Narrative Assessment

Narrative Assessment - High Ropes / Camp

Narrative Assessment - Bird House

Narrative Assessment

Narrative Assessment - Tikanga Maori

Narrative Assessment

Narrative Assessment - Buzz Book Promo

Narrative Assessment

Literature Circle Learning Story - Adjectives Group

Learner:  Sadeen (Adjectives)                                              Date: June 2015 Kevin, Imran, Shivran, Rahi, Nehaal, Shivin, Jessica & Vrishti

Learning Area: Literacy                                         Learning Coach: Diana Wilkes

Learning Observed

Reading research shows that good readers Read extensively Integrate information in the text with existing knowledge Have a flexible reading style, depending on what they are reading Are motivated Rely on different skills interacting: perceptual processing, phonemic processing, recall Read for a purpose; reading serves a function With this in mind we deliberately constructed a ‘book club’ of sorts this term. We began by learning about how to select and why to select a ‘Best Fit’ book- please ask Sadeen what book she is reading and how she knows it is a best fit on a regular basis.  The Adjectives learned all about the 5 finger strategy to help them choose a book.  The Adjectives group was also introduced to an online book resource called http://booktrackclassroom.com which can be accessed anytime. In our Literature Circle each learner has a different role each week:  Summariser, Literary Luminary, Word Wizard, Discussion Director, Connector, Artful Artist or Researcher which ensures that the book club runs smoothly. It has been fantastic to observe Sadeen engage with each of these roles seamlessly and actively contribute to conversations- she is a role model for the other learners.

Evidence of learning

Collaborative Google Doc        Snippet of meeting

Key Competencies/Vision Principles

Sadeen is showing Connectedness by relating her learning to the text we are reading. She is relating to others well by remaining respectful while others speak and she is Collaborative when she is participating in the discussion.  She is also developing her Capability in reading conversation and oral language.

Next Learning Steps

Always have a Best Fit book at school everyday and read every night at home, out loud when possible Visit booktrackclassroom.com often to read new books

Sadeen's Drama Learning Story - May 2015

Learner:  Sadeen                                                                            Date: May 20, 2015

Learning Area: The Arts- Drama                                 Learning Coach: Diana Wilkes

Learning Observed

During iExperience this term with the Strategic Leadership Team (SLT), we have been learning how to use movement and space to effectively communicate.  The lasting understanding is that people represent their culture and heritage in different dramatic ways- past and present.  Learners had a variety of opportunities to explore the use of space, props and their body for communicating different ideas. Sadeen worked in a group with Richard, Justin and Lim Hor to use dramatic techniques to explore drama elements and conventions and exhibited enthusiasm for performing.  When asked to initiate and develop ideas with others to create a dramatic 1 minute skit about a culture Sadeen was keen.Their group selected the British culture.

Evidence of learning

Sadeen makes effective use of space and body movement.  See video here.

Key Competencies/Vision Principles

Sadeen demonstrates that she can work Collaboratively with others towards a common goal. She shows her Capabilities in following complex instructions and strives to meet the success criteria- managing herself well. She is able to make Connections between what she knows about a culture and how to express that with movement, no sound and imaginary props. Sadeen embraced the ideas of others and contributed ideas when she was confident.

Next Learning Steps

Further explore movements she can make with her body, sounds she can make with her voice, and creation of facial expressions to enhance dramatic effect Practice at home with games like charades or props

Sadeen's Narrative Assessment- Project Geos- 23.03.15

Learner: Sadeen                   Learning Coach: DiWilkes                        Date: 23-03-15

Learning Area: iExperience (Social Sciences)

Learning Observed

Sadeen selected ‘Project Geos’ for her iExperience activity this week.  Today Sadeen learned all about different geographic features in order to create a map for a country of her own invention.  Sadeen had to select a ‘theme’ for his country in our new world ‘Geos’ and she selected ‘Brain’.  She generated names of all the different geographical features in her country, first as a brainstorm in her learning book, and then she completed the Info Sheet in the google doc (page 3) and selected some very interesting words. In preparation for drafting her map, Sadeen will need to complete this- checking for spelling and capitalisation on all of the place names.  I was impressed with the work ethic Sadden exhibited today.

Evidence of learning

Sadeen’s google doc can be found here.

Key Competencies/Vision Principles

Sadeen managed herself well today and related well with others.  She demonstrated our Principle of ‘curiosity’ when she asked questions for clarification and I encourage her to do this more often so she can maximize her use of time.   Sadeen is developing her capability in map making and exploring her creativity.  I wonder if Sadeen will do some of this thinking at home in preparation for Wednesday?

Next Learning Steps

Complete her info sheet Draft the map of her country Design a flag for her country Create a population map for her country