Narrative Assessment

Rahi's Blog Writing learning story

Learners: Rahi                                                                      Learning Coach: DWilkes

Learning Area: Literacy     Vision Principle: Capable & Connected         Date: Term 3&4

Learning Observed

Rahi began blogging in Term 3.  His blog has various posts on a diverse range of topics and he also has a number of comments from his blog buddy and other classmates.  We spent time learning to write quality comments using a ‘comment sandwich’ and Rahi is developing his capability to do this on his blog buddy’s blog and thus can connect authentically with other learners.  Rahi’s posts are evidence of how he connects with the things in which he enjoys, whether at home or at school.  He has learned to embed images into his posts which enhance their readability.  Rahi has enjoyed reading our Learning Habitat 1 blog as well and has collaborated to construct some posts with his hapu group.  It has been fantastic to review Rahi’s posts since the beginning of term 3 to see how his capability at writing is improving. Some posts of interest were his ‘Adventure with Champ’,  ‘Minecraft’ and ‘Call of Duty’ (I believe this is rated Teen) posts because his passion and sense of adventure are evident. He regularly blogs about football and we all know how much he loves this sport! I would now encourage Rahi to co-construct blog posts over the holidays with his family and continue to visit his classmates blogs and leave comments.

Evidence of learning

Link to Rahi’s Blog : http://rahi4k8fn.blogspot.co.nz/

Next Learning Steps

label or ‘tag’ each post so they are searchable in the future preview the post before publishing to ensure the images are the most appropriate size proofread each post by reading it out loud, to a buddy at school or a parent at home to develop capabilities at catching punctuation and grammatical errors ensure the quantity and quality of each post are up to standard (aiming for a minimum of 6 quality sentences) continue to practice using the comment sandwich to provide feed forward to classmates respond to comments on his post write comments on every learning story his Learning Coaches post ensure images are licensed for reuse (creative commons copyright)

Daryl Sabin's Inspiration from NYLD Learning Story - August 2015

Learners: Rahi & Arnav                                             Learning Coach: D Wilkes

Learning Area: KCs and Literacy                                                Date: Aug 5

Learning Observed

Rahi and Arnav collaborated together to provide a wonderful and inspiration component to the ‘Leadership Experience’ as a long awaited follow up to the NYLD that all the Year 6s attended in Term 2.  The boys co-constructed a google slide presentation and speech (which can be found in the Leadership Experience presentation) all about Daryl Sabin.  They sparked the curiosity of the crowd with the strong message of ‘stuff happens’ and ‘believe in yourself’’.  The slide show showed the amazing pictures of mr Sabin’s recovery from a serious brain injury.  They showed us how his father’s love and belief transformed a young man who couldn’t talk or eat for himself into someone who walked and talked to us at NYLD.

Evidence of learning

Key Competencies/Vision Principles

While Arnav and Rahi collaborated they made direct and indirect connections to their experience at NYLD.  With support, prompting and guidance they were able to relate to others and manage themselves responsibly at times.  They were enthusiastic and responded to changes with some resilience.

Next Learning Steps

add more pictures and/or video snippets to show the emotion of this story and inspire us even more practice the speaking with each other so you are more confident and polished write a blog post about the afternoon including your reflections share your learning with family at home

Literature Circle Learning Story - Adjectives Group

Learner:  Rahi (Adjectives)                                              Date: June 2015 Kevin, Imran, Jessica, Shivran, Nehaal, Shivin, Sadeen & 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 Rahi what book he is reading and how he 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 Rahi engage with many of these roles and actively contribute to conversations.

Evidence of learning

Collaborative Google Doc        Snippet of meeting

Key Competencies/Vision Principles

Rahi is showing Connectedness by relating his learning to the text we are reading. He is relating to others well by remaining respectful while others speak and he is Collaborative when he is participating in the discussion.  He is also developing his 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 Ensure that he prepares for meetings to respect others word Visit booktrackclassroom.com often to read new books

Drama Learning Story - May 2015

Learner: Selestine, Rahi, Justin and Helen                                   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.  Selestine, Helen, Justin L and Rahi worked together to use dramatic techniques to explore drama elements and conventions. While the group exhibited a real passion and enthusiasm for performing they had great difficulty deciding on a culture to emulate.  When asked to initiate and develop ideas with others to create dramatic 1 minute skit time was lost while they were deciding on either the Korean or Italian culture and Learning Coach intervention was required.  The end result was entertaining.

Evidence of learning

The team works towards effective use of space, facial expressions and movement.

Key Competencies/Vision Principles

Together they exemplified Capabilities in following complex instructions and ultimately met the success criteria.  However, they all need to work on collaboration and compromising.  Together they were able to make Connections between what they knew collectively about the culture and how to express that with movement, no sound and imaginary props.

Next Learning Steps

Further explore movements they can make with body, voice, space, and creation of facial expressions to enhance dramatic effect Identify and use strategies for coming to consensus

Rahi's Literacy Learning Story - March 2015

Learner:  Rahi Singh    Learning Coach:  Mr Dyer / Ms Wilkes      Date: March 17

Learning Area:  Literacy

Learning Observed

WALT:  creating a slice of life that we will never forget, Today Rahi described for me the writing process involved with his ‘slice of life’ story about a moment that he will never forget.  He articulated how his naughty brother broke his X-Box in an animated manner. He first wrote his piece as a recount until Mr Dyer helped him rewrite it avoiding the use of the words ‘and then’.  I also noticed that Rahi began to use more describing words helping the piece become a narrative story.  There was some beautiful descriptive language used in his first ‘slice of life’ narrative story about his brother and his second story captured character voice really well, including the use of quotation marks for multiple characters.  Rahi read his writing with great intonation and enthusiasm.

Evidence of learning

See video here.

Key Competencies/Vision Principles

Rahi would like to become a more capable writer- creating an exciting ending.  He has make some clear connections with his prior learning and is learning to manage himself and relate to others respectfully.  Rahi participated and contributed very responsibly in our learning conversation today.  I wonder if he practices writing at home.

Next Learning Steps

Minimize use of multiple exclamation marks and writing in capitals Try to get to the point across in fewer sentences Continue to read his writing out loud at home and use Bug Club to grow his vocabulary