Writing a recount

Learner: Sally                                             Date: 6th September, 2016 Learning Coach: Margaret Patrick           Narrative Assessment Learning story

Learning Area: Writing a recount  -Literacy

Learning Observed

Sally was writing a recount (using  language symbols and text) about the fashion extravaganza she participated in during iExperience during Week 7.  We collaborated exploring a recount planning sheet and the layout of the various sections and discussed the special features of using past tense and time markers for the body of the recount to show the sequence of events in a chronological order.  Sally used the  planner then wrote her story. I used a recount rubric to mark her story to provide formative assessment feedback prior to her formal assessment in Week 9. She scored 10/25  I was really pleased with her effort. Her writing was presented as a story in 2 paragraphs with a title.  She used the time marker “Last week” to start her introduction. She is using “Subject-verb-object” (SVO) to compose simple sentences. Currently she is inconsistently using capital letters and full stops to punctuate her sentences. There was evidence of self correcting. She had an ending to her story and also wrote a personal comment. Sally’s  vocabulary is growing. She is excited about writing during “Quick Writes” that happen every day after iBreak 1. She is building up her high frequency words.

Evidence of learning

Next Learning Steps

Sally  needs to Always use  CAPITAL “I” when representing the first person pronoun instead of “i”. Continue to add adjectives to make her writing interesting especially adding   colour adjectives before the noun. Start using “and’ as a conjunction.

iExperience Narrative

Recycled Plastic Art

   

Learner: Sally He                                        Date: 29th August, 2016 Learning Coach: Margaret Patrick                     Narrative Learning story

Learning Area:  iExplore-Recycling Plastic Rubbish

Learning Observed

We started Term 3 co-constructing an iExplore with the whole of Hopscotch hapu.  A provocation including lots of objects and  images were displayed and the learners discussed possible connections.  They discovered they were all made of plastic or alternate products  that would normally be made of plastic. This sparked the learners curiosity about the problem plastic causes in our world. All the learners completed a KWL sheet writing what they knew about plastic rubbish and Sally became curious about how she could recycle plastic and so her question was “ How can we use plastic in art?” She found that Samantha was really interested too, so they collaborated  to decide on something they could make together. They started connecting with what other people had done with recycled plastic using google search. They decided to make a wine glass using old plastic bottles. Sally completed all her Learning Model iExplore sheets for the first time (see link below). Sally worked really well with Samantha and Mrs Ben was also available to support Sally managing her time and navigating setting up her Learning Model documents and evidence in her pathway.

Evidence of learning

Learning Model iExplore link

Next Learning Steps

*be able to choose a topic she is curious about for her next iExplore. *Be able to independently set up a copy of the Learning Model doc in her iExplore folder. *Complete first two sections of a KWL for her new topic. *feel confident to ask to collaborate with other learners if they share the same curiosity.