Math Narrative Assessment

Learner: Jenny                    Learning Coach: Mr Hattie              Date: 19 November

Learning Area: Learning Habitat Two - Mathematics

Learning Observed

We have been looking at skip counting in two’s in Mathematics. There has been many ways that we have done this, by using materials to show what skip counting looks like and what it means, by different learning activity sheets, by walking along a numbers bridge and by repetition of saying it. We have been able to successfully say that Jenny can skip count in two’s up to 20. She was so excited that she achieved this. Jenny told me that she i s good at maths now. I told her that she has always been good at maths. She was very pleased with herself.

Evidence of learning

Key Competencies/Vision Principles

The Key Competency that has been used in this session was “thinking” as she had to think about the process of how to skip count and think about what numbers that she has to skip. “Managing self” as Jenny had to manage herself with the different independent activities that she had to complete. The Vision Principle that was being used was “Capable” as she had to develop her capabilities to learn how to skip count.

Next Learning Steps

Jenny’s next learning steps are: identifying before and after number to 20 instantly recall basic facts to 5.

Rubbish Sculptures

Narrative Assessment - Literacy - 3 Nov 2015

Learner: Jenny                    Learning Coach: Miriam Kamsteeg             Date: 3 Nov 2015

Learning Area: Literacy - Reading

Learning Observed

Today Jenny completed a PM Reading Assessment with me. She read Yellow Level 6 “Nick’s Snowman” to me. Jenny read with 93% accuracy. I then asked her to retell the story to me, she did this with ease. Next I asked her some questions about the text. She was able to answer two out of the five correctly.

Evidence of learning

Key Competencies/Vision Principles

Jenny was able to read her story with natural rhythm. I wonder if she has been practising reading at home?

Next Learning Steps

Listen to the context of the sentence and look at the beginning letters of the word when sounding one out Continue to practise retelling the story Share learning with home

Narrative Assessment - Literacy - 2 Nov 2015

Learner: Jenny        Learning Coach: Miriam Kamsteeg             Date: 2 Nov 2015

Learning Area: Literacy - Writing

Learning Observed

Todao Jenny was writing with me. She sat down and drew her picture, then wrote her story. She asked how to spell “park”. I sounded it out for her “p- a- r - k” and she wrote down the sounds that she heard. She then continued to write her story.

Evidence of learning

Jenny was able to write a story with many correct sounds. I wonder if she is practising her writing at home?

Key Competencies/Vision Principles

Jenny is developing her Capabilities in Writing. She is able to sit and independently write a story (Managing Self). Jenny is able to hold a story in her head and record it down (Thinking). She is recording many different sounds down (Using Language, Symbols and Texts).

Next Learning Steps

Write 2 or more sentences each writing session Think carefully before writing a “b” or a “d” Share Learning with home.

Jenny's Photo on Monday, 19 October 2015

Narrative Assessment - iExplore - Term 3, 2015

Learner:  Jenny                   Learning Coach: Miriam Kamsteeg      Date: Term 3, Weeks 5-7, 2015

Learning Area: iExplore - Reflections - Science

Learning Observed

Jenny choose to be a part of the iExplore group looking at reflections. We first brainstormed where we would be able to see our reflections. Then we had walk around the school to see what we could find our reflection in. As a group we decided that we all wanted to explore reflections with mirrors. We spent time using mirrors to create reflections. We discovered that you could get the sun on the mirror and send it around the room, you can look under things like the shelves on wheels, if you hold your mirror up to another mirror you can see lots of mirrors and we explored mirror writing.

Evidence of learning

Jenny is showing how she can reflect a mirror in a mirror to see lots of mirrors.

Key Competencies/Vision Principles

Jenny showed Collaboration by  working with other Learners to investigate different ways to show/ find reflections (Participating and Contributing). They also showed that they were Capable by sharing their learning back on the video. Jenny explored many different ways to reflect with mirrors (Thinking).

Next Learning Steps

Share learning with other Learners not part of the iExplore group Explore with other items that reflect Share learning with home.

