iExperience Narrative Assessment

iDevelop Writing: Tsunami's

Learner: Nimisha
Date: 22.02.17
Learning Area: 1
Learning Coach: Priscilla Lavakula

Learning Observed:
During iDevelop for Literacy, Nimisha was eager to write about 'Tsunami's' in her literacy book. Without any help, she went away and wrote her story. Nimisha showed capability in her spelling and writing simple sentences. She had also made connections with her outside world about natural disasters. Driven by her curiosity and possibly from the emergency practices at school, she wanted to find out more about natural disasters and in particular tsunamis. Nimisha collaborated with her peers and they also were encouraged to write in their books too.

Nimisha wrote:
I get scared when a tsunami comes. even when a tornado comes. I wish tornados and tsunamis do not come to New Zealand.

Next steps:
It would be great for Nimisha to lead an iExplore activity based on researching and finding out more about natural disasters and what people can do incase of emergencies.
Further develop Nimisha's vocabulary and turn simple sentences into complex and use of interesting words. in her writing.

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

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

Narrative Assessment - Term 4 - iExplore

iExplore- Cubism

Learner:   Nimisha      Learning Coach:   Luisa Maloni            Date: 4th September, 2015

Learning Area: iExplore: Visual Art: Cubism

Learning Observed

We have been learning about the art movement Cubism. We have looked at many examples of cubism and have created our own studies using the cubist style. Nimisha used the elements of shape and fracture to create a study of a tree and a painting. She then looked at images on the internet to choose an artistic exemplar she was interested in trying. Nimisha chose an image of a heart and then created her own study using ideas from her artistic exemplar.

Evidence of learning

Nimisha uses an artistic exemplar to explore ideas about Cubism. She creates a number of studies to explore and refine her ideas. That’s what professional artists do! I can’t wait to see her final work!

Key Competencies/Vision Principles

Nimisha demonstrates the Vision principles of Curiosity in continually experimenting with and searching for new ideas in cubism, Capability in executing beautiful, bold and expressive artworks and Connected in connecting with what other artists are doing within the art style of Cubism. She uses the Key Competencies of Thinking as she develops her own creativity as well as follow an inquiry process.

Next Learning Steps

Use new language to describe her artworks e.g. shape, fracture, hues, shades Describe what she has learned and say what her next steps are

iExperience: Myths and Legends

Learner: Nimisha      Learning Coach: Luisa Maloni    Date: 3rd June, 2015

Learning Area: iExperience: Myths and Legends

Learning Observed

We are learning to make connections with the past and with the stories important to our community. This week we have been learning about the legend of Aladdin and the Magic Lamp. After we listened to, discussed and acted out parts of this story, we used chalk to create a picture of our own genie. Nimisha was able to talk about her picture and said “Genies can poof out of the lamp because they can grant wishes and they are really friendly and there’s even girl genies and boy genies”. When I asked her to talk about the genie she had drawn she said “This Genie is a people genie- it can’t fly because it doesn't have wings it only has a little bit of wings”

Evidence of learning

See Nimisha’s Post below

Key Competencies/Vision Principles

Nimisha Demonstrates her capabilities in sharing her knowledge about a myth and legend (Using Language, Symbols and Text). She is able to make Connections with what she has learned about Aladdin and the Lamp as well as her creativity, to create her own Genie (Thinking).

Next Learning Steps

Ask questions about new topics she is learning about Retell events in a story in the order they happened