Narrative Assessment

Narrative Assessment

Narrative Assessment

Narrative Assessment

Narrative Assessment

Speech Narrative Assessment

Jiani Learning Coach:   Stephanie Hooker  & D Wilkes       Date: 2 September 2016

Learning Area:        iDevelop: Speaking, Writing and Presenting                                         Key Competency:   Using Language, Symbols and Text NZC AO:                   Level 2 Language Features: Students will: • Select and use sources of information, processes, and strategies with some confidence to identify, form, and express ideas.

Learning Observed

This term our learners developed their capabilities in speech writing. Jiani participated in workshops to plan, write, edit and present her speech.  The learners were introduced to persuasive language, speech organisation and effective speaking skills & strategies.  Jiani used feedback provided by the Learning Coaches and her peers to make improvements to her overall performance.  The use of a google document allowed Mrs Hooker and Ms Wilkes to provide ongoing feedback to the learners regarding their speech content, organisation and persuasive writing.   Jiani collaborated with other learners to practice and apply her presentation and speaking skills.  The learners used iPads to record each other speaking and used these recordings to observe, notice and make changes to their volume, pace, eye contact, body language and overall confidence.   With support and guidance Jiani was able to share her knowledge and use appropriate language to inform the audience.   It was great to see Jiani practice and apply her public speaking skills to develop an overall capability both at speaking and writing to inform.  Ka pai!

Evidence of learning

Please see the following links: Speech presentation (video) dogs

Next Learning Steps

See the Assessment Rubric

Collaborative iExplore Brainstorm of Curiosities

Learners: Louisa, Gary, Disha and Jiani Learning Coach:   Stephanie Hooker         Date: 24 August 2016

Learning Area:          iExplore                                         Key Competency:     Participating and Contributing NZC AO:                    Level 2 Language Features: uses a large and increasing bank of high-frequency, topic-specific, and personal-content words to make meaning & shows an increasing knowledge of the conventions of text

Learning Observed

In iExplore today we worked collaboratively in small groups to share and record our wonderings and questions.  The focus for this particular activity was to identify areas of interest for our future iExplore projects. We share ideas for topics and make open ended questions that we can research and explore. Providing our learners with the opportunity to make choices about their learning promotes self directed learning, and  research tells us this increases focus and motivation.  Louisa, Gary, Disha and Jiani co-constructed some wonderings and recorded them in a shared mind-map so all could look at them. It was great to see them make connections to their curiosities.

Evidence of learning & learner voice

Louisa - I wonder “About Ancient Greece” Gary - I wonder “How to make a toy game?” Disha - I wonder “Can we research animals?” Jiani - I wonder “How do we create names for people?”

Next Learning Steps

Chose one idea to explore  and decide whether you will Create, Research or Organise your topic Will you work independently or with a partner or a small group? Make a copy of our online planning and design templates and get started! Share learning at home

Problem Solving- Using stats to spell!

Ava, William, Kavish, Jiani & Stephan- iExperience Connected Challenge Learning Story

Learners:  Ava, William, Kavish, Jiani & Stephan Learning Coach: D Wilkes          Date: 5.2.16

Learning Area: iExperience - Connected Challenge   Key Competency: Relating to Others

Learning Observed

This term our focus is on how we can be connected citizens. In order to launch this the learners participated in a ‘Connected Challenge’ (see below).  In this challenge Ava, Kavish, William, Jiani and Stephan worked in a team and collaborated on various connected tasks.  They first had to look at the challenge and devise a plan- which tasks would they do first?!  It was great to see the group negotiate and discuss their options.  William, Ava and Kavish showed real leadership capabilities and offered a lot of support to Stephan, especially with learning how to sign his name in NZSL.  Jiani and Stephan showed their curiosity while asking questions during the logo challenge.  Some of the tasks they worked on included- the Curious challenge- learning to sign their names, the Connected challenge- writing an acrostic for the word connected and the Capable task of drawing the school logo with chalk.  There was some great role modeling, strategy and collaboration in this team- Ka Pai!

Evidence of learning

Connected Challenge: Activities

Next Learning Steps

While it is great to take the lead on tasks where we have strengths, remember to give others opportunities to develop their capabilities select challenges from all four areas share and discuss the challenges, maybe finish others, at home with your family

Narrative Assessment - 9 Nov 2015 - Mathematics

Narrative Assessment - Literacy - 22 Oct 2015

Learner: Jiani        Learning Coach: Stephanie Hooker             Date: 22 Oct 2015

Learning Area: Literacy - Writing

Learning Observed

Today Jiani chose to write about our school opening. She set to work readily and expressed her thoughts and ideas with ease.

