Diamante Poem - Giraffes Narrative Assessment

Learner:  Zivashtine      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

brown, yellow

giraffes

Learning Observed

Zivashtine has been learning to write Diamante Poems themed around her recent visit to Auckland Zoo. Firstly, Zivashtine 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. Zivashtine 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, Zivashtine 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.

Get Set Go - iExperience Narrative Assessment

Learner:  Zivashtine      Learning Coach: M Lennon - LH2       Date:   17 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 Zivastine has been participating in the Get-Set-Go programme. In Get-Set-Go Zivastine has been learning to balance using different parts of her body, and to move around while balancing something on her head.  Zivashtine was able to confidently balance and move around with ease. After her balancing session Zivashtine began learning skills in throwing and catching.  She actively participated in a range of games that saw her throwing and catching, firstly, a soft toy, then a tennis ball to a partner.

Evidence of learning

Here you can see Zivashtine with her Hapu group in a range of Get-Set-Go activities.

Key Competencies/Vision Principles

During this learning, Zivashtine demonstrated that she 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:  Zivashtine      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 Zivashtine has been learning about Chickens and their habitats. Zivashtine has been a keen participant in learning about the chickens.  She has learned about egg incubation, the care of baby chicks and the needs of chickens as they grow bigger. Shortly after the chicks hatched Zivashtine was able to touch the chick so she knew what they felt like and could describe the chickens accurately. During iDevelop Zivastine furthered her curiosity by being able to describe the chicks to others.

Evidence of learning

Zivashtine thought that the chicks were soft and fluffy.

Key Competencies/Vision Principles

During this learning, Zivashtine demonstrated that she 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 - 1 September 2016

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

Learning Area:  Literacy

NZC Achievement Objective:  Students will recognise how to shape texts for a purpose of an audience.  Indicator:  constructs texts that demonstrate some awareness of purpose and audience through appropriate choice of content, language, and text form.

Learning Observed

During iDevelop Zivashtine has been learning to write recounts.  Each week Zivashtine will choose an interesting event and write a story. Zivashtine has been learning that her choice of language plays an important part of a recount in order for it to make sense.   Zivashtine has made very good verb choices by using the past tense verbs ‘went’ and ‘bought’.  She has also used appropriate language to direct the reader to when the even happened. After her story was written, Zivashtine published her story by adding a picture of herself, her mum and sister at the supermarket getting bread.

Evidence of learning

Key Competencies/Vision Principles

During this learning, Zivashtine demonstrated that she was: Connected - actively taking part in learning conversations and activities. Capable - understanding that a recount has specific language features. Curious - experimenting with different publishing methods. 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:  Zivashtine      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 Zivashtine 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 Zivashtine 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.  Zivashtine’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 Zivashtine 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, Zivashtine’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 Zivashtine had begun communicating her ideas with others more easily. In addition to these activities Zivashtine 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 Zivashtine is helping make a tower of cups and a pasta tower.

Key Competencies/Vision Principles

During this learning, Zivashtine 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.

Maths Narrative Assessment - 15 August 2016

Learner:  Zivashtine             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 Zivashtine 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? Zivashtine initially used counters and circles to move her counters between the ‘rocks’ and ‘water’, however she was soon able to find other ways to split the frogs into groups without the help of circles. Following on from this activity, Zivashtine was asked to find as many different combinations of frogs in the pond as she could. Finally, Zivashtine looked at the equations that these word problems were meaning.  She was able to recognise that the two groups could be added together to total 5.

Evidence of learning

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

Key Competencies/Vision Principles

During this learning, Zivashtine demonstrated that she 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.