Jenny's Video on Wednesday, 26 August 2015

Jenny's Photo on Wednesday, 19 August 2015

Mathematic's Narrative Assessment

Learner: Jenny, Tammy, Suri, Ameerah and Ella                Learning Coach: Mr Hattie                Date: 28 July 2015

Learning Area: Learning Habitat 2 - Numeracy

Learning Observed

Our aim in Mathematics for this lesson was to say the number that either come before or after the number on the dice. The trick was before the group could tell me the answer they had to check their learning with a buddy. This was getting the learners into the habitat of peer checking and checking their own work. This will allow them to ensure that they are not making careless mistakes in the working. Also it give them a chance to help each other out when they are struggling. When we were doing this activity Tammy was making sure that he always explained her reason why she gave that answer. Suri started off by calling out the answer but she quickly got the habit of discussing with her partner. Ameerah didn’t want to discuss, but when Jenny asked her what she thought Ameerah explained her answer. Jenny was great at encouraging others to contribute. Ella was very good at explaining the answer to those who struggled getting the answer this help those people to improve.

Evidence of learning

Key Competencies/Vision Principles

The Key Competencies that were being used in this lesson was “relating to other” as they had to be respectful of others opinion and take turns to explain their reason. Also if someone got the wrong answer they had to explain to them why the answer was wrong and not just tell them that they are wrong. Collaboration was being used in this task as they had to work together to answer the question. It was a competition and to get the points they all had to agree.

Next Learning Steps

The group’s next learning steps are to: instantly identify before and after to 20. identify before and after to 100.

Narrative Assessment - Literacy - 21 July 2015

Learner: Jenny        Learning Coach: Miriam Kamsteeg                Date: 21 July 2015

Learning Area: Literacy - Writing

Learning Observed

Today I for writing I modelled a story. The Learners helped me find the words on the table tent first “I went to the…”. The last word was “supermarket”. We worked together to record down as many sounds as we could. We wrote “spmkt”. The Learners then had to write their own story of where they went. Jenny decided that she wanted to write that she went to the park. She copied down the first part then asked me for help with the word “park”. I said, “park, p, p, p”. She said “p!” and wrote down “p”. I then said, “Can you hear any other sounds? Park, k, k”. She said “k!”

Evidence of learning

Jenny was able to hear the beginning and end sound of a tricky word. I wonder if she is practising her writing at home?

Key Competencies/Vision Principles

Jenny developing her Capabilities in Writing. She is starting to be able to record down words and letters independently (Managing Self). Jenny had decided what she wanted to write about before she started (Thinking). She is beginning to write stories (Using Language, Symbols and Texts).

Next Learning Steps

Continue to use the table tent to find words/ sounds Continue to explicitly teach sounding out words Share learning with home.

Jenny's Video on Thursday, 25 June 2015

Narrative Assessment - Math: Term 2

Learner: Jenny                    Learning Coach: Abby Morgan              Date: 8 June 2015

Learning Area: Math

Learning Observed

During our math workshops we have been beginning addition by identifying what numbers under 10 plus one more equal. We began by gathering 11 beans and two cups. Jenny was able to correctly collect the right number of beans and cups. I asked if she could solve 4+1 and recorded this on the whiteboard. Jenny collected four beans and placed them in one cup and added one bean to the other cup. I asked her how many beans she had altogether to which she told me five. Jenny was able to use her fingers and the beans to count from one to solve the equation.

Evidence of learning

Jenny is learning her facts to five. I wonder if she practices this at home?

Key Competencies/Vision Principles

Jenny was developing the vision principles of being capable as well as extending the key competencies of using language, symbols and texts, and thinking skills. She was applying her knowledge of numbers to extend her existing capabilities while using the correct mathematical language to communicate her ideas. Jenny was also utilising effective thinking skills to recall and apply new learning.

