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