Science: Catapults

Diamante Poem - Giraffes Narrative Assessment

Learner:  Jolin      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

long, tall

licking, running, eating

baby, tall, tail, neck

twitching drinking, walking

spotty, slow

giraffes

Learning Observed

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

Key Competencies/Vision Principles

During this learning, Jolin demonstrated that she 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.

iExperience Narrative Assessment - 1 September 2016

Learner:  Jolin        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 Jolin 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 Jolin had to find her new group by only using animal sounds.  When she had found her group she formed a circle for her first challenge.  Jolin’s first challenge with her 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 Jolin 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, Jolin’s group was given a ‘Leaning Tower of Pasta’ challenge where they had to build a tower as tall as they could using only strips of uncooked spaghetti and a ball of playdough.  By this day Jolin had begun communicating her ideas with others more easily. In addition to these activities Jolin was able to reflect at the end of each session and discuss with her group what went well and what she needed to improve on next time.

Evidence of learning

Here Jolin is working with her group to create a pasta tower.

Key Competencies/Vision Principles

During this learning, Jolin demonstrated that she was: Connected - actively taking part in learning conversations and activities. Capable - understanding that she needed to communicate her ideas well. Collaborative - sharing her ideas and listening to others’ ideas. 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.

Narrative Assessment - Mathematics - 19 May 2016

Learner: Jolin          Learning Coach:   Megan Croll - LH2              Date:  19 May  2016

Learning Area:  Mathematics

Learning Observed

I have been working with a group of Learners to find the fraction of a number.  Firstly, we were using materials to show what ½ and ¼ of a number was.  Jolin was helping a partner to understand how to find ½ of a number.   She used blocks to show her thinking.

Evidence of learning

Jolin understands that ½ means that both sides are the same.  She is able to find half of many numbers up to 100.

Key Competencies/Vision Principles

Jolin is Capable of finding ½ of many numbers between 1-100.   She was able to work Collaboratively with a partner and used materials to support her Thinking.

Next Learning Steps

Find ¼ of a set, then ⅓ Know what part of a set is when she knows the whole Use Mathletics to support her learning and understanding of fractions

18th May 2016 Narrative Assessment - Jolin adds 100's

Term Two - Reading with Anisha

Learner: Jolin and Anisha    Learning Coach: Abby Morgan             Date: 13 May 2015

Learning Area: Literacy - Reading

Learning Observed

After selecting their new reading books Anisha and Jolin began by reading their stories to each other. I introduced them to our focus words of and, the, and went. We began by identifying the focus words in the story. Anisha was able to make connections between the focus word (went) and the story. Jolin could correctly identify the focus word the frequently during the story. Anisha began reading “the cat was in”, she paused looking for assistance as she recognised that there was more behind the word. Together we broke the word down and identified that it was inside. Anisha was able to re-read the sentence identifying and correcting both initial errors saying “the cat went inside.” During reading Jolin was able to accurately point to each word she was reading as she read it. Towards the end of the book I asked her “why does the cat say meowwwww!?” She was able to tell me “the cat is telling the dog to stay outside so it can sleep on the chair.”

Evidence of learning

Anisha and Jolin enjoyed reading this story about the Cat and Dog. I wonder how many more words they now know?

Key Competencies/Vision Principles

At the end of Term One Jolin and Anisha both scored 2/24 on the Duncan Basic Word Test. During reading today both Jolin and Anisha were using the Key Competencies of thinking and using language, symbols, and texts. Thinking skills were used as they made connections between the text and picture as well as sounding out unknown words. To complete this reading both had to use their knowledge of print concepts (reading left to right etc.) and existing high frequency words (Using Language, Symbols, and Texts). During this task Jolin and Anisha were developing their capabilities in reading.

Next Learning Steps

Introduce new ways to learn high frequency words Retest Duncan Basic Word Test Introduce other texts types with high frequency words (Poems)