Diamante Poem - Giraffes Narrative Assessment

Learner:  Owen      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

eating, licking, twitching

legs, neck, horns, tail

drinking, running, walking

brown, yellow

giraffes

Learning Observed

Owen has been learning to write Diamante Poems themed around his recent visit to Auckland Zoo. Firstly, Owen had to brainstorm different nouns, adjectives and verbs about giraffes.  Then he had to choose which ones he would use to make his poem make sense. Owen was given a template structure to follow, which listed the order in which his nouns, adjectives and verbs needed to be.  He was able to follow the structure independently to produce the above poem.

Key Competencies/Vision Principles

During this learning, Owen demonstrated that he 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:  Owen      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 Owen has been participating in the Get-Set-Go programme. In Get-Set-Go Owen has been learning to balance using different parts of his body, and to move around while balancing something on his head.  Owen was able to confidently balance and move around with ease. After his balancing session Owen began learning skills in throwing and catching.  He actively participated in a range of games that saw him throwing and catching, firstly, a soft toy, then a tennis ball to a partner.

Evidence of learning

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

Key Competencies/Vision Principles

During this learning, Owen demonstrated that he 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.

Machines that Build - iExperience Narrative Assessment

Learner:  Owen      Learning Coach: M Lennon - LH2      Date:   3 November 2016

Learning Area:  iExperience

NZC Achievement Objective:  Level 1; Technology; Characteristics of Technological Outcomes - Students will understand that technological outcomes are products or systems developed by people and have a physical nature and a functional nature.

Learning Observed

During iExperience Owen has been learning about machines that build things.  He has been showing his curiosities about the purposes behind different machines and why they were invented. During this iExperience Owen learned some background about different machines that build things.  His favourites were the machines that picked things up and transported them elsewhere, such as the cranes. After learning about different machines and their purposes, Owen built his own machine and was able to explain the reasons behind and purpose of this machine. Owen’s machine was used for lifting heavy things.  It has a big strong base so that the machine doesn’t fall over and it has a secondary function of being able to fix things that are broken.

Evidence of learning

Owen has made a marvellous machine!

Key Competencies/Vision Principles

During this learning, Owen demonstrated that he was: Connected - actively taking part in learning conversations and activities. Capable - being able to describe the purpose for his machine. Curious - building and rebuilding machines to ensure they are stable enough to carry a load. Managing Self  - using equipment in an appropriate manner.

Next Learning Steps

Keep developing your curiosities about machines and their purposes by building bigger, better machines each time. Discuss your new findings with your peers to help them build stable, load bearing machines.

Writing Narrative Assessment - 2 September 2016

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

Evidence of learning

Owen’s Greedy Cat picture.

Key Competencies/Vision Principles

During this learning, Owen demonstrated that he 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.

Maths Narrative Assessment - 8 August 2016

Learner:  Owen       Learning Coach: Michelle Lennon - LH2    Date:   8 August 2016

Learning Area:  Maths

NZC Achievement Objective:  Use a range of counting, grouping, and equal-sharing strategies with whole numbers and fractions.

Learning Observed

During iDevelop Owen has been learning to count on using the biggest number first. Using a game of Snakes and Ladders, Owen has been learning how to recognise the patterns on a pair of dice, locate the bigger number and keep this in his head while he adds on the smaller number. After rolling the two dice, Owen identifies the biggest number shown.  Then he puts this into his head and holds it there while he works out what number is on the other dice.  Owen is using his fingers to help track how many more he needs to count on before moving his counter on the game board.

Evidence of learning

Here Owen is counting on from the biggest number before moving his counter.

Key Competencies/Vision Principles

During this learning, Owen demonstrated that he was: Connected - actively taking part in learning conversations and activities. Capable - understanding that counting on is easiest from the biggest number. Collaborative - participating and assisting others in learning activities. Managing Self  - able to use equipment in an appropriate manner.

Next Learning Steps

Teach others how to count on. Use your counting on strategy to solve problems.

iExplore Narrative Assessment - 2 August 2016

Learner:  Owen   Learning Coach: Michelle Lennon - LH2      Date:   2 August 2016

Learning Area:  iExplore

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 iExplore Owen has been collaboratively building habitats for animals. Owen firstly made a giraffe out of unifix cubes, then after discussions with his peers he decided that he needed to build a house for the giraffe.  Owen then proceeded to build a giraffe habitat, showing great problem solving skills in the process as he measured and built his habitat to specifically fit the giraffe he had previously made. After this Owen discussed that the giraffe needed a friend so he built a monkey habitat out of magnetic blocks.  The monkey habitat had enough space for the monkey to swing around and doors on top so that the keepers could give the monkeys food each day.  Inside his monkey enclosure Owen has put swinging monkeys which he made out of triangle magnetic blocks. Owen demonstrated deep thought into the needs of an animal habitat and was able to discuss these with both coaches and other learners.

Evidence of learning

Owen with his giraffe and monkey habitats.

Key Competencies/Vision Principles

During this learning, Owen demonstrated that he was: Connected - actively taking part in all learning activities. Capable - understanding the needs of animals that are kept in enclosures. Collaborative - discussing and negotiating with others. Managing Self  - able to use equipment in an appropriate manner.

Next Learning Steps

Share your knowledge about animal enclosures with others. Help others to collaborate and build things together.