Speech Narrative Assessment

Tristan Learning Coach:   S Hooker & D Wilkes         Date: 2 September 2016

Learning Area:        iDevelop: Speaking, Writing and Presenting                                         Key Competency:   Using Language, Symbols and Text NZC AO:                   Level 2 Language Features: Students will: • Select and use sources of information, processes, and strategies with some confidence to identify, form, and express ideas.

Learning Observed

This term our learners developed their capabilities in speech writing. Tristan participated in workshops to plan, write, edit and present his speech.  The learners were introduced to persuasive language, speech organisation and effective speaking skills & strategies.  He used feedback provided by the Learning Coaches and his peers to make improvements to his overall performance.  The use of a google document allowed Mrs Hooker and Ms Wilkes to provide ongoing feedback to the learners regarding their speech content, organisation and persuasive writing. Tristan was reluctant to collaborate with other learners to practice and apply his presentation and speaking skills.  The learners used iPads to record each other speaking and used these recordings to observe, notice and make changes to their volume, pace, eye contact, body language and overall confidence.   Tristan was refused to share his speech with his fellow peers so presented his speech to one other learner and one Learning Coach. His speech topic would have been enjoyed by others, so perhaps next time he would like to share his information with a larger group.

Evidence of learning

Please see the following link: speech doc

Next Learning Steps

See the Assessment Rubric

STEAM iExplore @OSC

Collaborative iExplore Brainstorm of Curiosities

Learners: Harry, Ziell, Joshua & Tristan Learning Coach:   Stephanie Hooker         Date: 24 August 2016

Learning Area:          iExplore                                         Key Competency:     Participating and Contributing NZC AO:                    Level 2 Language Features: uses a large and increasing bank of high-frequency, topic-specific, and personal-content words to make meaning & shows an increasing knowledge of the conventions of text

Learning Observed

In iExplore today we worked collaboratively in small groups to share and record our wonderings and questions.  The focus for this particular activity was to identify areas of learning for our future iExplore learning adventures.  We share ideas for topics and make open ended questions that we can research and explore. Providing our learners with the opportunity to make choices about their learning promotes self directed learning, and research tells us this increases focus and motivation. Ziell, Harry, Joshua and Tristan co-constructed some wonderings and recorded them in a shared mind-map so all could look at them. It was great to see them make connections to their curiosities.

Evidence of learning & learner voice

Harry - I wonder “How old is the Pacman game?” Tristan - I wonder “How far can a paper plane go?” Ziell - I wonder “if we can learn about geocaching” Joshua - I wonder “Why Pokemon is bad for you’

Next Learning Steps

Chose one idea to explore  and decide whether you will Create, Research or Organise your topic Form this wondering into an open question eg. Why…? What if…?  How…? Will you work independently or with a partner or a small group? Make a copy of our online planning and design templates and get started! Share learning at home

Tristan's Zoo Narrative Assessment - July 2015

Learner: Tristan Learning Coach :   DWilkes                               Date: July 30, 2015

Learning Area: Science

Learning Observed

Our trip to the zoo was a lot of fun and learning for Tristan.  He was part of a smaller group while we toured the zoo visiting animals from around the world and observing their behaviour and habitats.  Tristan enjoyed looking at the animals and asked lots of questions.  For example “why do they have pink bums?” about the baboons and ‘why do they stand on one leg?’ about the flamingos.  He thought is was very amusing that one of the elephants had the same name as his classmate “Anjli”.  Tristan was attentive, collaborative and curious.and enjoyed the opportunity to talk about what he already knew about animals and what they need to survive.

Evidence of learning

Key Competencies/Vision Principles

During the animal encounters with the zoo keepers Tristan demonstrated his curiosity when he got to touch the elephant tooth and ivory.  He asked ‘what do they use ivory for?’ and ‘why is the tooth so bumpy?’.  Tristan demonstrated progress with managing self during the zoo visit by staying with his group, buddy and listening to instructions.  He was collaborative and participated and contributed in all 3 animal encounters: flamingos, cheetahs and elephants.  His favourite was the elephants.  Tristan connected to his learning at school and could tell me which continent a lot of the animals came from.

