Narrative Assessment - Physical Education - 7 December 2016

Get Set Go!

Kaka's next steps are:

• Further develop his Capabilities when pushing a ball with a noodle or hockey stick
• Include balancing games during iBreak
• Practise throwing and catching a ball at home

Narrative Assessment - iExperience - 31 October 2016

Learners:  Skyla, Sunny, Jessica, Harman, Ekamjot, Kaka, Ian, Kaiariki, Riley-Collins, Ash & Lucy Learning Coach:   Megan Croll                                                   Date:  31 October 2016

Learning Area:  iExperience

Learning Observed

In our iExperience session today, the learners were involved in a STEM (Science, Technology, Engineering and Maths) activity.   They were assigned the task of making a cage for an animal that would be strong enough to stay up, should a tree happen to fall on top of it if there were to be a terrible storm. First, we looked at some images of animals and which ones we thought that we might see at our zoo trip (connected) later in the term.  In teams of 3-4, the learners were given card, straws and tape.  Then together, they had to work collaboratively to construct their cage.   They tested their cages out to see whether they had built them strong enough to support an object on top (curious).    Many of the learners found out that their cages required more support in the middle and were eager to continue crafting their cages when they returned to school the next day.

Evidence of learning

Next Learning Steps

Independently make another structure during iExplore Create a structure at home with a brother, sister or parent Look at buildings and talk about how strong they are made

Narrative Assessment - Reading - 20 October 2016

Learners:  Austin, Sunny & Kaka Learning Coach:   Megan Croll                                                   Date:  20 October 2016

Learning Area:  Reading

Learning Observed

Today, during iDevelop, I captured Austin, Sunny and Kaka sharing a book together.  Austin was reading most of the text to Kaka and Sunny, but they were all talking and sharing their thoughts about the story and illustrations (collaborating).    They were deeply engaged in the story; making connections and building on their prior knowledge.    At times, their excitement was rather noisy, but it was great to see how much they were enjoying this sharing opportunity. When they had finished reading the book together, they independently put their own reading books away in their book bags to take home (managing self).

Evidence of learning

Next Learning Steps

Share what they have been reading at school with home Read to a sister, brother or parent

Narrative Assessment - Handwriting - 13 September 2016

Learner: Kaka      Learning Coach:   Megan Croll - LH2           Date:  13 September 2016

Learning Area:  Handwriting

Learning Observed

The Learners in the Black Gibbons hapu have a handwriting workshop once a week.  During this time, we focus on a letter in the alphabet and they are encouraged to think about the size and shape of their letters. Kaka thinks about the size and shape of his letters during our handwriting workshops.  He has also been asked to focus on keeping his letters on the line so that they do not ‘float’ above the line.

Evidence of learning

There is a big improvement if we compare the writing that Kaka did with the letter ‘a’ workshop to the writing that he did with the letter ‘c’ workshop.

Key Competencies/Vision Principles

Kaka has demonstrated that he is: Capable - Kaka is showing that he can follow a set of instructions and, with support, chooses a good spot in which to sit and practise his handwriting. Thinking - Kaka takes his time to write his letters carefully; thinking about the shape, size and copying carefully.  He is beginning to reflect on his writing and self-assess by ticking the best letters that he did. Using Language, Symbols and Text  - Kaka is learning and practising specific letters so that his writing is able to be read.

Next Learning Steps

Highlight the lines to support writing on the line Practise handwriting as an independent activity during Daily 5 Have a book at home to write in

Narrative Assessment - iExplore - 9 September 2016

Learner:  Kaka        Learning Coach:   Megan Croll - LH2         Date:   9 September 2016

Learning Area:  iExplore

Learning Observed

Today during iExplore Kaka asked me to support his with making a paper plane.   He had seen some other boys make them the previous day and was interested in making his own today.   I found a video online that we watched together, then I helped Kaka to follow the steps to make his own paper plane. Kaka was delighted with his plane and couldn't wait to test it out.  After a few throws, Kaka then decided to decorate his plane with drawn symbols, feathers and a tail.   He later removed the tail when he realised that it was too heavy and as a result, the plane did not fly very well.

Evidence of learning

Kaka enjoyed showing off his plane to others in the Maker Space.

