Narrative Assessment - iExperience - Term 4, 2015

Learner:  Tavleen and Taj   Learning Coach:  Miriam Kamsteeg            Date: Weeks 7-10, Term 4, 2015

Learning Area: iExperience

Learning Observed

This iExperience involved turning “Trash” into something “Flash”. They started with a piece of cardboard and had to create a photo frame to for their superhero photo. We had lots of scraps of cardboard, cellophane, tissue paper, wool and fabric bits for the Learners to use to create this.

Evidence of learning

They have used “trash” to create this frame. Isn’t it starting to look flash!

Key Competencies/Vision Principles

They are developing their CURIOSITY by thinking about what scraps would be good to cut up to put on their frame (THINKING). They had to work by themselves and ensure that they got everything finished in time (MANAGING SELF).

Next Learning Steps

What else is “trash” that I could create into something “flash”? Ensure I have glued everything down properly and painted all the parts thoroughly. Share learning with home.

3 Little Pigs iExplore

iExplore Group Narrative

Learner: Taj, Owen, Darren and Lucy                     Learning Coach: Mr Hattie           Date: 21 October 2015

Learning Area: Learning Habitat Two - iExplore

Learning Observed

For our iExplore we are looking at gardening. We have been preparing the garden beds so that we can start using them. For this we had to pull out all of the weeds. We used this to explain what a weed does and how it effects a garden. The learners had to use shovels and gardening gloves to pull out all of the weeds. At one point Owen and Taj were working together to get a big group of weeds out. Taj had the shovel and Owen was pulling on the weed. This was great to see and they had discussed how they were going to get this difficult weed out. Taj and Owen showed great resilience and problem solving when they worked together to get out a weed. Taj had the shovel and Owen pulled on the weed. This was exciting to hear how they were going to solve their problem. Lucy and Darren had seen the boys sorting out their problem and saw that they could use the same strategy to solve their problem. This was a great connection.

Evidence of learning

Taj and Owen problem solving Lucy and Darren making connections

Key Competencies/Vision Principles

The Key Competencies that were being used in this iExplore was “participating and contributing” as the learners had to work together to pull out the weeds. “Managing self” as we had times where the learning coach was busy helping others so the learners had to sort out any issues that arose. The vision principles that were being used was “collaboration” as the learners had to work together.

Next Learning Steps

The learners next steps are: learning how and why we turn over the soil to prepare the garden for planting. to plant some seeds in the garden and take care of them.

Math Narrative Assessment

Learner: Taj                  Learning Coach: Mr Hattie             Date: 15 October 2015

Learning Area: Learning Habitat Two - Mathematics

Learning Observed

This term in Habitat Two we are retesting the learners to see the change in capabilities. For this assessment we were looking at their knowledge. When I tested Taj last term he was struggling on the addition and subtraction, and the skip counting. This was something that we focused on throughout term 3. Now he is able to do it instantly. This shows that it is knowledge and how hard Taj has worked over the term. He was very excited when I told him that he had moved up to the next level.

Evidence of learning

Here is the results of Taj’s test.

Key Competencies/Vision Principles

Taj is developing his capabilities in mathematics. Understanding symbols and language is being used as the difference between the + and - symbol was confusing him at first. Thinking is being used as he had to think very hard about the different symbols when practicing.

Next Learning Steps

Taj’s next learning steps are: skip count forwards and backwards to 100 in 2s, 5s, and 10s. addition and subtraction facts to 10.

Narrative Assessment - Literacy - 14 September 2015

iExperience Narrative Assessment

Learner:  Taj                Learning Coach: Mr Hattie            Date: 15 September 2015

Learning Area: iExperience

Learning Observed

This week the learners got to have an interesting experience. They had to work collaboratively while exploring and experiencing play with a tyre. This is part of a way that we can spark some interesting discussions and writing around a real life experience while gaining new vocabulary. Taj was with his group and discussing the different ways that he and his group could move the tyre. They were very excited and the new vocabulary that came out of this was great to hear. Taj was very excited and wanted to talk all about the tyres at his home and how his dad's car has the same tyres. It was great to see Taj comparing the tyre that he had to the cars in the car park.

Evidence of learning

Taj is comparing the tyre to the ones on the car next to him.

Key Competencies/Vision Principles

“Collaboration” was one of the vision principles that were being used during this activity. “Curious” was another vision principle that was being used as the learners had a lot of questions.

Next Learning Steps

Taj’s next learning steps are: create some writing about his experience to use his new vocabulary.

Taj 's Photo on Wednesday, 26 August 2015

iExperience: Collaboration in Music

Taj's Video on Thursday, 25 June 2015

Taj 's Video on Wednesday, 24 June 2015

Narrative Assessment - Literacy: Writing Term 2

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

Learning Area: Literacy - Writing

Learning Observed

As part of developing learners ability to write we are learning the shapes and symbols of the Casey the Caterpillar programme. During the programme the learners focus on developing their fine motor control and work towards accurate shape formation and position. As we have progressed with this learning Taj has developed his ability to accurately form the shapes and is able to able to identify the shapes we have completed when asked. Since beginning he has increased the number of letters he is correctly forming and is able to apply this to his story writing. Taj is developing his ability to write recounts of events that have happened. He is able to plan for his writing through drawing and can use some high frequency words. Taj is able to retell his story to others and is working towards associating sounds to words.

