Diamante Poem - Giraffes Narrative Poem

Learner:  Marcus      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, long

twitching, eating, kicking

tail, spots, baby, neck

kicking, running, eating

spotty, brown

giraffes

Learning Observed

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

Key Competencies/Vision Principles

During this learning, Marcus demonstrated that he 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.

Machines that Build - iExperience Narrative Assessment

Learner:  Marcus      Learning Coach: M Lennon - LH2      Date:   3 November 2016

Learning Area:  iExperience

NZC Achievement Objective:  Level 1; Technology; Characteristics of Technological Outcomes - Students will understand that technological outcomes are products or systems developed by people and have a physical nature and a functional nature.

Learning Observed

During iExperience Marcus has been learning about machines that build things.  He has been showing his curiosities about the purposes behind different machines and why they were invented. During this iExperience Marcus learned some background about different machines that build things.  His favourites were the machines that picked things up and transported them elsewhere, such as the cranes. After learning about different machines and their purposes, Marcus built his own machine and could explain the reasons behind, and purpose of, this machine. Marcus’ machine had jet packs to make it go faster, it has wheels to make it move from one place to the next, a long hook so it can pick things up and a sturdy base so it doesn’t fall over.

Evidence of learning

Marcus has made a marvellous machine!

Key Competencies/Vision Principles

During this learning, Marcus demonstrated that he was: Connected - actively taking part in learning conversations and activities. Capable - being able to describe the purpose for his machine. Curious - building and rebuilding machines to ensure they are stable enough to carry a load. Managing Self  - using equipment in an appropriate manner.

Next Learning Steps

Keep developing your curiosities about machines and their purposes by building bigger, better machines each time. Discuss your new findings with your peers to help them build stable, load bearing machines.

Chickens - iExperience Narrative Assessment

Learner:  Marcus      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 Marcus has been learning about Chickens and their habitats. Marcus has been a keen participant in learning about the chickens.  He has learned about egg incubation, the care of baby chicks and the needs of chickens as they grow bigger. Shortly after the chicks hatched Marcus was able to have a hold so he knew what they felt like and could describe the chickens accurately. During iDevelop Marcus furthered his curiosity by being able to describe the chicks to others.

Evidence of learning

Marcus thinks that the chicks have very tiny and tickly feet.

Key Competencies/Vision Principles

During this learning, Marcus demonstrated that he 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 hold 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.

Independent Writing Narrative Assessment

Learner:  Marcus      Learning Coach: M Lennon - LH2      Date:   12 October 2016

Learning Area:  iExperience

NZC Achievement Objective:  Speaking, Writing, Presenting;  Students will recognise how to shape texts for a purpose and an audience.

Learning Observed

During iDevelop Marcus has been learning how to write recount stories. Marcus began by talking about his holidays with his peers.  Once he had discussed his holiday he was then able to plan what he would write about. Marcus decided to write about his holiday in Rotorua and Cambridge.  He was able to independently write a recount (a story about something that has happened) about his holiday.  Marcus was given some topic specific words to help him with his writing. Marcus’ writing showed that he was able to use past tense verbs and showed an understanding of editing his work at the end.

Evidence of learning

Marcus writing his story about his weekend. “In the holidays I went to Rotorua and Cambridge.”

Key Competencies/Vision Principles

During this learning, Marcus demonstrated that he was: Connected - actively taking part in learning conversations and activities. Capable - understanding the structure of a recount. Curious - asking questions and seeking help when needed. Thinking  - thinking about his writing and how to make it better.

Next Learning Steps

Keep checking your work for meaning. Begin trying new words by writing the sounds that you can hear.

Writing Narrative Assessment - 2 September 2016

Learner:  Marcus        Learning Coach: M Lennon - LH2      Date: 2 September 2016

Learning Area:  Literacy

NZC Achievement Objective:  Students will acquire and begin to use sources of information, processes, and strategies to identify, form, and express ideas.  Indicator:  has an awareness of the connections between oral, written, and visual language.

Learning Observed

During iDevelop Marcus has been learning that oral, written and visual texts can connect together.  Marcus has done this over the course of a week by reading the pictures, reading the words and listening to the story being read.  The story chosen was Greedy Cat, by Joy Cowley. Firstly Marcus helped his hapu group to predict and tell the story using only the pictures in the book.  Marcus was able to predict with ease and draw appropriate conclusions. Next he listened to the story being read to him and was showing his understanding by following along. After this Marcus was able to read the story aloud, showing his understanding of what he had read. Marcus showed his understanding of connecting the text orally, visually and in writing through his follow up activity where he drew a picture of Greedy Cat, wrote a sentence of what he thought Greedy Cat would eat out of his shopping bag and then shared his version of the story with others.

Evidence of learning

Marcus’ Greedy Cat picture.

Key Competencies/Vision Principles

During this learning, Marcus demonstrated that he was: Connected - actively taking part in learning conversations and activities. Capable - understanding that a text can be read in many different ways. Participating and Contributing - giving everything a try with a positive attitude. Managing Self  - able to use equipment in an appropriate manner.

Next Learning Steps

Teach others how to read a book in different ways. Continue to predict stories, read the pictures and discuss your conclusions with others.

Narrative Assessment - Maths 4 August 2016

Learner:  Marcus     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 Marcus has been learning to split numbers up to 10 into their additive properties. Marcus was given the number 7 and was asked to find as many different ways as he could to add up to 7.  Initially he used counters to help him complete this activity, then he was able to mentally find number splits and match them up with cards without the support of materials.

Evidence of learning

Here Marcus shows that he can split a 7 into a 2 and a 5; and a 6  into a 1 and a 5.

Key Competencies/Vision Principles

During this learning, Marcus demonstrated that he 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.