Narrative Assessment - Physical Education - 7 December 2016

Get Set Go!

Austin's next steps are:

• Further develop his Capabilities when pushing a ball with a noodle or hockey stick
• Listen carefully to the rules when playing a game
• Practise catching and throwing a ball (underarm) at home

Zoo Trip - iExperience Narrative Assessment - 18 November 2016

Learner:  Austin      Learning Coach: Megan Croll - LH2       Date: 18 November 2016

Learning Area: Zoo Trip

Learning Observed & Key Competencies/Vision Principles

Today Austin joined LH2 and LH4 learners to travel by bus to the Auckland Zoo.  This trip was organised as part of our learning about animals - how we can help them and how they can help us.   The learners were greeted by some zookeepers when we arrived at the zoo.  We had morning tea and then, with a zoo map in hand, began our journey around the zoo.   Austin used the map frequently to help guide us around the zoo. Austin used his map reading skills to identify where we were and where we should go next (Using Language, Symbols and Text). After visiting the tortoises and reptiles, we met up with John from Auckland Zoo.   John took us into the Discovery and Learning centre where Austin found out what the zoo does to look after the three Sumatran tigers that they have.  John had a large black plastic container and Austin learned that the tiger would be able to smell his scent if he touched it (Connected). John then took us to the Vet Centre Viewing Gallery.   Austin learned that sometimes visitors can watch an operation take place, but today the windows were covered with curtains.  Here we learned how humans can make life very difficult for some animals.   Our plastic bags can be very dangerous to sea animals if they are swallowed.    After lunch, it was time for more exploring (Curious).  Austin enjoyed walking through the Meerkat tunnels, watching the playful orangutans and observing how gracefully the giraffes walk.  Our day at the zoo went very quickly and there wasn’t even enough time to play on the playground!   I’m sure that Austin would love to come back again with his family to share his learning with them.

Next Learning Steps

Austin has learned about what Auckland Zoo do to look after the many animals that they have.  Some are even endangered.  His next step could be to research an endangered animal to find out why it is endangered and what people are doing to help keep its species alive.

Narrative Assessment - Reading - 20 October 2016

Learners:  Austin, Sunny & Kaka Learning Coach:   Megan Croll                                                   Date:  20 October 2016

Learning Area:  Reading

Learning Observed

Today, during iDevelop, I captured Austin, Sunny and Kaka sharing a book together.  Austin was reading most of the text to Kaka and Sunny, but they were all talking and sharing their thoughts about the story and illustrations (collaborating).    They were deeply engaged in the story; making connections and building on their prior knowledge.    At times, their excitement was rather noisy, but it was great to see how much they were enjoying this sharing opportunity. When they had finished reading the book together, they independently put their own reading books away in their book bags to take home (managing self).

Evidence of learning

Next Learning Steps

Share what they have been reading at school with home Read to a sister, brother or parent

Narrative Assessment - iExperience - 12 September 2016

Narrative Assessment - Maths - 24 August 2016

Learner:  Austin        Learning Coach:   Megan Croll - LH2         Date:  24 August  2016

Learning Area:  Maths

Learning Observed

The Black Gibbons have been 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.   Instead of working with the whole group, Austin moved away to a table and decided to gather some pen pots from the habitat and group them by colour.  In their next rotation, Austin supported others in his group to classify some wooden shapes.   They put them into three groups - one group of shapes that were rounded, another group of shapes had point and the third group were classified as cubed shapes.

Evidence of learning

Key Competencies/Vision Principles

Austin worked in a collaborative way by thinking and acting with his team.  With some support, he was able to share his ideas with the other Learners in his team and listen to their ideas. Austin demonstrated that he is capable of listening to, and following a set of instructions most of the time.   He was required to think about the learning taking place and understand what the other members in his group were doing when they were creating new groups with the materials.  Austin was able to manage himself 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 his classifications

Austin goes for Gold!

Narrative Assessment - iExplore 6th July 2016

Austin gets Blown Away!

Narrative Assessment - iExperience - 30 Mar 2016

Narrative Assessment - Reading - 4 March

Learner:  Austin                 Learning Coach:   Megan Croll               Date:  4 March 2016

Learning Area:   Reading

Learning Observed

Austin has been reading with greater confidence and fluency over the past three weeks.  He has been able to talk about what he has read and answer both literal and most inferential questions.   Austin appears to enjoy reading and asks for support to read unknown words.   I felt that Austin was ready for a reading test (Running Record), to see if ‘Red’ levelled books would be more suitable for guided reading.

Evidence of learning

http://www.fotobabble.com/m/TGJCWkNwcDIyVjg9 Austin read an unseen text titled “Same and Little Bear“.   He scored 95% accuracy with 5 errors and 3 self corrections.  Click on the above link to hear how well Austin is reading, or scroll down to the bottom of this post and click on the ‘play’ arrow.

Key Competencies/Vision Principles

Austin used his knowledge of letter sounds to sound out unknown words (Using Language, Symbols and Text). He had to stop and think when the meaning of the story was not clear.  Austin demonstrated a capability to use decoding strategies when faced with challenging parts of an unfamiliar text.

Next Learning Steps

Think about what he is reading and reread when the meaning doesn’t make sense Correctly identify the letter and sound for ‘b’ and ‘d’ Regularly ‘read to’ and ‘read with’ at home

Narrative Assessment - Writing - 10 Feb 2016

Learner: Austin               Learning Coach: Miriam Kamsteeg        Date: 10 Feb 2016

Learning Area: Literacy - Writing

Learning Observed

Today I invited the Learners to write a story about something they could be doing. We practised writing “I am” and finding the words on the word card. We then talked about finding the initial letter of what we wanted to write about. Austin then went off by himself to write his own story. He wrote “I am r” (I am riding).

Evidence of learning

Austin recorded down the basic words and the initial sound that he heard.  I wonder if he has practised his writing in the holidays?

Key Competencies/Vision Principles

Austin is developing his Capabilities in Writing. He was able to work by himself to write a story (Managing Self). Austin is starting to form his letters correctly and listen to the sounds they make when recording them (Using Language, Symbols and Text). He was able to Think of his own story and write it down.

Next Learning Steps

Continue to teach finding the basic words on the word card. Continue to teach using the word card to find sounds to record for a story. Share learning with home.