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

Butterfly

The Female adult butterfly laser a small egg It lays a egg on the under side of a leaf When the caterpillar eat the Shell It gets energy From eating the big Big Shell it Looks for milkweed plants It looks for more Milkweed plant

Narrative: Marcus' Writing

Learner: Marcus
Area:Writing Level 2
Date: 04.06.18 
In Writing, we have been learning to plan our writing carefully and build sentences into paragraphs. We know that paragraphs have one main idea and the following sentences add more detail or ideas to the main idea and previous sentences. Our hapu have been writing about our experiences at Swimming.

Marcus is able to write simple sentences. He has been learning to add more detail and ideas into her writing and build sentences into paragraphs. 
He is developing his curiosity by asking questions and is slowly making connections by using ideas discussed in a larger group. Marcus is beginning to think carefully about her ideas and the audience she is writing for.

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

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.

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