Evidence of learning

A collection of writing samples from Taj.

Key Competencies/Vision Principles

Throughout the Casey the Caterpillar programme Taj has displayed the Vision Principle of Capable. He has demonstrated his ability to attend to a task and is developing his knowledge and skills. Taj has also displayed his Thinking Skills, and his developing ability to use Language, Symbols and Texts as identified in the Key Competencies. He is applying his existing skills and knowledge with new learning and is developing his ability to use written english language.

Next Learning Steps

Identify all Casey Shapes by sight Introduce Taj to the remainder of the Casey the Caterpillar shapes Continue to write frequently to extend his ability to write and attempt unknown words.

Shadow Puppets

Learner: Taj      Learning Coach: Luisa Maloni    Date: 5th June, 2015

Learning Area: iExplore: Shadow Puppets

Learning Observed

We have been looking at shadow theatre on Youtube. We watched a shadow dance and shadow puppets with hands and with paper cut outs. We started by sharing some of the knowledge we have already about shadow puppets and then thought of some questions we had about them. Taj was able to share some of the handshapes he knew to make a shadow puppet with a partner and then to the whole group. He said he can make a shadow spider with his hands.

Evidence of learning

Taj shares his knowledge with the group. I wonder if he likes to ask questions at home?

Key Competencies/Vision Principles

Taj can Connect with what he already knows about Shadow Puppets and can Collaborate through sharing ideas and building new knowledge from others (Thinking, Relating to Others, Using Language, Symbols and Text).

Next Learning Steps

Ask a question about something he is curious about Describe ways he could find the answers to his questions Identify ways he could share or present his findings

Narrative Assessment - Mathematics - 1 May 2015

Learner: Taj  Learning Coach: Miriam Kamsteeg      Date: 1 May 2015

Learning Area: Mathematics - Numeracy

Learning Observed

Today in Mathematics we were working on getting 13, making it on the number fan and getting 11 and making it on the number fan. Taj counted out 13 items and when we counted them together he did have 13! When I asked him to make 13 he looked at Jolin’s number fan and made 31. I put the number fans next to each other and asked if they were the same. He reversed the numbers and made 13. He was also able to get 11 items. When I asked him to make 11 on the number fan he made 12.

Evidence of learning

Taj is one- to -one counting to 13. I wonder if he practises counting things at home?

Key Competencies/Vision Principles

Taj is developing his Capabilities in counting numerals in the correct sequence. He is Connecting the spoken number with the written form of the number (Using Language, Symbols and Text).

Next Learning Steps

Explicit teaching the correct numerical sequence between 1-15. Continue to explicitly teach what the numerals look like. Share his learning with home.

Casey Caterpillar Writing

Learner:  Taj             Learning Coach: Luisa Maloni    Date: 17th March, 2015

Learning Area: iDevelop: Writing

Learning Observed

Taj has been learning the Casey Caterpillar letter formation programme at school. I saw him working independently on the Casey Caterpillar practice sheets. He was able to use the model to practice each shape and demonstrated that he always used the correct starting point. If he made a mistake e.g. the shape was not sitting on the line, he would rub his work out and redo it until he was satisfied. When he was finished he was eager to show me his finished work and try a new practice sheet.

Evidence of learning

Taj is practising his letter formation using Casey Caterpillar Programme

Key Competencies/Vision Principles

Taj shows his Capabilities in Using language, Symbols and text as he follows a model to form letter shapes. In working independently on this task he demonstrates his ability to Manage Self- staying focussed on the activity and refining his work to meet his own standards/outcomes.

Next Learning Steps

Know the names of all the letter shapes e.g. short stick Consistently keep his letter shapes on the line Form all the letters correctly

Learner: Taj, Zsofia, Sanad and Jessica     Learning Coach: Miriam Kamsteeg        Date: 19 March 2015

Learning Area: Literacy - Reading

Learning Observed

During Reading as a group we looked at the basic words we already knew. I wrote the word “I” on a small whiteboard. Taj, Zofia and Sanad were instantly able to recognise the word. We all then read the word off the board. After we had looked at some more basic words we all started to read our books. Taj, Zsofia, Sanad and Jessica were able to put their finger under the first word straight away. Taj, Zsofia and Sanad recognised that they had “I” as the first word in their story. Jessica, Taj and Zsofia read their first sentences along with me, pointing to the words. Sanad was able to use his picture cues to read his first sentence, “I am a goat”.  Zsofia and Sanad looked at their next page and were able to work out the “tricky” word by using the picture cues (monster and flag). All then read the rest of their books to themselves.

Evidence of learning

This group was learning to put their fingers underneath the words as they were reading. I wonder if they remember to do this at home when reading?

Key Competencies/Vision Principles

These Learners have completed a Letter Identification Assessment just after they started at Ormiston Taj (17), Zsofia (0), Jessica (24) and Sanad (42). They have all showing that they are being Curious about their books by looking at the pictures to help them understand the words. The Learners are developing their Capabilities in Reading (Using Language, Symbols and Texts). The Learners are also starting to make connections between basic sight words they know and what is printed in their books (Thinking).

Next Learning Steps

Sound to Letter Assessment - how many sounds do the Learners know? Continue explicit basic sight word teaching. Read every night at home. Practice reading online with “Bug Club”.