Narrative Assessment

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 - Physical Education - 7 April 2016

Learner:  Marcus                  Learning Coach:  Megan Croll                  Date:  7 April 2016

Learning Area:  Physical Education

Learning Observed

Today I supported the Learners in LH2 to play a game of Octopus in their PE rotation.  Marcus enjoys being active and was keen to be one of the ‘sharks’ (taggers) in the game.   He demonstrate an ability to focus on who he wanted to tag and was quick to change direction, when needed.

Evidence of learning

Marcus tried really hard to catch as many runners as he could so that they could join him and become ‘sharks’.

Key Competencies/Vision Principles

Marcus is developing his capabilities in Physical Education.  He was able to follow a set of instructions and collaborated to work together as a team (Relating to Others) with other taggers.  Marcus was eager to participate, was observant of the space around him and played fairly, without being too rough with the younger learners from LH4 (Participating and Contributing).

Next Learning Steps

Show this enthusiasm in all Physical Education activities Continue to encourage other Learners to join in Support other Learners this game in future

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