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 - 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

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