Narrative Assessment Feb 19, 2015

Learner:      Riley Scott        Learning Coach: Caro Bush               Date: 17th Feb

Learning Area: Literacy

Learning Observed

I sat with Riley as he drew his picture in his learning book, when questioned he was able to give a very detailed explanation as to the story behind his picture. Riley was very eager to begin his story and he knew that he wanted to write “I am blowing big bubbles”. Riley and I talked about how to construct the sentence and he decided to start at the left side of the page with the letter I. He knew how to write ‘am’ and was able to hear and record ‘blo’ in blowing and b-bbl-s in bubbles. Riley finished his story sentence with a full-stop and then noticed the number of times he had written the letter b. We had fun talking about alliteration and making up new sentences with lots of ‘b’ words in them

Evidence of learning

I noticed that Riley swapped between his right and left hand when he was writing and that he has a very light grip. I wonder if he does this at home?

Key Competencies/Vision Principles

Riley showed he was both capable and curious when writing his story. He knows 52/54 on the letter ID assessment and has an oral language score of 6yr6m. He is developing his understanding and constructing knowledge of how texts work (Thinking). He was self-motivated and sees himself as a capable learner (Managing Self). Riley is working with and making meaning of his alphabet knowledge to construct a written story (Using Language, Symbols and Texts).

Next Learning Steps

Administer High Frequency word test - to determine which words Riley already knows and which he is ready to learn To show Riley how he could be using the table tents as a resource to find letter/sound associations Explicitly teach the use of capital letters at the beginning of a sentence and for proper nouns Share Riley’s school writing at home