walt: find happning in the story

iDevelop Maths: Nimisha learns Rocket

Learner: Nimisha

Date: 28.02.17

Learning Area: LH1

Learning Coach: Priscilla Lavakula

NZ Curriculum Achievement Objectives

Order numbers from smallest to biggest 
Place Value of numbers up to 67
Identify and write numbers

Learning Observed:

Our hapu group have been learning a game called "Rocket". Learners have to draw seven squares vertically with a triangle at the top. The bottom square has 10 and in the triangle is 67. After rolling two die, learners had to choose a number from the dice that was rolled to write into each square. For example, if a 2 and 5 was rolled then learners had to decide whether to use 25 or 52 and place it strategically in their rocket. They have to ensure that the numbers they write in are in order from the smallest number 10 to the biggest number 67. The first group that filled all their squares in correctly calls out "Blast Off!" 

Key Competencies/ Vision Principles:

Nimisha has shown curiosity about which numbers to write in the squares and worked collaboratively with a buddy to make decisions. She demonstrates capability to make decisions and write numbers.

Next Learning Steps:

Keep learning place value to 100
Keep practicing this game independently

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.

the lion and the mouse

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