Narrative Assessment - 16 Oct 2015 - Reading

Learner:  Riley and Simeon               Learning Coach: Mr Hattie             Date: 16 October 2015

Learning Area: Learning Habitat 2 - Reading

Learning Observed

During the reading session today I was roaming around the habitat to see all the reading activities the learners were doing. I cam across Riley with a small group of learners around him. He was reading a book to them like he was the learning coach. He was putting on voices and all the learners were listening. This is great to see as Oral reading is good for fluency and expression. When Riley had finished Simeon was asking questions about why the tiger had done what had done and Riley was explaining it for him. This is awesome to see as questioning is a big part of comprehension. This is the sort of learning that we like to see in habitat two. It is self directed and enjoyable for them.

Evidence of learning

Riley being the learning coach while reading

Key Competencies/Vision Principles

The Key Competencies that are being used during this session is “Thinking” as Riley was thinking about what different voices are needed for each character. Simeon was thinking about the different questions that he was wanting to find out about. Collaboration is being used as the learners were collaborating during it. Capabilities are being used the learners were showing their capabilities in reading and questioning.

Next Learning Steps

Riley and Simeon’s next learning steps are: to identify the text specific words. answer inference questions about a text.

Narrative Assessment - 20 Oct 2015 - Mathematics

Learner:  Riley                   Learning Coach:  Miriam Kamsteeg            Date: 20 Oct 2015

Learning Area: Mathematics

Learning Observed

Today Riley completed a Gloss Maths assessment. He used counting on for solving the Addition and Subtraction problem. Riley again used counting on to solve the Multiplication problem. He was unable to solve the Proportions and Ratios question.

Evidence of learning

Riley showed a great strategy for solving the different problems. I wonder if he is practising this with Mathletics?

Key Competencies/Vision Principles

Riley is developing his Capabilities in Mathematics. He is using many different problems solving strategies to figure out the questions (Thinking). Riley is able to read and process the questions (Using Language, Symbols and Texts).

Next Learning Steps

Explicitly teach how to use an additive strategy to solve Proportions and Ratio questions Explicitly teach how to use multiplicative strategies to solve Multiplication and Division questions Share Learning with home.

Riley's Photo on Monday, 19 October 2015

Riley's Video on Wednesday, 9 September 2015

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.