Kaiariki is Blown Away!

Narrative Assessment - 15th June 2016

Narrative Assessment - 23rd May 2016

Learner: Kaiariki                    Learning Coach: T Morgan        Date: 23rd May 2016

Learning Area: iExperience - Science

Learning Observed

Kaiariki loved the BANG! And POP! That came from our science in iExperience today. She was curious about how 2 simple ingredients could cause such a reaction and what other things might react like that as well.

Evidence of learning

Kaiariki learnt how to make a chemical reaction from kitchen ingredients! What else from the kitchen causes a chemical reaction?

Key Competencies/Vision Principles

Kaiariki was developing her Curiosity about how two kitchen ingredients can react to make such an explosion. She was wanting to have a turn at putting the baking soda in the vinegar and closing the bag up so it can build up with air and explode (Participating and Contributing). Kaiariki understood that other learners also wanted a turn and that they needed to share and collaborate to make the reaction happen together (Relating to others) and was able to ask other learners to help her as well as offer the other learners a turn.

Next Learning Steps

Share this experiment with her family at home. Explore other ingredients that may cause a chemical reaction. Explore whether there are different types of chemical reactions.

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 - iExplore - 25 Feb 2016

Learner:  Kaiariki         Learning Coach: Miriam Kamsteeg         Date: 25 Feb 2016

Learning Area: iExplore

Learning Observed

Today for iExplore Karariki choose to “create” with the playdough. She used the playdough and pegs to create “Rose Land”. Kaiariki said that she had done the majority of the work, but had asked two other Learners to help her with parts of it.

Evidence of learning

Kaiariki had great fun manipulating the playdough into “Rose” shapes. I wonder if she has more ideas about other “lands” she could create?

Key Competencies/Vision Principles

Kaiariki Connected the rose shape she has seen with how to create it using playdough. She participated and contributed with others to create this. Kaiariki thought up a design to create this (Thinking).

Next Learning Steps

What other “lands” can she create? How can she work with others in a non leadership role? Share learning with home.

Literacy Narrative Assessment