Narrative Assessment

Learner: Johnny and Natasha (LH6)                            Learning Coach:  DWilkes    Date:   November 2017
Learning Area: iDevelop - Literacy - Creative Writing
NZC Achievement Objectives:	4Cs Observed:
*Recognise how to shape texts for a purpose and an audience. *Form and express ideas on a range of topics. *Use language features, showing some recognition of their effects. Success Criteria:  use Storybird to write a creative story with rhyming words. WALT: Use and read rhyming words    WALT:  communicate WALT: Build vocabulary	Johnny collaborated with Natasha and Connected to his prior knowledge and to the pictures in the story.
Learning Observed
Johnny began to learn about Storybird when the Hickey hapu wrote the story ‘Quack the Cat’ together. Johnny was happy that Ms Wilkes made him his own account.  Some LH6 learners came to work with us and Johnny’s buddy was Natasha.  Natasha helped Johnny login to his Storybird account and helped him use the program so his funny, creative ideas could become a story. It was challenging for him to remember to try to use -at words in his story.  Johnny loved looking through all the pictures so it was good that Natasha helped him stay focused and he created two stories with her.  Natasha did most of the typing but all of the ideas came from Johnny and Nathan.  He has very good ideas and demonstrates a solid understanding that he is writing for an audience and that the purpose is to entertain.  He uses some appropriate and purposeful language features as well- such as metaphor, alliteration and rhyme. Read his amazing stories where they are embedded below, by clicking on the links or by logging into Storybird.
Evidence of learning
https://storybird.com/books/r8fhu8jr5y/?token=s6sgg5ym8q
Next Learning Steps
I strongly encourage Johnny to login to www.storybird.com at home using his login details: username: JT10982 password: thankyou so he can continue to practice writing on his own at home.

Zoo Narrative Assessment

Get Set Go Narrative Assessment

Learner: Johnny              Learning Coach: T Morgan                Date: 27th October 2016

Learning Area: iExperience - Physical Education/Health

Learning Observed

Today we had Get Set Go, a sports programme, come to our school. Coach Cameron taught us a whole lot of new games like walk the plank - where we had to walk along the lines on the court and there were two pirates with noodle swords who would tag us, and red light-green light- where different colours meant we had to do different things to try and make our way to the end of the court. It was so much fun!

Evidence of learning

Get Set Go Movie We are learning to move and balance in all different ways. Watch me play red light-green light!

Key Competencies/Vision Principles

I am developing my Capabilities in Physical Education. I was able remember and tell Coach Cameron what the 3 rules were 1) when Coach Cameron is talking, we are listening, 2) when the whistle blows we freeze, and 3) we must have fun! (Managing Self). I took turns at being the “police officer” that checked for people who were moving when they should be frozen, offering my second turn to someone who hadn’t already had a turn (Relating to Others). I had fun learning all the games Coach Cameron taught us and especially playing them (Participating and Contributing).

Next Learning Steps

Always have my hat at school to wear for iBreaks and Get Set Go. Play the game with your peers Think of one way we could change this game (maybe one colour we could add with an action).

Johnny & the Baby Chicks Narrative Assessment

Johnny's buddy reading Narrative Assessment

Howick Historical Village Narrative Assessment

iActive Narrative Assessment

Learner: Johnny                Learning Coach: Talia Morgan        Date: 4th August 2016

Learning Area: iActive - Jump Jam

Learning Observed

Johnny was actively participating in Jump Jam today. Often he will sit on the side or stand and watch, today he joined in and showed us some of his dance moves. Johnny appeared to have fun during Jump Jam, with a smile on his face and no hesitation to move to the music.

Evidence of learning

Johnny is being brave and joining in! I hope you join in more often Johnny I had fun dancing with you.

Key Competencies/Vision Principles

Johnny is developing his Capabilities in actively participating in Jump Jam. He chose to join in and follow along doing all the dance moves to the music, without any hesitation (Participating and Contributing). Johnny enjoyed dancing jump jam and he was really Thinking about the moves he was doing and whether he was doing the same as the guide.

Next Learning Steps

Join into Jump Jam regularly Continue to be brave and be who you are Share learning with home

Matching Time!

Narrative Assesment - 6th July 2016

Learner: Johnny                    Learning Coach: T Morgan        Date: 6th July 2016

Learning Area: iExplore

Learning Observed

Johnny spent iExplore building and creating with his peers. At first Johnny was enjoying playing on the obstacle course as the other learners created it. Then he saw his peers collaborating, but still needing help so he joined in and helped the other learners to finish building the obstacle course for LH4.

Evidence of learning

Johnny’s Collaborating with his peers to create a new obstacle course! Where will the next pellet go?

Key Competencies/Vision Principles

Johnny was Collaborating with his peers. He saw that his peers needed more help to build the obstacle course and so he started to help by carrying the pellets with the learners and placing the planks of wood (Participating and Contributing). Johnny was talking with his peers about how they would move the materials into place and worked with them to achieve the desired outcome (Relating to others).

