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 - 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: Term 2 Math

Learner: Shams                    Learning Coach: Abby Morgan              Date: 12 June 2015

Learning Area: Math

Learning Observed

As part of our Math workshops we have been focusing on developing instant recall of addition facts to 10. We have been practicing solving and recalling simple addition of numbers under 10 plus one, some doubles, and other addition facts. To test out our knowledge we played ‘Addition Splat!’ As I called out the addition facts the learners had to race to answer the question. Shams has practiced and developed quick recall of the equations. He is developing good strategies to solve unknown equations and is attending to his new learning. Shams was able to recall 3+1 by using materials (fingers) as seen in the video here.

Evidence of learning

Key Competencies/Vision Principles

Shams was demonstrating the school Vision Principle of Capable and Collaborative. He was applying himself to his learning and was engaged in the activity that extended his knowledge. Shams was able to work alongside others and when faced with an equation he couldn’t solve worked with his peers to find the answer. He was also applying the Key Competencies of thinking as he instantly recalled facts and was using language, symbols and texts as he listened to questions as they were asked and found the correct answers.

Next Learning Steps

Develop instant recall of numbers before and after to 20 Practice one to one counting of objects to 50 Practice writing teen numerals

Narrative Assessment - Writing Group

Learner: Evie, Benjamin, Shams, Ash                                Learning Coach: Abby Morgan  Date: 14 May 2015

Learning Area: Literacy - Writing

Learning Observed

Our Casey the Magic Caterpillar focus this week has been on ensuring the correct formation and position of open mouth, wide open mouth, and tunnel symbols. During today’s session I noticed that Evie has gained greater fine motor control which has improved her formation of all the shapes explicitly taught. She was able to place begin the symbol in the right position and took great care to ensure accurate formation. Benjamin is developing his fine motor skills. His pen grip is becoming stronger and shape formation more accurate. Since beginning the Casey programme I have observed Shams interest in extending his writing ability and noticed the high level of attention and care he puts into his learning. Shams has mastered the formation of wide open mouth and is progressing with the development of open mouth and tunnel. Ash is focused and engaged with her learning during writing time and has established correct formation, shape, and position of both open mouth and wide open mouth. She is working towards maintaining control and creating singular tunnel shapes.

Evidence of learning

Key Competencies/Vision Principles

While attending to this learning task Evie, Benjamin, Shams and Ash were developing the Vision Principle of Capable as they were extending their existing knowledge and abilities. They were also applying the Key Competencies of Thinking, Using language, symbols and texts. These were developed by applying new knowledge with existing and to form the shapes that will make letters of the english language.

Next Learning Steps

Assist learners in applying their casey knowledge to the formation of their name, ensuring we are practicing this frequently. Introduce new shapes to the learners. Assist learners in developing the connections between the symbols to create letters.