Zoo Trip - iExperience Narrative Assessment - 18 November 2016

Learner:  Shams      Learning Coach: Megan Croll - LH2       Date: 18 November 2016

Learning Area: Zoo Trip

Learning Observed & Key Competencies/Vision Principles

Today Shams joined LH2 and LH4 learners to travel by bus to the Auckland Zoo.   This trip was organised as part of our learning about animals - how we can help them and how they can help us.   The learners were greeted by some zookeepers when we arrived at the zoo.  We had morning tea and then, with a zoo map in hand, began our journey around the zoo.   The map was used frequently to help guide us around the zoo and learners were using their map reading skills to identify where we were and where we should go next (Using Language, Symbols and Text). After visiting the tortoises and reptiles, we met up with John from Auckland Zoo.   John took us into the Discovery and Learning centre where Shams found out what the zoo does to look after the three Sumatran tigers that they have.  John had a large black plastic container and Shams learned that the tiger would be able to smell his scent if he touched it (Connected). John then took us to the Vet Centre Viewing Gallery.   Shams learned that sometimes visitors can watch an operation take place, but today the windows were covered with curtains.  Here we learned how humans can make life very difficult for some animals.   Our plastic bags can be very dangerous to sea animals if they are swallowed.    After lunch, it was time for more exploring (Curious).  Shams enjoyed walking through the Meerkat tunnels, watching the playful orangutangs and observing how gracefully the giraffes walk.  Our day at the zoo went very quickly and there wasn’t even enough time to play on the playground!   I’m sure that Shams would love to come back again with his family to share his learning with them.

Next Learning Steps

Shams has learned about what Auckland Zoo do to look after the many animals that they have.  Some are even endangered.  His next step could be to research an endangered animal to find out why it is endangered and what people are doing to help keep its species alive.

Narrative Assessment - iExperience - 9 November 2016

iExperience with Mrs Croll

LH2

The learners in LH2 have been learning about safety and how helps us at school, home and the community.   During this week, Shams has two sessions to experience using Scratch Jnr on our iPads. He has learned how to add a character, change the background and add speech bubbles to his characters (managing self).  

Shams was curious to try out different features on Scratch Jnr and he worked collaboratively with some other learners to help them or to find out how to do something.   Shams was connecting with his prior knowledge to develop his safety message.




Next Steps:

• Share his learning at home and talk about how they can be safe around the home and community
• Help another learner to use Scratch Jnr
• Think about how he could use Scratch Jnr in other areas of his learning

Narrative Assessment - Writing - 13 September 2016

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

Learning Area:   Writing

Learning Observed

Today the learners in the Black Gibbon hapu group were thinking about what they would like to get better at.  I encouraged the learners to think about their own ideas, share with a partner, then share with the group.   Together we brainstormed many different things that we could get better at - with a bit of practise. I modelled to the learners how I would begin my writing and how I would need to think about the ‘what’, ‘why’, ‘how’, ‘when’ and ‘why’.   Then the learners were sent away to begin writing independently.

Evidence of learning

Shams sat with some other learners to brainstorm and then began his own writing.  He was very proud of his effort.

Key Competencies/Vision Principles

Shams demonstrated the following values and key competencies: Curious - able to create an idea and write about it by himself. Capable - developing an understanding of using ‘what’, ‘why’, ‘when’, ‘where’, ‘who’ and how’ to support the development of his writing. Thinking - actively trying to improve the quality of his work by correcting errors and sounding out the spelling of unknown words.

Next Learning Steps

Further develop an idea by including more information in his writing Support other learners with their writing by getting on with the activity quickly and quietly Share his learning with home

Narrative Assessment - iExperience - 12 September 2016

Learner:  Shams     Learning Coach:   Megan Croll - LH2        Date:   12 September 2016

Learning Area:   iExperience

Learning Observed

Today we took the Learners from LH2 outside to spend some time ‘experiencing’ the opportunities available to them while using the building materials that currently form our playground.   They were encouraged to get together in small groups, but were left to construct their play from their own imaginations. I found Shams and Shaun digging the ground with small sticks.  They had a small pile of stones which they described as being hidden treasure that had been buried.    I suggested that they might be archaeologists, digging for the remains of a lost city.

