Narrative Assessment - Term 4 - iExplore

3 Little Pigs iExplore

Math Narrative Assessment

Learner: Ameerah                    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 Ameerah can skip count in two’s up to 20. She was so excited that she achieved this. Ameerah told me that she has been practicing at home with her mum everyday. This perseverance is truly commendable.

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 Ameerah 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

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

Narrative Assessment - 21 Oct 2015 - Literacy

Learner: Ameerah           Learning Coach: Miriam Kamsteeg             Date: 21 Oct 2015

Learning Area: Literacy - Writing

Learning Observed

Today Ameerah was writing with me. She decided that she wanted to write “I am on a boat.” She settled down and started to write it and sounded it out all by herself. I then asked her what else could she put to add to her story. She wanted to say “and I was turning on the engine.” Ameerah then sounded out the words and wrote them down.

Evidence of learning

Ameerah is getting very good at sounding her words. I wonder if she is practising her writing at home?

Key Competencies/Vision Principles

Ameerah is developing her Capabilities in Writing. She is able to create a story in her head and write it down (Thinking). Ameerah is able to get started and write continuously on a topic (Managing Self). She is recording down many sounds that she hears (Using Language, Symbols and Texts).

Next Learning Steps

Continue to write two sentences for each story. Make sure capital letters go in the correct place. Make sure to re-read the story as it is being written to ensure it makes sense.

Ameerah 's Photo on Monday, 19 October 2015

Ameerah 's Photo on Wednesday, 26 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 - 28 July 2015 - Literacy

Learner: Ameerah       Learning Coach: Miriam Kamsteeg                 Date: 28 July 2015

Learning Area: Literacy - Writing

Learning Observed

Today Ameerah was working with my for Writing. She wanted to say “I went to the beach”. She started off using the table tent card to copy down “I went”, but she wrote an “m” instead of an “n” so she wanted to write it all again. She she wrote down “to the” using the table tent card. We then sounded out “beach”. Ameerah wrote down the sound she heard at the beginning and end of the word.

Evidence of learning

Ameerah is starting to write down the sounds she hears in tricky words. I wonder if she is practising her writing at home?

Key Competencies/Vision Principles

Ameerah is developing her Capabilities in Writing. She is listening for the sounds when she is sounding out the words (Thinking). Ameerah was able to find the basic sight words on the table tent card (Managing herself). She is using letters to represent sounds (Using Language, Symbols and Text).

Next Learning Steps

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

Narrative Assessment - 24 July 2015

Learner: Ameerah, Angkor & Suri    Learning Coach:Miriam Kamsteeg     Date: 24 July 2015

Learning Area: Developmental Task

Learning Observed

This afternoon the Learners were working on different tasks, developing a range of skills from fine motor skills to social skills. I saw a group of Learners who were working together with the magnet shaped to create a huge star. I asked them what they were doing by working together. They said, “Collaborating!” When they had finished they came to me to show me the completed star.

Evidence of learning

See Blog post Below.

Key Competencies/Vision Principles

The Learners were Collaborating to build this. They were able to work one task continuously over a period of time (Managing Self). They were listening and talking with each other to make this (Participating and Contributing). They thought of the best way to build a tall tower to ensure that it did not collapse in the middle (Thinking).

Next Learning Steps

More tasks where Learners have to Collaborate Creating something different together with the Magnetic Shapes Share Learning with home

Collaborative - Friday, 24 July 2015

Ameerah 's Video on Wednesday, 24 June 2015

Narrative Assessment - Math: Term 2

Learner: Ameerah                     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. Ameerah 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. Ameerah 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. Ameerah counted from one using the beans to solve the equation.

Evidence of learning

Ameerah is able to gather sets to help solve equations.

Key Competencies/Vision Principles

Ameerah 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. Ameerah was also utilising effective thinking skills to recall and apply new learning.

Next Learning Steps

Provide number before and after activities to assist Ameerah in developing her instant recall of numbers before and after to 20 Practice one to one counting to 30 Use different materials to solve adding one addition problems to 10

Narrative Assessment - iExperience - Physical Education - 26 May 2015

Learner: Ameerah                 Learning Coach: Miriam Kamsteeg     Date: 26 May 2015

Learning Area: iExperience - Physical Education (PE)

Learning Observed

Today in PE we were learning to throw overarm. Ameerah had to step forward with the foot opposite to her throwing arm. Then take her throwing shoulder back and point her non throwing arm where she wanted to throw the ball. Today we were aiming at the cricket wicket.

Evidence of learning

Ameerah was able to stand correctly to throw the ball. I wonder if she can hit the target when standing closer?

Key Competencies/Vision Principles

Ameerah showed that she is developing her Capabilities in throwing overarm. She was working Collaboratively as she was taking turns at this activity. Ameerah was actively participating in this task (Participating and Contributing). She was carefully aiming the ball at the target (Thinking).

Next Learning Steps

Take her time and look at the target before throwing the ball Try going closer to the target Practise catching a tennis ball

Narrative Assessment - Literacy - 12 May 2015

Learner: Scarlett, Armann, Ameerah      Learning Coach: Miriam Kamsteeg             Date: 12 May 2015

Learning Area: Literacy - Reading

Learning Observed

Today in Reading Scarlett and Armann choose to read “The Balloons” and Ameerah choose to read “The Kites”. Scarlett was able to point to her first word and read by herself “the red balloon is going down”. Armann needed help pointing to the words and reading the words “the red balloon is going down”. Ameerah was able to point to the words and while we both read the words together “the green kite is going up”. Scarlett showed that she had worked out the pattern of the words in the book and was able to read it without support. Armann and Ameerah continued to need support to read the words in the book. Scarlett and Ameerah continued to point to each word and return sweep for the second line. Armann continued to need help to point to each word in the text.

Evidence of learning

Our favourite pages from our books! We are learning to point to the words as we read. I wonder if the Learners remember to point to the words when reading at home?

Key Competencies/Vision Principles

Ameerah, Armann and Scarlett are developing their Capabilities in Reading. Scarlett had listened and looked at the pattern in the story to work out the words (Thinking). Armann, Ameerah and Scarlett are starting to read basic words (Using Language, Symbols and Texts).

Next Learning Steps

Share Learning with home Continue explicit teaching of basic words. Armann Continue explicit teaching of finger pointing to each word and return sweep. Ameerah and Scarlett move to a reading group where they do not need so much support with finger pointing.