Narrative Assessment - Developmental - 1 July 2016

Learner:   Jenny        Learning Coach:   Megan Croll - LH2            Date:   1 July 2016

Learning Area:  Developmental

Learning Observed

Today during Developmental, Jenny, Linda and Darius chose to use the lego equipment to create a little town.  The worked together to construct buildings and different areas.   The Learners supported each other when the lego parts were not joining together easily.   Jenny was excited to share and tell me about their creation.

Evidence of learning

This team are very proud of their creation

Key Competencies/Vision Principles

Jenny was Capable of using the lego equipment during Developmental time to create this design and was also able to carefully put it all away when she had finished (Managing Self).     All the Learners respected each other’s ideas and worked Collaboratively with each other throughout the construction of their town.

Next Learning Steps

Create a more challenging design Choose to work with another Learner who she has not worked with before Write a story to go with her creation

Ordering Fractions Narrative Assessment

Learner: Jenny                 Learning Coach: T Morgan              Date: 15th June 2016

Learning Area: iDevelop - Maths

Learning Observed

Today after a 20 minute learning workshop on ordering fractions with common denominators, Jenny chose to complete a follow up worksheet. She was able to independently complete the worksheet, ordering fractions from smallest to largest (e.g. ⅛, ⅜, ⅝, 8/8)

Evidence of learning

Jenny was able to order fractions with common denominators, from smallest to largest! Can Jenny teach a friend what she has learnt?

Key Competencies/Vision Principles

Jenny is developing her Capabilities in Maths. She chose to independently complete the follow up task for fractions in learning time and in one day (Managing Self, Participating and Contributing). Jenny was able to Think about fractions as being “part of a whole” and compare fractions to order them correctly (Using Language, Symbols and Text).

Next Learning Steps

Order fractions with different denominators. Adding fractions with common denominators. Share learning with home.

7 April 2016 Narrative Assessment - iExplore

Narrative Assessment - Writing - 31 March 2016

Learner:  Jenny              Learning Coach:   Megan Croll                Date:   31 March 2016

Learning Area: Writing

Learning Observed

Our Learning Habitat had recently had a visit from ‘Little Bo Peep’ and her farm animals.  The Learners had an opportunity to visit the ‘farm’ to touch, brush and learn about the different animals.   For our writing assessment, Jenny was invited to write about her ‘farm’ visit.  She was encouraged to think about all the animals that she saw, and to use her senses to describe what she had seen, smelt, heard and touched.   Jenny planned her writing with a detailed picture and included several ideas in her writing.    She used a capital letter to start her sentence, sounded out the initial letter and spelt a few high frequency words correctly.   Jenny used the word ‘but’ to compare the way she felt about the donkey and the rabbit.

Evidence of learning

Key Competencies/Vision Principles

Jenny was supported to collaborate with others during the brainstorm when she was thinking about the ‘farm’ visit.   She connected to her personal experience and used this to help form her ideas for writing. Jenny was able to work by herself to plan and complete her writing (Managing Self).   She is forming her letters correctly and listens to the sounds they make when recording them (Using language, symbols and text).

Next Learning Steps

Learn more high frequency words, e.g. some, were, more Use capital letters correctly Independently use word cards to help support spelling

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