Loose Parts Playground - iExplore Narrative Assessment

Learner:  Vicky      Learning Coach: M Lennon - LH2      Date:   1 December 2016

Learning Area:  iExplore

NZC Achievement Objective:  Characteristics of Technology:  Students will understand that technology is purposeful intervention through design.

Learning Observed

In iExplore Vicky has been playing in our loose parts playground.  She has been developing her curiosities in building new things.  In order to build her princess chair Vicky spent time collaborating with others to ensure that everyone was happy with the outcome.  Throughout this task Vicky showed her competency in connecting with others while actively participating in the activity.

Evidence of learning

Vicky collaborating with others in building a princess chair.

Next Learning Steps

Continue with collaborative play, creating building and improving.

Diamante Poem - Giraffes Narrative Assessment

Learner:  Vicky      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

long, tall

walking, eating, running

neck, legs, tail, baby

kicking, twitching, licking

tall, slow

giraffes

Learning Observed

Vicky has been learning to write Diamante Poems themed around her recent visit to Auckland Zoo. Firstly, Vicky had to brainstorm different nouns, adjectives and verbs about giraffes.  Then she had to choose which ones she would use to make her poem make sense. Vicky was given a template structure to follow, which listed the order in which her nouns, adjectives and verbs needed to be.  She was able to follow the structure independently to produce the above poem.

Key Competencies/Vision Principles

During this learning, Vicky demonstrated that she 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.

Chickens - iExperience Narrative Assessment

Learner:  Vicky      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 Vicky has been learning about Chickens and their habitats. Vicky has been a keen participant in learning about the chickens.  She has learned about egg incubation, the care of baby chicks and the needs of chickens as they grow bigger. Shortly after the chicks hatched Vicky was able to touch the chick so she knew what they felt like and could describe the chickens accurately. During iDevelop Vicky furthered her curiosity by being able to describe the chicks to others.

Evidence of learning

Vicky was a little nervous about holding the chick, so she opted to pat it instead.

Key Competencies/Vision Principles

During this learning, Vicky demonstrated that she 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 touch 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.

Team Building iExperience Narrative Assessment

Learner:  Vicky        Learning Coach: M Lennon - LH2      Date: 1 September 2016

Learning Area:  iExperience

NZC Achievement Objective:   Understand that people have different roles and responsibilities as part of their participation in groups.

Learning Observed

During iExperience this week Vicky has been involved in a series of team building activities as a mixed Habitat.  The purpose for these activities were to encourage learners to listen to others and share their ideas in order to complete a series of activities. In the first instance Vicky had to find her new group by only using animal sounds.  When she had found her group she formed a circle for her first challenge.  Vicky’s first challenge with her new group was to get creative and build something extraordinary using only a few cups, a roll of tape, 1 piece of paper and some pegs. The next day Vicky was part of the same group.  Their challenge was to move their whole group to the other side of the room by only stepping on paper.  The group had to discuss the best way to do this and then work together to achieve their goal. On the last day, Vicky’s group was given a ‘Leaning Tower of Pasta’ challenge where they had to build a tower as tall as they could using only strips of uncooked spaghetti and a ball of playdough.  By this day Vicky had begun communicating her ideas with others more easily. In addition to these activities Vicky was able to reflect at the end of each session and discuss with her group what went well and what she needed to improve on next time.

Evidence of learning

Here Vicky is helping to build a tower of cups.

Key Competencies/Vision Principles

During this learning, Vicky demonstrated that she was: Connected - actively taking part in learning conversations and activities. Capable - understanding that he needed to communicate his ideas well. Collaborative - sharing her ideas and listening to others’ ideas. Thinking  - being reflective about the challenges.

Next Learning Steps

Continue communicating your thoughts and ideas to others. Ensure that everyone in your group has a role to play.

Literacy - Word Work Narrative Assessment

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

Learning Area:  Literacy - Word Work

NZC Achievement Objective:  Use language features, showing some recognition of their effects.  Indicator:  Spells some high-frequency words correctly and begins to use some common spelling patterns.

Learning Observed

During iDevelop Vicky has been working on being able to read, write and spell her high frequency words. Vicky has been reading a range of stories that spark her interests.  From these stories she has been finding the words that appear most often and then spelling them using whiteboards and pipe cleaners. Initially, to spell her high frequency words, Vicky was having to copy the words from cards, or from her book, however she quickly became confident enough to begin spelling words from memory.

Evidence of learning

Here Vicky has been practising making the word ‘he’.

Key Competencies/Vision Principles

During this learning, Vicky demonstrated that she was: Connected - actively taking part in learning activities. Capable - understanding that spelling gets easier the more you try. Curious - attempting the spelling of words without aides. Managing Self  - able to use equipment in an appropriate manner.

Next Learning Steps

Notice when letters are backwards and begin self-correcting. Transfer word work and spelling into daily writing. Play games like I-Spy that help identify high frequency words in a range of texts.

Maths Narrative Assessment - 8 August 2016

Learner:  Vicky      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 Vicky has been learning to count on using the biggest number first. Using a game of Snakes and Ladders, Vicky has been learning how to recognise the patterns on a pair of dice, locate the bigger number and keep this in her head while she adds on the smaller number. After rolling the two dice, Vicky identifies the biggest number shown.  Then she puts this into her head and holds it there while she works out what number is on the other dice.  Vicky is using her fingers to help track how many more she needs to count on before moving her counter on the game board.

Evidence of learning

Here Vicky is putting the bigger number into her head and counting on using her fingers to track the smaller number.

Key Competencies/Vision Principles

During this learning, Vicky demonstrated that she 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.