Evidence of learning

Key Competencies/Vision Principles

Shams is demonstrating that following values: Curious - wondering about what is hidden below the soil’s surface Collaborative - working with a partner to dig up stones; sharing ideas and imaginative thinking Capable - using the sticks carefully and safely

Next Learning Steps

Investigate true stories of finding hidden treasure Use this experience to form the main idea in writing Share this imaginative play with another Learner

Narrative Assessment - iExplore - 1 July 2016

Learner:  Shams        Learning Coach:   Megan Croll - LH2             Date:   1 July 2016

Learning Area:  iExplore

Learning Observed

Today during iExplore, I started making a road on the floor of LH2 with some masking tape.  Shams, Ian and Kiko were interested in what I was doing so I gave them the scissors and tape to continue with the road making.  Shams took on the role of managing the length of tape to be cut for each piece of the road.

Evidence of learning

Measuring out a length of tape Holding the tape while it is cut Letting others use what he has created

Key Competencies/Vision Principles

Sham worked Collaboratively as a team to produce a road.  He used the scissors safely and put them away in a safe place when he was finished (Managing Self).   Shams enjoyed working as a part of a team and was happy to share this road with other Learners (Relating to Others).

Next Learning Steps

What else could Shams add to this ‘town’? Encourage other Learners to contribute to the making of this ‘town’

Narrative Assessment - Writing - 17 March 2016

Learner:  Shams            Learning Coach:   Megan Croll             Date:   17 March 2016

Learning Area:  Writing

Learning Observed

Sham’s writing group were learning to writing recounts about events that had happened in the past.   They were shown a photo of a sky full of balloons and when were invited to think, then share with a partner, a time when they had balloons.    Some Learners then had an opportunity to share with the whole group and we quickly brainstormed some ideas that we might be using.   Alphabet cards and essential sight word cards were available for the Learners to use during their writing   Shams spent some time drawing a picture as part of his brainstorming.  He wanted to use colour for the balloons as this was very important to her.

Evidence of learning

Shams was able to write in the past tense and think about the initial letter sounds when trying to write unfamiliar words.   He shared an idea and included extra detail, although his idea was created, rather than about a personal experience.

Key Competencies/Vision Principles

Shams collaborated with others during the brainstorm.   He connected with a visual prompt and used this to help form his ideas for writing. Shams was able to work by himself to sound out the main letter sounds he could hear, e.g. in the word ‘went’ (Managing Self).  He is forming most of his letters correctly and listens to the sounds they make when recording them (Using language, symbols and text).  Shams was able to Think of his own idea and write about it.

Next Learning Steps

Learn and know how to spell high frequency words, e.g. went, all, over Write all letters correctly Write according to the genre, e.g. a recount is about a personal experience

Narrative Assessment - Literacy - 16 Mar 2016

Learner:Shams                   Learning Coach: Miriam Kamsteeg           Date: 16 Mar 2016

Learning Area: Literacy - Reading

Learning Observed

Today Shams completed a PM Benchmark Reading Assessment with me. He read an orange level 15 text. Shams read with a natural rhythm with phrasing showing some understanding. He answered some of the comprehension questions accurately.

Evidence of learning

Shams did not make any attempts to self correct his errors. I wonder if he is listening to himself as he reads to make sure what he is reading makes sense?

Key Competencies/Vision Principles

Shams scored 93% on word accuracy and 4/6 for comprehension. He is developing his Capabilities in Reading. Shams is learning to Think about what he is reading to ensure it all makes sense. He is good at recognising many high frequency words (Using Language, Symbols and Text).

Next Learning Steps

Make sure he is reading accurately. Explicitly teach more comprehension strategies. Share learning with home.

Narrative Assessment - 29 Feb 2016 - Mathematics