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 - 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 - 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