Narrative Assessment - iExperience - Term 4, 2015

Learner:  Harman, Ethan and James   Learning Coach: Miriam Kamsteeg             Date: Weeks 7-10, Term 4, 2015

Learning Area: iExperience

Learning Observed

This iExperience involved turning “Trash” into something “Flash”. They started with a piece of cardboard and had to create a photo frame to for their superhero photo. We had lots of scraps of cardboard, cellophane, tissue paper, wool and fabric bits for the Learners to use to create this.

Evidence of learning

They have used “trash” to create this frame. Isn’t it starting to look flash!

Key Competencies/Vision Principles

They are developing their CURIOSITY by thinking about what scraps would be good to cut up to put on their frame (THINKING). They had to work by themselves and ensure that they got everything finished in time (MANAGING SELF).

Next Learning Steps

What else is “trash” that I could create into something “flash”? Ensure I have glued everything down properly and painted all the parts thoroughly. Share learning with home.

3 Little Pigs iExplore

Handwriting Narrative Assessment

Learner: Harman                     Learning Coach: Mr Hattie             Date: 12 October 2015

Learning Area: Learning Habitat 2 - Handwriting

Learning Observed

For literacy we have been focusing on handwriting every thursday. This was because we saw many learners struggling with writing or complaining about sore hands while writing. This can affect the amount of writing they are doing which could have an impact on their achievement in writing.  We were using the Casey the Caterpillar Handwriting Shapes to help the learner remember the correct formation. This has made some improvements to the amount the learners are writing as they are writing me fluidly. Harman has been writing her letters to small and it was hard to read some of the time. Now with this practice she is starting to use the correct sizing of her letters. She was excited to see how neat her writing was.

Evidenceof learning

Key Competencies/Vision Principles

A Key Competencies that is being shown in this lesson is “understand language, symbols and text” as the learners are learning the correct formation of the letters. The Vision Principles that are being used are “Capabilities” as the learners are improving their writing capabilities and “Connecting” as they are learning the link between handwriting and writing full sentences.

Next Learning Steps

Harman’s next learning steps are: writing all lowercase letters with correct formation. writing all capital letters with correct formation.

Harman 's Photo on Monday, 19 October 2015

Math Narrative Assessment

Learner: Harman                 Learning Coach: Mr Hattie             Date: 15 October 2015

Learning Area: Learning Habitat Two - Mathematics

Learning Observed

This term in Habitat Two we are retesting the learners to see the change in capabilities. For this assessment we were looking at their knowledge. When I tested Harman last term she was struggling on the addition and subtraction, and the skip counting. This was something that we focused on throughout term 3. Now she is able to do it instantly. This shows that it is knowledge and how hard Harman has worked over the term. She was very excited when I told her that she had moved up to the next level.

Evidence of learning

Here is the results of Harman’s test.

Key Competencies/Vision Principles

Harman is developing her capabilities in mathematics. Understanding symbols and language is being used as the difference between the + and - symbol was confusing her at first. Thinking is being used as she had to think very hard about the different symbols when practicing.

Next Learning Steps

Harman’s next learning steps are: skip count forwards and backwards to 100 in 2s, 5s, and 10s. addition and subtraction facts to 10.

Math Narrative Assessment

Learner: Harman              Learning Coach: Mr Hattie          Date: 9 September 2015

Learning Area: Mathematics

Learning Observed

For mathematics we are learning to subtract numbers to 5 using materials. This is the first step of subtracting. During the lesson we started with understanding what subtraction is and how we subtract. We went through a few problems together using our materials, our fingers. This allows us to manipulate the problem ourselves at our own pace. Harman was doing a good job. Our next step for this lesson was practicing using our capabilities that we learnt in a practical sense. We played our addition and subtraction board game, we only did the subtraction part. Harman succeeded at this game as she made sure that she used the strategy that she learnt during our lesson. She was able to do the strategy correctly and she started to use imaging.

Evidence of learning

Harman was very quick with her working out.

Key Competencies/Vision Principles

The Key Competencies that was being shown during this lesson is “thinking” as the learners are having to think about the skills that they have just learnt while applying them to a new game. “Relating to others” as the learners were put into pairs as we are wanting discussion around why they have gotten to the answer that they got. “Capable” is the key value that we were using as the learners had to use the capabilities that they had learnt in a practical sense.

Next Learning Steps

Harman’s next learning steps are: using imaging to solve subtraction problems to 5. instantly recognising basic facts to 5.

iExplore- Stained Glass Window Art

Harman 's Photo on Wednesday, 19 August 2015

iExperience: Collaboration in Music

Harman's Video on Thursday, 25 June 2015

Harman's Video on Thursday, 18 June 2015

iExperience- Harman's Trip to the Zoo

Learner: Harman  Learning Coach: Luisa Maloni    Date: 12th June, 2015

Learning Area: iExperience

Learning Observed

On Friday afternoons during iExperience we invite learners to choose from of a range of activities that develop language and imaginary play. Harman chose to write a booklet about her trip to the zoo with her family. She came to me to show me her work of which she was very proud. Harman explained she had gone to the zoo with her family and had seen some of her friends there.

Evidence of learning

Harman is choosing to express her ideas through written language in a format she has chosen herself. I wonder if Harman enjoys writing at home?

Key Competencies/Vision Principles

Harman demonstrates her Capabilities with written language (Using Language, Symbols and Text). She shows her independence (Managing Self) in choosing to write without an adult prompting her to do so, and her ability to spell and write high frequency words and people’s names. Harman is Connected with people and events that are important to her and uses these to motivate and build upon her learning at school.

