Word Work Narrative Assessment - 17 August 2016

Learner:  Zsofia      Learning Coach: Michelle Lennon - LH2    Date:   17 August 2016

Learning Area:  Literacy - Word Work

NZC Achievement Objective:  Use language features, showing some recognition of their effects.  Indicator:  Spells some high-frequency words correctly and begins to use some common spelling patterns.

Learning Observed

During iDevelop Zsofia has been working on being able to read, write and spell her high frequency words. Zsofia has been reading a range of stories that spark her interests.  From these stories she has been finding the words that appear most often and then spelling them using whiteboards and pipe cleaners. Initially, to spell her high frequency words, Zsofia was having to copy the words from cards, or from her book, however she quickly became confident enough to begin spelling words from memory.

Evidence of learning

Here Zsofia has been practising her spelling and made the words ‘help’, ‘go’, ‘she’, ‘to’, ‘the’.

Key Competencies/Vision Principles

During this learning, Zsofia demonstrated that she was: Connected - actively taking part in learning activities. Capable - understanding that spelling gets easier the more you try. Curious - attempting the spelling of words without aides. Managing Self  - able to use equipment in an appropriate manner.

Next Learning Steps

Notice when letters are backwards and begin self-correcting. Transfer word work and spelling into daily writing. Play games like I-Spy that help identify high frequency words in other texts.

iExperience Narrative Assessment - 10 August 2016

Learner:  Zsofia   Learning Coach: Michelle Lennon - LH2      Date:   10 August 2016

Learning Area:  iExperience

NZC Achievement Objective:  Students will gain knowledge, skills, and experience to understand that people have different roles and responsibilities  as part of their participation in groups.

Learning Observed

As part of our iExperience Zsofia opted in to learn more about the equestrian show jumping at the Olympic Games in Rio. Zsofia has shown that she can work collaboratively with others to help build a show jumping circuit fit for Olympic horses.  Firstly she had to communicate her ideas with other members in the group to ensure there was a range of difficulty levels for the horses.  Zsofia was able to do this with ease and showed great respect for others learner’s opinions. Next Zsofia designed and built a jump to be used within the show jumping circuit.  After this she discussed and negotiated the route that the horse would take in order to complete the circuit within a specified time limit.

Evidence of learning

Here Zsofia is designing a route to be run by the horses in the Olympic show jumping.

Key Competencies/Vision Principles

During this learning, Zsofia demonstrated that she was: Connected - actively taking part in all learning activities. Capable - understanding that Olympic show jumping has specific needs. Collaborative - discussing and negotiating ‘best fit’ jumps and tracks. Managing Self  - able to use equipment in an appropriate manner.

Next Learning Steps

Share your knowledge around equestrian show jumping. Help others to collaborate and build an Olympic event together.

Narrative Assessment - Maths - 4 August 2016

Learner:  Zsofia     Learning Coach: Michelle Lennon - LH2     Date:   4 August 2016

Learning Area:  Maths

NZC Achievement Objective:  Know groupings with five, within ten and with 10.

Learning Observed

During iDevelop Zsofia has been learning to split numbers up to 10 into their additive properties. Zsofia was given the number 4 and was asked to find as many different ways as she could to add up to 4.  Initially she used counters to help her complete this activity, then she was able to mentally find number splits and match them up with cards without the support of materials.

Evidence of learning

Here Zsofia shows that she can split a 4 into a 2 and 2; and a 5  into a 4 and 1.

Key Competencies/Vision Principles

During this learning, Zsofia demonstrated that she was: Connected - actively taking part in learning conversations and activities. Capable - understanding that numbers can be split in many different ways. Collaborative - participating and assisting others in learning activities. Managing Self  - able to use equipment in an appropriate manner.

Next Learning Steps

Teach other groups how to split numbers. Use your number splits as a ‘tidy number’ strategy to solve problems. Begin splitting numbers through subtraction.