Narrative Assessment-PE

Narrative Assessment-iDevelop-Fractions

Narrative Assessment - Makey Makey

Narrative Assessment - Maths Problem Solving

Learner:  Shams
Date:       8 February 2018
Learning Coach:  Mrs Croll
Learning Area:  Mathematics

Learning Observed:

Today in LH6, Shams and three other learners in his #Oresome Foursome group were developing their capabilities by learning how to find the important information in a maths word problem.  They were introduced to the 'CUBE' strategy which will help them to eliminate the unnecessary information; leaving them with the important information needed to solve the problem.

The group were asked to follow the learning coach's model and work together to circle, underline, box and eliminate the question.  Unfortunately this group didn't follow the instructions, but instead decided to go straight into solving the problem independently.  Shams understood that the numbers 18 and 25 were important.   He decided to use repeated addition to add 18x5 and 18x20. 

Evidence of Learning:

Shams calculated that 18x5 was 90.  He then wrote repeated addition of 20 (eighteen times), but was not able to find the sum to this addition problem.  Therefore, Shams was not able to proceed any further with this problem solving activity.

Next Steps:   

• Follow the instructions given by a learning coach so that questions and support can be given.
• Practise using the 'CUBE' strategy with other word problems so that it is learned off-by-heart. 
• Compare his thinking and recording with other members in his group.

Narrative Assessment - iExperience - 9 November 2016

iExperience with Mrs Croll

LH2

The learners in LH2 have been learning about safety and how helps us at school, home and the community.   During this week, Shams has two sessions to experience using Scratch Jnr on our iPads. He has learned how to add a character, change the background and add speech bubbles to his characters (managing self).  

Shams was curious to try out different features on Scratch Jnr and he worked collaboratively with some other learners to help them or to find out how to do something.   Shams was connecting with his prior knowledge to develop his safety message.




Next Steps:

• Share his learning at home and talk about how they can be safe around the home and community
• Help another learner to use Scratch Jnr
• Think about how he could use Scratch Jnr in other areas of his learning

Narrative Assessment - iExperience - 12 September 2016

Learner:  Shams     Learning Coach:   Megan Croll - LH2        Date:   12 September 2016

Learning Area:   iExperience

Learning Observed

Today we took the Learners from LH2 outside to spend some time ‘experiencing’ the opportunities available to them while using the building materials that currently form our playground.   They were encouraged to get together in small groups, but were left to construct their play from their own imaginations. I found Shams and Shaun digging the ground with small sticks.  They had a small pile of stones which they described as being hidden treasure that had been buried.    I suggested that they might be archaeologists, digging for the remains of a lost city.

Evidence of learning

Key Competencies/Vision Principles

Shams is demonstrating that following values: Curious - wondering about what is hidden below the soil’s surface Collaborative - working with a partner to dig up stones; sharing ideas and imaginative thinking Capable - using the sticks carefully and safely

Next Learning Steps

Investigate true stories of finding hidden treasure Use this experience to form the main idea in writing Share this imaginative play with another Learner

Narrative Assessment - iExplore - 1 July 2016

Learner:  Shams        Learning Coach:   Megan Croll - LH2             Date:   1 July 2016

Learning Area:  iExplore

Learning Observed

Today during iExplore, I started making a road on the floor of LH2 with some masking tape.  Shams, Ian and Kiko were interested in what I was doing so I gave them the scissors and tape to continue with the road making.  Shams took on the role of managing the length of tape to be cut for each piece of the road.

Evidence of learning

Measuring out a length of tape Holding the tape while it is cut Letting others use what he has created

Key Competencies/Vision Principles

Sham worked Collaboratively as a team to produce a road.  He used the scissors safely and put them away in a safe place when he was finished (Managing Self).   Shams enjoyed working as a part of a team and was happy to share this road with other Learners (Relating to Others).

Next Learning Steps

What else could Shams add to this ‘town’? Encourage other Learners to contribute to the making of this ‘town’

Narrative Assessment - Writing - 17 March 2016

Learner:  Shams            Learning Coach:   Megan Croll             Date:   17 March 2016

Learning Area:  Writing

Learning Observed

Sham’s writing group were learning to writing recounts about events that had happened in the past.   They were shown a photo of a sky full of balloons and when were invited to think, then share with a partner, a time when they had balloons.    Some Learners then had an opportunity to share with the whole group and we quickly brainstormed some ideas that we might be using.   Alphabet cards and essential sight word cards were available for the Learners to use during their writing   Shams spent some time drawing a picture as part of his brainstorming.  He wanted to use colour for the balloons as this was very important to her.

Evidence of learning

Shams was able to write in the past tense and think about the initial letter sounds when trying to write unfamiliar words.   He shared an idea and included extra detail, although his idea was created, rather than about a personal experience.

Key Competencies/Vision Principles

Shams collaborated with others during the brainstorm.   He connected with a visual prompt and used this to help form his ideas for writing. Shams was able to work by himself to sound out the main letter sounds he could hear, e.g. in the word ‘went’ (Managing Self).  He is forming most of his letters correctly and listens to the sounds they make when recording them (Using language, symbols and text).  Shams was able to Think of his own idea and write about it.

Next Learning Steps

Learn and know how to spell high frequency words, e.g. went, all, over Write all letters correctly Write according to the genre, e.g. a recount is about a personal experience

Narrative Assessment - Term 4 - iExplore

iExplore- Stained Glass Window Art

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