Narrative Assessment - Term 4 - iExplore

3 Little Pigs iExplore

Diwali Day!

Reading Group Narrative Assessment

Learner: Evie, Ethan, Suri, Shams                     Learning Coach:  Mr Hattie               Date: 22 October 2015

Learning Area: Learning Habitat Two - Reading Group

Learning Observed

In our reading group session we were looking at retelling and discussing the text. This is something that we found was a gap that we had with this reading group. The task was to read the first 4 pages aloud and then with a partner retell what you just read with reference to the text specific words in the text. As I was listening I heard some really great discussions. Ethan was reading a story about climbing and climbers. He was so excited to tell the group about how the book was about climbers “like William Pike”. This was a great connection to his own life. William Pike is the speaker that we have been discussing in our Habitat. Evie and Suri were talking about the similarities in their books. Shams was so engrossed in his story that he finished the whole story and then retold it perfectly. He even showed the pictures while he was retelling it.

Evidence of learning

Ethan, Shams and Suri reading and showing their stories. Evie reading her book and using correct sound techniques.

Key Competencies/Vision Principles

The Key Competencies that were being used in this group session was “thinking” as the learners were thinking about what they were reading and what are the important parts they need to mention. Also, “understanding symbols and language” was being used as they were using their reading strategies to help understand the text.

Next Learning Steps

This group’s next learning steps are: to answer literal and inferential questions about their texts. using skimming and scanning to help find information in a text.

iExplore- Stained Glass Window Art

Narrative Assessment - Measurement - 31 July 2015

Learner: Shams          Learning Coach: Miriam Kamsteeg           Date: 31 July 2015

Learning Area: Mathematics - Measurement

Learning Observed

Today we had all the girls line themselves up from shortest to tallest and all the boys line themselves up from shortest to tallest. Then they all came and sat back together on the mat. I asked the Learners how could we find out if the boys were the shortest or the girls were the shortest? and if the boys were the tallest or the girls were the tallest? The Learners all pondered this. Some suggested that we needed all the Learners to line up from tallest to shortest. I said that it would work, but we could do it without having to use everyone. Shams then said that we could get the shortest girl and the shortest boy and measure them and the tallest girl and tallest boy and measure them to figure it out. We then did as he suggested.

Evidence of learning

Shams was able to problem solve to work out how to solve this problem. I wonder if he problem solves at home?

Key Competencies/Vision Principles

Shams was able to Connect his idea with what he had just done with how the problem could be solved (Thinking). He was able to share his idea with the other Learners (Participating and Contributing).

Next Learning Steps

More problem solving activities Practise measuring the length of different objects and comparing them Share learning with home

Narrative Assessment - Literacy - 22 July 2015

Learner:   Shams        Learning Coach: Miriam Kamsteeg                Date: 22 July 2015

Learning Area: Literacy - Writing

Learning Observed

Today for writing I modelled a story. The Learners together were able to find the words “I went to the” on the table tent cards. We then sounded out playground. The Learners said “p..l..a..g..d”. Shams then went to write his story. He decided to write my story. I then said what did you do at the playground. He then wrote by himself. “...to slide down the slide”.

Evidence of learning

Shams is sounding out the words he writes down. I wonder if he is practising writing at home?

Key Competencies/Vision Principles

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

Next Learning Steps

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

Shams's Video on Thursday, 25 June 2015

Narrative Assessment: Term 2 Math

Learner: Shams                    Learning Coach: Abby Morgan              Date: 12 June 2015

Learning Area: Math

Learning Observed

As part of our Math workshops we have been focusing on developing instant recall of addition facts to 10. We have been practicing solving and recalling simple addition of numbers under 10 plus one, some doubles, and other addition facts. To test out our knowledge we played ‘Addition Splat!’ As I called out the addition facts the learners had to race to answer the question. Shams has practiced and developed quick recall of the equations. He is developing good strategies to solve unknown equations and is attending to his new learning. Shams was able to recall 3+1 by using materials (fingers) as seen in the video here.

Evidence of learning

Key Competencies/Vision Principles

Shams was demonstrating the school Vision Principle of Capable and Collaborative. He was applying himself to his learning and was engaged in the activity that extended his knowledge. Shams was able to work alongside others and when faced with an equation he couldn’t solve worked with his peers to find the answer. He was also applying the Key Competencies of thinking as he instantly recalled facts and was using language, symbols and texts as he listened to questions as they were asked and found the correct answers.

