Poem Art

Jaylen is an NZSL Learner

iExperience Narrative Assessment

iExperience Narrative Assessment - Teamwork

Jaylen in the Garden

Learner: Jaylen	Date: 4 May, 2017
Learning Area: iExperience (Science) Living World Level 1-2 Recognise that all living things have certain requirements so they can stay alive	Learning Coach: P.L
Learning Observed
During our morning iExplore sessions learners had the opportunity to choose what activity they would like to participate in. Jaylen chose to learn more about our habitat garden. He showed collaboration by working well with others around him to clean out the weeds from the garden and prepare the garden for a new lot of seeds to be planted. He was capable in using the gardening tools correctly and safely while others were around him. He made connections with his learning to the year prior in gardening and was able to apply this while he was outside in the garden. Jaylen was curious about what he would find in the garden and what could be planted in it this term.
Evidence of Learning
Next Learning Steps
Continue learning about what plants can be harvested during this season Continue helping to look after the Habitat Garden

Diamante Poem - Giraffes Narrative Assessment

Learner:  Jaylen      Learning Coach: M Lennon - LH2      Date:   23 November 2016

Learning Area:  Literacy - Poems

NZC Achievement Objective:  English; Speaking, Writing, Presenting:  Acquire and begin to use sources of information, processes, and strategies to identify, form, and express ideas.

Giraffes

giraffes

yellow, slow

eating, walking, running

neck, tail, legs, baby

twitching, licking, drinking

spotty, brown

giraffes

Learning Observed

Jaylen has been learning to write Diamante Poems themed around his recent visit to Auckland Zoo. Firstly, Jaylen had to brainstorm different nouns, adjectives and verbs about giraffes.  Then he had to choose which ones he would use to make his poem make sense. Jaylen was given a template structure to follow, which listed the order in which his nouns, adjectives and verbs needed to be.  He was able to follow the structure independently to produce the above poem.

Key Competencies/Vision Principles

During this learning, Jaylen demonstrated that he was: Connected - actively taking part in learning conversations and activities. Capable - understanding the different parts of speech have different purposes. Curious - asking questions and seeking new vocabulary. Thinking  - able to brainstorm and find words relevant to the topic.

Next Learning Steps

Teach others how to write a diamante poem. Begin thinking about opposite words for an antonym diamante poem.

Get Set Go! - Narrative Assessment

Learner:  Jaylen      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 Jaylen has been participating in the Get-Set-Go programme. In Get-Set-Go Jaylen has been learning to balance using different parts of his body, and to move around while balancing something on his head.  Jaylen was able to confidently balance and move around with ease. After his balancing session Jaylen 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 Jaylen participating in a range of Get-Set-Go activities.

Key Competencies/Vision Principles

During this learning, Jaylen 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.

Chickens - iExperience Narrative Assessment

Learner:  Jaylen      Learning Coach: M Lennon - LH2      Date:   14 October 2016

Learning Area:  iExperience

NZC Achievement Objective:  Science; Living World; Ecology  Recognise that living things are suited to their particular habitat.

Learning Observed

During iExperience Jaylen has been learning about Chickens and their habitats. Jaylen has been a keen participant in learning about the chickens.  He has learned about egg incubation, the care of baby chicks and the needs of chickens as they grow bigger. Shortly after the chicks hatched Jaylen was able to have a hold so he could feel what they felt like and could describe the chickens accurately. During iDevelop Jaylen furthered his curiosity by being able to describe the chicks to others.

Evidence of learning

Jaylen says that the chickens have tickly feet.

Key Competencies/Vision Principles

During this learning, Jaylen demonstrated that he was: Connected - actively taking part in learning conversations and activities. Capable - understanding that chickens have different needs. Curious - asking questions about the needs of chickens. Managing Self  - able to carefully hold a baby chick without scaring it.

Next Learning Steps

Keep sparking your curiosity about chickens by asking lots of questions. Look at the future needs of chickens and what we can do to ensure their comfort.

Writing Narrative Assessment - 2 September 2016

Learner:  Jaylen        Learning Coach: M Lennon - LH2      Date: 2 September 2016

Learning Area:  Literacy

NZC Achievement Objective:  Students will acquire and begin to use sources of information, processes, and strategies to identify, form, and express ideas.  Indicator:  has an awareness of the connections between oral, written, and visual language.

