Narrative Assessment - Writing - 16 March 2016

Learner:  Taj               Learning Coach:   Megan Croll                Date:   16 March 2016

Learning Area: Writing

Learning Observed

I had been discussing with a group of Learners in our habitat about things we like to do and who we like to play with.  The Learners were invited to share their ideas with a partner, draw then write about it.    Taj sounded out the initial and final letters for words that he was not sure about, e.g. ‘play’ and ‘with’.

Evidence of learning

Key Competencies/Vision Principles

Taj collaborated with others during the brainstorm when he was thinking about friends and who he likes to play with.   He connected to his personal experiences and used this to help form his ideas for writing. Taj was able to work by himself to sound out the main letter sounds that could hear in the  word ‘with’ (Managing Self).   Taj is forming most of his letters correctly and listens to the sounds they make when recording them (Using language, symbols and text).  He was able to Think of his own idea and write about it.

Next Learning Steps

Include more detail about an idea Use the correct size and shape for the letter ‘p’ Independently write about two ideas in one sentence

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.