Narrative Assessment: Marcus and a Kiwi Summer Holiday

Learner: Marcus
Date: 12.12.18 
Social Sciences Level 1, Understand how places in New Zealand are significant for individuals and groups

In iExplore, groups are learning about different places in New Zealand and how significant they are. Each group is designing a Summer Holiday for a family that includes: accomodation, activities and other interesting facts about these places.

Marcus is working collaboratively within his group to design their holidays. He is curious and uses devices to find answers to the questions he has. Marcus uses what he knows to make connections in his learning and developing his capabilities in all areas.

Key Competencies: Managing Self Thinking Relating to others Participating and Contributing and through the use of digital tools - using language, symbols and texts 

Next Steps: 

Continue developing your designing capabilities

Narrative Assessment: Marcus and Writing

Learner: Marcus
Area:Writing Level 2
Date: 31.10.18 
In Writing, we have been recounting our experiences. A recount is retelling a learner's experience from their own point of view. We have been learning to add in detail by using adjectives, verbs, feelings and emotions in our writing. Our hapu have been working hard to include at least three different words to paint a better picture for our audience.

Marcus is beginning to build simple sentences into paragraphs. He has been learning to add more detail and ideas into his writing. Marcus is beginning to show this by using examples of describing words, action words and feeling words in his writing.
He develops his curiosity by asking questions and is slowly making connections by using ideas discussed in a larger group. Marcus collaborates with others by sharing his ideas during hapu discussions. He is able to write for a purpose and is beginning to consider the audience in his writing.

Key Competencies: Managing Self Thinking Relating to others Participating and Contributing and through the use of digital tools - using language, symbols and texts 

Next Steps: 
Continue using detailed ideas in your writing
Reflect on your learning and think of how you can improve
Keep practising your writing at home

Narrative Assessment: Marcus and Ancient Egypt

Learner: Marcus
Date: 20.09.18 
Social Studies Level 2
Understand how places influence people and people influences places

During iExperience, Mr Morrow taught the learners about Ancient Egypt. In particular, he focused on pyramids, how and why they were built. They also learned about what was inside pyramids and why they were so important to the Egyptian people at the time.

In this activity Marcus is learning to discover new cultures and why people did what they did during this era. He shows he is capable by listening carefully to instructions and thinking about his ideas. Marcus has been developing his curiosity by listening carefully during discussions and ask questions that he is curious about. He is able to make connections by using what he learned previously with Mr Morrow during iExperience. 

Key Competencies: Managing Self Thinking Relating to others Participating and Contributing and through the use of digital tools - using language, symbols and texts 

Next Steps: 

Continue developing your curiosity around other cultures

Continue asking questions when you are unsure

Share your learning with someone else

Narrative: Marcus and Maths

Learner: Marcus
Area: Maths Level 2
Date: 20.08.18 
In Maths, we have been learning about Fractions. We know that fractions are a part or piece of a whole. We have been learning to identify fractions of shapes and numbers. When trying to solve fractions of numbers, we have been using materials and the strategy of equal sharing.

Marcus is developing his capabilities by solving fraction problems by sharing materials into groups, in this case counters. He works collaboratively and listens carefully to others share their ideas. Marcus thinks about his ideas and is beginning to use addition and subtraction facts to help him solve basic fraction problems. He is beginning to make connections by using his basic facts knowledge to help him solve number problems. 

Key Competencies: Managing Self Thinking Relating to others Participating and Contributing and through the use of digital tools - using language, symbols and texts 

Next Steps: 
Continue developing your curiosity and connected skills. 
Continue to practice your knowledge using Mathletics.
Keep practising your basic facts knowledge to 10.

Narrative: Marcus at Swimming

Learner: Marcus
Date: 24.06.18 
Area: Health and Education Level 2
Regular Physical Activity - Experience creative, regular, and enjoyable physical activities and describe the benefits to well-being.

In swimming, group three have been learning to develop their capabilities in freestyle and backstroke. They've also been learning to glide on their sides and swim confidently in the water. They also a yellow flutterboard to help develop their capabilities.

Marcus has been developing his capabilities in swimming. He is still learning to use freestyle and backstroke confidently and correctly in the water. He is developing his curiosity by listening carefully to the instructor and observing the other learners in his group. Marcus is making connections by using what he has learned outside of school. Marcus collaborates with others in the pool by taking turns.

Key Competencies: Managing Self Thinking Relating to others Participating and Contributing and through the use of digital tools - using language, symbols and texts 

Next Steps: 
Continue developing your capabilities in swimming
Use the same attitude in swimming inside the habitat

Maths: Place Value

Learner: Marcus
Area: Maths Level 2
Date: 20.03.18 
In Maths, the Spheres group have been learning about place value of two and three digit numbers. For knowledge, they have been using materials to make numbers up to 100. They have been learning to add and subtract tens.

Marcus has been developing his skills by collaborating with other learners. He shows being capable by using materials to help him and is beginning to share his thinking with others in his group. Marcus uses his curiosity to ask questions and make connections with his prior knowledge to further his understanding.

Key Competencies: Managing Self Thinking Relating to others Participating and Contributing and through the use of digital tools - using language, symbols and texts 

Next Steps: 
Continue developing your curiosity and connected skills. 
Continue to practice your knowledge using Mathletics.

Art: Sketching

Learner: Marcus 
Learning Coach: P.L
Area: Art - Visual Arts Level 2 
Date: 20.02.18 

In Art, some of the learners have been learning about drawing from their own perspective and what they can see. The learners chose a specific place inside the playground and had to sketch what they saw. We were practising sketching with different lines and looking at different shapes as well as shading. It was not an easy task but learners did try their best. 

Marcus was practicing his capability by trying hard to draw from his point of view and what he saw. He showed curiosity by looking for the best place that suited him in the playground. Marcus was able to work collaboratively with others by sharing space helping others if asked. He is beginning to make connections and use techniques already learned to help him with his learning. 

Key Competencies: Managing Self Thinking Relating to others Participating and Contributing and through the use of digital tools - using language, symbols and texts 

Next Steps: Practice sketching Practice shading Continue to look at objects from your point of view and interpret what you see

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.

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.

iExplore Narrative Assessment - 8 August 2016

Learner:  Marcus   Learning Coach: Michelle Lennon - LH2      Date:   8 August 2016

Learning Area:  iExplore

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 iExplore Marcus has been collaboratively building an Olympic village over a three day period. On the first day Marcus worked primarily on his own using the blocks to build a BMX arena for the Olympic village.  The next day Marcus began working with others to build new buildings by participating in discussions and ensuring a vast range of building were being made. On the last day of building Marcus was a key member in the building team, ensuring that all the buildings created by his peers were linked together with pathways so the ‘athletes’ could walk around the village comfortable.  It was great to see Marcus encouraging others during this collaborative activity.

Evidence of learning

Marcus is actively involved in making a BMX arena for the Olympic village.

Key Competencies/Vision Principles

During this learning, Marcus demonstrated that he was: Connected - actively taking part in all learning activities. Capable - understanding that an Olympic village needs various buildings. Collaborative - discussing and negotiating with others. Managing Self  - able to use equipment in an appropriate manner.

Next Learning Steps

Share your knowledge about Olympic village needs. Help others to collaborate and build things together.