Basketball - Narrative Assessment

Narrative Assessment

Narrative Assessment

Narrative Assessment - Rippa Rugby

NZSL Sign Hunt

iExplore Narrative Assessment

iExperience Narrative Assessment - Teamwork

iExplore Narrative Assessment

Lucy Swims like a Fish

Writing Narrative Assessment

iExperience Narrative Assessment

Reading Narrative Assessment

Writing Narrative Assessment

iExperience Narrative Assessment - soccer

Narrative Assessment - Physical Education - 7 December 2016

Get Set Go!

Lucy's next steps are:

• Further develop her Capabilities when pushing a ball with a noodle or hockey stick
• Include balancing games during iBreak
• Practise throwing and catching a ball at home

Narrative Assessment - Maths - 11 October 2016

Learners:  Lucy             Learning Coach:   Megan Croll            Date:  11 October 2016

Learning Area:  Maths

Learning Observed

During iDevelop, the learners are given time to independently choose an activity that they can do either with someone, or by themselves.  Today Lucy chose to show that she is able to identify all the numbers from 1-100 by filling in the missing numbers on a hundreds board.  All the numbers were written in the correct order, size and shape. Lucy then decided to circle all the even numbers by skip counting in twos.

Evidence of learning

Key Competencies/Vision Principles

Lucy is capable of completing a learning activity independently.  She was able to manage herself by finding an appropriate spot to work on this activity and put all the equipment away when she had finished with it.   Lucy connected this activity to previous learning where we were skip counting in twos.

Next Learning Steps

Help other learners to complete a hundreds board Circle the numbers by skip counting in threes

Narrative Assessment - Writing - 22 September 2016

Learner:  Lucy     Learning Coach: Megan Croll - LH2        Date: 22 September 2016

Learning Area: Writing

Learning Observed

Language features, e.g. similes, are used to give our writing impact.  A simile is when a person or object is compared with another object by using the word ‘as’ or ‘like’.  Lucy has been learning how to use a simile in her writing.  The Black Gibbons worked together to brainstorm some similes, then I invited them to use similes to describe the colours of the rainbow. Lucy participated in the group brainstorm and discussion, then used some of the ideas from our brainstorm to create her own poetic piece about rainbows.   After writing her draft, she then proceeded to publish her writing and illustrate it; using the correct colours and sequencing as in a rainbow.

Evidence of learning

Key Competencies/Vision Principles

Lucy is demonstrating that she is: Collaborative - sharing her ideas with her hapu group during a brainstorm session about rainbow colours. Capable - identifying the most suitable object to compare with each rainbow colour in her similes. Using Language, Symbols and Text - taking care to copy the information from her draft when publishing her work.  The size and shape of all letters are formed correctly.

Next Learning Steps

Look for similes in the books that she is reading Help another Learner to understand how to use similes in their writing Include a simile in future writing

Narrative Assessment - Maths - 18 July 2016

Learner: Lucy      Learning Coach:   Megan Croll - LH2           Date:  18 July  2016

Learning Area:  Maths

Learning Observed

Today we were investigating what it means to classify objects.  This is part of the geometry strand in maths, level 1.   The Learners were placed in mixed ability groups of 4-5, then they rotated through three different activities where they were asked to work as a team to discuss the objects and find different ways to classify (group) them.   Lucy worked with her group to first group the objects by colour, then to separate the dinosaurs from the other shapes.  They then classified them another way by putting all the animals into a circle.    In their next rotation, Lucy supported others in her group to classify some wooden shapes.   They put them into two groups - one group of shapes that were rounded and another group of shapes that had sharp edges or points.

Evidence of learning

Key Competencies/Vision Principles

Lucy worked in a collaborative way by thinking and acting with her team.  She was able to share her ideas with the other Learners in her team and listened to their ideas. Lucy demonstrated that she is capable of listening to, and following a set of instructions.   She was required to think about the learning taking place and understand what the other members in her group were doing when they were creating new groups with the materials.  Lucy was able to manage herself by remaining on task and moving to the next rotation when instructed.

Next Learning Steps

Find other objects to classify within LH2 and at home Support another Learner to understand classification Bring another feature into her classifications

Narrative Assessment - iExplore - 5 May 2016

Lucy's Balancing blog