Narrative Assessment

Diamante Poem - Giraffes Narrative Assessment

Learner:  Taj      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

running, eating, walking

legs, spots, tail, horns

kicking, licking, drinking

tall, slow

giraffes

Learning Observed

Taj has been learning to write Diamante Poems themed around his recent visit to Auckland Zoo. Firstly, Taj 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. Taj 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, Taj 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.

Chickens - iExperiene Narrative Assessment

Learner:  Taj      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 Taj has been learning about Chickens and their habitats. Taj 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 Taj was able to have a hold so he knew what they felt like and could describe the chickens accurately. During iDevelop Taj furthered his curiosity by being able to describe the chicks to others.

Evidence of learning

Taj thinks that the chicks are very soft and fluffy.

Key Competencies/Vision Principles

During this learning, Taj 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.

Writing Narrative Assessment - 2 September 2016

Learner:  Taj        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 Taj has been learning that oral, written and visual texts can connect together.  Taj 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 Taj helped his hapu group to predict and tell the story using only the pictures in the book.  Taj was able to predict with ease and draw appropriate conclusions. Next he listened to the story being read to him and was showing his understanding by following along. After this Taj was able to read the story aloud, showing his understanding of what he had read. Taj showed his complete 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

Taj’s Greedy Cat picture.

Key Competencies/Vision Principles

During this learning, Taj 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.

iExperience Narrative Assessment - 23 August 2016

Learner:  Taj   Learning Coach: Michelle Lennon - LH2     Date:   23 August 2016

Learning Area:  iExperience

NZC Achievement Objective:  Students will gain knowledge, skills, and experience to understand how the past is important to people.

Learning Observed

As part of our iExperience Taj participated in a school trip to the Howick Historical Village. Before going to the Howick Historical Village Taj learnt all about the clothes that children wore, the games they played, songs they sung and the, slightly, different language they used.  He then made his own version of Victorian clothing to wear on trip. While he was there Taj participated in activities involving Victorian games (outdoor games) and Parlour games (indoor games) that were played by children in the late 18th Century.  He enjoyed playing with the hoop toss the best. Taj also enjoyed looking around the village seeing all the old things that people had, but his favourite thing was the Victorian games.

Evidence of learning

Taj is practising with the swords and hoop toss game at the Howick Historical Village.

Key Competencies/Vision Principles

During this learning, Taj demonstrated that he was: Connected - actively taking part in all learning activities. Capable - attempting all activities and putting in her best effort. Curious - seeing how many different ways he can play Victorian games. Managing Self  - able to use equipment in an appropriate manner.

Next Learning Steps

Share your knowledge about Victorian games with others. Design and play your own games that are based on these Victorian games.

Maths Narrative Assessment - 8 August 2016

Learner:  Taj       Learning Coach: Michelle Lennon - LH2    Date:   8 August 2016

Learning Area:  Maths

NZC Achievement Objective:  Use a range of counting, grouping, and equal-sharing strategies with whole numbers and fractions.

Learning Observed

During iDevelop Taj has been learning to count on using the biggest number first. Using a game of Snakes and Ladders, Taj has been learning how to recognise the patterns on a pair of dice, locate the bigger number and keep this in his head while he adds on the smaller number. After rolling the two dice, Taj identifies the biggest number shown.  Then he puts this into his head and holds it there while he works out what number is on the other dice.  Taj is using his fingers to help track how many more he needs to count on before moving his counter on the game board.

Evidence of learning

Here Taj is counting on using his fingers to track the smaller number.

Key Competencies/Vision Principles

During this learning, Taj demonstrated that he was: Connected - actively taking part in learning conversations and activities. Capable - understanding that counting on is easiest from the biggest number. Collaborative - participating and assisting others in learning activities. Managing Self  - able to use equipment in an appropriate manner.

Next Learning Steps

Teach others how to count on. Use your counting on strategy to solve problems.

Narrative Assessment - Literacy - 14 September 2015

Narrative Assessment - Literacy: Writing Term 2

Learner: Taj                    Learning Coach: Abby Morgan              Date: 12 June 2015

Learning Area: Literacy - Writing

Learning Observed

As part of developing learners ability to write we are learning the shapes and symbols of the Casey the Caterpillar programme. During the programme the learners focus on developing their fine motor control and work towards accurate shape formation and position. As we have progressed with this learning Taj has developed his ability to accurately form the shapes and is able to able to identify the shapes we have completed when asked. Since beginning he has increased the number of letters he is correctly forming and is able to apply this to his story writing. Taj is developing his ability to write recounts of events that have happened. He is able to plan for his writing through drawing and can use some high frequency words. Taj is able to retell his story to others and is working towards associating sounds to words.

Evidence of learning

A collection of writing samples from Taj.

Key Competencies/Vision Principles

Throughout the Casey the Caterpillar programme Taj has displayed the Vision Principle of Capable. He has demonstrated his ability to attend to a task and is developing his knowledge and skills. Taj has also displayed his Thinking Skills, and his developing ability to use Language, Symbols and Texts as identified in the Key Competencies. He is applying his existing skills and knowledge with new learning and is developing his ability to use written english language.

Next Learning Steps

Identify all Casey Shapes by sight Introduce Taj to the remainder of the Casey the Caterpillar shapes Continue to write frequently to extend his ability to write and attempt unknown words.