Nima's Video on Friday, 11 December 2015

My friends

My friends are Christian,Dhruv and Micah.Their my BFF that stands for best friends forever.

Recount of Pirate Crew

My Recount

iExperience Narrative Assessment

Narrative Assessment - Literacy - 21 Oct 2015

Learner: Nima         Learning Coach: Stephanie Hooker             Date: 21 Oct 2015

Learning Area: Literacy - Writing

Learning Observed

Today’s writing topic was “My favourite animal”. Nima set to work readily and wrote a variety of sentences with fluency.

Evidence of learning

Nima was able to write complex sentences and included exclamation marks and commas for added interest. He is beginning to use adjectives in his writing.

Key Competencies/Vision Principles

Managing Self - Nima settled to work quickly Use Language, Symbols and Texts -  He is a capable writer and writes fluently Thinking - His ideas were in sequence

Next Learning Steps

Continue including descriptive words in his writing Edit his work to replace repetitive words

Learner: Nima         Learning Coach: Stephanie Hooker             Date: 21 Oct 2015

Learning Area: Literacy - Writing

Learning Observed

Today’s writing topic was “My favourite animal”. Nima set to work readily and wrote a variety of sentences with fluency.

Evidence of learning

Nima was able to write complex sentences and included exclamation marks and commas for added interest. He is beginning to use adjectives in his writing.

Key Competencies/Vision Principles

Managing Self - Nima settled to work quickly Use Language, Symbols and Texts -  He is a capable writer and writes fluently Thinking - His ideas were in sequence

Next Learning Steps

Continue including descriptive words in his writing Edit his work to replace repetitive words

Narrative Assessment - 19 Oct 2015 - Mathematics

Learner:    Nima          Learning Coach:    Miriam Kamsteeg          Date: 19 Oct 2015

Learning Area: Mathematics

Learning Observed

Today Nima completed a Gloss Maths assessment. He used some part-whole strategies for solving Addition and Subtraction problems. Nima used skip counting to solve the Multiplication problems. He used a multiplication fact to solve a Proportion and Ratios question.

Evidence of learning

Nima showed some great strategies for solving the different problems. I wonder if he is practising this with Mathletics?

Key Competencies/Vision Principles

Nima is developing his Capabilities in Mathematics. He is using many different problems solving strategies to figure out the questions (Thinking). Nima is able to read and process the questions (Using Language, Symbols and Texts).

Next Learning Steps

Explicitly teach how to use an additive strategy to solve Proportions and Ratio questions Explicitly teach how to use multiplicative strategies to solve Multiplication and Division questions Share Learning with home.

Narrative Assessment - Mathematics - 1 September 2015

Narrative Assessment - 12 Aug 2015 - Literacy

Learner: Nima        Learning Coach:  Miriam Kamsteeg            Date: 12 Aug 2015

Learning Area: Literacy - Reading

Learning Observed

Today Nima completed a Reading Assessment on Gold Level 21 with me. He read “Akito’s Glasses” to me with accuracy. After the reading I asked him to retell the main events. He started with what happened at the end of the story, then read a few phrases out of the text. Next I asked him some comprehension questions. He was only able to answer one out of the six correctly.

Evidence of learning

Nima was able to accurately read the text. I wonder if he has been practising reading difficult words at home?

Key Competencies/Vision Principles

Nima is developing his reading Capabilities. He is looking at the letters he reads and is able to transfer what he sees into the correct sounds (Thinking). Nima is reading with accuracy and now needs to develop his comprehension (Using Language, Symbols and Texts).

Next Learning Steps

To read with expression To retell the main events of a story Explicit teaching over understanding the Literal and Inferential meanings of a text Explicit teaching around using prior knowledge to create a deeper understanding of the text

iExplore Narrative Assessment

Learner: Nima and Micah   Learning Coach: Mr Hattie            Date: 31-07-2015

Learning Area: Learning Habitat 2 iExplore

Learning Observed

For iExplore we are learning about Dr Seuss. We have been discussing the different books that he created and all about our favourite books of his. During this session we were exploring different Dr Seuss books and reading parts of them. Since we only had 8 books we had to work collaboratively. I was very impressed with Micah and Nima who were showing their capabilities in collaboration. They were taking turns and discussing what was happening. Once they had changed to different story there was discussion around why this story is better or not as good as the last. Each book they went to they had this discussion.

