Narrative Assessment - Maths - 24 August 2016

Learner:  Kaiariki      Learning Coach:   Megan Croll - LH2         Date:  24 August  2016

Learning Area:  Maths

Learning Observed

The Black Gibbons have been investigating what it means to classify objects.  This is part of the geometry strand in maths, level 1.   The Learners were placed in mixed ability groups of 4-5, then they rotated through three different activities where they were asked to work as a team to discuss the objects and find different ways to classify (group) them.   Kaiariki worked with her group to first group the objects by colour, then to separate the colours and group them according to their shape.  In their next rotation, Kaiariki was supported by others in her group to classify some wooden shapes.   They put them into three groups - one group of shapes that were rounded, another group of shapes had point and the third group were classified as cubed shapes.

Evidence of learning

Key Competencies/Vision Principles

Kaiariki worked in a collaborative way by thinking and acting with her team.  She is beginning to share her ideas with the other Learners in her team and listen to their ideas. Kaiariki demonstrated that she is capable of listening to, and following a set of instructions. She was required to think about the learning taking place and understand what the other members in her group were doing when they were creating new groups with the materials. Kaiariki was able to manage herself by remaining on task and moving to the next rotation when instructed.

Next Learning Steps

Find other objects to classify within LH2 and at home Support another Learner to understand classification Bring another feature into her classifications

Narrative Assessment - Maths - 28 July 2016

Learner:  Kaiariki         Learning Coach:   Megan Croll - LH2             Date:   28 July 2016

Learning Area:  Maths

Learning Observed

Today during iDevelop, a group of Learners were using materials to explore place value of hundreds, tens and ones.    I asked the Learners to find out how many ‘ones’ cubes they would need to make a ‘ten’, then how many ‘tens’ to make a ‘hundred’.  This understanding is important as it will support their thinking when they begin to add numbers in which the total is greater than its place value, e.g. 7+6 = one ten and 3 ones. The Learners then were asked to count out the number of ‘ones’ cubes, ‘tens’ sticks and ‘hundreds’ squares to make a given number.

Evidence of learning

Kaiariki used the correct amount of ones, tens and hundreds to create the number 135.  She needed some support to place the materials in the correct place value order.

Key Competencies/Vision Principles

During this learning, Kaiariki demonstrated that she was: Connected - taking part in the learning conversations and showing that she understood how the shape of each piece represented a number Capable - beginning to understand place value and correcting her original answer by making adjustments to the arrangement of the materials, with support Thinking about the question and task, then proceeding to gather the cubes and sticks that she required Using Language, Symbols and Text  - using three digit numbers Managing Self  - able to use the equipment appropriately and remain on task until she had completed it

Next Learning Steps

Use the equipment independently to make more three digit numbers Teach someone else to use the place value equipment Use the equipment to add two numbers together

Narrative Assessment - Writing - 31 March 2016

Learner:  Kaiariki           Learning Coach:   Megan Croll                Date:   31 March 2016

Learning Area: Writing

Learning Observed

Our Learning Habitat had recently had a visit from ‘Little Bo Peep’ and her farm animals.  The Learners had an opportunity to visit the ‘farm’ to touch, brush and learn about the different animals.   For our writing assessment, the Learners were invited to write about their ‘farm’ visit.  They were encouraged to think about all the animals that they saw, and to use their senses to describe what they had seen, smelt, heard and touched.   Kaiariki planned her writing with a detailed picture and included several ideas in her writing.    She used a capital letter to start her sentences, sounded out the initial letter and spelt a few high frequency words correctly.   Kaiariki used the word ‘because’ to add why she felt a certain way.  Both sentences were started the same way - ‘I like’.

Evidence of learning

Key Competencies/Vision Principles

Kaiariki was supported to collaborate with others during the brainstorm when she was thinking about the ‘farm’ visit.   She connected to her personal experience and used this to help form her ideas for writing. Kaiariki was able to work by herself to plan for her writing and write a few complex sentences (Managing Self).   She is forming her letters correctly and listens to the sounds they make when recording them (Using language, symbols and text).

Next Learning Steps

Learn more high frequency words, e.g. because, they, are Think of other ways to start a sentence Independently use word cards to help support spelling

iExplore Narrative Assessment - 30 March 2016

Narrative Assessment - Literacy - 13 October 2015

Learner:  Kaiariki                Learning Coach: Miriam Kamsteeg             Date: 13 Oct 2015

Learning Area: Literacy - Writing

Learning Observed

Today Kaiariki was writing with me. She decided that she wanted to write a story about “Wonder woman”. Kaiariki recorded down the words she wanted to write and all the sounds she could hear in the words. She remembered to put in full stops and capital letters.

Evidence of learning

Kaiariki was able to write a two sentence story. I wonder if she is practising writing stories at home?

Key Competencies/Vision Principles

Kaiariki was able to settle down to work straight away (Managing Self). She is developing her Capabilities in her writing and learning how to punctuate correctly. Kaiariki listened to the sounds she could hear and recorded the letters to go with the sounds (Using Language, Symbols and Texts).  She was able to have an idea for a story and record it (Thinking).

Next Learning Steps

Put Capital letters in the correct place. Write a story with three sentences. Share learning with home.

Narrative Assessment - Literacy: Writing

Learner: Kaiariki                    Learning Coach: Abby Morgan             Date: 2 June 2015

Learning Area: Literacy - Writing

Learning Observed

Our writing focus today was about creating recounts about our weekend. Together the learners discussed their weekend and identified what they wanted to write about. I was working alongside Kaiariki to identify the keywords that were needed to add to her story about going to the movies. She was able to tell me lots about her weekend and seeing Sivkheng. Together we created a success criteria (what I need to have to be successful) and Kaiariki suggested that we need to include finger spaces and capital letters as part of our to be successful list. Kaiariki went away and began writing. When she returned we read her work together checking the success criteria as we went. Kaiariki had monitored her writing to ensure she was including all the required elements and had correctly used all four of our success criteria! Great managing self learning Kaiariki!

Evidence of learning

Kaiariki came up with 2 of the 4 ‘must haves’ on our success criteria.

Key Competencies/Vision Principles

Kaiariki has been developing the school vision principle of capable as she has spent time working towards developing both new and existing skills. She has also be displaying the key competencies of managing self, thinking and using language, symbols and texts. Kaiariki has displayed thinking skills as she recalls and extends her knowledge about writing (using language, symbols and texts) and has demonstrated her ability to manage her learning through the success criteria.

Next Learning Steps

Extend Kakarikis knowledge of different writing purposes and types Introduce Kaiariki to different tools for publishing her work Add unknown frequently used words to her personal dictionary