Writing Narrative Assessment

Reading Narrative Assessment

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

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

Edwards Amazing Illustrations

Edward and Nicholas Writing

Learner: Edward and Nicholas   Learning Coach: Abby Morgan      Date: 29 April 2015

Learning Area: Literacy - Writing

Learning Observed

Our writing programme begins with the sharing of the Casey the Caterpillar story. The story helps learners to develop an understanding of the writing process. Today during writing time Edward and Nicholas were introduced to the story of Casey the Caterpillar. While I was sharing the story they were focused and engaged. Edward and Nicholas participated when asked and showed their developing understanding of the story. After packing up I noticed that Edward and Nicholas were sitting together with whiteboards, as I approached I could see that they were retelling and recreating the story. I asked Edward what he had created and he said “here’s the butterfly on the closed gate and she is looking to lay her caterpillar egg here. These are the leaves.” Nicholas was focusing on his writing, he told me “this is the tree.”

Evidence of learning

Key Competencies/Vision Principles

During this time I observed Edward and Nicholas applying the Key Competencies of Using Language, Symbols and Texts, Thinking, and Managing Self. Both were able to communicate their ideas about their work and making connections between the story and illustrations. Thinking was utilised through the retrieval and interpretation of the story. Edward and Nicholas demonstrated their ability to Manage Self as they choose to represent their learning in this manner. Together they displayed the school vision principle of Capable as they attended to their learning and developed their capabilities.

Next Learning Steps

Edward Encourage retelling of the Casey the Caterpillar story to help cement the process Explore the shapes in the Casey the Caterpillar story Nicholas Develop his understanding of beginning writing from the left Encourage fine motor skill activities to develop pen grip