Loose Parts Playground - Narrative Assessment

Learner:  Samara      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 Samara has been playing in our loose parts playground.  She has been developing her curiosities in building new things.  In order to build her see-saw Samara spent time collaborating with others to ensure that everyone was happy with the outcome.  Throughout this task Samara showed her competency in connecting with others while actively participating in the activity. While collaborating with others about design, Samara showed leadership skills in the way that she ensured no one was left out of the building process.

Evidence of learning

Samara collaborating with others in building a see-saw.

Next Learning Steps

Continue with collaborative play, creating building and improving.

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.

Get Set Go! - iExperience Narrative Assessment

Learner:  Samara      Learning Coach: M Lennon - LH2      Date:   3 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 Samara has been participating in the Get-Set-Go programme. In Get-Set-Go Samara has been learning to balance using different parts of her body, and to move around while balancing something on her head.  Samara was able to confidently balance and move around with ease. After her balancing session Samara began learning skills in throwing and catching.  She actively participated in a range of games that saw her throwing and catching, firstly, a soft toy, then a tennis ball to a partner.

Evidence of learning

Here you can see Samara participating in a range of Get-Set-Go activities.

Key Competencies/Vision Principles

During this learning, Samara demonstrated that she 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.

Narrative Assessment - 16th June 2016

Learner: Maya, Samara, Taylor, Vanisha, Yuri, Zoey          Learning Coach: T Morgan       Date: 16th June 2016

Learning Area: iExperience - Dance

Learning Observed

Maya, Samara, Taylor, Vanisha, Yuri and Zoey all have one thing in common - they love to move! Today during iExperience, these girls chose to do dancing for the afternoon. Today we wanted to challenge ourselves a little more and these girls chose songs that they liked and started to choreograph their own dances to them, instead of copying from videos.

Evidence of learning

These girls showed their moves on the dance floor! They came up with some pretty good moves!

Key Competencies/Vision Principles

Maya, Samara, Taylor, Vanisha, Yuri and Zoey are developing their Capabilities in dancing. They were working together to combine moves they came up with to make a dance to their favourite songs that they selected (Participating and Contributing). They encouraged the learners who were a bit more shy, to have a turn at suggesting a move (Relating to Others). They decided calmly and fairly what song they would choose next and who’s turn it was to choose the song (Managing Self).

Next Learning Steps

Choreograph a complete dance to one song. Perform for the habitat. Share learning with home.

iExplore Narrative Assessment - 30 March 2016

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.