Narrative Assessment - 16 November 2016 - iExplore

iExplore with Mrs Croll - LH2

Today in iExplore, Nimisha and her friends decided to make a card for a special person.  Nimisha wanted to make a card for her Nani who is returning to New Zealand very soon.   She thought carefully about what she wanted to say and together we looked up how to spell 'grandma' in hindi.  Nimisha designed the front of the card and spent the whole of our iExplore block to colour in her drawings, then glue items to the card.

Values and Key Competencies

Nimisha was curious to find out how to spell 'nani' correctly and searched for things to glue onto her card.  She showed that she is capable of using a hot glue carefully so that she did not burn herself. Nimisha used language, symbols and text when writing and decorating her card.

Next Steps

• Support other learners with making their card - both with writing and ideas for decorating
• Think about other ways that she could use a card to thank or support someone
• Share her card at home

Narrative Assessment - iExperience - 9 November 2016

iExperience with Mrs Croll

LH2

The learners in LH2 have been learning about safety and how helps us at school, home and the community.   During this week, Nimisha and Tavleen have had two sessions to experience using Scratch Jnr on our iPads. They have learned how to add characters, change the background and add speech bubbles to their characters (managing self).  

Both Nimisha and Tavleen were curious to try out different features on Scratch Jnr.  They worked collaboratively together and also with some other learners to help, or to find out how to do something different. The girls were connecting with their prior knowledge to develop a safety message.

Next Steps:

• Share her learning and talk about how you can be safe around the home and community
• Help another learner to use Scratch Jnr
• Think about how she could use Scratch Jnr in other areas of her learning

Narrative Assessment - iExperience - 31 October 2016

Learners:  Skyla, Sunny, Jessica, Harman, Ekamjot, Kaka, Ian, Kaiariki, Nimisha, Riley-Collins, Ash & Lucy Learning Coach:   Megan Croll                                                   Date:  31 October 2016

Learning Area:  iExperience

Learning Observed

In our iExperience session today, the learners were involved in a STEM (Science, Technology, Engineering and Maths) activity.   They were assigned the task of making a cage for an animal that would be strong enough to stay up, should a tree happen to fall on top of it if there were to be a terrible storm. First, we looked at some images of animals and which ones we thought that we might see at our zoo trip (connected) later in the term.  In teams of 3-4, the learners were given card, straws and tape.  Then together, they had to work collaboratively to construct their cage.   They tested their cages out to see whether they had built them strong enough to support an object on top (curious).    Many of the learners found out that their cages required more support in the middle and were eager to continue crafting their cages when they returned to school the next day.

Evidence of learning

Next Learning Steps

Independently make another structure during iExplore Create a structure at home with a brother, sister or parent Look at buildings and talk about how strong they are made

Narrative Assessment - Writing - 13 September 2016

Learner: Nimisha       Learning Coach: Megan Croll - LH2        Date: 13 September 2016

Learning Area:   Writing

Learning Observed

Today the learners in the Black Gibbon hapu group were learning about using a language feature called similes.  This is when an object is compared to another by using the words ‘as’ or ‘like’.   I showed the learners a few examples, e.g. ‘The cloud was a white as snow’ then, together with a partner, the learners were encouraged to come up with some of their own similes.   We had a lot of fun using similes to describe each other, then the learners were sent away to begin writing independently.

Evidence of learning

Nimisha sat with a group of learners to write some similes.  She was very proud of her efforts.

Key Competencies/Vision Principles

Nimisha demonstrated the following values and key competencies: Curious - able to create some similes by herself. Capable - developing an understanding of how language features can add more interest to her writing. Thinking - actively trying to improve the quality of her work by including this language feature.

Next Learning Steps

Include similes in other pieces of writing Support others to write similes Look for similes in books that she is reading

Narrative Assessment - Maths - 28 July 2016

Learner:  Nimisha        Learning Coach:   Megan Croll - LH2            Date:   28 July 2016

Learning Area:  Maths

Learning Observed

Today during iDevelop, a group of Learners were using materials to explore place value of hundreds, tens and ones.    I asked the Learners to find out how many ‘ones’ cubes they would need to make a ‘ten’, then how many ‘tens’ to make a ‘hundred’.  This understanding is important as it will support their thinking when they begin to add numbers in which the total is greater than its place value, e.g. 7+6 = one ten and 3 ones. The Learners then were asked to count out the number of ‘ones’ cubes, ‘tens’ sticks and ‘hundreds’ squares to make a given number.

Evidence of learning

Nimisha used the correct amount of ones, tens and hundreds to create the number 135.  She needed some support to place the materials in the correct place value order.

Key Competencies/Vision Principles

During this learning, Nimisha demonstrated that she was: Connected - taking part in the learning conversations and showing that she understood how the shape of each piece represented a number Capable - beginning to understand place value and correcting her original answer by making adjustments to the arrangement of the materials, with support Thinking about the question and task, then proceeding to gather the cubes and sticks that she required Using Language, Symbols and Text  - using three digit numbers Managing Self  - able to use the equipment appropriately and remain on task until she had completed it

Next Learning Steps

Use the equipment independently to make more three digit numbers Teach someone else to use the place value equipment Use the equipment to add two numbers together

Nimisha is Blown Away!

Nimisha goes to Samoa

26th May 2016 Narrative Assessment - Getting Messy with Gloop

Narrative Assessment - Reading - 14 March 2016

Learner:  Nimisha              Learning Coach:   Megan Croll                 Date: 14 March 2016

Learning Area:   Reading

Learning Observed

Nimisha 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. Nimisha appears to enjoy reading and likes to help others decode tricky words.   I felt that Nimisha was ready for a reading test (Running Record) as she has been reading Level ‘Red’ books fluently and wanted to see if higher levelled books would be more suitable for guided reading.

Evidence of learning

http://www.fotobabble.com/m/V3ByNFBxTXpYZFk9 Nimisha read an unseen text titled “My First Train Ride“.   She tried to decode unfamiliar words by sounding out the letters; scoring 98% accuracy with 3 errors and 6 self corrections.  Nimisha demonstrated an understanding of the text by answering all the comprehension questions correctly.   She has since been tested at Level 15 and is now reading at ‘Orange’ level. Click on the above link to hear how well Nimisha is reading, or scroll down to the bottom of this post and click on the ‘play’ arrow.

Key Competencies/Vision Principles

Nimisha 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.  Nimisha 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 Check the text when answering questions to support her answers Regularly ‘read to’ and ‘read with’ at home

Nimisha's Writing Narrative

Learner: Nimisha             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. Nimisha 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, Nimisha 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 Nimisha’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 Nimishay 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

Nimisha should continue to write from the heart and visit the Author’s circle for regular input into her writing. She is encouraged to share her 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 her next piece of writing even better.