Zoo Narrative Assessment

Get Set Go Narrative Assessment

Learner: Evie               Learning Coach: T Morgan                Date: 27th October 2016

Learning Area: iExperience - Physical Education/Health

Learning Observed

Today we had Get Set Go, a sports programme, come to our school. Coach Cameron taught us a whole lot of new games like walk the plank - where we had to walk along the lines on the court and there were two pirates with noodle swords who would tag us, and red light-green light- where different colours meant we had to do different things to try and make our way to the end of the court. It was so much fun!

Evidence of learning

Get Set Go Movie We are learning to move and balance in all different ways. Watch me play red light-green light!

Key Competencies/Vision Principles

I am developing my Capabilities in Physical Education. I was able remember and tell Coach Cameron what the 3 rules were 1) when Coach Cameron is talking, we are listening, 2) when the whistle blows we freeze, and 3) we must have fun! (Managing Self). I took turns at being the “police officer” that checked for people who were moving when they should be frozen, offering my second turn to someone who hadn’t already had a turn (Relating to Others). I had fun learning all the games Coach Cameron taught us and especially playing them (Participating and Contributing).

Next Learning Steps

Always have my hat at school to wear for iBreaks and Get Set Go. Play the game with your peers Think of one way we could change this game (maybe one colour we could add with an action).

Evie & the Baby Chicks Narrative Assessment

Evie goes for Gold!

Howick Historical Village Narrative Assessment

iExplore - Gymnastics/Maori Narrative Assessment

Learner: Evie                 Learning Coach: Talia Morgan        Date: 10th August 2016

Learning Area: iExplore - gymnastics/ Te Reo

Learning Observed

During iExperience we have been exploring different Olympic sports. Evie and some of her peers were particularly interested in rhythmic gymnastics so they started exploring it in the morning. They were practising with balls, ribbons and hula hoops. They used their iExplore time to get better and better and performed how to be “Capable Movers” in Hui using their rhythmic gymnastics. Evie represented New Zealand and came dressed in her Maori outfit.

Evidence of learning

Key Competencies/Vision Principles

Evie is developing her Capabilities in Rhythmic Gymnastics. She was able to Collaborate with her peers to create a mini gymnastics performance to present at hui. Evie took something she enjoyed learning about in iExperience and started exploring it further in iExplore, extending her own learning (Managing Self, Participating and Contributing). Evie and her peers were Thinking about what moves they could do with the different props and how they could combine them all together (Relating to Others). Evie represented New Zealand by wearing her Maori outfit, showing her Connections to her Maori roots.

Next Learning Steps

As an individual, create a routine utilising at least one of the props of your choice. Continue to develop and continue iExperience through into their iExplore. Endless opportunities for developing learning. Share learning with home.

Writing Narrative Assessment

Learner: Evie                 Learning Coach: Talia Morgan        Date: 9th August 2016

Learning Area: iDevelop - Writing

Learning Observed

Evie was very engaged and focused with her writing today. She was determined to finish her story about the Olympic games and was very proud of her effort when she had finished. Evie wrote a page long story about the Olympic games beginning and how she wonders what it would feel like to win a gold medal.

Evidence of learning

Evie has been writing a detailed story about the Olympics. I wonder what sport Evie would compete in?

Key Competencies/Vision Principles

Evie is developing her Capabilities in writing. She was able to sit down by herself and independently write a story about the olympics (Managing Self). Evie sounded out and wrote all unfamiliar words without any support and wrote most high frequency words correctly (Using Language, Symbols and Text). She was engaged in the lesson modelling how to write a creative story like this and was asking a lot of relevant questions that supported both hers and her peers learning (Participating and Contributing). Evie was Thinking about what to write and how to express herself in her story and she did a really good job of putting in her thoughts, feelings and wonderings like she was required to.

Next Learning Steps

Expand sentences to use some compound and some complex sentences. Take note of make changes according to Learning Coach editing suggestions to develop your writing and for future writing. Write on every second line to allow for Learning Coach editing suggestions. Share learning with home.

Narrative Assessment - Mathematics - 7 July 2016

Learner:  Evie         Learning Coach:   Megan Croll - LH2                Date:  7 July  2016

Learning Area:  Mathematics

Learning Observed

Today Evie and her maths group were learning to add three numbers together with Mrs Hooker.  They did this by rolling three dice, then using the best strategy to add the three numbers together - either by first adding two numbers together to make ten, or by using their known basic facts to first add two numbers, then the remaining number. Evie was eager to identify the numbers and use her basic fact knowledge to calculate the answer.

