Narrative Assessment - Physical Education - 7 December 2016

Get Set Go!

Jessica's next steps are:

• Further develop her Capabilities when pushing a ball with a noodle or hockey stick
• Include balancing games during iBreak
• Practise catching and throwing a ball (underarm) at home

Narrative Assessment - iExperience - 31 October 2016

Learners:  Skyla, Sunny, Jessica, Harman, Ekamjot, Kaka, Ian, Kaiariki, Riley-Collins, Ash & Lucy Learning Coach:   Megan Croll                                                   Date:  31 October 2016

Learning Area:  iExperience

Learning Observed

In our iExperience session today, the learners were involved in a STEM (Science, Technology, Engineering and Maths) activity.   They were assigned the task of making a cage for an animal that would be strong enough to stay up, should a tree happen to fall on top of it if there were to be a terrible storm. First, we looked at some images of animals and which ones we thought that we might see at our zoo trip (connected) later in the term.  In teams of 3-4, the learners were given card, straws and tape.  Then together, they had to work collaboratively to construct their cage.   They tested their cages out to see whether they had built them strong enough to support an object on top (curious).    Many of the learners found out that their cages required more support in the middle and were eager to continue crafting their cages when they returned to school the next day.

Evidence of learning

Next Learning Steps

Independently make another structure during iExplore Create a structure at home with a brother, sister or parent Look at buildings and talk about how strong they are made

Narrative Assessment - Reading - 20 October 2016

Learners:  Jessica, Harman & Yuri Learning Coach:   Megan Croll                                                   Date:  20 October 2016

Learning Area:  Reading

Learning Observed

Today, during iDevelop, I captured Jessica, Harman and Yuri sharing a book together.  Harman was reading the text and all girls were talking about and sharing their thoughts about the story and illustrations (collaborating).    They were deeply engaged in the story; making connections and building on their prior knowledge.   When they had finished reading the book, they independently put their books away in their book bags to take home (managing self).

Evidence of learning

Next Learning Steps

Share what they have been reading at school with home Read to a sister, brother or parent

Narrative Assessment - Writing - 22 September 2016

Learner:  Jessica S      Learning Coach: Megan Croll - LH2      Date: 22 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’.  Jessica has been learning how to use a simile in her writing.  The Black Gibbons worked together to brainstorm some similes, then I invited them to use similes to describe the colours of the rainbow. Jessica was encouraged to participate in the group brainstorm and discussion, then used some of the ideas from our brainstorm to create her own poetic piece about rainbows.   After writing her draft, she then proceeded to publish her writing and illustrate it; using the correct colours and sequencing as in a rainbow.

Evidence of learning

Key Competencies/Vision Principles

Jessica is demonstrating that she is: Collaborative - sharing her ideas with a partner and listening to ideas shared by other Learners in her hapu group during a brainstorm session about rainbow colours. Capable - identifying the most suitable object to compare most of the rainbow colours in a simile. Using Language, Symbols and Text - taking care to copy the information from her draft when publishing her work.  The size and shape of most letters are formed correctly.

Next Learning Steps

Look for similes in the books that she is reading Help another Learner to understand how to use similes in their writing Include a simile in her independent writing

Narrative Assessment - Reading - 29 August 2016

Learner:  Jessica       Learning Coach:   Megan Croll - LH2          Date:   29 August 2016

Learning Area:  Reading

Learning Observed

Jessica has been learning to recognise more high frequency words from the Magenta reading series.  Today she was reading a book that used the high frequency words ‘we’, ‘like’ and ‘ice-cream’.  Jessica used the pictures in the story to help with decoding unfamiliar words, e.g. snow, rain.   She was able to answer some questions about the story, and we talked about words from the ‘-ill’ word family, e.g. hill, bill, will.

Evidence of learning

Click on this ‘fotobabble’ to hear Jessica read some of the story.

Key Competencies/Vision Principles

Jessica is increasing her capabilities to read some sight words with greater independency.  She is using pictures and initial letters to try and decode unfamiliar words (Using Language, Symbols and Text).

