Narrative Assessment

Narrative Assessment

Narrative Assessment

Narrative Assessment

Narrative Assessment

Narrative Assessment

Static Electricity iExperience

Learner:  Taj      Learning Coach: M Lennon - LH2      Date:   24 November 2016

Learning Area:  iExperience

NZC Achievement Objective:  Physical inquiry and physics concepts:  explore everyday examples of physical phenomena, such as movement, forces, electricity and magnetism, light, sound, waves, and heat.

Learning Observed

In iExperience Taj has been learning about static electricity.  He was given a balloon and some tissue paper and was given the task of making the paper jump onto the balloon using static electricity. Taj demonstrated his curiosity by rubbing the balloon onto many different surfaces to charge the balloon full of static and successfully picked up many pieces of tissue paper.  He showed collaboration by working with others to share his findings. Through his active participation in learning conversations Taj demonstrated that he was connected to the current learning.

Evidence of learning

Taj made the tissue paper stick to the balloon with static electricity.

Next Learning Steps

Find out what other objects make, store, or hold static electricity. Share your findings with other learners.

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.

18th May 2016 Narrative Assessment - B.I.N.G.O! and BINGO was his name-O!

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

Narrative Assessment - iExperience - Term 4, 2015

Learner:  Tavleen and Taj   Learning Coach:  Miriam Kamsteeg            Date: Weeks 7-10, Term 4, 2015

Learning Area: iExperience

Learning Observed

This iExperience involved turning “Trash” into something “Flash”. They started with a piece of cardboard and had to create a photo frame to for their superhero photo. We had lots of scraps of cardboard, cellophane, tissue paper, wool and fabric bits for the Learners to use to create this.

Evidence of learning

They have used “trash” to create this frame. Isn’t it starting to look flash!

Key Competencies/Vision Principles

They are developing their CURIOSITY by thinking about what scraps would be good to cut up to put on their frame (THINKING). They had to work by themselves and ensure that they got everything finished in time (MANAGING SELF).

Next Learning Steps

What else is “trash” that I could create into something “flash”? Ensure I have glued everything down properly and painted all the parts thoroughly. Share learning with home.

Narrative Assessment - Literacy - 14 September 2015

iExperience: Collaboration in Music

Shadow Puppets

Learner: Taj      Learning Coach: Luisa Maloni    Date: 5th June, 2015

Learning Area: iExplore: Shadow Puppets

Learning Observed

We have been looking at shadow theatre on Youtube. We watched a shadow dance and shadow puppets with hands and with paper cut outs. We started by sharing some of the knowledge we have already about shadow puppets and then thought of some questions we had about them. Taj was able to share some of the handshapes he knew to make a shadow puppet with a partner and then to the whole group. He said he can make a shadow spider with his hands.

Evidence of learning

Taj shares his knowledge with the group. I wonder if he likes to ask questions at home?

Key Competencies/Vision Principles

Taj can Connect with what he already knows about Shadow Puppets and can Collaborate through sharing ideas and building new knowledge from others (Thinking, Relating to Others, Using Language, Symbols and Text).

Next Learning Steps

Ask a question about something he is curious about Describe ways he could find the answers to his questions Identify ways he could share or present his findings

Narrative Assessment - Mathematics - 1 May 2015

Learner: Taj  Learning Coach: Miriam Kamsteeg      Date: 1 May 2015

Learning Area: Mathematics - Numeracy

Learning Observed

Today in Mathematics we were working on getting 13, making it on the number fan and getting 11 and making it on the number fan. Taj counted out 13 items and when we counted them together he did have 13! When I asked him to make 13 he looked at Jolin’s number fan and made 31. I put the number fans next to each other and asked if they were the same. He reversed the numbers and made 13. He was also able to get 11 items. When I asked him to make 11 on the number fan he made 12.

Evidence of learning

Taj is one- to -one counting to 13. I wonder if he practises counting things at home?

Key Competencies/Vision Principles

Taj is developing his Capabilities in counting numerals in the correct sequence. He is Connecting the spoken number with the written form of the number (Using Language, Symbols and Text).

Next Learning Steps

Explicit teaching the correct numerical sequence between 1-15. Continue to explicitly teach what the numerals look like. Share his learning with home.