Narrative Assessment - Physical Education - 7 December 2016

Get Set Go!

Datar's next steps are:

• Further develop his Capabilities when pushing a ball with a noodle or hockey stick
• Include balancing games during iBreak
• Listen carefully to the rules of a game

Writing Narrative Assessment - 22 November 2016

Learner:  Datar    Learning Coach: Megan Croll - LH2        Date: 22 November 2016

Learning Area:  Writing

Learning Observed

Following our trip to the Auckland Zoo, we decided to learn how to write a letter so that we could thank the helpers.   Datar and his hapu group brainstormed the people that helped us and all the animals that they saw.  Datar chose to write to John, the Education Leader that we met at the zoo.   Datar started his letter with the date and the name of the person that he was writing to.  Next, he wrote about the purpose for the letter and what he liked the most.    Datar used capital letters for the beginning of most sentences.  He self-corrected the word ‘dear’ and then, with support from a Learning Coach, corrected some punctuation.

Evidence of learning

Key Competencies/Vision Principles

Datar is demonstrating that he is: Collaborative - sharing his ideas with his hapu group during a brainstorm session about what they liked the most about their trip to Auckland Zoo. Capable - independently choosing who he wished to write to and what he wanted to write about. Using Language, Symbols and Text - writing many high frequency words correctly and taking care to write the size and shape of most letters correctly.

Next Learning Steps

Use capital letters at the beginning of sentences and for proper nouns, e.g. November. Understand when to use a lowercase letter and when to use an uppercase letter. Practise writing letters at home

Zoo Trip - iExperience Narrative Assessment - 18 November 2016

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

Learning Area: Zoo Trip

Learning Observed & Key Competencies/Vision Principles

Today Datar 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.   Datar used the map to help guide us around the zoo; using 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 Datar found out what the zoo does to look after the three Sumatran tigers that they have.  John had a large black plastic container and Datar 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.   Datar 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).   Datar enjoyed walking through the Meerkat tunnels, watching the playful orangutan 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 Datar would love to come back again with his family to share his learning with them.

Next Learning Steps

Datar 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 - Maths - 24 August 2016

Learner:  Datar        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, Datar moved away to a table and decided to gather some pen pots from the habitat and group them by colour.  In their next rotation, Datar 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

Datar 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. Datar 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.  Datar 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

Narrative Assessment - Reading - 31 May 2016

Learner: Datar                Learning Coach:  Stephanie Hooker          Date: 31 May 2016

Learning Area: Literacy - Reading

Learning Observed

Today during Read to Self Datar chose to read a book titled “Trains”. He had excellent understanding of the story.

Evidence of learning

“Old trains have wheels but new trains don’t. Some trains go underwater!” I wonder if Datar shares his learning with others and at home?

Key Competencies/Vision Principles

Datar is showing his Capabilities in Reading. He is able to retell the main ideas (Thinking) &  (Using Language, Symbols and Texts). He is managing himself when selecting books of interest and working independently.

Next Learning Steps

Share his learning and knowledge with others Retell a Non-Fiction story in writing Continue to retell stories at home

Narrative Assessment - Maths - 11 March 2016

Learner:  Datar            Learning Coach: Megan Croll             Date: 11 March 2016

Learning Area: Maths

Learning Observed

Today the Learners were learning to add two numbers together by using the strategy of finding the biggest number, then adding on the smallest number.  We tried to work out the problem by imaging the number in our head, then used a number line to check how many jumps we needed to do to find the sum.   Datar required support to understand how to draw and use a number line as he preferred to count on either in his head or use his fingers.

Evidence of learning

Datar was able to identify the biggest number in the problem (6), then rewrite the problem by putting the biggest number first.   Datar then draw a number line to help solve the problem by counting on three jumps from 6 to get to 9.

Key Competencies/Vision Principles

Datar is developing his Capabilities in Maths by learning this addition strategy.  He was able to work by himself and use equipment correctly to solve a problem (Managing Self and Thinking).  Datar is able to write numbers correctly and understands number ordering up to 20 (Using Language, Symbols and Text).

Next Learning Steps

Practise this strategy with addition to 20, then extend to bigger numbers, e.g. 7+22= Teach this strategy to another Learner Share his learning with home

Datar Narrative Assessment 25 Feb 2016

Narrative Assessment - Term 4 - iExplore

Math Narrative Assessment T2

Learner: Datar                        Learning Coach: Abby Morgan                 Date: 26 June 2015

Learning Area: Math

Learning Observed

During Math Datar was collaborating with Shokrullah to create numbers to 20 by using both sets of 10 fingers. He was able to count from one to create 12, 15, 17, and 18. Datar used one to one counting and his knowledge of number finger patterns to work out the answers.

Evidence of learning

Datar can create teen numbers with a partner using their fingers.

Key Competencies/Vision Principles

Datar was using the School Vision Principles of collaborating as he extended his knowledge with another learner. He was also developing his capabilities. Datar was applying the Key Competencies of thinking and using language, symbols and texts. Thinking skills were utilised as Datar made connections between his knowledge of the number and its physical representation.

Next Learning Steps

Assist Datar in learning the numbers that come before for numbers to 20. Help with developing instant recall of basic facts to 5. Count to 20 emphasising correct pronunciation of teen numbers.