Measurement Narrative Assessment

Learner: James                   Learning Coach: Mr Hattie           Date: 26 August 2015

Learning Area: Learning Habitat 2 - Mathematics

Learning Observed

We have been looking at Measurement in Mathematics this week. Our aim was to develop vocabulary around comparing volume. We started with introducing what volume is. The learners were then given two different measuring jugs and were told to discuss which one they think holds more and why. We then experimented with red water to test our theories. James was able to explain why he thought the one was going to hold more. He explained it by sight, he held them up together and said “this one is bigger and fatter so it will have more volume.” This was great to hear as he used his knowledge of size to make the comparison and used the correct terminology.

Evidence of learning

James explaining why he thinks his jug will hold more.

Key Competencies/Vision Principles

The Key Competencies that are being shown are “thinking” as they had to compare the different sizes and think which has the most volume. “Relating to others” was being shown as they had to work together and discuss the comparisons and their ideas. “Curiosity” was one of our vision principles that we were using as the learners were posed a question to think and discuss before they started.

Next Learning Steps

James’s next learning steps are: being able to confidently discuss why the one he thought holds more. being able to make comparisons with other objects

James's Photo on Wednesday, 19 August 2015

Narrative Assessment - 11 Aug 2015 - Literacy

Learner: James             Learning Coach:    Miriam Kamsteeg   Date: 11 Aug 2015

Learning Area: Literacy - Writing

Learning Observed

Today James was writing with me. James decided that he wanted to write, “I went to Kelly Tarltons. I see sharks.” He started off writing, “I” then he asked, pointing to the table tent card, “is this went”. Jenny, who was sitting next to him then showed him where it was. James then wrote it down. Next he wrote down “to”. Then it came to “Kelly Tarltons”. I asked James what he could hear at the beginning. Jenny then shouted out “c or k”. James then wrote down, “k”. Then Jenny said “t” so James wrote down a “t”. I then said to James, “ what sound can you hear at the end?” James said, “s” and then wrote it down. He then wrote down, “I see”. Then we started to sound out “sharks”. I pointed to the table tent card and said that it started with one of the sounds that had a blue background and asked him was it ch – chair, th – thumb, sh – shoe… He then said “sh” and wrote down “sh”. He then wrote down some more letters and decided that “shark” was finished.

Evidence of learning

James was able to write a story down. I wonder if he is practising his writing at home?

Key Competencies/Vision Principles

James is developing his Capabilities in writing. He was able to decide on a story and then write it down (Thinking). James was able to write some words and letters down by himself (Managing Self). He is developing his skills when recording letters (Using Language, Symbols and Texts).

Next Learning Steps

-        - Handwriting practice to record letters correctly and ensure that lowercase letters do not reach the top line. -        - Continue to explicitly teach sounding out words and recording down the sounds that are heard -        - Explicit teaching regarding placement of full stops.

James's Video on Wednesday, 24 June 2015

Umupuia Marae Visit

Learner:  James        Learning Coach: Luisa Maloni    Date: 19th June, 2015

Learning Area: Marae Trip

Learning Observed

Today, as part of our visit to Umupuia Marae in Maraetai, the learners were involved in a weaving activity. James, Harman and Lim Hor worked together, taking turns to weave the paper strips under and over the black strips. I observed them talking with each other trying to figure out if the strip needed to go over or under the black paper. James told me that he chose the school colours for his weaving.

Evidence of learning

James can work with a group to create a Maori weaving pattern..

Key Competencies/Vision Principles

James shows he is able to Collaborate with others to create an artwork. He could take turns, support and learn from his group.(Relating to Others) If they got the pattern wrong they were able to correct their mistake with support. James demonstrates his Capabilities in learning a new art technique. James can make Connections with the cultures in his community.

Next Learning Steps

Identify other materials used in traditional maori weaving Talk about art techniques used in his own culture

Narrative Assessment - Mathematics - 2 June 2015

Learner: James      Learning Coach: Miriam Kamsteeg              Date: 2 June 2015

Learning Area: Mathematics - Numeracy

Learning Observed

Today we were practising counting to 16. We first started by counting together. Next the Learner had to get 16 objects from the box. They then had to count them back into the box. James counted 15 objects, then grabbed number 16 out of the box. Next we rolled a 20 sided die and the Learners had to say the numeral that appeared on it. James was able to recognise all of his rolls (11, 16 and 19).

Evidence of learning

James can one to one count to 16. I wonder if he can count to 17?

Key Competencies/Vision Principles

James is developing his Capabilities in one to one counting to 16. He is sequencing the numbers in his head in order to say them in the correct order (Thinking). James is starting to recognise numerals to 20 (Using Language, Symbols and Texts).

Next Learning Steps

Teaching of the correct number sequence to 17 Teaching of backwards counting Share learning with home.

Narrative Assessment - Literacy - 12 May 2015

Learner: Harman, Ethan and James                   Learning Coach: Miriam Kamsteeg             Date: 12 May 2015

Learning Area: Literacy - Reading

Learning Observed

Today in Reading we were focusing on the basic words “look” and “at”. Harman, Ethan and James were all able to read the words without prompting when I read them out. Ethan was reading “The Animal Show”, James “My Hat” and Harman “Fishing” James was able to point to each word as we read together “Look at my hat”. Harman started to read she said, “I…” and then got stuck on the word “have”. I prompted her and she was able to read the rest with no support “... a fish. Look at my fish” and finger point to each word. Ethan pointed to each word and read, “look at my toes, said rabbit”. I said “look at my…” and pointed to the rabbit in the picture and traced my fingers over his large ears. Ethan said, “ears!” “Look at my ears, said rabbit”. On the next page James read, “look at my hat, look at…” I prompted him with “your” and he re-read “look at your hat”. Harman read with support “oh no”. The she confidently read, “I…” She looked at me for the next word. I said “have. She read, “have a …” Ethan said, “rock”. Harman read, “I have a rock.” On Ethan’s next page he said, “Look at my mouth said bird”. I pointed at the word beak and said, “beak” and pointed to the picture. Ethan read again “look at my mouth said bird.”

Evidence of learning

Our favourite pages in our books! The Learners are starting to read confidently by themselves. I wonder how many more basic sight words they know now?

Key Competencies/Vision Principles

On the Duncan Basic word test at the end of Term 1 James scored 3/24, Ethan 3/24 and Harman 3/24. Ethan, Harman and James are developing their Capabilities in Reading. Harman, James and Ethan have shown that they are looking at the picture to try to work out the text (Thinking). James, Ethan and Harman are starting to read many basic sight words (Using Language, Symbols and Texts).

Next Learning Steps

Retest Duncan Basic Word test explicit teaching over looking at the start of words to sound them out, after looking at the picture Continue to explicitly teach basic sight words.