Learning Observed

During iDevelop Jaylen has been learning that oral, written and visual texts can connect together.  Jaylen has done this over the course of a week by reading the pictures, reading the words and listening to the story being read.  The story chosen was Greedy Cat, by Joy Cowley. Firstly Jaylen helped his hapu group to predict and tell the story using only the pictures in the story. Jaylen was able to predict and draw some logical conclusions. Next he listened to the story being read to him and was showing his understanding by following along. After this Jaylen was able to read the story aloud, showing his understanding of what he had read. Jaylen showed his understanding of connecting the text orally, visually and in writing through his follow up activity where he drew a picture of Greedy Cat, wrote a sentence of what he thought Greedy Cat would eat out of his shopping bag and then shared his version of the story with others.

Evidence of learning

Jaylen’s Greedy Cat picture.

Key Competencies/Vision Principles

During this learning, Jaylen demonstrated that he was: Connected - actively taking part in learning conversations and activities. Capable - understanding that a text can be read in many different ways. Participating and Contributing - giving everything a try with a positive attitude. Managing Self  - able to use equipment in an appropriate manner.

Next Learning Steps

Teach others how to read a book in different ways. Continue to predict stories, read the pictures and discuss your conclusions with others.

iExperience Narrative Assessment - 1 September 2016

Learner:  Jaylen        Learning Coach: M Lennon - LH2      Date: 1 September 2016

Learning Area:  iExperience

NZC Achievement Objective:   Understand that people have different roles and responsibilities as part of their participation in groups.

Learning Observed

During iExperience this week Jaylen has been involved in a series of team building activities as a mixed Habitat.  The purpose for these activities were to encourage learners to listen to others and share their ideas in order to complete a series of activities. In the first instance Jaylen had to find his new group by only using animal sounds.  When he had found his group he formed a circle for his first challenge.  Jaylen’s first challenge with his new group was to get creative and build something extraordinary using only a few cups, a roll of tape, 1 piece of paper and some pegs. The next day Jaylen was part of the same group.  Their challenge was to move their whole group to the other side of the room by only stepping on paper.  The group had to discuss the best way to do this and then work together to achieve their goal. On the last day, Jaylen’s group was given a ‘Leaning Tower of Pasta’ challenge where they had to build a tower as tall as they could using only dry strips of spaghetti and a ball of play dough.  By this day Jaylen began demonstrating better communication skills and directing his group in their building. In addition to these activities Jaylen was able to reflect at the end of each session and discuss with his group what went well and what he needed to improve on next time.

Evidence of learning

Here Jaylen is helping his group make cup towers and pasta towers.

Key Competencies/Vision Principles

During this learning, Jaylen demonstrated that he was: Connected - actively taking part in learning conversations and activities. Capable - understanding that he needed to communicate his ideas well. Collaborative - joining in planning and building conversations. Thinking  - being reflective about the challenges.

Next Learning Steps

Continue communicating your thoughts and ideas to others. Ensure that everyone in your group has a role to play.

Maths Narrative Assessment

Learner:  Jaylen    Learning Coach: Michelle Lennon - LH2    Date:   15 August 2016

Learning Area:  Maths

NZC Achievement Objective:  Know groupings with five, within ten, and with ten.

Learning Observed

During iDevelop Jaylen has been learning to solve simple problems by making sets and patterns of numbers up to ten. In this activity the following problem was given: Five frogs live in a pond, if 2 frogs are on a rock, how many                   frogs are in the water? Jaylen initially used counters and circles to move his counters between the ‘rocks’ and ‘water’, however he was soon able to find other ways to split the frogs into groups without the help of circles. Following on from this activity, Jaylen was asked to find as many different combinations of frogs in the pond as he could. Finally, Jaylen looked at the equations that these word problems were meaning.  He was able to recognise that the two groups could be added together to total 5.

Evidence of learning

Here Jaylen has split his ‘frogs’ by having 3 in the water and 2 on a rock.

Key Competencies/Vision Principles

During this learning, Jaylen demonstrated that he was: Connected - actively taking part in learning conversations and activities. Capable - understanding that numbers can be split in a number of different ways. Collaborative - participating and assisting others in learning activities. Managing Self  - able to use equipment in an appropriate manner.

Next Learning Steps

Use your number splits to solve simple problems. Split other numbers into two groups and look at the equations they make.