Evidence of learning

Jiani was able to write simple sentences with conjunctions. She is beginning to use adjectives in her writing.

Key Competencies/Vision Principles

Managing Self - Jiani settled to work quickly Use Language, Symbols and Texts -  She is capable and writes fluently Thinking - Her ideas were in sequence

Next Learning Steps

Include more detail and descriptive words in her writing Re-read and edit her story for correct tense (I am excited/I am exciting, Mum and Dad are coming/is coming)

Narrative Assessment - iExplore - Term 3, 2015

Learner: Jiani                    Learning Coach: Miriam Kamsteeg      Date: Term 3, Weeks 5-7, 2015

Learning Area: iExplore - Reflections - Science

Learning Observed

Jiani choose to be a part of the iExplore group looking at reflections. We first brainstormed where we would be able to see our reflections. Then we had walk around the school to see what we could find our reflection in. As a group we decided that we all wanted to explore reflections with mirrors. We spent time using mirrors to create reflections. We discovered that you could get the sun on the mirror and send it around the room, you can look under things like the shelves on wheels, if you hold your mirror up to another mirror you can see lots of mirrors and we explored mirror writing.

Evidence of learning

Jiani is showing how she can do mirror writing.

Key Competencies/Vision Principles

Jiani showed Collaboration by  working with other Learners to investigate different ways to show/ find reflections (Participating and Contributing). They also showed that they were Capable by sharing their learning back on the video. Jiani explored many different ways to reflect with mirrors (Thinking).

Next Learning Steps

Share learning with other Learners not part of the iExplore group Explore with other items that reflect Share learning with home.

Narrative Assessment - Mathematics - 31 Aug 2015

iExplore- Stained Glass Window Art

Self Portraits

Learner:  Jiani            Learning Coach: Luisa Maloni  Date: 25th March, 2015

Learning Area: iExperience: Self Portraits

Learning Observed

During iExperience, the learners have been involved in a rotation of visual arts, music, dance and drama. In the visual arts- learners had the opportunity to discover how other artists tell a story about who they are through their self-portraits. We looked at how we are the same and how we are different and how artists celebrate and accentuate what is special and different about themselves through their work. I observed that Jiani really took these ideas on board and took special care in drawing her features as they are e.g. her fringe and Jiani matched her own skin colour to our ‘People paint’ which provides a range of skin shades in paint.

Evidence of learning

Jiani shows confidence in drawing her 'likeness'.

Key Competencies/Vision Principles

Jiani’s artwork shows that she has Capabilities in observational drawing and attention to ‘likeness’- drawing things in a realistic way. Jiani uses her Thinking skills to make decisions about pattern, composition and colour.

Next Learning Steps

Further develop her drawing skills through explicit practice of proportions Introduce dark and light elements to her painting of faces e.g. shading Identify an artist she likes and experiment with some of their techniques in Art.

Learner: Jiani  Chen   Learning Coach: Miriam Kamsteeg           Date: 11 March 2015

Learning Area: Literacy - Reading

Learning Observed

Today I read “I am a Painter” with Jiani. She read the cover “I am a…” Then looked at me to tell her what it was. I told her to look at the paint and said “painter”. We turned to the first part of the story. She read, “I am a…” Again I asked her to look at the picture. I said, “teacher”. She read, “I am a teacher”. She was able to read “I am a doctor”. Then the next page had a nurse on it. She said, “I am a…” I said, “n..n...n” She said, “Nurse”. Jiani was able to read the last page, “I am a driver”.

Evidence of learning

Jiani was able to read “I, am, a”. I wonder what other basic sight words Jiani knows?

Key Competencies/Vision Principles

Jiani scored 3 years 8 months in her Oral Language Assessment and 53/54 on her Letter Identification Assessment. She is developing her Capabilities in Reading by learning many basic sight words. Jiani is looking at the pictures to help her work out what the words might mean (Thinking). She is starting to make meaning out of the text (Using Language, Symbols and Text).

Next Learning Steps

Basic Sight Word Assessment Build up her vocabulary, by listening to English conversation/ Learning Coach talk Complete a Sound to Letter Assessment