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 - iExperience - 30 March 2016

Learner:  Taj               Learning Coach:  Megan Croll           Date:  30 March 2016

Learning Area:  iExperience

Learning Observed

During an iExperience session, Taj and his group were learning about the life cycle of a frog.  They watched a short video, had a discussion about the tadpoles in LH4.  Then they were given a set of pictures to cut out and  glue into their iExperience book.

Evidence of learning

Taj demonstrated his understanding of the life cycle by gluing the pictures in the correct order.  He then chose to colour in the pictures with colours that he felt were best suited.

Key Competencies/Vision Principles

Taj was connecting with others in his group when learning about the life cycle of the frog.  He was curious and asked questions to help with understanding.  Taj demonstrated managing self to independently cut out the pictures and glue them into his book within the time given by her Learning Coach.

Next Learning Steps

Learn more about frogs during iExplore Learn about the life cycle of other insects Share this learning with someone

Narrative Assessment - Writing - 16 March 2016

Learner:  Taj               Learning Coach:   Megan Croll                Date:   16 March 2016

Learning Area: Writing

Learning Observed

I had been discussing with a group of Learners in our habitat about things we like to do and who we like to play with.  The Learners were invited to share their ideas with a partner, draw then write about it.    Taj sounded out the initial and final letters for words that he was not sure about, e.g. ‘play’ and ‘with’.

Evidence of learning

Key Competencies/Vision Principles

Taj collaborated with others during the brainstorm when he was thinking about friends and who he likes to play with.   He connected to his personal experiences and used this to help form his ideas for writing. Taj was able to work by himself to sound out the main letter sounds that could hear in the  word ‘with’ (Managing Self).   Taj is forming most of his letters correctly and listens to the sounds they make when recording them (Using language, symbols and text).  He was able to Think of his own idea and write about it.

Next Learning Steps

Include more detail about an idea Use the correct size and shape for the letter ‘p’ Independently write about two ideas in one sentence