Next Learning Steps

Reread this story to a buddy and parent Learn more high frequency words, both at school and home Choose books from the Red or Yellow colourwheel

Narrative Assessment - Maths - 24 August 2016

Learner:  Jessica       Learning Coach:   Megan Croll - LH2         Date:  24 August  2016

Learning Area:  Maths

Learning Observed

The Black Gibbons have been investigating what it means to classify objects.  This is part of the geometry strand in maths, level 1.   The Learners were placed in mixed ability groups of 4-5, then they rotated through three different activities where they were asked to work as a team to discuss the objects and find different ways to classify (group) them.   Jessica worked with her group to first group the objects by colour, then to separate the colours and group them according to their shape.  In their next rotation, Jessica was supported by others in her group to classify some wooden shapes.   They put them into three groups - one group of shapes that were rounded, another group of shapes had point and the third group were classified as cubed shapes.

Evidence of learning

Key Competencies/Vision Principles

Jessica worked in a collaborative way by thinking and acting with her team.  She is beginning to share her ideas with the other Learners in her team and listen to their ideas. Jessica demonstrated that she is capable of listening to, and following a set of instructions.   She was required to think about the learning taking place and understand what the other members in her group were doing when they were creating new groups with the materials.  Jessica was able to manage herself by remaining on task and moving to the next rotation when instructed.

Next Learning Steps

Find other objects to classify within LH2 and at home Support another Learner to understand classification Bring another feature into her classifications

Narrative Assessment - Mindfulness Moments - 29 June 2016

Learner:  Jessica S        Learning Coach:   Megan Croll - LH2       Date:   29 June 2016

Learning Area:  Mindfulness Moments

Learning Observed

Almost everyday after iBreak 2, each hapu group in LH2 has time for ‘Mindfulness Moments’.  During this time, the Learners are invited to participate in either yoga, listening to calming music or massage.    Today, the Manta-Rays were participating in massage.  Jessica has been learning several ways to massage and provide another Learner a time to relax.   Some of the techniques that we have been using are raindrops, zig-zags, shoulder rub, pat the cat and chopping.

Evidence of learning

Jessica is using different techniques for giving a massage during ‘Mindfulness Moments’

Key Competencies/Vision Principles

Jessica is Capable of Participating and Contributing during our massage sessions.  She is respectful of others and Collaborates with the other Learners in our hapu group to make session a positive experience.

Next Learning Steps

Think of other actions that we could include in our hapu massages Share this learning at home

Jessica gets Technical with Devices

Jessica Writes

Learner: Jessica S       Learning Coach: Stephanie Hooker             Date: 6 May 2016

Learning Area: iDevelop

Learning Observed

Jessica is able to write independently and can form most letters correctly.

Evidence of learning

Jessica worked independently without prompting. She can write numbers to 20 and all her ABC letters. I wonder if she can also use lower case letters in her writing?

Key Competencies/Vision Principles

Managing Self - She worked independently Use Language, Symbols and Texts -  She can write her ABC Thinking - She used her own initiative to undertake this task

Next Learning Steps

Use lower case letters in her writing Include high frequency words in her writing (I/to/is/the/went/and/can/see) Write numbers up to 30 or more

Narrative Assessment - iExperience - 30 Mar 2016

Narrative Assessment - Literacy - 16 Mar 2016

Learner: Jessica S      Learning Coach: Miriam Kamsteeg                Date: 16 Mar 2016

Learning Area: Literacy - Reading

Learning Observed

Today Jessica completed a PM Benchmark Reading Assessment with me. She read a Magenta level 2 text to me. She read most of the text with a natural rhythm. Jessica was able to answer some of the comprehension questions correctly.

Evidence of learning

Jessica is starting to recognise more words. I wonder if she reads each night at home?

Key Competencies/Vision Principles

Jessica scored 81% on word accuracy and 75% on comprehension. She is developing her Capabilities in Reading. Jessica is having to Think about the words she is reading. She is starting to recognise high frequency words (Using Language, Symbols and Texts).

Next Learning Steps

Explicit teaching on retelling a story Work with Jessica on comprehension strategies Continue to work on memorising high frequency words.