Narrative Assessment - Writing - 22 September 2016

Learner:  Kaiariki      Learning Coach: Megan Croll - LH2      Date: 22 September 2016

Learning Area: Writing

Learning Observed

Language features, e.g. similes, are used to give our writing impact.  A simile is when a person or object is compared with another object by using the word ‘as’ or ‘like’.  Kaiariki has been learning how to use a simile in her writing.  The Black Gibbons worked together to brainstorm some similes, then I invited them to use similes to describe the colours of the rainbow. Kaiariki was encouraged to participate in the group brainstorm and discussion, then used some of the ideas from our brainstorm to create her own poetic piece about rainbows.   After writing her draft, she then proceeded to publish her writing and illustrate it; using the correct colours and sequencing as in a rainbow.

Evidence of learning

Key Competencies/Vision Principles

Kaiariki is demonstrating that she is: Collaborative - sharing her ideas with a partner and listening to ideas shared by other Learners in her hapu group during a brainstorm session about rainbow colours. Capable - identifying the most suitable object to compare most of the rainbow colours in a simile. Using Language, Symbols and Text - taking care to copy the information from her draft when publishing her work.  The size and shape of most letters are formed correctly.

Next Learning Steps

Look for similes in the books that she is reading Help another Learner to understand how to use similes in their writing Include a simile in her independent writing

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

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

Learner: Kaiariki Hewett     Learning Coach: Miriam Kamsteeg   Date: 4 March 2015

Learning Area: Literacy - Writing

Learning Observed

Kaiariki decided that she wanted to write about dressing up. She was able to draw her picture and write “I Li(backwards R)e”. We then sat together to write the rest of her story. I said “dressing, d, d, d”. She said “d”. Then asked if it needed to be a capital or little “d”. I told her we only had capitals at the beginning of a sentence or for a name. I asked her if dressing was a name or the beginning of a sentence. She looked at me in confusion and shrugged her shoulders. I told her that it is a little “d” like on the “duck” picture on the table tent. She then wrote down “d”. Then we went to write “up”. I said “up, u, u, u”. She said “a?” I said no and motioned her to look at the bottom of the table tent. She looked around it. I said, “um…. umb….”. Then she pointed to the umbrella picture and wrote it down. She then asked if she needed to put a “j” in. I said no that there is no “j” sound in the word.

Evidence of learning

Kaiariki is starting to write by herself and understands that capital letters have an important place in sentences. She is thinking about the importance of these and when they need to occur.

Key Competencies/Vision Principles

Kaiariki scored 41/54 on the Letter Identification Assessment and 5 years 3 months on the Oral Language Assessment. She is able to start a story by herself and settle down to a task (Managing Self). Kaiariki has shown an awareness of capital letters and understands that they have an importance in the sentences, but realises that she does not understand this yet, so asks for help to develop her Capabilities in this (Thinking). Kaiariki is developing her Curiosity as she wondered about where capital letters are placed. She used sounds to create her writing for her story (Using Language, Symbols and Text).

Next Learning Steps

Explicit teaching into what a sentence is Explicit teaching of where capital letters go Complete a sound to letter assessment. How many sounds does she know?