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.

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

Narrative Assessment - iDevelop - 11 May 2016

Learner: Matthew         Learning Coach: Stephanie Hooker          Date: 11 May 2016

Learning Area: iDevelop

Learning Observed

Today during iDevelop Sanish and Matthew worked together to write and record their ideas. They enjoy working and playing together.

Evidence of learning

I wonder if they offer support and include other learners? Do they write at home?

Key Competencies/Vision Principles

The boys worked together Collaboratively. Each learner showed skills in Participating and Contributing to share their knowledge. They also showed their Capability in Using Language, Symbols and Text.

Next Learning Steps

Include others in your learning Continue to write many known words and write independently

Narrative Assessment 24 Feb 2016

Narrative Assessment 10th Feb 2016 - Literacy

Learner:  Matthew                   Learning Coach:  Talia Morgan       Date: 10 Feb 2016

Learning Area: Literacy - Writing

Learning Observed

Today I invited the learners to write a story about an action they liked doing. We practised writing “I am” and we found these words on the word card, and said which colour box the words were in. We then talked about finding the initial letter of the action we liked doing by sounding the first letter out. Matthew then went off by himself to write his own story. Matthew wrote his name (Matthew). Matthew explained his drawing was his story - a girl and a boy with a heart and people trying to stop them.

Evidence of learning

Matthew was able to write his name. I wonder if he practised his writing in the holidays?

Key Competencies/Vision Principles

Matthew is developing his Capabilities in his writing. He was able to work by himself to write his name (Managing Self). Matthew is starting to form his letters correctly and listen to the sounds they make when recording them (Using language, symbols and text). He was able to Think of his own story and draw it.

Next Learning Steps

Continue to teach finding the basic words on the word card. Continue to teach finding the sounds of initial letters on the word card to record for a story. Continue to teach correct letter formation. Share learning with home.

Narrative Assessment - Literacy - 18 June 2015

Learner: Matthew      Learning Coach: Miriam Kamsteeg              Date: 18 June 2015

Learning Area: Literacy - Reading

Learning Observed

Today Matthew read “The Hole”. I got Matthew to point to the first word and then read it with him echoing each word after me, “this is the…” He looked at the picture and said, “rabbit”. He then turned the page and carried on reading independently. He was able to figure out mouse, snake, fox. But needed help with rat, mole and party.

Evidence of learning

Matthew is starting to point to the words as he reads. I wonder if he does this at home?

Key Competencies/Vision Principles

Matthew scored 0/24 on the Duncan Basic Word Assessment. He is developing his Capabilities in reading. Matthew is able to work out where to place his finger when reading (Thinking). He is starting to read the texts independently (Using Language, Symbols and Texts).

Next Learning Steps

More teaching on basic sight words Continue to encourage finger pointing to the words Share learning with home

Narrative Assessment - Mathematics - 11 June 2015

Learner: Matthew            Learning Coach:  Miriam Kamsteeg            Date: 11 June 2015

Learning Area: Mathematics - Numeracy

Learning Observed

Today we were working on counting to 13. First we practised counting together to 13. Next I asked Matthew to get 13 animals. He said he had 13 so I asked him to count them for me. When he counted he had only 12 so he said “13” and grabbed another.

Evidence of learning

Matthew is not able to count to 13. I wonder if he practises counting at home?

Key Competencies/Vision Principles

Matthew is developing his Capabilities in counting. He was sequencing the numbers in his head as he was counting (Thinking).

Next Learning Steps

Counting to 14. Reading numerals to 14. Share learning with home.