Narrative Assessment- iDevelop- Literacy

Narrative Assessment - Makey Makey

Narrative Assessment - iExplore

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

Narrative Assessment - Writing - 13 September 2016

Learner: Shams        Learning Coach:   Megan Croll - LH2        Date: 13 September 2016

Learning Area:   Writing

Learning Observed

Today the learners in the Black Gibbon hapu group were thinking about what they would like to get better at.  I encouraged the learners to think about their own ideas, share with a partner, then share with the group.   Together we brainstormed many different things that we could get better at - with a bit of practise. I modelled to the learners how I would begin my writing and how I would need to think about the ‘what’, ‘why’, ‘how’, ‘when’ and ‘why’.   Then the learners were sent away to begin writing independently.

Evidence of learning

Shams sat with some other learners to brainstorm and then began his own writing.  He was very proud of his effort.

Key Competencies/Vision Principles

Shams demonstrated the following values and key competencies: Curious - able to create an idea and write about it by himself. Capable - developing an understanding of using ‘what’, ‘why’, ‘when’, ‘where’, ‘who’ and how’ to support the development of his writing. Thinking - actively trying to improve the quality of his work by correcting errors and sounding out the spelling of unknown words.

Next Learning Steps

Further develop an idea by including more information in his writing Support other learners with their writing by getting on with the activity quickly and quietly Share his learning with home

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

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.