishing his work.  The size and shape of most letters are formed correctly. .

Next Learning Steps

Look for similes in the books that you are reading Help another Learner to understand how to use similes in their writing Share this learning at home

Narrative Assessment - Maths - 12 September 2016

Learner: Edward       Learning Coach: Megan Croll - LH2         Date: 12 September 2016

Learning Area: Maths

Learning Observed

Edward has been learning about arrays - how to read them and how to write them.  This understanding of arrays will help Edward learn his multiplication facts and become a multiplicative thinker.  We are able to use arrays to support skip counting and also to understand that multiplication can be written in two ways, e.g. 2x6 = 6x2 (commutative property).   Eventually, Edward will be able to use arrays to help solve two digit multiplication problems.

Evidence of learning

Key Competencies/Vision Principles

Edward is demonstrating that he is: Capable of developing an understanding of how arrays work and how they can encourage skip counting in order to solve multiplication problems. Thinking about what he has been taught and then applying this new learning to complete a practise activity. Using Language, Symbols and Text  to record numbers to share an understanding about a series of dots (the array).

Next Learning Steps

Use this strategy to play a maths array game Apply this strategy to solve more difficult multiplication problems Support another Learner to understand how arrays work

Narrative Assessment - Mindfulness Moments - 29 June 2016

Learner:   Edward         Learning Coach:   Megan Croll - LH2         Date:   29 June 2016

Learning Area:  Mindfulness

Learning Observed

Almost everyday after iBreak 2, each hapu group in LH2 has time for ‘Mindfulness Moments’.  During this time, the Learners are invited to participate in either yoga, listening to calming music or massage.    Today, the Manta-Rays were participating in massage.  Edward has been learning several ways to massage and provide another Learner a time to relax.   Some of the techniques that we have been using are raindrops, zig-zags, shoulder rub, pat the cat and chopping.

Evidence of learning

Edward is learning different techniques for giving a massage during ‘Mindfulness Moments’

Key Competencies/Vision Principles

Edward is becoming more Capable of Participating and Contributing during our massage sessions.  He is respectful of others and Collaborates with the other Learners in our hapu group to make session a positive experience.

Next Learning Steps

Think of other actions that we could include in our hapu massages Share this learning at home

Edward goes for Gold!

Little Creatures Build Big

Narrative Assessment - Literacy - 16 Mar 2016

Learner: Edward                  Learning Coach:  Miriam Kamsteeg          Date: 16 Mar 2016

Learning Area: Literacy - Reading

Learning Observed

Today Edward completed a PM benchmark Reading Assessment with me. I decided to test him on the higher of the two Magenta books. Edward started off by looking at all the pictures . When reading, he finger pointed to each word. Once he learnt the pattern of the words in the book he was able to read with a natural rhythm, although did omit a couple of words.

Evidence of learning

When reading Edward was pointing to each word. I wonder if he remembers to do this at home with his reading?

Key Competencies/Vision Principles

Edward scored 86% for word accuracy and ¾ for comprehension. He is developing his Capabilities in Reading. Edward was able to hear the pattern of the book and continue it in his reading (Thinking). He is starting to recognise basic words (Using Language, Symbols and Texts).

Next Learning Steps

Ensure he reads every word he is finger pointing to. When reading a “tricky” word look at the beginning of it and have a try. Continue to learn as many high frequency words as possible (see the Learning Habitat website for these).

Narrative Assessment - iExperience - 16 Feburary 2016

Narrative Assessment - Mathematics - 12 Feb 2016

Learner: Edward                   Learning Coach: Miriam Kamsteeg        Date: 12 Feb 2016

Learning Area: Mathematics

Learning Observed

Today Edward was struggling to choose a Maths learning game. I showed him the dominoes and taught him a matching game to play. We sat together and matched the dominoes in a wonky line. He then helped Nicholas to match the dominoes too.

Evidence of learning

Edward was able to match the dominoes together. I wonder if he will be able to teach other learners next time how to do this game?

Key Competencies/Vision Principles

Edward is developing his Capabilities in Mathematics. He was able to settle and play the game (Managing Self). Edward had to recognise the patterns on the dominos he was matching (Using Language, Symbols and Text).

Next Learning Steps

Continue to play this game at other Math times and teach other learners how to play it Once this game is consolidated learn other domino games Share learning with home.