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.