Diamante Poem - Giraffes Narrative Assessment

Learner:  Matthew      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

eating, walking, kicking

neck, tail, legs, baby

twitching, licking, drinking

tail, long

giraffes

Learning Observed

Matthew has been learning to write Diamante Poems themed around his recent visit to Auckland Zoo. Firstly, Matthew 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. Matthew 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, Matthew 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.

Get Set Go! - Narrative Assessment

Learner:  Matthew      Learning Coach: M Lennon - LH2      Date:   17 November 2016

Learning Area:  iExperience

NZC Achievement Objective:  Health & Physical Education; Movement skills; Science and technology -  Students will develop a wide range of movement skills, using a variety of equipment and play environments.

Learning Observed

During iExperience Matthew has been participating in the Get-Set-Go programme. In Get-Set-Go Matthew has been learning to balance using different parts of his body, and to move around while balancing something on his head.  Matthew was able to confidently balance and move around with ease. After his balancing session Matthew began learning skills in throwing and catching.  He actively participated in a range of games that saw him throwing and catching, firstly, a soft toy, then a tennis ball to a partner.

Evidence of learning

Here you can see Matthew with his Hapu group in a range of Get-Set-Go activities.

Key Competencies/Vision Principles

During this learning, Matthew demonstrated that he was: Connected - actively taking part in all games and activities. Capable - understanding that you need to point and aim before you throw. Curious - asking questions about why throws went in the wrong direction. Managing Self  - able to use equipment appropriately.

Next Learning Steps

Keep asking for advice when you’re throwing doesn’t go straight. Remember to make a basket out of your hands when someone is throwing a ball for you to catch.

Chickens iExperience - Narrative Assessment

Learner:  Matthew      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 Matthew has been learning about Chickens and their habitats. Matthew 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 Matthew was able to have a hold so he could feel what they felt like and could describe the chickens accurately. During iDevelop Matthew furthered his curiosity by being able to describe the chicks to others.

Evidence of learning

Matthew thinks that the chickens are soft and fluffy.

Key Competencies/Vision Principles

During this learning, Matthew 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:  Matthew        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 Matthew has been learning that oral, written and visual texts can connect together.  Matthew 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 Matthew helped his hapu group to predict and tell the story using only the pictures in the book.  Matthew was able to predict and draw some appropriate conclusions. Next he listened to the story being read to him and was showing his understanding by following along. After this Matthew was able to read the story aloud, showing his understanding of what he had read. Matthew showed his 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

Matthew’s Greedy Cat picture.

Key Competencies/Vision Principles

During this learning, Matthew 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.

iActive Narrative Assessment - 17 August 2016

Learner:  Matthew   Learning Coach: Michelle Lennon - LH2   Date:   17 August 2016

Learning Area:  iActive

NZC Achievement Objective:  Experience creative, regular, and enjoyable physical activities and describe the benefits to well-being.

Learning Observed

As part of our iActive rotation Matthew has been joining in a range of games and activities twice a week.  One of his rotations has been at the standing long jump activity where the objective is to jump as far as you can from a spot. In this activity Matthew has to jump as high and as far as he can from a standing position.  However he has also experimented with seeing how far he can jump with a run up, completing some very big jumps! Matthew has shown great enthusiasm and teamwork during this activity, and while awaiting his next turn he was involved in meaningful discussions with peers on how to jump further next time.

Evidence of learning

Matthew is joining in a game of standing long jump.

Key Competencies/Vision Principles

During this learning, Matthew demonstrated that he was: Connected - being a team player and actively joining in. Capable - taking turns and giving it his best effort. Curious - experimenting to find the best way to jump the furtherest. Participating and Contributing  - put in his best effort while joining in.

Next Learning Steps

Teach others how to do the standing long jump. Continue actively participating during iActive.

Maths Narrative Assessment -15 August 2016

Learner:  Matthew  Learning Coach: Michelle Lennon - LH2    Date:   15 August 2016

Learning Area:  Maths

NZC Achievement Objective:  Know groupings with five, within ten, and with ten.

Learning Observed

During iDevelop Matthew has been learning to solve simple problems by making sets and patterns of numbers up to ten. In this activity the following problem was given: Five frogs live in a pond, if 2 frogs are on a rock, how many                   frogs are in the water? Matthew initially used counters and circles to move his counters between the ‘rocks’ and ‘water’, however he was soon able to find other ways to split the frogs into groups without the help of circles. Following on from this activity, Matthew was asked to find as many different combinations of frogs in the pond as he could. Finally, Matthew looked at the equations that these word problems were meaning.  He was able to recognise that the two groups could be added together to total 5.

Evidence of learning

Here Matthew has split his ‘frogs’ by having 3 in the water and 2 on a rock.

Key Competencies/Vision Principles

During this learning, Matthew demonstrated that he was: Connected - actively taking part in learning conversations and activities. Capable - understanding that numbers can be split in a number of different ways. Collaborative - participating and assisting others in learning activities. Managing Self  - able to use equipment in an appropriate manner.

Next Learning Steps

Use your number splits to solve simple problems. Split other numbers into two groups and look at the equations they make.

Narrative Assessment - Reading

Learner: Matthew          Learning Coach: Stephanie Hooker         Date: 21 June 2016

Learning Area: Reading Assessment

Learning Observed

Today we completed a Running Record on Matthew to assess his reading capabilities. He scored 90% for accuracy and was able to answer comprehension questions correctly to show his understanding of the story.  He attempted unknown words using picture cues and his letter sound knowledge.  Well done Matthew, keep practicing at home.

Evidence of learning

I wonder if Matthew practices reading at home? How does he solve new words?

Key Competencies/Vision Principles

Matthew is developing his Capabilities in Reading. He is also using Thinking,  Language, Symbols and Texts.

Next Learning Steps

Attempt unknown words and self correct words with decoding and re-reading the sentence Answer questions during and after the story Read everyday, both at home and school