Diamante Poem - Giraffes

Learner:  Ashvir      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

long, tail

eating, walking, kicking

baby, tail, horns, spots

kicking, eating, drinking

tail, slow

giraffes

Learning Observed

Ashvir has been learning to write Diamante Poems themed around his recent visit to Auckland Zoo. Firstly, Ashvir had to brainstorm different nouns, adjectives and verbs about giraffes.  Then he had to choose which ones he would use to make his poem make sense. Ashvir was given a template structure to follow, which listed the order in which his nouns, adjectives and verbs needed to be.  He was able to follow the structure independently to produce the above poem.

Key Competencies/Vision Principles

During this learning, Ashvir demonstrated that he 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.

Get Set Go!

Learner:  Ashvir      Learning Coach: M Lennon - LH2      Date:   17 November 2016

Learning Area:  iExperience

NZC Achievement Objective:  Health & Physical Education; Movement skills; Science and technology -  Students will develop a wide range of movement skills, using a variety of equipment and play environments.

Learning Observed

During iExperience Ashvir has been participating in the Get-Set-Go programme. In Get-Set-Go Ashvir has been learning to balance using different parts of his body, and to move around while balancing something on his head.  Ashvir was able to confidently balance and move around with ease. After his balancing session Ashvir began learning skills in throwing and catching.  He actively participated in a range of games that saw him throwing and catching, firstly, a soft toy, then a tennis ball to a partner.

Evidence of learning

Here you can see Ashvir with his Hapu group in a range of Get-Set-Go activities.

Key Competencies/Vision Principles

During this learning, Ashvir demonstrated that he was: Connected - actively taking part in all games and activities. Capable - understanding that you need to point and aim before you throw. Curious - asking questions about why throws went in the wrong direction. Managing Self  - able to use equipment appropriately.

Next Learning Steps

Keep asking for advice when you’re throwing doesn’t go straight. Remember to make a basket out of your hands when someone is throwing a ball for you to catch.

Chickens

Learner:  Ashvir      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 Ashvir has been learning about Chickens and their habitats. Ashvir has been a keen participant in learning about the chickens.  He has learned about egg incubation, the care of baby chicks and the needs of chickens as they grow bigger. Shortly after the chicks hatched Ashvir was able to see what they felt like so he could describe the chickens accurately. During iDevelop Ashvir furthered his curiosity by being able to describe the chicks to others.

Evidence of learning

Ashvir was a little nervous about holding the chick, so he opted to pat it instead.

Key Competencies/Vision Principles

During this learning, Ashvir demonstrated that he 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 pat the 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.

Word Work Narrative Assessment - 17August 2016

Learner:  Ashvir   Learning Coach: Michelle Lennon - LH2      Date:   17 August 2016

Learning Area:  Literacy - Word Work

NZC Achievement Objective:  Use language features, showing some recognition of their effects.  Indicator:  Spells some high-frequency words correctly and begins to use some common spelling patterns.

Learning Observed

During iDevelop Ashvir has been working on being able to read, write and spell his high frequency words. Ashvir has been reading a range of stories that spark his interests.  From these stories he has been finding the words that appear most often and then spelling them using whiteboards and pipe cleaners. Initially, to spell his high frequency words, Ashvir was having to copy the words from cards, or from his book, however he quickly became confident enough to begin spelling words from memory. Ashvir has also begun noticing when his letters are backwards and self-correcting his work.

Evidence of learning

Here Ashvir has made the word ‘can’ from memory.

Key Competencies/Vision Principles

During this learning, Ashvir demonstrated that he was: Connected - actively taking part in learning activities. Capable - understanding that spelling gets easier the more you try. Curious - attempting the spelling of words without aides. Managing Self  - able to use equipment in an appropriate manner.

Next Learning Steps

Transfer word work and spelling into daily writing. Play games like I-Spy that help identify high frequency words in other texts.

Maths Narrative Assessment

Learner:  Ashvir    Learning Coach: Michelle Lennon - LH2    Date:   15 August 2016

Learning Area:  Maths

NZC Achievement Objective:  Know groupings with five, within ten, and with ten.

Learning Observed

During iDevelop Ashvir has been learning to solve simple problems by making sets and patterns of numbers up to ten. In this activity the following problem was given: Five frogs live in a pond, if 2 frogs are on a rock, how many                   frogs are in the water? Ashvir initially used counters and circles to move his counters between the ‘rocks’ and ‘water’, however he was soon able to find other ways to split the frogs into groups without the help of circles. Following on from this activity, Ashvir was asked to find as many different combinations of frogs in the pond as he could. Finally, Ashvir looked at the equations that these word problems were meaning.  He was able to recognise that the two groups could be added together to total 5.

Evidence of learning

Here Ashvir has split his ‘frogs’ by having 4 in the water and 1 on a rock.

Key Competencies/Vision Principles

During this learning, Ashvir demonstrated that he was: Connected - actively taking part in learning conversations and activities. Capable - understanding that numbers can be split in a number of different ways. Collaborative - participating and assisting others in learning activities. Managing Self  - able to use equipment in an appropriate manner.

Next Learning Steps

Use your number splits to solve simple problems. Split other numbers into two groups and look at the equations they make.

iExperience Narrative Assessment - 10 August 2016

Learner:  Ashvir   Learning Coach: Michelle Lennon - LH2      Date:   10 August 2016

Learning Area:  iExperience

NZC Achievement Objective:  Students will gain knowledge, skills, and experience to understand that people have different roles and responsibilities  as part of their participation in groups.

Learning Observed

As part of our iExperience Ashvir opted in to learn more about the equestrian show jumping at the Olympic Games in Rio. Ashvir has shown that he can work collaboratively with others to help build a show jumping circuit fit for Olympic horses.  Firstly he had to communicate his ideas with other members in the group to ensure there was a range of difficulty levels for the horses.  He was able to do this with ease and showed great respect for others learner’s opinions. Next Ashvir designed and built a jump to be used within the show jumping circuit.  After this he discussed and negotiated the route that the horse would take in order to complete the circuit within a specified time limit.

Evidence of learning

Here Ashvir is designing a route to be run by the horses in the Olympic show jumping.

Key Competencies/Vision Principles

During this learning, Ashvir demonstrated that he was: Connected - actively taking part in all learning activities. Capable - understanding that Olympic show jumping has specific needs. Collaborative - discussing and negotiating ‘best fit’ jumps and tracks. Managing Self  - able to use equipment in an appropriate manner.

Next Learning Steps

Share your knowledge around equestrian show jumping. Help others to collaborate and build an Olympic event together.