Narrative Assessment - Physical Education - 7 December 2016

Get Set Go!

Harman's next steps are:

• Further develop her Capabilities when pushing a ball with a noodle or hockey stick
• Include balancing games during iBreak
• Practise catching and throwing a ball (underarm) 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:  Jessica, Harman & Yuri Learning Coach:   Megan Croll                                                   Date:  20 October 2016

Learning Area:  Reading

Learning Observed

Today, during iDevelop, I captured Jessica, Harman and Yuri sharing a book together.  Harman was reading the text and all girls were talking about 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.   When they had finished reading the book, they independently put their 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 - Writing - 22 September 2016

Learner:  Harman      Learning Coach: Megan Croll - LH2        Date: 22 September 2016

Learning Area: Writing

Learning Observed

Language features, e.g. similes, are used to give our writing impact.  A simile is when a person or object is compared with another object by using the word ‘as’ or ‘like’.  Harman has been learning how to use a simile in her writing.  The Black Gibbons worked together to brainstorm some similes, then I invited them to use similes to describe the colours of the rainbow. Harman participated in the group brainstorm and discussion, then used some of the ideas from our brainstorm to create her own poetic piece about rainbows.   After writing her draft, she then proceeded to publish her writing and illustrate it; using the correct colours and sequencing as in a rainbow.

Evidence of learning

Key Competencies/Vision Principles

Harman is demonstrating that she is: Collaborative - sharing her ideas with her hapu group during a brainstorm session about rainbow colours. Capable - identifying the most suitable object to compare each rainbow colour in a simile. Using Language, Symbols and Text - taking care to copy the information from her draft when publishing her work.  The size and shape of all letters are formed correctly.

Next Learning Steps

Look for similes in the books that she is reading Help another Learner to understand how to use similes in their writing Include a simile in her independent writing

Narrative Assessment - Maths - 12 September 2016

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

Learning Area: Maths

Learning Observed

Harman has been learning about arrays - how to read them and how to write them.  This understanding of arrays will help Harman learn her multiplication facts and become a multiplicative thinker.  We are able to use arrays to support skip counting and also to understand that multiplication can be written in two ways, e.g. 2x6 = 6x2 (commutative property).   Eventually, Harman will be able to use arrays to help solve two digit multiplication problems.

Evidence of learning

Key Competencies/Vision Principles

Harman is demonstrating that she is: Capable of developing an understanding of how arrays work and how they can encourage skip counting in order to solve multiplication problems. Thinking about what she has been taught and then applying this new learning to complete a practise activity. Using Language, Symbols and Text  to record numbers to share an understanding about a series of dots (the array).

Next Learning Steps

Use this strategy to play a maths array game Apply this strategy to solve more difficult multiplication problems Support another Learner to understand how arrays work

Narrative Assessment - Mindfulness Moments - 29 June 2016

Learner:  Harman         Learning Coach:   Megan Croll - LH2         Date:   29 June 2016

Learning Area:  Mindfulness

Learning Observed

Almost everyday after iBreak 2, each hapu group in LH2 has time for ‘Mindfulness Moments’.  During this time, the Learners are invited to participate in either yoga, listening to calming music or massage.    Today, the Manta-Rays were participating in massage.  Harman has been learning several ways to massage and provide another Learner a time to relax.   Some of the techniques that we have been using are raindrops, zig-zags, shoulder rub, pat the cat and chopping.

Evidence of learning

Harman is using different techniques for giving a massage during ‘Mindfulness Moments’

Key Competencies/Vision Principles

Harman is Capable of Participating and Contributing during our massage sessions.  She is respectful of others and Collaborates with the other Learners in our hapu group to make session a positive experience.

Next Learning Steps

Think of other actions that we could include in our hapu massages Share this learning at home

Narrative Assessment - iExperience - 30 May 2016

Learner:  Harman       Learning Coach:   Megan Croll - LH2           Date:  30 May 2016

Learning Area:  iExperience

Learning Observed

This week is Samoan Language week and here in LH2 we have been learning about the art and language from Samoa.  Today Harman and her fellow peers from the Manta Ray hapu group were learning how to sing the first verse to the song ‘Savailivali Means Go for a Walk’. http://1samoana.com/samoanlyrics/traditional/savalivali-means-go-for-a-walk/ Harman and her friends, Datar and Ekamjot, were excited to share their learning with others so I invited them to perform in front of their hapu group at the end of the day.   Harman was a little nervous at first, but soon gained enough confidence to sing along with the other two.

Evidence of learning

https://youtu.be/mP8YatXo_F8

Key Competencies/Vision Principles

Harman enjoys learning new things during iExperience and is Curious about other cultures.  She Collaborated with other Learners in her hapu group to remember (Using Language, Symbols and Text) the words, pronounce them correctly and then perform the song in front of her peers (Participating and Contributing).

Next Learning Steps

Learn another verse in this song Create some actions to go with the words Teach the song to Learners in LH4

Narrative Assessment - iExperience - 30 March 2016

Learner:  Harman                Learning Coach:  Megan Croll           Date:  30 March 2016

Learning Area:  iExperience

Learning Observed

During an iExperience session, Harman and her group were learning about planets in our solar system, how they are in a specific order and that they are different sizes.  She was invited to view the planets on display in LH2 - discussing their names and their order.  Harman was given a set of planets to cut out and to then demonstrate her knowledge by gluing planets in order.   She then chose to colour in the planets.

Evidence of learning

Key Competencies/Vision Principles

Harman was connecting with others in her group when learning about the planets in our solar system.  She was curious and asked questions to help with understanding.  Harman demonstrated managing self to independently cut out the planet shapes and glue them into her book within the time given by her Learning Coach.

Next Learning Steps

Check that she has the planets in the correct order Learn more about planets during iExplore Share this learning with someone

Narrative Assessment - Maths - 25 February 2016

Learner: Harman          Learning Coach: Megan Croll           Date: 25 February 2016

Learning Area: Maths

Learning Observed

Today the Learners were learning to add two numbers together by finding the biggest number.  We tried to work out the problem by imaging the number in our head, then used a number line to check how many jumps we did to find the sum.

Evidence of learning

Harman was able to identify the biggest number.   She then rewrote the problem, put the biggest number first and added on the smaller number.   Harman drew a number line to help solve the problem.

Key Competencies/Vision Principles

Harman is developing her Capabilities in Maths.  She was able to work by herself and use equipment correctly when solving a problem (Managing Self and Thinking).  Harman is able to form her numbers correctly and understands number order (Using Language, Symbols and Text).

Next Learning Steps

Teach this strategy to another Learner Use this strategy to add numbers greater than 20, e.g. 7+22= Share learning with home.