Jessica and Sports

Learner: Jessica	Date: 15.11.17
Learning Area: Health and Physical Education  Level 1 B1 Movement skills; B3 Science and technology Develop a wide range of movement skills, using a variety of equipment and play environments. C2 Identity, sensitivity, and respect Demonstrate respect through sharing and cooperation in groups.	Learning Coach: P.L
Learning Observed
In Physical Education this term we have been learning athletics and track skills. In particular: shot put, discus, sprints with Mrs Moopanar, softball throw, hammer head throw and javelin. Our learners have been practicing technique of how to hold a shot put, discus and throw them correctly. With the hammer head throw, learners had to hold the handle with two hands, take one step forward turn and swing and throw it. With the javelin, learners had to hold it correctly and flick the javelin so it lands with tip hitting the ground first. Jessica has been a capable learner practicing all these skills. She listens carefully to instructions by being curious and always collaborates well with other learners in his group. Jessica is beginning to make connections with transferring skills and techniques.
Evidence of Learning
Next Steps
Continue to practice these skills Continue to learn and find out more about what sports interest you

Literacy Narrative Assessment

iExperience: Maori Language Week

Learner: Jessica	Date: 21.09.17
Learning Area: Social Studies Level One: Understand how belonging to groups is important for people. Understand how places in New Zealand are significant for individuals and groups. Understand how the cultures of people in New Zealand are expressed in their daily lives.	Learning Coach: P.L
Learning Observed
As part of our Cultural Learning  our whole school did activities around Maori Language Week. The learners were organised into their Oresome Whanau Groups and within those groups had the chance to take part in activities like: poi making, Maori card games, weaving, knuckle bones, game, rakau stick games and lots more. It created opportunities for our learners to mixed in different year levels and abilities. Jessica is in the Collaborative Whanau. She got to experience making a poi. A poi is a traditional Maori tool for performance. A very long time ago however, poi were used in warfare. Well done Jesica.
Evidence of Learning
Key Competencies
This group has displayed all key competencies of:Thinking, Relating to others, Managing Self, Participating and Contributing and through the use of digital tools - Using Language, Symbols and Texts
Next Steps
Continue to find what interests you Continue learning about other Cultures and remember why Maori culture is important in New Zealand

iExplore

Writing Narrative Assessment

Maths: Skip Counting

Learner: Jessica	Date: 26 June, 2017
Learning Area: Maths Level One Number strategies Use a range of counting, grouping, and equal-sharing strategies with whole numbers and fractions. Number knowledge Know the forward and backward counting sequences of whole numbers to 100. Know groupings with five, within ten, and with ten.	Learning Coach: P.L
Learning Observed
In Maths, we have been learning about number patterns and using skip counting to help us. We have been learning to skip counting in 5s to help us solve our five timetables. Our hapu have been learning that 4x5 is the same as 4 groups of 5 and what that looks like visually. Jessica shows curiosity during discussions by listening carefully to others when they share their ideas. She is able to work collaboratively with others to help further her understanding and prefers peer buddy discussions. Jessica is beginning to show her capability by skip counting in fives to help her solve five timetable problems.
Evidence of Learning
Next Learning Steps
Continue working on your Mathletics Continue practicing your skip counting forwards and backwards in 5s up to 100

Narrative Assessment - Quick 60

Jessica Writes

Learner: Jessica	Date: 15 June, 2017
Learning Area: English - Writing Level One and Two has an awareness of the connections between oral, written, and visual language when creating text creates texts by using meaning, structure, visual and grapho-phonic sources of information, prior knowledge, and some processing strategies with some confidence seeks feedback and makes changes to texts is becoming reflective about the production of own texts begins to monitor, self-evaluate, and describe progress.	Learning Coach: P.L
Learning Observed
In Writing, we have been learning to write recounts. We have been learning to say our sentences out loud before we write them down. Jessica is able to write simple sentences. Today, she managed to write her sentences by saying them out loud and writing them down. We have been learning about conjunctions to show complex sentences. She shows capability by listening to instructions and writing her sentences. Her sentences then build into a paragraph. Jessica was also able to work collaboratively with other learners around her.
Evidence of Learning
Next Learning Steps
Continue to practice your writing at home Continue to say your sentences out loud before writing them down

iExplore Narrative Assessment

iExperience: Jessica builds a bridge

Learner: Jessica

Date: 13.04.17

Learning Area: LH1

Learning Coach: Priscilla Lavakula

NZ Curriculum Achievement Objectives

Level One:
Technological Products
Understand that technological products are made from materials that have performance properties.

Characteristics of technology
Understands that technology is purposeful intervention through design.

Learning Observed:

All learners were put into different groups. Jessica decided to create an item using 25 ice block sticks. She thought of all the different things she could make like a: house, bridge, garage and other things. In the end, Jessica decided to make a brdige

Key Competencies/ Vision Principles:

In iExperience, Jessica was curious to learn about building objects using ice block sticks. She worked collaboratively with the other learners in her group. Jessica showed her capabilities by talking and thinking about her ideas and watching and listening to others.

Next Learning Steps:

These are the next steps

iDevelop: Jessica reads Greedy Cat for Lunch

Learner: Jessica

Date: 11.04.17

Learning Area: LH1

Learning Coach: Priscilla Lavakula

NZ Curriculum Achievement Objectives

Literacy Level One
Associate sounds with letter clusters as well as with individual letters
Make meaning of texts by identifying ideas in some texts

Learning Observed:

Jessica has been learning about making sense of what she reads, when she reads out loud. She is also able to use the pictures in the story to help her read simple texts.
As a group, we have been learning to think about what makes sense and use word attack skills to help sound out tricky words. We have been looking at blends, word endings, and word clusters to help us.

Key Competencies/ Vision Principles:

Jessica shows capability by using what she has learned in word attack to sound out tricky words. She has been also thinking carefully about what makes sense and using the pictures to help her. Jessica is being collaborative by reading as a group and helping others. She is making connections from her learning to the texts she reads.

Next Learning Steps:
Continue reading at home and retelling the story again.
Carry on with your bug club at home too.

iDevelop: Jessica learns Rocket

Learner: Jessica

Date: 02.03.17

Learning Area: LH1

Learning Coach: Priscilla Lavakula

NZ Curriculum Achievement Objectives

Order numbers from smallest to biggest 
Place Value of numbers up to 67
Identify and write numbers

Learning Observed:

Our hapu group have been learning a game called "Rocket". Learners have to draw seven squares vertically with a triangle at the top. The bottom square has 10 and in the triangle is 67. After rolling two die, learners had to choose a number from the dice that was rolled to write into each square. For example, if a 2 and 5 was rolled then learners had to decide whether to use 25 or 52 and place it strategically in their rocket. They have to ensure that the numbers they write in are in order from the smallest number 10 to the biggest number 67. The first group that filled all their squares in correctly calls out "Blast Off!" 

Key Competencies/ Vision Principles:

Jessica has showed curiosity about which numbers to write in the squares and worked collaboratively with a buddy to make decisions. She demonstrates capability to make decisions and write numbers.

Next Learning Steps:

Keep learning place value to 100
Keep practicing this game independently