Narrative Assessment - Literacy - 16 Mar 2016

Learner:Shams                   Learning Coach: Miriam Kamsteeg           Date: 16 Mar 2016

Learning Area: Literacy - Reading

Learning Observed

Today Shams completed a PM Benchmark Reading Assessment with me. He read an orange level 15 text. Shams read with a natural rhythm with phrasing showing some understanding. He answered some of the comprehension questions accurately.

Evidence of learning

Shams did not make any attempts to self correct his errors. I wonder if he is listening to himself as he reads to make sure what he is reading makes sense?

Key Competencies/Vision Principles

Shams scored 93% on word accuracy and 4/6 for comprehension. He is developing his Capabilities in Reading. Shams is learning to Think about what he is reading to ensure it all makes sense. He is good at recognising many high frequency words (Using Language, Symbols and Text).

Next Learning Steps

Make sure he is reading accurately. Explicitly teach more comprehension strategies. 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.

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 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