Next Learning Steps

Tristan would enjoy and benefit from visiting the Auckland zoo website to learn more about the animals and their habitats. -share and contribute his ideas and questions with the wider group -use his learning and wonderings in his Habitat Design learning adventure when we go back to school -make connections to his observations of the animals habitats at the zoo to their natural habitats

Diamonds Maths Group Measuring Learning Story

Learner: Kim, Gary, Tristan and Helen (Diamonds)   Learning Coach: Bex Remington          Date: 29 June 2015

Learning Area: iDevelop - Maths: Measuring Cubes

Learning Observed

The Diamonds maths group has been looking at measurement and how different units of measurement work.  This session was focused on how to make estimates and measure using objects found around the habitat.  The object we were using was popsicle sticks.  The group decided this would be a good thing to use because they are all the same length and not many would be needed to measure large objects.  Today we used an outline of Gary’s body to make our object to measure and the group decided which body parts we could estimate and measure.  The learners had to estimate how many popsicle sticks they would need to measure different parts and this started a discussion about whether the sticks should be used end to end or lying beside it each.  The group all decided that this would depend on the size of the object.  It would take too many to measure the length of Gary’s body if we did side by side but this method would be okay to measure the width of a finger.  The group agreed that this task was a fun way to learn about measuring because it was about them!

Evidence of learning

Key Competencies/Vision Principles

The learners in the Diamonds group are developing their capabilities in measurement.  They are able to discuss their answers showing that they understand language, symbols and text. All of the learners were able to work together and take on different roles within the task, which demonstrated participation and contribution and relating to others.

Next Learning Steps

Explore measuring other items using a mixture everyday objects Begin using formal measurement units Estimate using formal measurement units before measuring

Literacy Learning Story

Learner: Tristan, Eric & Gary    Learning Coach: DiWilkes                      Date: 18-02-15

Learning Area:  Literacy

Learning Observed

Eric, Tristan and Gary started Ormiston Primary School on Day 1!  They are in LH1 with 50 other learners. The 3 boys are all English Language Learners at differing levels in both oral and written.  I have spent the iDevelop time with these three boys for 2 weeks.  When I worked with them as they created their alphabet dictionary in their learning books  they were able to identify items to match each letter.  They are eager to learn.When I first sat with Tristan Eric and Gary we were learning about the four vision principles. and they really liked to use the whiteboard table to write and draw their ideas about ‘connect’ ‘collaborate’ ‘curiosity’ and ‘capable’ and have lots of creative ideas.  On a visit to Te Manawa, the boys were initially squeamish when prompted to work with their ‘girl’ partners while we looked for the animals that start with c or the 2 syllable words in their picture dictionaries but their competitive and playful natures won over quickly.  They are understandably dependent on Learning Coach scaffolding preferring one-to-one attention from an adult at all activities but enjoy working as a trio.  Tristan is often able to support the others with instructions.  Gary, Eric and Tristan love their learning time- especially games and online activities.  I noticed that the boys really began to engage when they were given the picture dictionary. Eric has been gaining confidence in persisting with his writing for the past two weeks. To extend this today we continued to craft his alphabet dictionary.  Through Gary’s interest in playing games he has developed skills in letter recognition. For example,  he loves to play alphabet ‘SNAP’, laughing and smiling all the while.

Evidence of learning

Video I can see Tristan’s confidence with speaking and reading independently has really grown. Today he was asking me all kinds of questions and using some new words like ‘curious’ and ‘superpowers’.While I was working with Gary and Eric on the ChromeBooks, I noticed Tristan had finished his alphabet work quickly. He and Gary were eager to read more stories on BugClub.  I wonder if they practice reading and writing at home?

Key Competencies/Vision Principles

The boys have demonstrated their curiosity and ability to connect with each other during their literacy sessions with me.  They achieved 47 (Gary), (50) Tristan and 52 (Eric) on the letter ID assessment and the confusions were around i/l, p/d and b/d. They are developing their collective  ability to be responsible for themselves and their learning tools- being on time for sessions and tidying up (Managing Self) with fewer prompts.  nThey are all working with and making meaning of his alphabet knowledge to so they witill be better able to decode and construct simple texts independently (Using Language, Symbols and Texts).

Next Learning Steps

Use BugClub and Sunshine Online at home for more practice Practice writing out the alphabet each day, with both the capital letter and the small Read aloud the books that are being sent home as much as possible, repetition is good! Explicitly teach the use of capital letters at the beginning of a sentence and for proper nouns Share their work at home through their google drive using the Online Accounts that were sent home Maybe use of Sunshine Online would support/extend his thinking/learning