Key Competencies/Vision Principles

Kaka demonstrated that he was: Curious - exploring several ways to create his paper plane by watching You Tube videos and watching planes that were made by his peers. Capable - following the steps in a tutorial Managing Self  - able to use equipment in an appropriate manner Thinking - solving problems when the plane didn't fly very well; reflecting on progress and trying to improve the quality of his work

Next Learning Steps

Follow steps for a more difficult paper plane design Help another learner to make a paper plane Make something else from paper

Narrative Assessment - Maths - 18 July 2016

Learner: Kaka      Learning Coach:   Megan Croll - LH2           Date:  18 July  2016

Learning Area:  Maths

Learning Observed

Today we were investigating what it means to classify objects.  This is part of the geometry strand in maths, level 1.   The Learners were placed in mixed ability groups of 4-5, then they rotated through three different activities where they were asked to work as a team to discuss the objects and find different ways to classify (group) them.   Kaka worked with his group to first group the objects by colour, then to separate the dinosaurs from the other shapes.  They then classified them another way by putting all the animals into a circle.    In their next rotation, Kaka was given support by others in his group others to classify some wooden shapes.   They put them into two groups - one group of shapes that were rounded and another group of shapes that had sharp edges or points.

Evidence of learning

Key Competencies/Vision Principles

Kaka worked in a collaborative way by thinking and acting with his team.  He was encouraged to share his ideas with the other Learners in his team and also listen to their ideas. Kaka demonstrated that he is capable of listening to, and following a set of instructions.   He was required to think about the learning taking place and understand what the other members in his group were doing when they were creating new groups with the materials.  Kaka was able to manage himself by remaining on task and moving to the next rotation when instructed.

Next Learning Steps

Find other objects to classify within LH2 and at home Support another Learner to understand classification Bring another feature into his classifications

Narrative Assessment - iDevelop - 25 May 2016

Learner:  Kaka          Learning Coach:   Megan Croll                        Date:   25 May 2016

Learning Area:  iDevelop

Learning Observed

We have a range of learning activities to help with literacy skills that the Learners can do during their independent learning time.   Kaka had chosen the ‘Peg the ABCs’ activity from the Daily 5 wall of photos and was in the process of setting up his learning when Waleed asked me what he could do.   I introduced Waleed to Kaka and suggested that the two of them complete the activity together.

Evidence of learning

Kaka and Waleed were able to match the ‘letter’ pegs with the corresponding letter on the tape.

Key Competencies/Vision Principles

Kaka and Waleed were able to work Collaboratively together to put the correct peg with the letter.   They had to think about their choices and sometimes made corrections when they realised that they had ‘pegged’ the wrong letter.   The boys were Using Language, Symbols and Text  by using specific letters appropriately and showed that they were Capable of Managing Self to complete the activity by themself and put all the materials away then they had finished with them.

Next Learning Steps

Show another Learner how to use the activity Write the letters to practise correct size and shape Look for other ABC activities to help learn the alphabet

Discovering Colours Narrative Assessment

Narrative Assessment - 11th May 2016

Learners: Elham, Raymond, Kaka, Wilson, Darius, Vicky, Zivashtine, and Angelina     Learning Coach: Stephanie Hooker          Date: 11 May 2016

Learning Area: iDevelop

Learning Observed

Today during iDevelop our reading group worked together to recognise high frequency words in order to play Word Bingo. Learning these words develops reading skills and enables them to read books with confidence.

Evidence of learning

I wonder if they can play this game independently? Do they practice finding high frequency words in their reading books at home?

Key Competencies/Vision Principles

These learners worked together Collaboratively. Each learner showed skills in Participating and Contributing to share their knowledge with each other. They also showed their Capability in using Language, Symbols and Text.

Next Learning Steps

Practice high frequency words at home (Please use the Magenta Word List on our Learning Habitat website) Continue to identify and read many known words, both in isolation and in books and other places Use these skills on a daily basis to increase reading capability

Narrative Assessment - 8 Mar 2016

Narrative Assessment - iExplore - 24 Feb 2016

Narrative Assessment 11th Feb 2016 - Literacy

Learner:  Kaka                   Learning Coach:  Talia Morgan       Date: 11 Feb 2016

Learning Area: Literacy - Writing

Learning Observed

Today I invited the learners to write a story about something they were feeling. We practised writing “I am” and we found these words on the word card, and said which colour box the words were in. We then talked about finding the initial letter of the feeling by sounding the first letter out. Kaka then sat with the teacher for guidance to write his story. Kaka asked how to spell his name but was guided he could do it and when told the letter K-a-k-a was able to write it. Kaka drew his own picture about a train.

Evidence of learning

Kaka was able to write his name. I wonder if he practised his writing in the holidays?

Key Competencies/Vision Principles

Kaka is developing his Capabilities in his writing. He was able to work by himself to write his name (Managing Self). Kaka is starting to form his letters correctly and listen to the sounds they make when recording them (Using language, symbols and text). He was able to Think of his own story and draw it.

Next Learning Steps

Explicit teaching of finding the basic words on the word card. Explicit teaching of finding the sounds of initial letters on the word card to record for a story. Continue to teach correct letter formation. Share learning with home.