Zoo Trip - iExperience Narrative Assessment - 18 November 2016

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

Learning Area: Zoo Trip

Learning Observed & Key Competencies/Vision Principles

Today Sanish 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.   The map was used frequently to help guide us around the zoo and Sanish liked to use 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 Sanish found out what the zoo does to look after the three Sumatran tigers that they have.  John had a large black plastic container and Sanish 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.   Sanish 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).  Sanish 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 Sanish would love to come back again with his family to share his learning with them.

Next Learning Steps

Sanish 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 - Writing - 22 September 2016

Learner: Sanish     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’.  Sanish has been learning how to use a simile in his writing.  The Black Gibbons worked together to brainstorm some similes, then I invited them to use similes to describe the colours of the rainbow. Sanish participated in the group brainstorm and discussion, then used some of the ideas from our brainstorm to create his own poetic piece about rainbows.   After writing his draft, he then proceeded to publish his writing and illustrate it; using the correct colours and sequencing as in a rainbow.

Evidence of learning

Key Competencies/Vision Principles

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

Next Learning Steps

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

Sanish goes to Samoa!

Narrative Assessment - Maths - 2 June 2016

Learner:  Sanish              Learning Coach:   Megan Croll             Date:  2 June 2016

Learning Area:   Maths

Learning Observed

Sanish and Skyla have been working on matching the numbers 1-10 with the words.  I gave them this wordfind to do together so that they could try to support each other with the learning.    With some support, they organised themselves with a whiteboard pen and a quiet space to complete the activity.  Sanish required some extra support to focus on the activity and remain motivated to complete it.

Evidence of learning

Sanish and Skyla found all the words and were pleased with their efforts.

Key Competencies/Vision Principles

Sanish and Skyla collaborated together to complete the activity.  With some support, they were able to manage themselves for learning by getting the equipment (whiteboard pen and duster) and find a quiet spot so that they were not disturbed.   They were connecting what they knew about words and letter sounds to find the number words in the wordfind.

Next Learning Steps

Spell all number words from 1-10 correctly without any assistance Help another Learner to play this game Learn how to spell the number words from 11-20

Narrative Assessment - iDevelop - 11 May 2016

Learner: Matthew         Learning Coach: Stephanie Hooker          Date: 11 May 2016

Learning Area: iDevelop

Learning Observed

Today during iDevelop Sanish and Matthew worked together to write and record their ideas. They enjoy working and playing together.

Evidence of learning

I wonder if they offer support and include other learners? Do they write at home?

Key Competencies/Vision Principles

The boys worked together Collaboratively. Each learner showed skills in Participating and Contributing to share their knowledge. They also showed their Capability in using Language, Symbols and Text.

Next Learning Steps

Include others in your learning Continue to write many known words and write independently

Sanish's Farm Day