iExperience Narrative Assessment - Production

Zsofia and Maths

Learner: Zsofia

Date: 3.04.17

Learning Area: LH1

Learning Coach: Priscilla Lavakula

NZ Curriculum Achievement Objectives

Use simple additive strategies with whole numbers and fraction
Know forward and backward counting sequences with whole numbers to at least 1000

Know the basic addition and subtraction facts
Know how many ones, tens and hundreds are in whole numbers to at least 1000

Learning Observed:

In maths we have been learning to solve number problems by adding and subtracting tens and ones that do not involve the ones regrouping the tens. Our group have been learning to read number problems carefully, identify the three most important parts of the problem that is going to help us solve it and trying to come up with an equation whether it be addition, subtraction, multiplication and division or more than one operation. Zsofia has been learning to identify place value of tens and ones in numbers up to 100.

Key Competencies/ Vision Principles:

Zsofia is collaborative when working with other learners and sharing her ideas in small group discussions. She is being curious when learning new ideas and listening to others share their ideas. Zsofia is connected when being engaged and focus and capable by solving these problems.

Next Learning Steps:

Continue working in your Mathletics

Continue practicing to identify tens and ones in numbers up to 100

Diamante Poem - Giraffes - Narrative Assessment

Learner:  Zsofia      Learning Coach: M Lennon - LH2      Date:   23 November 2016

Learning Area:  Literacy - Poems

NZC Achievement Objective:  English; Speaking, Writing, Presenting:  Acquire and begin to use sources of information, processes, and strategies to identify, form, and express ideas.

Giraffes

giraffes

tall, slow

eating, walking, licking

neck, spots, tail, horns

running, licking, drinking

spotty, long

Giraffes

Learning Observed

Zsofia has been learning to write Diamante Poems themed around her recent visit to Auckland Zoo. Firstly, Zsofia had to brainstorm different nouns, adjectives and verbs about giraffes.  Then she had to choose which ones she would use to make her poem make sense. Zsofia was given a template structure to follow, which listed the order in which her nouns, adjectives and verbs needed to be.  She was able to follow the structure independently to produce the above poem.

Key Competencies/Vision Principles

During this learning, Zsofia demonstrated that she was: Connected - actively taking part in learning conversations and activities. Capable - understanding the different parts of speech have different purposes. Curious - asking questions and seeking new vocabulary. Thinking  - able to brainstorm and find words relevant to the topic.

Next Learning Steps

Teach others how to write a diamante poem. Begin thinking about opposite words for an antonym diamante poem.

Get Set Go! - iExperience Narrative Assessment

Learner:  Zsofia      Learning Coach: M Lennon - LH2      Date:   17 November 2016

Learning Area:  iExperience

NZC Achievement Objective:  Health & Physical Education; Movement skills; Science and technology -  Students will develop a wide range of movement skills, using a variety of equipment and play environments.

Learning Observed

During iExperience Zsofia has been participating in the Get-Set-Go programme. In Get-Set-Go Zsofia has been learning to balance using different parts of her body, and to move around while balancing something on her head.  Zsofia was able to confidently balance and move around with ease. After her balancing session Zsofia began learning skills in throwing and catching.  She actively participated in a range of games that saw her throwing and catching, firstly, a soft toy, then a tennis ball to a partner.

Evidence of learning

Here you can see Zsofia with her Hapu group in a range of Get-Set-Go activities.

Key Competencies/Vision Principles

During this learning, Zsofia demonstrated that she was: Connected - actively taking part in all games and activities. Capable - understanding that you need to point and aim before you throw. Curious - asking questions about why throws went in the wrong direction. Managing Self  - able to use equipment appropriately.

Next Learning Steps

Keep asking for advice when you’re throwing doesn’t go straight. Remember to make a basket out of your hands when someone is throwing a ball for you to catch.

Chickens - iExperience Narrative Assessment

Learner:  Zsofia      Learning Coach: M Lennon - LH2      Date:   14 October 2016

Learning Area:  iExperience

NZC Achievement Objective:  Science; Living World; Ecology  Recognise that living things are suited to their particular habitat.

Learning Observed

During iExperience Zsofia has been learning about Chickens and their habitats. Zsofia has been a keen participant in learning about the chickens.  She has learned about egg incubation, the care of baby chicks and the needs of chickens as they grow bigger. Shortly after the chicks hatched Zsofia was able to touch the chick so she knew what they felt like and could describe the chickens accurately. During iDevelop Zsofia furthered her curiosity by being able to describe the chicks to others.

Evidence of learning

Zsofia was a little nervous to hold the chick so she opted to pat it instead.

Key Competencies/Vision Principles

During this learning, Zsofia demonstrated that she was: Connected - actively taking part in learning conversations and activities. Capable - understanding that chickens have different needs. Curious - asking questions about the needs of chickens. Managing Self  - able to carefully touch a baby chick without scaring it.

Next Learning Steps

Keep sparking your curiosity about chickens by asking lots of questions. Look at the future needs of chickens and what we can do to ensure their comfort.

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.

Narrative Assessment - iExplore - 1 July 2016

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

Learning Area:  iExplore

Learning Observed

Today Zsofia joined in with some of the Learners in LH2 to use the magnetic shape pieces to create a variety of designs.  Zsofia was quite happy to work by herself and was interested to see what she could make, how the magnets worked and which shapes would fit together.   Zsofia used her imagination to create some glasses, a phone and a book.   She was proud of her houses and boat on the water that included a shape within a shape.

Evidence of learning

Key Competencies/Vision Principles

Zsofia was Curious about the magnetic shapes and what she could create with them.  She was Capable of spending some considerable time to develop her ideas and made Connections to real-life objects, reflecting on her progress and trying to improve the quality of her work.   At the end of iExplore, Zsofia was able to put away all the materials that she had used (Managing Self).

Next Learning Steps

Extend on these designs to create something which is more challenging Collaborate with another Learner to create a piece together Use the other building materials in LH2 to add to her designs

Narrative Assessment - Reading - 16 June 2016

Learner:  Zsofia           Learning Coach: Megan Croll                     Date: 16 June 2016

Learning Area: Literacy - Reading

Learning Observed

Today Zsofia completed a PM Benchmark Reading Assessment with me and read a Yellow Level 8 text.  She read with a natural rhythm most of the time and occasionally used her finger to point to each word.  Zsofia answered all five comprehension questions accurately.

Evidence of learning

Zsofia scored 97% on word accuracy and 5/5 for comprehension.  She used the pictures to help make sense of the story and tried to use her letter sounds to decode unfamiliar words, e.g. garden.

Key Competencies/Vision Principles

Zsofia is developing her Capabilities in Reading and is Thinking about what she is reading to ensure that it all makes sense.  She is good at recognising many high frequency words (Using Language, Symbols and Text) and tries to Connect what she is reading to her own life experiences.

Next Learning Steps

Stop using a finger to point to each word Look carefully at unfamiliar words and reread when it doesn’t make sense Read a variety of texts types at home and school