Next Learning Steps

Join in with the other learners as soon as he wants. Continue to collaborate with his peers. Spend time with those he collaborates with in iExplore, during iBreaks.

Narrative Assessment - Reading - 24 March 2016

Learner:   Johnny                   Learning Coach:  Megan Croll              Date:  24 March 2016

Learning Area: Literacy - Reading

Learning Observed

Today Johnny completed a PM Benchmark Reading Assessment with me and read a Magenta Level 1 text.  He held the book correctly and maintained correct one-to-one matching between spoken and printed words most of the time.  Johnny used pictures to support his understanding and recognised some high frequency words.

Evidence of learning

Johnny scored 55% on word accuracy with 25 errors and 0 self-corrections.  He used the pictures to try make sense of the story and used the initial letter to sound out unfamiliar words, e.g.  ‘t’ (the).   I wonder if he is thinking carefully about each letter and the sound that it makes.

Key Competencies/Vision Principles

Johnny is developing his Capabilities in Reading and with support, is starting to Think more about what he is reading to ensure that it makes sense.  He is increasing his ability to recognise more high frequency words (Using Language, Symbols and Text) and tries to Connect what he is reading to his own life experiences.

Next Learning Steps

Learn all letter/sound relationships Recognise more high frequency words Read to someone everyday at home

Narrative Assessment - Maths - 18 Feb 2016

Learner: Johnny                    Learning Coach: Talia Morgan        Date: 18 Feb 2016

Learning Area: Maths

Learning Observed

Today we have been learning to count to ten and make the number shown on the flip board, on the tens frame. We started with the flipboard, Miss Morgan uncovered one number and we had to read the number. Once we identified what number we could see on the flip board, we counted it out on the ten’s frame to make the number on the ten’s frame.

Evidence of learning

Johnny identified the number shown on the flip board and created that number on the ten’s frame.

Key Competencies/Vision Principles

Johnny is developing his Capabilities in maths. He was able to remember the number on the flipboard and create it on the tens frame (Managing Self). Johnny used the number on the flipboard to guide him on the tens frame (Using Language, Symbols and Text). He demonstrated an understanding of how to read numerals and create a number shown to him, on a tens frame (Thinking).

Next Learning Steps

Continue counting to ten often. Continue counting to ten along numeral numbers so he can learn to identify the numerals. Continue to create the number on tens frames. Share learning with home.

Narrative Assessment - Literacy - 16 Feb 2016

Learner: Johnny               Learning Coach: Miriam Kamsteeg        Date: 16 Feb 2016

Learning Area: Literacy - Writing

Learning Observed

Today I invited the Learners to write a story about a place they had been to. We practised writing “I went to” and finding the words on the word card. We then talked about finding the initial letter of what we wanted to write about. Johnny sat with me and together we found the words on the word card which he copied down. He asked me how to write potato. I said, “p p p potato”. Together we looked at the alphabet letters with pictures and found the picture of the pig. Johnny then tried to copy the “p”. We then discussed what he needed to put in at the end of his story to show that the sentence was finished and he put in a full stop.

Evidence of learning

Johnny was able to copy the words off the word card. I wonder if he practised writing in the holidays?

Key Competencies/Vision Principles

Johnny is developing his Capabilities in Writing. Johnny is starting to form his letters correctly and listen to the sounds they make when recording them (Using Language, Symbols and Text). He was able to Think of his own story and write it down.

Next Learning Steps

Continue to teach finding the basic words on the word card. Continue to teach using the word card to find sounds to record for a story. Share learning with home.

Narrative Assessment - Literacy - 23 June 2015

Learner:  Johnny       Learning Coach:Miriam Kamsteeg              Date: 23 June 2015

Learning Area: Literacy - Reading

Learning Observed

Today Johnny was reading “The Monster Town”. We opened up to the first page and I asked Johnny to put his finger under the first word. He put it on the word so i moved it to underneath the word. I then read the words and moved his finger along pointing to each word as I said it, “this is the school”. We turned the page. Johnny was able to read “this” by himself but then needed me to read the rest of the words. He was unable, when asked, to work out that the picture was of a pool. “This is the pool”. We turned the page and I asked him what he thought this was. He was unable to come up with the word, “park”. I read with him echoing some of the words while he pointed to the words, “this is the park”. The rest of the book continued as above.

Evidence of learning

Johnny is starting to point to some of the words. I wonder if he points to the words at home when he reads his book?

Key Competencies/Vision Principles

Johnny scored 0/24 on the Duncan Basic Word Assessment. He is developing his Capabilities in Reading. Johnny is learning to remember the repeating pattern of the words he reads on each page (Thinking). He is learning to read many words (Using Language, Symbols and Texts).

Next Learning Steps

Develop Johnny’s English Vocabulary Continue to teach pointing to each word he reads Share learning with home.