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.

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.

Narrative Assessment - Maths - 10 May 2016

Learner:  Marcus         Learning Coach:   Megan Croll               Date:   10 May 2016

Learning Area:   Maths

Learning Observed

Marcus have been working on his number knowledge in Stage 4 which includes counting forwards and backwards to 100 in 2s, 5s and 10.   He has also been learning about place value for ones, tens and hundreds. We start most maths sessions with a number game and I was excited to see that Marcus and his friends were independently playing ‘Guess My Number’, one of the games that I had taught them.

Evidence of learning

Marcus was keeping his friends guessing his three digit number.   They had to correctly guess the number in the ones, tens and hundreds columns.

Key Competencies/Vision Principles

Marcus was collaborating with others to learn through this maths game.  He was enthusiastic and motivated to be the one that knew the number.   Marcus was able to relate to others by listening and respecting their suggestions, even when they were wrong.  He was managing self  by organising the equipment and space for the game; as well as making sure that all the Learners had a turn at guessing.

Next Learning Steps

Teach the game to some other Learners Include the ‘thousands’ place value column Play the game at home

Narrative Assessment - Maths - 25 February 2016

Learner: Marcus           Learning Coach: Megan Croll            Date: 25 February 2016

Learning Area: Maths

Learning Observed

Today the Learners were learning to add two numbers together by finding the biggest number.  We tried to work out the problem by imaging the number in our head, then used a number line to check how many jumps we did to find the sum.

Evidence of learning

Marcus was able to identify the biggest number.   He then tried to solve the problem by writing the biggest number (15) on a number line, then add on the smaller number (6).  Marcus required support to complete the problem.

Key Competencies/Vision Principles

Marcus is developing his Capabilities in Maths.  With some support, he iss able to work by himself and use equipment correctly when solving a problem (Managing Self and Thinking).  Marcus is able to form her numbers correctly and understands number order up to 20 (Using Language, Symbols and Text).

Next Learning Steps

Draw and use a number line correctly Use this strategy to add numbers greater than 20, e.g. 7+22= Share learning with home.

Narrative Assessment - Developmental - 23 February 2016

Learner:  Marcus             Learning Coach: Megan Croll               Date: 23 February 2016

Learning Area:  Developmental

Learning Observed

Today during our ‘Developmental’ session, Marcus and two other learners were working together to construct a building with the Duplo blocks.  As the building took shape, they talked about what they wanted to put where, as well as how the ‘people’ would be using the building.   There was discussion about where to put the door and how high the ‘tower’ should be.

Evidence of learning

Marcus, Keiran and Shokrullah were very pleased with the finished result of their building.

Key Competencies/Vision Principles

Marcus participated and contributed with others to design and create this building (Thinking).  He demonstrated capability when problems arose, e.g. blocks didn’t fit properly, another learner had already finished a part that he was going to do (Managing Self).

Next Learning Steps

Talk about a plan with others before beginning to build Consider using colour patterns with the blocks

We Built This City!

Learner:  Marcus       Learning Coach: Luisa Maloni    Date: 7th May , 2015

Learning Area: iExplore: We Built This City

Learning Observed

Due to the high interest in building structures out of the magnetic shapes, we have embarked upon an iExplore learning adventure designing and constructing a city out of cardboard. Marcus has been working in a focussed and independent way throughout this project using his design sheet to inform his next steps. Marcus was able to talk about his structure and say what it was for as well as processes he has used in constructing his building. See video below.

Evidence of learning

Marcus can problem solve to meet the needs of his building as well as refer to his own design to inform his process for building. I wonder if Marcus likes to construct things at home?

Key Competencies/Vision Principles

Marcus shows that he uses his Curiosity, creativity, problem solving and Thinking skills to trial his ideas with the materials he has available and to describe the purpose of his building. Marcus demonstrates his Capabilities in Technology- constructing a building that meets a particular purpose as well as in persevering - working steadily and independently towards his own goals (Managing Self).

Next Learning Steps

Develop his vocabulary to include 3-D shapes he will use e.g. cube, cylinder, cone as well as architectural terms e.g. tower Further develop his construction processes to be able to construct simple 3-D shapes e.g. cube

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