Diamante Poem - Giraffes

Learner:  Anisha      Learning Coach: M Lennon - LH2      Date:   23 November 2016

Learning Area:  Literacy - Poems

NZC Achievement Objective:  English; Speaking, Writing, Presenting:  Acquire and begin to use sources of information, processes, and strategies to identify, form, and express ideas.

Giraffes

giraffes

tall, slow

walking, running, eating

legs, neck, baby, tail

kicking, twitching, licking

yellow, brown

Giraffes

Learning Observed

Anisha has been learning to write Diamante Poems themed around zoo animals. Firstly, Anisha had to brainstorm different nouns, adjectives and verbs about giraffes.  Then she had to choose which ones she would use to make her poem make sense. Anisha was given a template structure to follow, which listed the order in which her nouns, adjectives and verbs needed to be.  She was able to follow the structure independently to produce the above poem.

Key Competencies/Vision Principles

During this learning, Anisha demonstrated that she was: Connected - actively taking part in learning conversations and activities. Capable - understanding the different parts of speech have different purposes. Curious - asking questions and seeking new vocabulary. Thinking  - able to brainstorm and find words relevant to the topic.

Next Learning Steps

Teach others how to write a diamante poem. Begin thinking about opposite words for an antonym diamante poem.

Gymnastics iExplore - Narrative Assessment

Learner:  Anisha      Learning Coach: M Lennon - LH2      Date:   18 November 2016

Learning Area:  iExplore

NZC Achievement Objective:  Science; Living World; Ecology  Recognise that living things are suited to their particular habitat.

Learning Observed

In iExplore Anisha has participating and contributing in a learner led gymnastics programme.   She has been showing her capabilities in doing forward rolls using a learner led technique.  During iExplore Anisha has been curious about different techniques to ensure she doesn’t cause herself injury.  She has been connected to her learning by asking questions and responding to the Lead Learner with well thought out answers.

Evidence of learning

Anisha has been practising her forward rolls during iExplore.

Next Learning Steps

Keep practising your forward roll techniques. Begin thinking about what you can do to lead an iExplore session.

Chickens

Learner:  Anisha      Learning Coach: M Lennon - LH2      Date:   14 October 2016

Learning Area:  iExperience

NZC Achievement Objective:  Science; Living World; Ecology  Recognise that living things are suited to their particular habitat.

Learning Observed

During iExperience Anisha has been learning about Chickens and their habitats. Anisha has been a keen participant in learning about the chickens.  She has learned about egg incubation, the care of baby chicks and the needs of chickens as they grow bigger. Shortly after the chicks hatched Anisha was able to hold the chick so she knew what they felt like and could describe the chickens accurately. During iDevelop Anisha furthered her curiosity by being able to describe the chicks to others.

Evidence of learning

Anisha thought that the chicks had little prickly feet.

Key Competencies/Vision Principles

During this learning, Anisha demonstrated that she was: Connected - actively taking part in learning conversations and activities. Capable - understanding that chickens have different needs. Curious - asking questions about the needs of chickens. Managing Self  - able to carefully hold a baby chick without scaring it.

Next Learning Steps

Keep sparking your curiosity about chickens by asking lots of questions. Look at the future needs of chickens and what we can do to ensure their comfort.

Writing Narrative Assessment - 2 September 2016

Learner:  Anisha        Learning Coach: M Lennon - LH2      Date: 2 September 2016

Learning Area:  Literacy

NZC Achievement Objective:  Students will acquire and begin to use sources of information, processes, and strategies to identify, form, and express ideas.  Indicator:  has an awareness of the connections between oral, written, and visual language.

Learning Observed

During iDevelop Anisha has been learning that oral, written and visual texts can connect together.  Anisha has done this over the course of a week by reading the pictures, reading the words and listening to the story being read.  The story chosen was Greedy Cat, by Joy Cowley. Firstly Anisha helped her hapu group to predict and tell the story using only the pictures in the book.  Anisha was able to predict with ease and draw appropriate conclusions. Next she listened to the story being read to her and was showing her understanding by following along. After this Anisha was able to read the story aloud, showing her understanding of what she had read. Anisha showed her complete understanding of connecting the text orally, visually and in writing through her follow up activity where she drew a picture of Greedy Cat, wrote a sentence of what she thought Greedy Cat would eat out of her shopping bag and then shared her version of the story with others.

Evidence of learning

Anisha’s Greedy Cat picture.

Key Competencies/Vision Principles

During this learning, Anisha demonstrated that she was: Connected - actively taking part in learning conversations and activities. Capable - understanding that a text can be read in many different ways. Participating and Contributing - giving everything a try with a positive attitude. Managing Self  - able to use equipment in an appropriate manner.

Next Learning Steps

Teach others how to read a book in different ways. Continue to predict stories, read the pictures and discuss your conclusions with others.

iExperience Narrative Assessment - 1 September 2016

Learner:  Anisha        Learning Coach: M Lennon - LH2      Date: 1 September 2016

Learning Area:  iExperience

NZC Achievement Objective:   Understand that people have different roles and responsibilities as part of their participation in groups.

Learning Observed

During iExperience this week Anisha has been involved in a series of team building activities as a mixed Habitat.  The purpose for these activities were to encourage learners to listen to others and share their ideas in order to complete a series of activities. In the first instance Anisha had to find her new group by only using animal sounds.  When she had found her group she formed a circle for her first challenge.  Anisha’s first challenge with her new group was to get creative and build something extraordinary using only a few cups, a roll of tape, 1 piece of paper and some pegs.  Anisha’s group built a tower of cups. The next day Anisha was part of the same group.  Their challenge was to move their whole group to the other side of the room by only stepping on paper.  The group had to discuss the best way to do this and then work together to achieve their goal. On the last day, Anisha’s group was given a ‘Leaning Tower of Pasta’ challenge where they had to build a tower as tall as they could using only strips of uncooked spaghetti and a ball of playdough.  By this day Anisha had begun communicating her ideas with others more easily. In addition to these activities Anisha was able to reflect at the end of each session and discuss with her group what went well and what she needed to improve on next time.

Evidence of learning

Here Anisha is working with Rain to help build a pasta tower.

Key Competencies/Vision Principles

During this learning, Anisha demonstrated that she was: Connected - actively taking part in learning conversations and activities. Capable - understanding that she needed to communicate his ideas well. Collaborative - sharing her ideas and listening to others’ ideas. Thinking  - being reflective about the challenges.

Next Learning Steps

Continue communicating your thoughts and ideas to others. Ensure that everyone in your group has a role to play.

Maths Narrative Assessment

Learner:  Anisha    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 Anisha has been learning to count on using the biggest number first. Using a game of Snakes and Ladders, Anisha 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, Anisha 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.  Anisha 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 Anisha is rolling the dice and moving the total number of places on the gameboard.

Key Competencies/Vision Principles

During this learning, Anisha 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.