Next Learning Steps

Introduce Jenny to the remaining addition facts to five Add one to larger numbers (10-20) Develop instant recall of numbers before and after to 20

Narrative Assessment - Writing

Learner: Jenny                    Learning Coach: Abby Morgan              Date: 19 May 2015

Learning Area: Literacy - Writing

Learning Observed

As part of developing learners ability to write we are learning the shapes and symbols of the Casey the Caterpillar programme. During the programme the learners focus on developing their fine motor control and work towards accurate shape formation and position. As we have progressed with this learning Jenny has developed her ability to accurately form the shapes and is able to identify most shapes when asked. Since beginning she has extended the number of letters she is correctly forming and is able to accurately justify why she has chosen her best shape. Jenny has made great gains in formation and positioning, within the next few weeks we will begin to put the shapes together to form letters.

Evidence of learning

Jenny takes great care in her writing and is focusing on accurate letter formation.

Key Competencies/Vision Principles

Throughout the Casey the Caterpillar programme Jenny has displayed the Vision Principle of Capable. She has demonstrated her ability to attend to a task and is developing her knowledge and skills. Jenny has also shown her ability to apply Thinking Skills, and Use Language, Symbols and Texts as identified in the Key Competencies. She applies known skills and knowledge with unknown (thinking) and is developing her ability to use the written english language.

Next Learning Steps

Identify all Casey Shapes by sight Introduce Jenny to the last of the Casey the Caterpillar shapes Begin to introduce Jenny to combining the Casey the Caterpillar Shapes

We Built This City!

Learner:  Jenny         Learning Coach: Luisa Maloni    Date: 21st  April, 2015

Learning Area: iExplore: We Built This City

Learning Observed

Due to the high interest in building structures out of the magnetic shapes, we have embarked upon an iExplore learning adventure designing and constructing a city out of cardboard. We started off making a structure out of magnetic shapes and I asked the learners to think about what their building would be for. When I asked Jenny about her structure she told me that hers was a ‘tall tower’ with ‘one big tall room’ and when I asked her what the tower was for she said it was for making  flowers and sparkles. I said ‘So is it a Flower/Sparkle factory?’ and she said ‘Yes’.

Evidence of learning

Jenny is able to create a new structure from her imagination and describe its purpose.

Key Competencies/Vision Principles

Jenny is demonstrating her Capabilities in discussing her own design. She is able to describe it using adjectives of size (tall, big) and think about what purpose it might be for. She is able to use some appropriate topic vocabulary to describe her building i.e. ‘Tower’ (Thinking/Using Language Symbols and Text). In creating a structure and thinking of its purpose she demonstrates creativity and Curiosity as she explores the materials provided.

Next Learning Steps

Develop her ideas about the purpose of structures as she designs and constructs her cardboard building. Can she describe her building using new or appropriate topic vocabulary? E.g. factory, apartment, skyscraper, offices etc...Can she show how her design includes modifications to suit the purpose of her building? E.g. one large space and a kitchen/storage area for a restaurant Modify and trial new ideas from her design to suit the cardboard she will be using as the building material.

Learner: Jenny                   Learning Coach: Abby Morgan                  Date: 6 March 2015

Learning Area: Reading

Learning Observed

As a follow up reading activity Jenny, Jeffa, Ella and Evie recreated Jenny’s reading book ‘My Things’. During reading Jenny was able to use the pictures and letters to help identify unknown words. Together, Jeffa, Jenny, Evie, and Ella decided on a title that would fit the subject ‘Our Stuff’ and each learner made one statement and pointed to that on their person. Jenny was able to retell the story and provided ideas for items we could use to tell our own version of the story.

Evidence of learning

Click the link below to watch the YouTube video of Jenny, Jeffa, Ella and Evie Jenny, Jeffa, Ella, and Evie Reading Activity

Key Competencies/Vision Principles

Jenny scored 3 years 11 months on the Oral Language Assessment and 26/54 for the Letter Identification Assessment. While she was completing this activity she was using her ability to collaborate with the others in her reading group and felt comfortable to share her ideas with them. Jenny was developing her ability to recognise and identify unknown words which relates to the Key Competency of using Language, Symbols and Texts. She was also effectively communicating with other and using her thinking skills to  come up with some new ideas to add to our story.

Next Learning Steps

Use the ipad to record Jenny buddy reading with others. Encourage Jenny to being to retell more stories Create pictures on the iPad to follow up reading Develop instant recognition of High Frequency Words