iExperience Narrative Assessment - 23 August 2016

Learner:  Ameerah                       Learning Coach: Michelle Lennon - LH2       Date:   23 August 2016

Learning Area:  iExperience

NZC Achievement Objective:  Students will gain knowledge, skills, and experience to understand how the past is important to people.

Learning Observed

As part of our iExperience Ameerah participated in a school trip to the Howick Historical Village. Before going to the Howick Historical Village Ameerah learnt all about the clothes that children wore, the games they played, songs they sung and the, slightly, different language they used.  Ameerah has taken this knowledge and designed her own costume, to represent what children wore in historic times, for her trip. While she was there she participated in activities involving Victorian games (outdoor games) and Parlour games (indoor games) that were played by children in the late 18th Century. Ameerah also enjoyed looking around the village seeing all the old things that people had, but her favourite thing was the Victorian games.

Evidence of learning

Ameerah has been practising using stilts at the Howick Historical Village.

Key Competencies/Vision Principles

During this learning, Ameerah demonstrated that she was: Connected - actively taking part in all learning activities. Capable - attempting all activities and putting in her best effort. Curious - seeing how many different ways she can play Victorian games. Managing Self  - able to use equipment in an appropriate manner.

Next Learning Steps

Share your knowledge about Victorian games with others. Design and play your own games that are based on these Victorian games.

Word Work Narrative Assessment - 17 August 2016

Learner:  Ameerah         Learning Coach: Michelle Lennon - LH2      Date:   17 August 2016

Learning Area:  Literacy - Word Work

NZC Achievement Objective:  Use language features, showing some recognition of their effects.  Indicator:  Spells some high-frequency words correctly and begins to use some common spelling patterns.

Learning Observed

During iDevelop Ameerah has been working on being able to read, write and spell her high frequency words. Ameerah has been reading a range of stories that spark her interests.  From these stories she has been finding the words that appear most often and then spelling them using whiteboards and pipe cleaners. Initially, to spell her high frequency words, Ameerah was having to copy the words from cards, or from her book, however she quickly became confident enough to begin spelling words from memory.

Evidence of learning

Here Ameerah has made the words bed and car from memory.

Key Competencies/Vision Principles

During this learning, Ameerah demonstrated that she was: Connected - actively taking part in learning activities. Capable - understanding that spelling gets easier the more you try. Curious - attempting the spelling of words without aides. Managing Self  - able to use equipment in an appropriate manner.

Next Learning Steps

Notice when letters are backwards and begin self-correcting. Transfer word work and spelling into daily writing. Play games like I-Spy that help identify high frequency words in other texts.

Ameerah goes for Gold!

Maths Narrative Assessment - 8 August 2016

Learner:  Ameerah                  Learning Coach: Michelle Lennon - LH2     Date:   8 August 2016

Learning Area:  Maths

NZC Achievement Objective:  Use a range of counting, grouping, and equal-sharing strategies with whole numbers and fractions.

Learning Observed

During iDevelop Ameerah has been learning to count on using the biggest number first. Using a game of Snakes and Ladders, Ameerah has been learning how to recognise the patterns on a pair of dice, locate the bigger number and keep this in her head while she adds on the smaller number. After rolling the two dice, Ameerah identifies the biggest number shown.  Then she puts this into her head and holds it there while she works out what number is on the other dice.  Ameerah is using her fingers to help track how many more she needs to count on before moving her counter on the game board.

Evidence of learning

Here Ameerah is putting the bigger number into her head and counting on using her fingers to track the smaller number.

Key Competencies/Vision Principles

During this learning, Ameerah demonstrated that she was: Connected - actively taking part in learning conversations and activities. Capable - understanding that counting on is easiest from the biggest number. Collaborative - participating and assisting others in learning activities. Managing Self  - able to use equipment in an appropriate manner.

Next Learning Steps

Teach others how to count on. Use your counting on strategy to solve problems.