Evidence of learning

Here is Nima reading to Micah. Micah has just asked if he could have a turn.

Key Competencies/Vision Principles

Collaboration is being used in this session. “Relating to others” was a Key Competency being used during this session as both learners had to think about the other one a make sure that they were having a turn. “Thinking” was being used as they learners had to think about what they liked about the text and how it compared to the other texts they had read.

Next Learning Steps

Micah and Nima’s next learning steps are: come up with a question about the text that they liked. create a learning adventure based on that question.

Our Trip to the Marae

Learner:  Nima       Learning Coach: Luisa Maloni    Date: 19th June, 2015

Learning Area: Marae Trip

Learning Observed

Today, as part of our visit to Umupuia Marae in Maraetai, the learners were involved in a Matariki activity. Nima put up his hand and got involved in the discussion about Matariki. When the Learning Coach asked the group what Matariki was- Nima put up his hand and said ‘Maori New Year’. Nima has been learning about Matariki during literacy in Learning Habitat 1.

Evidence of learning

Nima can share his knowledge with others in the group. I wonder if he has talked about Matariki or his trip to the Marae at home?

Key Competencies/Vision Principles

Nima shows he is able to make Connections with his learning in the habitat and share his new knowledge in the  new context of the Marae. Nima is Capable of answering questions (Thinking, Using Language, Symbols and Text) and can make Connections with the cultures in his community.

Next Learning Steps

Ask questions about a topic he is learning about- building Curiosity Talk about special ceremonies or customs in his own culture

Nima's Video on Wednesday, 24 June 2015

Nima Literacy Term 2

Learner: Nima             Learning Coach: Abby Morgan                  Date: 22 April 2015

Learning Area: Literacy

Learning Observed

As I worked alongside Nima today I asked him to identify different common body parts on a picture. He was able to correctly identify 8 of the 12 parts asked for. Nima was unsure of the correct name for; little finger, elbow, toes and head. I asked Nima to name as many animals as he could, he was able to name more than 7 animals when asked which was a range of exotic animals. We then discussed opposites - he was able to correctly tell me the opposites to big, slow, hard and quiet. I showed Nima a picture and asked him to describe the location of different objects, he is developing his understanding of providing prepositions and was able to identify 2 of the 5 correctly. Nima has a sound understanding of verbs and was able to correctly identify all 6 when asked. The Video below illustrates Nima’s oral language skills.

Evidence of learning

Nima Oral Language Sample Click the above link to view Nima’s Oral Language Sample

Key Competencies/Vision Principles

While I was working alongside Nima he demonstrated his ability to Manage Self and used Thinking skills to answer questions. He was displaying Managing Self through showing his capable nature. Nima thrives on challenge and enjoys new learning. He will apply himself to a task and will persevere until it is complete. Thinking skills were demonstrated in the manner he was able to mentally retrieve the answers and his willingness to give informed answers when he was unsure.

Next Learning Steps

Assist Nima in developing his understanding of Plurals and their correct use. Help Nima to recognise correct tenses and their use Expose Nima to rich language experiences to develop language skills

Building Sentences!

Learner:  Nima Koleini  Learning Coach: Luisa Maloni          Date:18th February, 2015

Learning Area: Literacy- Writing

Learning Observed

Nima approached me to say he had finished his activity. I asked him if he would like a challenge and he accepted. I said “Let’s build a sentence!” I gave him a boring sentence and asked him if he could add a word to make it more exciting. Each time he came back to me I rewrote the sentence with a place for a new word. The sentence started as ‘I saw a dog’ and finished as ‘I observed an exciting, dangerous dog who was digging for a big bone.’ At one point I asked him to think of another word for ‘saw’. He wasn’t sure so I showed him an online thesaurus and he chose the word ‘observed’. Nima was proud of the sentence he built.

Evidence of learning

Key Competencies/Vision Principles

Nima started this year at Ormiston Primary as a year 2. On the McCarthy and Kirk Assessment of Oral Language he scored 5 years and 3 month demonstrating a grasp of language as a basis for literacy. For letter ID he scored 53/54. Nima shows confident capability in Using Language, symbols and text and is building strategies to extend his writing skills e.g. using an online thesaurus.

Next Learning Steps

Use at least one ‘wow’ word in his writing each day during the writing session or as part of the editing process Use an online or book thesaurus independently to help with this process