Loose Parts Playground - Narrative Assessment

Learner:  Sanad      Learning Coach: M Lennon - LH2      Date:   1 December 2016

Learning Area:  iExplore

NZC Achievement Objective:  Characteristics of Technology:  Students will understand that technology is purposeful intervention through design.

Learning Observed

In iExplore Sanad has been playing in our loose parts playground.  He has been developing his curiosities in building new things.  In order to build his  two storey fort Sanad spent time collaborating with others to ensure that everyone was happy with the outcome.  Throughout this task Sanad showed his competency in connecting with others while actively participating in the activity. While collaborating with others about design, Sanad showed leadership skills in the way that he ensured no one was left out and everyone got to have their say in how the fort was built.

Evidence of learning

Sanad collaborating with others in building the fort.

Next Learning Steps

Continue with collaborative play, creating building and improving.

Get Set Go! - iExperience Narrative Assessment

Learner:  Sanad      Learning Coach: M Lennon - LH2      Date:   17 November 2016

Learning Area:  iExperience

NZC Achievement Objective:  Health & Physical Education; Movement skills; Science and technology -  Students will develop a wide range of movement skills, using a variety of equipment and play environments.

Learning Observed

During iExperience Sanad has been participating in the Get-Set-Go programme. In Get-Set-Go Sanad has been learning to balance using different parts of his body, and to move around while balancing something on his head.  Sanad was able to confidently balance and move around with ease. After his balancing session Sanad began learning skills in throwing and catching.  He actively participated in a range of games that saw him throwing and catching, firstly, a soft toy, then a tennis ball to a partner.

Evidence of learning

Here you can see Sanad with his Hapu group in a range of Get-Set-Go activities.

Key Competencies/Vision Principles

During this learning, Sanad demonstrated that he was: Connected - actively taking part in all games and activities. Capable - understanding that you need to point and aim before you throw. Curious - asking questions about why throws went in the wrong direction. Managing Self  - able to use equipment appropriately.

Next Learning Steps

Keep asking for advice when you’re throwing doesn’t go straight. Remember to make a basket out of your hands when someone is throwing a ball for you to catch.

Diamante Poem - Monkeys Narrative Assessment

Learner:  Sanad      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.

Monkeys

monkeys

brown, funny

eating, hanging, peeling

tail, feet, apes, arms

monkeys

Learning Observed

Sanad has been learning to write Diamante Poems themed around zoo animals. Firstly, Sanad had to brainstorm different nouns, adjectives and verbs about monkeys.  Then he had to choose which ones he would use to make his poem make sense. Sanad 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, Sanad 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.

Writing Narrative Assessment - 2 September 2016

Learner:  Sanad        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 Sanad has been learning that oral, written and visual texts can connect together.  Sanad 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 Sanad helped his hapu group to predict and tell the story using only the pictures in the book.  Sanad 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 Sanad was able to read the story aloud, showing his understanding of what he had read. Sanad showed his complete 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

Sanad’s Greedy Cat picture.

Key Competencies/Vision Principles

During this learning, Sanad 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.

Sanad wins Gold

iExplore Narrative Assessment - 8 August 2016

Learner:  Sanad   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 Sanad has been collaboratively building an Olympic village over a three day period. On the first day Sanad worked primarily on his own using the blocks to build a pool house for the Olympic village.  The next day Sanad began working with others to build more houses by participating in discussions and ensuring a vast range of building were being made. On the last day of building Sanad 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 Sanad encouraging others during this collaborative activity.

Evidence of learning

Sanad is actively involved in making a pool house for the Olympic village.

Key Competencies/Vision Principles

During this learning, Sanad 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 - 4 August 2016

Learner:  Sanad     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 Sanad has been learning to split numbers up to 10 into their additive properties. Sanad was given the number 9 and was asked to find as many different ways as he could to add up to 9.  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 Sanad shows that he can split a 9 into a 4 and a 5; and a 4  into a 1 and a 3.

Key Competencies/Vision Principles

During this learning, Sanad 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.

Narrative Assessment - 17 June 2016

Learner:  Sanad        Learning Coach:   Megan Croll - LH2                Date:   17 June 2016

Learning Area:  iParticipate

Learning Observed

Today all the Learners and Educators at Ormiston Primary School were invited to wear their pyjamas and crazy hair to school as a result of reaching the halfway mark in the fish tank with #Oresome tickets.  Sanad arrived at school with a huge smile on his face - along with a moustache!   He was keen to show off his pyjamas and joined in with the fun activities and learning for the day. Sanad has received many #Oresome tickets throughout the term to acknowledge his positive behaviour in learning and play.   Thanks for helping us to get our fish tank to halfway Sanad!

Evidence of learning

Key Competencies/Vision Principles

Sanad has had a successful term with positive behaviour both inside and outside of LH2.  He is Capable of managing his behaviour most of the time and quickly learns to correct his behaviour when necessary.   Sanad enjoys opportunities to learn Collaboratively with his peers and enthusiastically Participated in this special day.

Next Learning Steps

Encourage others to correct their behaviour and make good choices