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.

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 - Literacy - 30 July 2015

Learner: Marcus        Learning Coach: Miriam Kamsteeg        Date: 30 July 2015

Learning Area: Literacy - Writing

Learning Observed

Today I was working with Marcus during Writing time. Marcus decided that he wanted to say “I am going to the beach”. He was able to find “I am” on the table tent card. Then he wanted to write “going”.He said “o”. I said, “yes but what comes right at the start? g g g” and another child yelled, “g” so Marcus wrote down g. He then wrote down the rest of the words and sounded out beach and recorded that down too.

Evidence of learning

Marcus is starting to write down many sounds in his writing. I wonder if he is practising this at home?

Key Competencies/Vision Principles

Marcus is developing his Capabilities in Writing. He is starting to be able to record down words and letters independently (Managing Self). Marcus had decided what he wanted to write about before he started (Thinking). He is beginning to write stories (Using Language, Symbols and Texts).

Next Learning Steps

Developing his confidence in writing Continue to use the table tent to find words/ sounds Continue to explicitly teach sounding out words Share learning with home.

Term 2 - Literacy Narrative Assessment

Learner: Marcus         Learning Coach: Abby Morgan                          Date: 22 April 2015

Learning Area: Literacy

Learning Observed

As I worked alongside Marcus today I asked him to identify different common body parts on a picture. He was able to correctly identify 10 of the 12 parts asked for. Marcus was unsure of the correct name for the shoulder and little finger. We then discussed opposites - he was able to correctly tell me the opposites to big, slow, hard and quiet. Marcus is also able to name more than 7 animals when asked which includes a range of domestic and exotic animals. Marcus is developing his understanding of providing prepositions of objects when asked and is working towards understanding correct use of tenses. The Video below illustrates Marcus’s oral language skills.

Evidence of learning

Click this link to view the YouTube Video - Marcus Oral Language Sample

Key Competencies/Vision Principles

While I was working alongside Marcus he demonstrated his ability to Manage Self and used Thinking skills to answer questions. He was displaying Managing Self through showing his capable nature. Marcus is willing to try new learning and will apply himself to a task. Thinking skills were demonstrated in the manner he was able to mentally retrieve the answers and his willingness to give informed answers when he was unsure.

Next Learning Steps

Extend his understanding of tenses and what these mean Introduce and develop his ability to use the correct tenses for words Develop his ability to correctly use negatives - isn’t and won’t

Learner: Marcus Franklin    Learning Coach: Miriam Kamsteeg       Date: 12 March 2015

Learning Area: Literacy - Writing

Learning Observed

Marcus was writing with me today. He decided to write about yesterday’s iExperience which was blowing bubbles. Marcus wanted to say “I am blowing bubbles”. He was able to write “I” by himself. Then he asked how do i write “am”? I reminded him that he wrote “am” yesterday and pointed to the word. He then copied it across to his story for today. Then he asked how do I write “blowing”? I said, “b..b...b…” He said, “butterfly”. So he copied down “b”. Then he ask how to I write “bubbles”? I said, “b...b..b… bubbles”. He said that he didn’t know. I said, “b b b blowing, b b b bubbles.” He said, “Is it the same?” I said, “yes”. Then he wrote down, “b”.

Evidence of learning

Marcus knew how to write “I”. I wonder what other words he can write by himself?

Key Competencies/Vision Principles

Marcus scored 37/54 on the Letter Identification Assessment and 5 years 3 months on the Oral Language Assessment. He is working on developing his Capabilities in choosing what letters to write down for what sounds (Thinking). Marcus was able to draw his brainstorm picture by himself (Managing Self). He is starting to use correct letter formation (Using Language, Symbols and Text).

Next Learning Steps

Basic Sight word assessment Sound to letter assessment Share his story with home