Narrative Assessment - Playground Diamante Poem

Learner:  Hamish              Learning Coach: Megan Croll - LH6           Date:  4 July 2017

Learning Area:  Writing Achievement Objective: Purposes and Audiences (Level 2) Constructs texts that demonstrate a growing awareness of audience and purpose through appropriate choice of content, language and text form Key Competencies:  Thinking; Using Language, Symbols and Text Vision Principle:  Capable

Learning Observed

My literacy group have been watching the development of our new adventure playground over the past month.  I saw their excitement and conversations as an authentic opportunity to support them with understanding how to use nouns, adjectives and verbs through poetry.      We visited the playground to observe the workers and machinery.  Hamish was encouraged to talk about what he could see and hear.  Photos were also taken so that he would be able to refer to them during future writing workshops to support him with recalling the visit and brainstorming suitable vocabulary to use in his writing. Later in LH6, the features of a diamante poem were unpacked and Hamish contributed towards the list of words that could be used in the poem.  We also talked about the difference between a noun, verb and adjective.   Hamish was involved in a workshop to gain an understanding of how to add the suffix ‘ing’ to verbs, e.g. play = playing.

Evidence of learning

Hamish began his writing independently and chose the words that he wanted to use.  Hamish had difficulty writing some words correctly, even though they were taken from the list that we had brainstormed together.  We talked about using an iPad to take a photo of the board/tv, then read from the iPad when he is back in his seat.   This might help Hamish to transfer the spelling correctly to his book or device.   Hamish began to publish his poem on a Google doc after revising and editing his draft in his book. Hamish’s first attempt at publishing his poem.

Next Learning Steps

Use adjectives and verbs in other areas of writing Write another diamante poem independently Share this writing with another learner and ask for feedback

Hamish, Eric & Stephan's Storybird Learning Story

Learners: Eric, Hamish & Stephan Learning Coach: T.Dillner           Date: 1.4.16

Learning Area: iDevelop - Writing           Key Competency: Participating & Contributing

Learning Observed

As part of the Writing programme, Eric, Hamish and Stephan have been using a digital tool called Storybird. The learners were introduced to this on the TV screen, and then had to go and collaboratively create a story by selecting a picture pack that was appealing, laying the images out in a cohesive order and then adding text to complete the story. All three boys have shown that with minimal help, they are capable of navigating the Storybird website and completing their own publications. Their attention and focus has been impressive because they are so excited and curious about creating more stories!

Evidence of learning

Next Learning Steps

Share their stories with all of the learners in Mrs Dillner’s Writing Group. Teach a learner from another Writing Group how to use Storybird. Log in to Storybird at home and share their stories with friends and family.

Aarav & Hamish's Learning Story - Word Work

Learners: Aarav & Hamish Learning Coach: T.Dillner            Date: 22.2.16

Learning Area: iDevelop - Writing       Key Competency: Using Text, Symbols and Images

Learning Observed

In our Writing programme, the learners are able to select from a range of language based games and interactives for the Word Work part of the Daily 5. Hamish and Aarav chose to collaborate using the BananaGrams game. This requires the learners to select seven letters at random to make words with. Once they have made one word they call “split!” and take two more letters. The game continues this way until they use all of their letters. Hamish and Aarav showed their capability at identifying the vowels and then thinking about words they knew that used those vowels and any of a combination of the consonants in their collection. They sounded words out and showed that they were sometimes able to make connections with words that required certain letters in a pair e.g. ‘q’ and ‘u’.

Evidence of learning

Next Learning Steps

Play together again using a time limit to add an extra challenge. Keep track of these words in their learning book or on the Word Wall.