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Narrative Assessment - Term 4 - iExplore

3 Little Pigs iExplore

Narrative Assessment - 10 Nov 2015 - Mathematics

Narrative Assessment - 21 Oct 2015 - Literacy

Learner: Ronav           Learning Coach: Stephanie Hooker             Date: 21 Oct 2015

Learning Area: Literacy - Writing

Learning Observed

Today’s writing topic was “My favourite animal”. Ronav set to work readily and wrote simple sentences.

Evidence of learning

Ronav was able to write simple sentences. He is beginning to use adjectives in his writing.

Key Competencies/Vision Principles

Managing Self - Ronav settled to work quickly Use Language, Symbols and Texts -  He writes with some fluency, he is deliberate when forming letters Thinking - His ideas were in sequence

Next Learning Steps

Write with fluency Begin to use a variety of sentences Continue including descriptive words in his writing

iExplore- Cubism

Learner:   Ronav      Learning Coach:   Luisa Maloni        Date: 18th 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. Ronav used the elements of shape and fracture to create a study of a tree and a painting. Ronav used shape to define the different areas of his tree study i.e. the trunk, the leaves and the background. He then looked at images on the internet to choose an artistic exemplar he was interested in trying. Ronav is interested in using superheroes as the subject for his final work.

Evidence of learning

Ronav’s Tree Studies Ronav uses an artistic exemplar to explore ideas about Cubism. Ronav is working on adding shape and fracture to his study.  I can’t wait to see his final work!

Key Competencies/Vision Principles

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

Next Learning Steps

Use new language to describe his artworks e.g. shape, fracture, hues, shades Use colour to define different shapes and areas in his artworks Describe what he has learned and say what his next steps are

Narrative Assessment - Mathematics - 31 Aug 2015

Ronav's Video on Wednesday, 26 August 2015

iExplore Narrative Assessment

Learner: Simeon and Ronav   Learning Coach: Mr Hattie            Date: 31-07-2015

Learning Area: Learning Habitat 2 iExplore

Learning Observed

For iExplore we are learning about Dr Seuss. We have been discussing the different books that he created and all about our favourite books of his. During this session we were exploring different Dr Seuss books and reading parts of them. Since we only had 8 books we had to work collaboratively. I was very impressed with Simeon and Ronav who were showing their capabilities in collaboration. They were taking turns and discussing what was happening. Once they had changed to different story there was discussion around why this story is better or not as good as the last. Each book they went to they had this discussion. The expression that both of the learners were showing while reading was great.

Evidence of learning

Simeon and Ronav reading to each other. Ronav is putting on a different voice. Simeon thought it was very funny.

Key Competencies/Vision Principles

Collaboration is being used in this session. “Relating to others” was a Key Competency being used during this session as both learners had to think about the other one a make sure that they were having a turn. “Thinking” was being used as they learners had to think about what they liked about the text and how it compared to the other texts they had read.

Next Learning Steps

Simeon and Ronav’s next learning steps are: come up with a question about the text that they liked. create a learning adventure based on that question.

Ronav's Video on Wednesday, 24 June 2015

iExperience: The Wharenui

Learner: Ronav  Learning Coach: Luisa Maloni    Date: 18th June, 2015

Learning Area: iExperience: Marae Trip- The wharenui

Learning Observed

In preparation for our Marae trip tomorrow- we talked about the wharenui or meeting house that we will be visiting as part of our trip. The learners had to write down the parts of the wharenui which are likened to parts of the body. As Ronav was completing the activity I asked him to explain what the meeting house was for and to describe his diagram. He was able to remember that the wharenui was a place for people to talk and if someone had passed away- they would meet and talk about that person. He was also able to point to the ‘arms’ and the ‘ribs’ of the wharenui.

Evidence of learning

Ronav can share what he has learned about the purpose and parts of a wharenui. I wonder if he can share his knowledge about places that are important to him and his culture?

Key Competencies/Vision Principles

Ronav shows his Capabilities in listening carefully to others and learning new knowledge from peers and Learning Coaches. He can share what he has learned with others. (Using Language, Symbols and Text). In learning about other cultures, Ronav shows he can Connect with different cultures in his local community (Relating to Others)

Next Learning Steps

Ask a question about a different culture Share his knowledge of his own culture with others Use new vocabulary when describing his learning e.g. the ‘wharenui’

Learner: Jeffa, Louis, Dhruv, and Ronav                             Learning Coach: Abby Morgan Date: 10 March 2015

Learning Area: Math

Learning Observed

Today during Math I invited four learners to complete a construction task using the straws and connectors. Jeffa, Louis, Dhruv, and Ronav quickly volunteered to complete this activity. I asked them to have a think and discuss what they would like to build, after a few minutes they had decided to build a rocket! I left the boys to continue to work indepently while I worked with a group, at the end of our maths lesson I checked in with the boys to see their progress. They were proud to show me what they had completed and tell me how they had constructed it.

Evidence of learning

Jeffa, Dhruv, Ronav, and Louis enjoyed constructing their rocket together, I wonder what other materials they could explore?

Key Competencies/Vision Principles

While working on this activity Jeffa, Louis, Dhruv, and Ronav were using the school vision principles of being collaborative and curious. They applied these principles through their ability to discuss ideas and accept others ideas. Curiosity is evident in the manner they used the materials and discussed what possibilities they could create. The Key Competencies of Managing Self, and relating to others. To maintain focus and see themselves as capable learners they were managing themselves. For this task to work they had to effectively be able to communicate with each other and accept others ideas and opinions, which they succeeded at.

Next Learning Steps

Explore other construction materials Provide a set of instructions to construct another object Share their learning with home Investigate rockets and spaceships during iExplore time

Ronav repeat s his sentences as he is not sure about spelling so he tends to write what he thinks is correct

Learner: Ronav Naicker     Learning Coach: Miriam Kamsteeg   Date: 9 March 2015

Learning Area: Literacy - Writing

Learning Observed

Ronav had decided what he wanted to write about and went away and wrote his story. Ronac came to me and asked how to spell “games”. I sounded it out and he recorded the sounds. He then came to me with his completed story. We read it together. “I like playing in my I-pad.” I told him he had spelt everything correctly, but it was more grammatically correctly to say “I like playing WITH my ipad”. So we changed it to that. He had then written the same sentence again. I talked about how he didn’t really need to say the same thing again, and that it is a good idea to re-read what you have written so that you don’t make the same mistake again. Then we read “I like playing car gamse”. I told him that it was a great guess for “games” and we talked about how if we looked at the word “game” that the “e” went on the end of the word to make the “a” be a long “a” sound. It is a magic “e”. Then the “s” goes on the end.

Evidence of learning

Ronav often writes stories with the same sentence starter. I wonder if he is not confident with spelling another sentence beginning and that is why he keeps the same beginning?

Key Competencies/Vision Principles

Ronav scored 53/54 on the Letter Identification Assessment and 6 years 1 month on the Oral Language Assessment. He was able think of a story idea and begin writing his story by himself (Managing Self). Ronav listened carefully to the sounds he was writing down and tried to get them accurate (Thinking). He is developing his Capabilities in creating stories and showing good letter formation (Using Language, Symbols and Text).

Next Learning Steps

Specific teaching on “sneaky capitals”. Ensuring he knows when capital letters occur. Specific teaching on the “magic e”. Using a “e” to make a long vowel sound at the end of a word. Share his stories with home.