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.

Taj goes for Gold!

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.

Motobike Car

Today, Taj made this motorbike car with the Moblio equipment and he told me this story about its adventures.

Taj's Marble Run Blog

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