Narrative Assessment- iExplore- Aotearoa in 8 days

Narrative Assessment- iExperience- Basket ball

Narrative Assessment- iDevelop- Maths

Narrative Assessment

Narrative Assessment- Netball

Narrative Assessment- iExperience- Science

iDevelop Narrative Assessment

Narrative Assessment

Narrative Assesment

Narrative: iDevelop

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.

Narrative Assessment - Writing - 18 May 2016

Learner:  Owen               Learning Coach: Megan Croll                Date: 18 May 2016

Learning Area: iDevelop - Writing

Learning Observed

Today Owen was caught doing some #Oresome learning! Owen chose to write independently about an idea that was was important to him.  He used capital letters for the beginning of his sentence and also correctly spelled some high frequency words, e.g. play, with, go.  Owen used correct letter size and letter formation for most of his letters. Owen often writes about playing ball with his friend and is being encouraged to extend his idea by including who he played with, where he played and also other games that he likes to play.

Evidence of learning

Key Competencies/Vision Principles

Owen is developing his Capabilities in writing.  He was able to independently think of his own story (Thinking) and get the materials that he needs for writing (Managing Self).  Owen sounded out the letter sounds he could hear and recorded them (Using Language, Symbols and Text). He was very excited about his writing and was keen to show it to his peers and Learning Coach (Relating to Others).

Next Learning Steps

Continue to sound out and record the main letter sounds in unfamiliar words. Check with the alphabet card to letters are formed correctly, e.g. ‘d’. Extend his ideas and avoid repeating an idea.

Narrative Assessment - Maths - 25 February 2016

Learner: Owen            Learning Coach: Megan Croll           Date: 25 February 2016

Learning Area: Maths

Learning Observed

Today the Learners were learning to add two numbers together by finding the biggest number.  We tried to work out the problem by imaging the number in our head, then used a number line to check how many jumps we did to find the sum.

Evidence of learning

Owen was able to identify the biggest number and then rewrite the problem by writing the biggest number, then adding on the smaller number.   Owen then drew a number line to help solve the problem.

Key Competencies/Vision Principles

Owen is developing his Capabilities in Maths by learning this addition strategy.  He was able to work by himself and use equipment correctly to solve a problem (Managing Self and Thinking).  Owen is able to form his numbers correctly and understands number ordering up to 20 (Using Language, Symbols and Text).

Next Learning Steps

Teach this strategy to another Learner Use this strategy to add numbers greater than 20, e.g. 7+22= Share learning with home.

Narrative Assessment - Term 4 - iExplore

Narrative Assessment - Mathematics - 8 June 2015

Learner: Owen            Learning Coach: Miriam Kamsteeg              Date: 8 June 2015

Learning Area: Mathematics - Numeracy

Learning Observed

Today I completed a Numeracy Knowledge Assessment on Owen. First he had to read the numerals 1-9 that were shown in a random order. Owen was able to correctly identify all the numbers, except a 6, he read that as an 8. Next I asked Owen to count forwards to 10. He could also do this. Then count backwards from 10, which he could do as well. Then I asked him to read the numerals 10-20 shown in a random order. He was only able to correctly identify numbers 18 and 19. Then I asked him to count forwards. He reached 14 and then missed numerals and said random numbers. Next I showed him the numerals 1-9 in a random order and asked him to say what came before 2, before 7, before 5 etc. He got some of these correct. Lastly I again showed him the numerals 1-9 in a random order and asked him to say what came after 2, after 7, after 5 etc. He also go some of these correct.

Evidence of learning

Owen was able to recognise the numerals 1-9. I wonder if he practises this at home?

Key Competencies/Vision Principles

Owen is developing his Capabilities in numeral recognition and counting. He is sequencing numerals in his head when counting (Thinking). Owen is learning to read different numbers (Using Language, Symbols and Texts).

Next Learning Steps

Explicit teaching on counting to 15. Explicit teaching on numeral recognition 10-20 and 6 Explicit teaching on what number comes before and after from 1-9.

Narrative Assessment - Literacy - 20 April 2015

Learner: Deesha, Austin and Owen      Learning Coach: Miriam Kamsteeg  Date: 20 April 2015

Learning Area: Literacy

Learning Observed

Deesha, Austin and Owen were working together on a new Literacy activity today. They had to match the lower case letter with its capital letter. All took turns coming to ask me what the lower case letter was in order to work out the capital letter. They came to me and told me that they had completed it. I went and had a look, but removed some incorrect pegs and asked them to try again. One letter of note was that the matched the capital “i” with a lower case “L”. They then continued again and came and asked me a few letters. Then came and showed me again. This time they had a lower case “y” and “n” left. I pointed to the “n” peg and told them the name of the letter. Deesha put it on the capital “n”. Then they all pointed to the capital “y” for the last one.

Evidence of learning

I noticed that there were quite a few letters that they were unable to match up. I wonder if they have played this sort of game before at home?

Key Competencies/Vision Principles

They all showed Collaboration as they all worked well together, taking turns and persevering until it was all finished. Austin, Owen and Deesha also showed a Curiosity about working out which was the correct letter to match up (Thinking). They were developing their Capabilities in Letter Identification. Owen, Deesha and Austin were sharing their ideas with each other and working as a group (Participating and Contributing/ Relating to Others). They also were able to work without Learning Coach continual guidance and chose to ensure they completed the task accurately (Managing Self). This was an activity that used letter identification (Using Language, Symbols and Texts).

Next Learning Steps

More practice at this activity so they can complete it without having to ask a Learning Coach for help Continue to explicitly teach the names of each letter More practice with letters and their names