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Ti Rakau Narrative Assessment

Learner: Ethan                 Learning Coach: Talia Morgan        Date: 6th September 2016

Learning Area: iExperience - Ti Rakau

Learning Observed

Ethan was keen to practice hard to be an expert at the Ti Rakau today. He was so engaged and eager to conquer the routine that he sometimes forgot to share with his pair. He enjoyed learning to play with ti rakau so much that he even opted in to create his own rakau the next day. Ethan tried very hard and definitely gave it his best shot. He was even singing the song a long as he was doing it and as others were doing it for them.

Evidence of learning

Watch Ethan learning some tricks with Ti Rakau. He’s doing pretty well for his second time isn’t he. I wonder if he will practice at home?

Key Competencies/Vision Principles

Ethan is developing his Capabilities in using ti Rakau. He was able to listen to the beat of the music and go along with it. He was trying all the moves and all the tricks, insisting to get them (Participating and Contributing). Ethan was sharing the ti rakau with his peers when realising he didn’t like it when others wouldn’t give him a turn (Relating to Others). He chose to make his own ti rakau the next day and continues to practice (Managing Self).

Next Learning Steps

Keep practising only doing the half flip and catch, not so many flips Decorate his own ti Rakau Share learning with home

Meet Ethan... 150 Years Ago!

Narrative Assessment - 7th July 2016

Learner: Ethan                    Learning Coach: T Morgan        Date: 7th July 2016

Learning Area: iDevelop - Maths

Learning Observed

Today during maths, to help us understand fractions, we made some origami. Ethan made his own puppy dog face by following the fractions instructions (i.e. fold in half) and then went on to help his peers to make their masks as well.

Evidence of learning

Ethan used his fractions to make a puppy dog face! What will he use his fractions for next?

Key Competencies/Vision Principles

Ethan is developing his Capabilities in maths. He was able to follow the instructions and work through them with the Learning Coach to complete his own puppy dog mask (Managing Self). Ethan then offered to help his peers to complete their masks when they were a little bit stuck on what to do next or how they should fold it in half (Relating to Others; Participating and Contributing).

Next Learning Steps

Support others to learn how to do the task instead of doing it for them. Allow other learners the opportunity to share their view, opinion or answer. Adding common fractions.

18th May 2016 Narrative Assessment - B.I.N.G.O! and BINGO was his name-O!

Narrative Assessment - 4 March 2016 - Reading

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

Learning Area:  Reading

Learning Observed

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

Evidence of learning

http://www.fotobabble.com/m/VWRiNjQxd29KVFk9 Ethan read an unseen text titled “The Best Runner “.   He scored 96% accuracy with 6 errors and 4 self corrections.  He sounded out the word ‘wanted’, but was pronouncing ‘ant’ as the insect.   Ethan also read ‘out’ as ‘at’ and ‘first’ as ‘fast’. Ethan was able to talk about the story and answer several questions to illustrate his understanding. Click on the above link to hear how well Ethan is reading, or scroll down to the bottom of this post and click on the ‘play’ arrow.

Key Competencies/Vision Principles

Ethan 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.  Ethan 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 Understand the sound for ‘wanted’. Regularly ‘read to’ and ‘read with’ at home

Narrative Assessment - Mathematics - 29 Feb 2016

Ethan's Writing Narrative

Learner: Ethan                  Learning Coach: Mr Dyer                        Date: Week 3 - Term 1

Learning Area: Writing

Learning Observed

We have hit the ground running and are already challenging ourselves to identify what makes writing effective and how we can capture this learning in our own writing. We have identified that our best writing comes from the heart and involves sharing our thoughts, wonderings and feelings about a particular subject. We have also begun exploring ‘Show’ not ‘Tell’ to develop imagery and depth in our writing, along with writing about our sensory responses to daily events. Finally, through selecting elements of Who, What, Why, When, Where and How, we can focus on different elements of our writing in more detail. Ethan has begun to use some of the above writing techniques to make his writing #Oresome! He has the opportunity to write every day, and is involved in our author’s circles where they can seek advice and share their writing with myself and other learners. They are also invited to respond to areas for development at various stages of the writing process. It will be exciting to see how their writing develops over the course of the year starting from the example below which was one of their first pieces of independent writing.    On a Friday, Ethan contributes to our group blog. We share our thoughts, wonderings and feelings about the previous week and collaborate with the other writing groups before posting on our habitat blog. Be sure to check out these blogs when you can.

Evidence of learning

This was Ethan’s first effort at writing this year. It will be exciting to see how he progresses as the year goes on.

Key Competencies/Vision Principles

Thinking - Making sense of information, experiences and ideas. Using language, symbols, and texts - Making sense of words, numbers and images. Managing self - knowing when to lead, when to follow and when to act independently. Relating to others - Interacting effectively in a range of contexts. Participating and contributing - Being actively involved in school and the community Curious Collaborative Connected Capable Ethan has begun to show his capabilities in writing even at this early stage of the year. We are connecting with events from our lives to make writing real to us. We are doing a range of independent writing and more collaborative pieces.

Next Learning Steps

Ethan should continue to write from the heart and visit the Author’s circle for regular input into his writing. Ethan is encouraged to share his writing with family members and also with other audiences at school and home.This will give him a chance to receive authentic feedback that can be used to make their next piece of writing even better.