Ti Rakau Narrative Assessment

Learner: Fanxi                 Learning Coach: Talia Morgan        Date: 6th September 2016

Learning Area: iExperience - Ti Rakau

Learning Observed

Fanxi was keen to learn how to use the Ti Rakau today. At first he acted as though he wasn’t interested, as soon as the difficult tricks came out, he was eager to have a turn and try it out. Fanxi was very engaged with using the ti Rakau and learning the routine. He was determined to be able to do the tricks and was so happy when he mastered them.

Evidence of learning

Fanxi mastered the flip and catch trick! Can he do the partner switch next?

Key Competencies/Vision Principles

Fanxi is developing his Capabilities in using ti Rakau. He was able to listen to the beat of the music and go along with it. He was trying all the moves and all the tricks, insisting on mastering them (Participating and Contributing). Fanxi was sharing the ti rakau with his peers, without being reminded (Relating to Others). Fanxi was getting frustrated when he didn’t master one of the moves first, he continued trying, was even more determined and he mastered the flip trick (Managing Self).

Next Learning Steps

Try the partner switch trick Do full Ti Rakau routine to music to show somebody Share learning with home

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Narrative Assessment - iExplore - 6 May 2016

Learner: Fanxi          Learning Coach: Stephanie Hooker             Date: 6 May 2016

Learning Area: iExplore

Learning Observed

During iExplore Fanxi worked independently to create a fishing rod using Unifix cubes. I suggested he make a fish as well and he was very proud of his finished result. He asked for it to be on display for other learners to see.

Evidence of learning

Fanxi enjoyed creating his fish. I wonder if he can make other sea creatures with the cubes?

Key Competencies/Vision Principles

Managing Self - He worked independently Thinking - He created this design after a learning coach suggestion

Next Learning Steps

Show another learner how to make a fishing rod and fish Make improvements and modifications for a larger rod or fish Name the parts of a fishing rod or name different types of fish

Maths Group Narrative Assessment 24 Feb 2016

Narrative Assessment - Writing - 23 Feb 2016

Learner: Fanxi             Learning Coach:  Miriam Kamsteeg     Date: 23 Feb 2016

Learning Area: Literacy - Writing

Learning Observed

Today Fanxi was writing with me as part of his Guided Writing session.  He started off drawing his brainstorm picture. Then I asked him to begin to write his story. He wanted to write “I look at movies”. Fanxi was able to write “I” by himself and then he asked me “how do I write ‘look’”. I said, “l, l, l” and we looked at the word card. Fanxi pointed to the leaf picture and said ‘leaf”. He then wrote it down we then proceeded similarly with the rest of the word. Next we sounded out “at” and he wrote that down. Lastly we sounded out “movies” and Fanxi recorded down the sounds he could hear. Finally I ask him what he needed to put in at the end of his sentence and he put in a full stop.

Evidence of learning

Fanxi was able to write many sounds in his story. I wonder if he has practiced his writing in the holidays?

Key Competencies/Vision Principles

Fanxi is working on his Capabilities in Writing. He was able to begin his brainstorm by himself (Managing Self). Fanxi could think of a story by himself and start to write it down. He is developing his skills in forming letters (Using Language, Symbols and Texts).

Next Learning Steps

-        Continue to explicitly teach putting in finger spaces in between each word. -        Continue to teach finding words on the word card and letters. -        Share learning with home.