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.

Narrative Assessment - Mathematics - 7 July 2016

Learner:  Jaylen        Learning Coach:   Megan Croll - LH2                Date:  7 July  2016

Learning Area:  Mathematics

Learning Observed

Today Jaylen and his maths group were learning to add three numbers together with Mrs Hooker.  They did this by rolling three dice, then using the best strategy to add the three numbers together - either by first adding two numbers together to make ten, or by using their known basic facts to first add two numbers, then the remaining number. Jaylen was eager to identify the numbers and use his basic fact knowledge to calculate the answer.

Evidence of learning

Jaylen joined in with the learning Jaylen waited patiently to share his answer

Key Competencies/Vision Principles

Jaylen Connected this game with prior knowledge by Thinking about and recalling the basic facts to solve the problems.  He was Capable of waiting for his turn (Managing Self) to share his answer; allowing others time to think and come up with their own answers. Jaylen is able to identify numbers and is using a clear voice to share his ideas (Using Language, Symbols and Text).

Next Learning Steps

Teach this game to another Learner Share the way that he can solve number problems with another Learner Learn more addition strategies to support solving problems with larger numbers

12th May Narrative Assessment - Writing

Learner: Jaylen               Learning Coach: Talia Morgan                Date: 12th May 2016

Learning Area: iDevelop - Writing

Learning Observed

Today Jaylen was caught doing some #Oresome learning! Darius was invited to work in a guided writing workshop with me and he quickly thought about what he wanted to write. He drew his picture to illustrate what he wanted to write. Jaylen wrote his story with support of learning coach and the alphabet cards and was determined to write it even though their were few high frequency words. Jaylen wrote “Five Nights At Frebby” - “Five Nights at Freddy's”.

Evidence of learning

Jaylen is showing his Capabilities in writing and determination to write about what he wants. What will he write about next?

Key Competencies/Vision Principles

Jaylen is developing his Capabilities in writing. He was able to independently think of his own story (Thinking) and with support was able to sound out how to spell the words, using the alphabet card (Managing Self). Jaylen sounded out the letter sounds he could hear and recorded them with support from Learning Coach, drawing a picture to illustrate his story (Using Language, Symbols and Text). He was supporting other learners to identify words and letters on the alphabet card and was ensuring everyone could see them (Relating to Others).

Next Learning Steps

Continue to sound out and record the main letter sounds in unfamiliar words. Continue to use alphabet card to help with writing high frequency words. Explicit teaching on letter direction and height. Share learning with home.

Narrative Assessment - iExperience - 30 Mar 2016

Narrative Assessment - iExplore - 23 Mar 2016