Next Learning Steps

Use other forms of presentation to share experiences from home and school e.g. an e-book, poster, artwork Locate words she would like to use for writing from displays, word charts, the internet or simple dictionaries

Narrative Assessment - Math

Learner: Harman                    Learning Coach: Abby Morgan             Date: 3 June 2015

Learning Area: Math

Learning Observed

Our current math focus has been on developing learners ability to quickly solve addition problems using materials (counters) and imaging (solving it in their head). We began our math workshop by playing a new game. Each learner took a turn to roll the dice and we put the numbers into the first two hearts to create an equation. As I worked alongside Harman I noticed she was using her fingers to solve the math problems. I asked Harman to show me how she had solved 4+2. She told me that she used her fingers and counted from one. After completing 6 questions as a group the learners went away and continued to solve the questions themselves.

Evidence of learning

Click here to view Harman’s video.

Key Competencies/Vision Principles

During our math workshop Harman was demonstrating her ability to apply the Key Competencies of thinking and using language symbols and texts. She displayed thinking skills as she used materials to solve the math equations and used the correct math language and symbols to record her thinking. She was also showing the vision principle of capable.

Next Learning Steps

Provide lots of practice for Harman to learn the patterns for addition problems under 10 Begin to introduce solving addition problems to 5 by imaging

Narrative Assessment - Literacy - 12 May 2015

Learner: Harman, Ethan and James                   Learning Coach: Miriam Kamsteeg             Date: 12 May 2015

Learning Area: Literacy - Reading

Learning Observed

Today in Reading we were focusing on the basic words “look” and “at”. Harman, Ethan and James were all able to read the words without prompting when I read them out. Ethan was reading “The Animal Show”, James “My Hat” and Harman “Fishing” James was able to point to each word as we read together “Look at my hat”. Harman started to read she said, “I…” and then got stuck on the word “have”. I prompted her and she was able to read the rest with no support “... a fish. Look at my fish” and finger point to each word. Ethan pointed to each word and read, “look at my toes, said rabbit”. I said “look at my…” and pointed to the rabbit in the picture and traced my fingers over his large ears. Ethan said, “ears!” “Look at my ears, said rabbit”. On the next page James read, “look at my hat, look at…” I prompted him with “your” and he re-read “look at your hat”. Harman read with support “oh no”. The she confidently read, “I…” She looked at me for the next word. I said “have. She read, “have a …” Ethan said, “rock”. Harman read, “I have a rock.” On Ethan’s next page he said, “Look at my mouth said bird”. I pointed at the word beak and said, “beak” and pointed to the picture. Ethan read again “look at my mouth said bird.”

Evidence of learning

Our favourite pages in our books! The Learners are starting to read confidently by themselves. I wonder how many more basic sight words they know now?

Key Competencies/Vision Principles

On the Duncan Basic word test at the end of Term 1 James scored 3/24, Ethan 3/24 and Harman 3/24. Ethan, Harman and James are developing their Capabilities in Reading. Harman, James and Ethan have shown that they are looking at the picture to try to work out the text (Thinking). James, Ethan and Harman are starting to read many basic sight words (Using Language, Symbols and Texts).

Next Learning Steps

Retest Duncan Basic Word test explicit teaching over looking at the start of words to sound them out, after looking at the picture Continue to explicitly teach basic sight words.

Learner: Kaiariki and Harman    Learning Coach: Mr Hattie        Date: 17 March 2015

Learning Area: Learning Habitat 2 - Reading

Learning Observed

During reading time this week Jack was reading one of the big books when he noticed that he had two people listening to him. He proceeded to read the book out loud and Kaiariki and Harman continued listening. They were asking questions about the text and talking about the pictures. This is a great learning experience for Kaiariki and Harman because they do not have the challenge of decoding and they are hearing someone reading who is working on decoding a different level to them and they are getting to hear the different strategies that he is using. This will help Kaiariki and Harman develop more strategies. Having collaboration between learners is highly valuable for their learning.

Evidence of learning

To see video press click here CLICK HERE After finishing the big book Harman wanted to try reading to Kaiariki. Here is Jack and Kaiariki listening to Harman read a poem.

Key Competencies/Vision Principles

Kaiariki and Harman have shown the Key Competency “participating and contributing” because they were participating in the story. “Relating to others” was being shown as Kaiariki and Harman were listening to Jack read the story. They got to hear how he reads a story. While this was during reading time it was an independent task that these learners chose to participate in, so they were “managing self”.

Next Learning Steps

Harman and Kaiariki’s  next learning steps are: Reading out loud with fluency. Identifying high frequency words in a text. retelling a story that she listens to.

Learner: Harman Kaur     Learning Coach: Miriam Kamsteeg           Date: 2 Mar 2015

Learning Area: Literacy

Learning Observed

Harman was working with the "Alphabet Soup Cans". She showed me that she had a unicorn picture. I asked her if she could find the "u" can to put the picture in. She then found it and also found some more "u" pictures - "uniform" and "unicycle" and put them in the "u" can as well. Then she showed me that she had found the "c" can and had put in"cookie", "cow" and "cat".

Evidence of learning

Harman linked the sound with the letter. I wonder how many sounds she knows?

Key Competencies/Vision Principles

Harman scored 51/ 54 on the Letter Identification Assessment and 3 years 8 months on the Oral Language Assessment. She was able to listen and follow instructions in order to develop her capabilities to learn to play the “Alphabet Soup Can” game. Harman was able to continue a task by herself (Managing Self). She was able to match the sound with the letter (Using Language, Symbols and Texts).

Next Learning Steps

Complete a letter sound assessment Specific teaching on writing a story using only the beginning sounds of each word Continued reinforcement between the sound and letters