Diamante Poem - Giraffes Narrative Assessment

Learner:  Samara      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

kicking, running, licking

neck, legs, tail, baby

eating, walking, drinking

long, tall

giraffes

Learning Observed

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

Writing Narrative Assessment - 2 September 2016

Learner:  Samara        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 Samara has been learning that oral, written and visual texts can connect together.  Samara 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 Samara helped her hapu group to predict and tell the story using only the pictures in the book.  Samara was able to predict with ease and draw appropriate conclusions. Next she listened to the story being read to her and was showing her understanding by following along. After this Samara was able to read the story aloud, showing her understanding of what she had read. Samara showed her complete understanding of connecting the text orally, visually and in writing through her follow up activity where she drew a picture of Greedy Cat, wrote a sentence of what she thought Greedy Cat would eat out of her shopping bag and then shared her version of the story with others.

Evidence of learning

Samara’s Greedy Cat picture.

Key Competencies/Vision Principles

During this learning, Samara demonstrated that she 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.

Narrative Assessment 10th Feb 2016 - Literacy

Learner: Samara                   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. Samara then went off by herself to write her own story. Samara wrote “I AM = S. I AM = P” (I am skipping, I am playing).

Evidence of learning

Samara was able to sound out the beginning letter for skipping and playing. I wonder if she practised her writing in the holidays?

Key Competencies/Vision Principles

Samara is developing her Capabilities in her writing. She was able to work by herself to write a story (Managing Self). Samara is starting to form her letters correctly and listen to the sounds they make when recording them (Using language, symbols and text). She was able to Think of her own story and write it down.

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 (upper/lower case). Continue to teach finger spacing. Share learning with home.