Evidence of learning

Evie carefully calculated the answer in her head And waited patiently waited her turn to share her answer

Key Competencies/Vision Principles

Evie Connected this game with prior knowledge by Thinking about and recalling the basic facts to solve the problems.  She was Capable of waiting for her turn (Managing Self) to share her answer; allowing others time to think and come up with their own answers. Evie is able to identify numbers and uses a clear voice to share her ideas (Using Language, Symbols and Text).

Next Learning Steps

Teach this game to another Learner Share the way that she can solve number problems with another Learner Learn more addition strategies to support solving problems with larger numbers

Evie is Blown Away!

18th May 2016 Narrative Assessment - B.I.N.G.O! and BINGO was his name-O!

Narrative Assessment - Reading - 2 March 2016

Learner:  Evie                 Learning Coach:   Megan Croll                    Date: 2 March 2016

Learning Area:   Reading

Learning Observed

Evie has been reading with confidence and fluency over the past three weeks.  She has been able to talk about what she has read and answer both literal and inferential questions.   Evie appears to enjoy reading and likes to help others decode tricky words.   I felt that Evie was ready for a reading test (Running Record), to see if ‘Green’ levelled books would be more suitable for guided reading.

Evidence of learning

http://www.fotobabble.com/m/SDI4YXdsQ0RQdjA9 Evie read an unseen text titled “The Best Runner “.   She scored 92% accuracy with 13 errors and 1 self correction.  Click on the above link to hear how well Evie is reading, or scroll down to the bottom of this post and click on the ‘play’ arrow.

Key Competencies/Vision Principles

Evie used her knowledge of letter sounds to sound out unknown words (Using Language, Symbols and Text).  She had to stop and think when the meaning of the story was not clear.  Evie demonstrated a capability to use decoding strategies when faced with challenging parts of an unfamiliar text.

Next Learning Steps

Think about what she is reading and reread when the meaning doesn’t make sense Understand the sound for vowel blends, e.g. ‘ee’, ‘ea’  and ‘oa’ Regularly ‘read to’ and ‘read with’ at home

Narrative Assessment - Mathematics - 16 Feb 2016

Evie's Writing Narrative

Learner: Evie                 Learning Coach: Mr Dyer                       Date: Week 3 - Term 1

Learning Area: Writing

Learning Observed

We have hit the ground running and are already challenging ourselves to identify what makes writing effective and how we can capture this learning in our own writing. We have identified that our best writing comes from the heart and involves sharing our thoughts, wonderings and feelings about a particular subject. We have also begun exploring ‘Show’ not ‘Tell’ to develop imagery and depth in our writing, along with writing about our sensory responses to daily events. Finally, through selecting elements of Who, What, Why, When, Where and How, we can focus on different elements of our writing in more detail. Evie has begun to use some of the above writing techniques to make their writing #Oresome! She has the opportunity to write every day, and is involved in our author’s circles where they can seek advice and share their writing with myself and other learners. They are also invited to respond to areas for development at various stages of the writing process. It will be exciting to see how their writing develops over the course of the year starting from the example below which was one of their first pieces of independent writing.    On a Friday, Evie contributes to our group blog. We share our thoughts, wonderings and feelings about the previous week and collaborate with the other writing groups before posting on our habitat blog. Be sure to check out these blogs when you can.

Evidence of learning

This was Evie’s first effort at writing this year. It will be exciting to see how she progresses as the year goes on.

Key Competencies/Vision Principles

Thinking - Making sense of information, experiences and ideas. Using language, symbols, and texts - Making sense of words, numbers and images. Managing self - knowing when to lead, when to follow and when to act independently. Relating to others - Interacting effectively in a range of contexts. Participating and contributing - Being actively involved in school and the community Curious Collaborative Connected Capable Evie has begun to show her capabilities in writing even at this early stage of the year. We are connecting with events from our lives to make writing real to us. We are doing a range of independent writing and more collaborative pieces.

Next Learning Steps

Evie should continue to write from the heart and visit the Author’s circle for regular input into her writing. She is encouraged to share their writing with family members and also with other audiences at school and home.This will give her a chance to receive authentic feedback that can be used to make their next piece of writing even better.