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.