Next Learning Steps

Develop instant recall of numbers before and after to 20 Practice one to one counting of objects to 50 Practice writing teen numerals

Shams's Post on Friday, 5 June 2015

Shams was watching the digger dig a new pathway near our habitat today. He said "they are digging a new path because it looks like a path. It's squishy and muddy. He is taking the dirt to make it clean to make it good. They will have to work all night and day."

Narrative Assessment - Writing Group

Learner: Evie, Benjamin, Shams, Ash                                Learning Coach: Abby Morgan  Date: 14 May 2015

Learning Area: Literacy - Writing

Learning Observed

Our Casey the Magic Caterpillar focus this week has been on ensuring the correct formation and position of open mouth, wide open mouth, and tunnel symbols. During today’s session I noticed that Evie has gained greater fine motor control which has improved her formation of all the shapes explicitly taught. She was able to place begin the symbol in the right position and took great care to ensure accurate formation. Benjamin is developing his fine motor skills. His pen grip is becoming stronger and shape formation more accurate. Since beginning the Casey programme I have observed Shams interest in extending his writing ability and noticed the high level of attention and care he puts into his learning. Shams has mastered the formation of wide open mouth and is progressing with the development of open mouth and tunnel. Ash is focused and engaged with her learning during writing time and has established correct formation, shape, and position of both open mouth and wide open mouth. She is working towards maintaining control and creating singular tunnel shapes.

Evidence of learning

Key Competencies/Vision Principles

While attending to this learning task Evie, Benjamin, Shams and Ash were developing the Vision Principle of Capable as they were extending their existing knowledge and abilities. They were also applying the Key Competencies of Thinking, Using language, symbols and texts. These were developed by applying new knowledge with existing and to form the shapes that will make letters of the english language.

Next Learning Steps

Assist learners in applying their casey knowledge to the formation of their name, ensuring we are practicing this frequently. Introduce new shapes to the learners. Assist learners in developing the connections between the symbols to create letters.

Learner: Shams                Learning Coach: Abby Morgan                 Date: 26 March 2015

Learning Area: Literacy - Writing

Learning Observed

Over the past few weeks Shams has been learning about writing using the Casey the Caterpillar programme. As part of this he is learning the basic common shapes that make up letters. Once these are mastered and have become automatic we combine them to create the letters of the alphabet. Since we have begun this learning, Shams ability to form the shapes and follow the process has improved. His fine-motor skills ability has improved which is providing him with greater control over the pen. Today Shams was focusing on correct shape formation and was able to accurately control the pen to complete the ‘open mouth’ shape.

Evidence of learning

Shams displaying his ‘Open Mouth’ Casey the Caterpillar shapes.

Key Competencies/Vision Principles

Shams recognised 48 of 54 letters in the alphabet recognition assessment and achieved 3 years 1 month in the oral language assessment. Shams has been developing his use of the Key Competency of using Language, Symbols and Texts as he has been developing his understanding of how to create shapes and is developing letter formation. Using his developing capabilities Shams was practicing skills he already knows as well as further developing these.

Next Learning Steps

Continue to develop Shams autonomy with the Casey the Caterpillar Shapes Extend his knowledge of Casey the Caterpillar Shapes Encourage and support use of fine motor skills Develop knowledge of letter identification

Learner: Shams             Learning Coach: Abby Morgan               Date: 26 February 2015

Learning Area: Literacy - Writing

Learning Observed

During iDevelop writing I observed Shams as he focused on his writing and was engaging in conversation with Datar about this. Shams began by creating a plan for his writing then began to identify the sounds he could hear in the words he was writing. Shams was able to use the alphabet tent card to help him identify the correct letters to write and use this to recognise the sounds and shapes.

Evidence of learning

Shams and Datar discussing their writing.

Key Competencies/Vision Principles

Shams recognised 48 of 54 letters in the alphabet recognition assessment and achieved 3 years 1 month in the oral language assessment. Shams was developing the Key Competency of using language, symbols, and texts as he was crafting a written piece of work identifying the key sounds and letters he could hear.

Next Learning Steps

Develop Shams ability to instantly recognise letter shapes Assist in developing knowledge of high frequency words Encourage use of other tools to assist with letter formation and fluency