Narrative Assessment - 24 Aug 2015 - Mathematics

Narrative Assessment - Literacy - 30 July 2015

Learner: Riley        Learning Coach: Miriam Kamsteeg        Date: 30 July 2015

Learning Area: Literacy - Writing

Learning Observed

Today I was writing with Riley. He had decided that his story was going to be “I am learning about taking the pen for a walk”. He started by writing “Iaml”. I stopped him and said that he hand to put a finger space in between each word so we could easily see where one word started and stopped. We also discussed how it was not drawing a picture of a finger but putting our finger on the page to make a gap and then write the next word. He then continued to sound out all the words and write down all the sounds he could hear in the words.

Evidence of learning

Riley is writing down many sounds he is hearing in his words. I wonder if he is practising writing at home?

Key Competencies/Vision Principles

Riley is developing his Capabilities in Writing. He is able to record down words, sounds and letters independently (Managing Self). He had decided what he wanted to write about before she started (Thinking). He is beginning to write stories (Using Language, Symbols and Texts).

Next Learning Steps

Remember to put in finger spaces between each word Recording lowercase letters only up to midway of each line Share learning with home

Narrative Assessment - 28 July 2015

Learner: Riley                      Learning Coach:  Mr Hattie               Date: 28 July 2015

Learning Area: Developmental Collaboration

Learning Observed

This term at Ormiston Primary we are promoting Collaboration. We have been teaching the skills required to collaborate effectively. Today I was called over to see a group’s creation. To my surprise they had made a Tower the size of them. It had a repeating pattern the whole way up and was built collaboratively. Riley explained to me how they had made the pattern and what the parts on the side were for. The language that had come out of the description of tower included topic specific words and who made what part. The skills that were required for this project were teamwork, communication of who does what, discussion of the ongoing pattern and respect. It was impressive to see how they had come up with this tower. A totally self motivated project. Well done Riley!

Evidence of learning

The Groups end product. Very impressive.

Key Competencies/Vision Principles

The Key Competencies used for this project are “thinking” as the group had to think about what they were going to make with the materials that they had. Also Collaboration was used with this project. The learners had delegated jobs and what they were responsible for and there was discussion during this time. “Relating to others” was being used as they had to show respect for others and their ideas to achieve their task.

Next Learning Steps

Riley’s next learning steps are: more complex description of his project. writing about his project and how he created it.

Riley's Video on Wednesday, 24 June 2015

Myths and Legends

Learner: Riley  Learning Coach: Luisa Maloni    Date: 15th June, 2015

Learning Area: iExperience: Myths and Legends

Learning Observed

On Friday afternoons during iExperience we have been learning about Myths and legends from all around the world. Today we introduced a new Myth and legend shared with us by one of our families- ‘The Year Beast’. It is a Chinese story about a beast that destroys villages every year until the villagers realise that the beast is afraid of the colour red and fireworks. At the end of the story, Riley approached Miss Morgan and asked if the story was true or false. He said that he thought the story was false and used the sign for false to reinforce his ideas. See video below for further discussion.

Evidence of learning

Riley asks questions to clarify his thinking. I wonder if he talks about myths and legends at home ?

Key Competencies/Vision Principles

Riley demonstrates his Curiosity by asking a question and  shows he is thinking carefully about the discussion (Thinking). He also used an important and appropriate strategy in the inquiry process- asking an expert! He is enthusiastic about using sign language to reinforce his ideas (Using Language, Symbols and Texts). We had talked about the concept of true and false when we introduced the topic ‘Myths and Legends’ and Riley has made Connections or used this knowledge and and applied it to our new Myth and Legend.

Next Learning Steps

Use another kind of strategy when finding out the answer to a question e.g. looking in books, on the internet summarise a story using the names of characters, setting and main plot information

Narrative Assessment - Literacy Writing

Learner: Riley                   Learning Coach: Abby Morgan              Date: 19 May 2015

Learning Area: Literacy - Writing

Learning Observed

As part of developing learners ability to write we are learning the shapes and symbols of the Casey the Caterpillar programme. During the programme the learners focus on developing their fine motor control and work towards accurate shape formation and position. As we have progressed with this learning Riley has strengthened his fine motor skills and developed his ability to accurately form the shapes. Riley is able to recall the shapes when asked and has extended the number of letters he is correctly forming.

Evidence of learning

Riley is able to recognise the symbols he is accurately forming and can correct errors.

Key Competencies/Vision Principles

As Riley has progressed through the Casey the Caterpillar programme he has displayed the vision principles of being Capable. He has shown his ability to attend to a task and develop his knowledge and skills. Riley has also shown his ability to apply Thinking skills, and Use Language, Symbols and Texts as identified in the Key Competencies. He applies known skills with unknown (thinking) and is developing his ability to use written language.

Next Learning Steps

Introduce Riley to new Casey the Caterpillar shapes Introduce activities to assist in developing fine motor skills - peg tasks, threading, picking up and moving objects with tweezers Identify all Casey Shapes by sight

Learner: Sanad and Riley      Learning Coach: Miriam Kamsteeg  Date: 25 March 2015

Learning Area: Literacy - Reading

Learning Observed

Sanad and Riley were working in the same reading group today. I showed the word “the” on a whiteboard and asked if anyone knew what word it was. Sanad straight away said “the”, and Riley echoed after him “the”. They were both able to point to the word on the table tent card. Sanad and Riley were able to search on the back page of their story where there was a word list to find the word “the” as well. I then wrote the word “is”. Riley was able to instantly recognise the word and tell me. Sanad also was able to recognise “is” as well. They both found “is” at the back of their books as well. Everyone then opened their books to their first page. Riley turned to Taj, who was next to him, and said “banana” as Taj had a picture of a banana in his book. Sanad was able to look at the picture and without prompting read “I am a mouse”. Riley too was able to look at his picture and without prompting read “I can see you, tiger”. Sanad said to Riley “tiger starts with a “t”, t, t, t”. Sanad then turned the page, looked at the picture and read “I am a parrot”. I pointed to the word “bird” and said “b, b, b”. Sanad said “bird. I am a bird”. Riley looked at the picture then said “I can see you, bird”. They then both read the next page wordperfect.

Evidence of learning

Sanad and Riley were able to read their stories very well. I wonder how they would go reading books the next level up?

Key Competencies/Vision Principles

Both Riley and Sanad understand the basics of Concepts about Print (recognising the front, back of books, what a word and a letter are etc). They have shown that they are looking at the pictures to use the picture cues before reading the text (Thinking). They are developing their Capabilities in Reading by learning their basic sight words. Both are using their letter and sound knowledge to read the words (Using Language, Symbols and Text).

Next Learning Steps

Individually assess them with a Magenta book to see if they are ready for Red. Explicit teaching on looking at the words and how to sound them out. Complete the basic sight words assessment.