iDevelop Reading

iDevelop Maths

iExperience narrative

Learner: Samara  Habitat: LH1     Learning Coach: R. Moopanar        Date: 14.02.17

Learning Area: iExperience - Art  Key Competency: Participating and Contributing

Learning Observed

This term our focus is on how we can be collaborative citizens. In order to launch this the learners participated in a collaborative Art project where the NZC Achievement Objective was to share the ideas, feelings, and stories communicated by their own and others’ objects and images. The lasting understanding from this iExperience was that we can be collaborative in a variety of ways and display these collaborations by asking for help from other learners, learning coaches,  families or experts.  It was a great initial activity for the learners to connect with each other while creating a collaborative product.  The students helped to brainstorm ideas of what it ‘looks like’ to be collaborative.  They then used the brainstorm ideas to create their own pictures/symbols/icons to create a collaborative poster on “The Yin Fire Chicken”.  It was great to see them supporting each other in being curious and deciding what to draw and to hear them describe their picture as an example of how we can connect with others. Samara can use the word ‘Collaborative’ and understands what it means. All of the learners displayed their capabilities by working independently on their own pictures and designs but towards a team result.  The artwork can be seen displayed in LH1.

Evidence of learning

Next Learning Steps

Present learning, seek feedback and make appropriate changes Share your learning with your family

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.

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.