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.

Narrative Assessment - Reading - 6 July 2016

Learner: Jenny             Learning Coach: Stephanie Hooker         Date: 6 July 2016

Learning Area: Reading Assessment

Learning Observed

Today we completed a Running Record on Jenny to assess her reading capabilities. She scored 97% for accuracy and was able to answer all five comprehension questions to show her understanding of the story.  She attempted unknown words using picture cues and her letter sound knowledge. She enjoys reading and she uses expression. Well done Jenny. Let’s focus on your fluency and phrasing.

Evidence of learning

I wonder if Jenny enjoys reading at home too?

Key Competencies/Vision Principles

Jenny is showing her Capabilities in Reading. She is also using Thinking,  Language, Symbols and Texts.

Next Learning Steps

Read with fluency and phrasing Answer questions during and after the story Read everyday, both at home and school

Narrative Assessment - Developmental - 1 July 2016

Learner:   Jenny        Learning Coach:   Megan Croll - LH2            Date:   1 July 2016

Learning Area:  Developmental

Learning Observed

Today during Developmental, Jenny, Linda and Darius chose to use the lego equipment to create a little town.  The worked together to construct buildings and different areas.   The Learners supported each other when the lego parts were not joining together easily.   Jenny was excited to share and tell me about their creation.

Evidence of learning

This team are very proud of their creation

Key Competencies/Vision Principles

Jenny was Capable of using the lego equipment during Developmental time to create this design and was also able to carefully put it all away when she had finished (Managing Self).     All the Learners respected each other’s ideas and worked Collaboratively with each other throughout the construction of their town.

Next Learning Steps

Create a more challenging design Choose to work with another Learner who she has not worked with before Write a story to go with her creation

Ordering Fractions Narrative Assessment

Learner: Jenny                 Learning Coach: T Morgan              Date: 15th June 2016

Learning Area: iDevelop - Maths

Learning Observed

Today after a 20 minute learning workshop on ordering fractions with common denominators, Jenny chose to complete a follow up worksheet. She was able to independently complete the worksheet, ordering fractions from smallest to largest (e.g. ⅛, ⅜, ⅝, 8/8)

Evidence of learning

Jenny was able to order fractions with common denominators, from smallest to largest! Can Jenny teach a friend what she has learnt?

Key Competencies/Vision Principles

Jenny is developing her Capabilities in Maths. She chose to independently complete the follow up task for fractions in learning time and in one day (Managing Self, Participating and Contributing). Jenny was able to Think about fractions as being “part of a whole” and compare fractions to order them correctly (Using Language, Symbols and Text).

Next Learning Steps

Order fractions with different denominators. Adding fractions with common denominators. Share learning with home.

7 April 2016 Narrative Assessment - iExplore