Loose Parts Playground - Narrative Assessment

Learner:  Jenny      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 Jenny has been playing in our loose parts playground.  She has been developing her curiosities in building new things.  In order to build her lounge-room fort Jenny spent time collaborating with others to ensure that everyone was happy with the outcome.  Throughout this task Jenny showed her competency in connecting with others while actively participating in the activity. While collaborating with others about design, Jenny displayed leadership skills in the way that she ensured no one was left out and everyone got to have their say.

Evidence of learning

Half way rest time for Jenny as she helps build the lounge-room fort.

Next Learning Steps

Continue with collaborative play, creating building and improving.

Diamante Poem - Giraffes Narrative Assessment

Learner:  Jenny      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

slow, brown

giraffes

Learning Observed

Jenny has been learning to write Diamante Poems themed around her recent visit to Auckland Zoo. Firstly, Jenny 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. Jenny 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, Jenny 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:  Jenny      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 Jenny has been learning about Chickens and their habitats. Jenny 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 Jenny was able to hold the chick so she knew what they felt like and could describe the chickens accurately. During iDevelop Jenny furthered her curiosity by being able to describe the chicks to others.

Evidence of learning

Jenny thought that the chicks were very cute with tiny little feet.

Key Competencies/Vision Principles

During this learning, Jenny 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 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.

iExperience Narrative Assessment - 23 August 2016

Learner:  Jenny   Learning Coach: Michelle Lennon - LH2     Date:   23 August 2016

Learning Area:  iExperience

NZC Achievement Objective:  Students will gain knowledge, skills, and experience to understand how the past is important to people.

Learning Observed

As part of our iExperience Jenny participated in a school trip to the Howick Historical Village. Before going to the Howick Historical Village Jenny learnt all about the clothes that children wore, the games they played, songs they sung and the, slightly, different language they used. While she was there Jenny participated in activities involving Victorian games (outdoor games) and Parlour games (indoor games) that were played by children in the late 18th Century.  She enjoyed playing with the skipping rope the most. Jenny also enjoyed looking around the village seeing all the old things that people had, but her favourite thing was the Victorian games.

Evidence of learning

Jenny is practising with the skipping rope at the Howick Historical Village.

Key Competencies/Vision Principles

During this learning, Jenny demonstrated that she was: Connected - actively taking part in all learning activities. Capable - attempting all activities and putting in her best effort. Curious - seeing how many different ways she can play Victorian games. Managing Self  - able to use equipment in an appropriate manner.

Next Learning Steps

Share your knowledge about Victorian games with others. Design and play your own games that are based on these Victorian games.

Word Work Narrative Assessment - 17 August 2016

Learner:  Jenny      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 Jenny has been working on being able to read, write and spell new and interesting words. Jenny has been reading a range of stories that spark her interests.  From these stories she has been finding new and interesting words, then spell them using whiteboards and pipe cleaners. Initially, to spell her new words, Jenny was having to copy the words from cards, or from her book, however she quickly became confident enough to begin spelling words from memory. Jenny has shown that she is reflective when writing as she is able to identify when words aren’t quite right and self-correct them.

Evidence of learning

Here Jenny has made the word ‘shopping’.

Key Competencies/Vision Principles

During this learning, Jenny 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

Transfer word work and spelling into daily writing. Play games like I-Spy to see how many interest words can be found in other texts.

iExperience Narrative Assessment - 10 August 2016

Learner:  Jenny   Learning Coach: Michelle Lennon - LH2      Date:   10 August 2016

Learning Area:  iExperience

NZC Achievement Objective:  Students will gain knowledge, skills, and experience to understand that people have different roles and responsibilities  as part of their participation in groups.

Learning Observed

As part of our iExperience Jenny opted in to learn more about the equestrian show jumping at the Olympic Games in Rio. Jenny has shown that she can work collaboratively with others to help build a show jumping circuit fit for Olympic horses.  Firstly she had to communicate her ideas with other members in the group to ensure there was a range of difficulty levels for the horses.  She was able to do this with ease and showed great respect for others learner’s opinions. Next Jenny designed and built a jump to be used within the show jumping circuit.  After this she discussed and negotiated the route that the horse would take in order to complete the circuit within a specified time limit.

Evidence of learning

Here Jenny is designing a route to be run by the horses in the Olympic show jumping.

Key Competencies/Vision Principles

During this learning, Jenny demonstrated that she was: Connected - actively taking part in all learning activities. Capable - understanding that Olympic show jumping has specific needs. Collaborative - discussing and negotiating ‘best fit’ jumps and tracks. Managing Self  - able to use equipment in an appropriate manner.

Next Learning Steps

Share your knowledge around equestrian show jumping. Help others to collaborate and build an Olympic event together.

Narrative Assessment - Maths - 4 August 2016

Learner:  Jenny     Learning Coach: Michelle Lennon - LH2     Date:   4 August 2016

Learning Area:  Maths

NZC Achievement Objective:  Know groupings with five, within ten and with 10.

Learning Observed

During iDevelop Jenny has been learning to split numbers up to 10 into their additive properties. Jenny was given the number 7 and was asked to find as many different ways as she could to add up to 7.  Initially she used counters to help her complete this activity, then she was able to mentally find number splits and match them up with cards without the support of materials.

Evidence of learning

Here Jenny shows that she can split a 7 into a 3 and 4; and a 3  into a 2 and 1.

Key Competencies/Vision Principles

During this learning, Jenny demonstrated that she was: Connected - actively taking part in learning conversations and activities. Capable - understanding that numbers can be split in many different ways. Collaborative - participating and assisting others in learning activities. Managing Self  - able to use equipment in an appropriate manner.

Next Learning Steps

Teach other groups how to split numbers. Use your number splits as a ‘tidy number’ strategy to solve problems. Begin splitting numbers through subtraction.