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.