Math Narrative Assessment

Learner:  James                   Learning Coach: Mr Hattie              Date: 19 November

Learning Area: Learning Habitat Two - Mathematics

Learning Observed

We have been looking at skip counting in two’s in Mathematics. There has been many ways that we have done this, by using materials to show what skip counting looks like and what it means, by different learning activity sheets, by walking along a numbers bridge and by repetition of saying it. We have been able to successfully say that James can skip count in two’s up to 20. He was so excited that he achieved this. James told me that math is now his favourite subject. He has been working so hard and he is pleased that he is making progress.

Evidence of learning

Key Competencies/Vision Principles

The Key Competency that has been used in this session was “thinking” as he had to think about the process of how to skip count and think about what numbers that he has to skip. “Managing self” as James had to manage himself with the different independent activities that he had to complete. The Vision Principle that was being used was “Capable” as he had to develop his capabilities to learn how to skip count.

Next Learning Steps

James’s next learning steps are: identifying before and after number to 20 instantly recall basic facts to 5.

iExplore Narrative Assessment

Learner: Melissa, Micah, James and Marcus                     Learning Coach: Mr Hattie              Date: 29 October 2015

Learning Area: Learning Habitat Two - iExplore

Learning Observed

In iExplore Melissa, Micah, James, and Marcus are in the ‘How to - Instructional Writing’ iExplore. We are looking at making superhero badges and create instructions for that. Today we were exploring how to use the iPad program ‘Comic life’, this is how we are going to create our instructions to present it. I had put Melissa, Micah, James, and Marcus in a group to create something on ‘Come Life’. When I came over to them to see how they were getting on and as soon as I got in an ear shot of them all I heard was discussion over where the best place to put the speech bubble that they had. Micah mentioned “it can’t be there we won't see the writing.” Melissa was saying that the speech bubble needs to be more in the center. James and Marcus were working out what the best thing to say for this photo. I was stunned with how well they were collaborating. The learning that was going on was huge.

Evidence of learning

Here the group is sorting out the look.

Key Competencies/Vision Principles

The Key Competencies that are being used are “Thinking” as they are thinking about where things go and what to say for each photo. The Vision Principles that are being used are “Collaboration” as the learners are working together to create their comic. “Connecting” is being used as they are connecting their learning of Comic Life to writing.

Next Learning Steps

The group’s next learning steps are: use their knowledge of Comic Life to create instructions.

James's Photo on Monday, 19 October 2015

Narrative Assessment - iExplore - Term 3, 2015

Learner: James                    Learning Coach: Miriam Kamsteeg      Date: Term 3, Weeks 5-7, 2015

Learning Area: iExplore - Reflections - Science

Learning Observed

James choose to be a part of the iExplore group looking at reflections. We first brainstormed where we would be able to see our reflections. Then we had walk around the school to see what we could find our reflection in. As a group we decided that we all wanted to explore reflections with mirrors. We spent time using mirrors to create reflections. We discovered that you could get the sun on the mirror and send it around the room, you can look under things like the shelves on wheels, if you hold your mirror up to another mirror you can see lots of mirrors and we explored mirror writing.

Evidence of learning

James is showing how the pens can reflect in the mirror.

Key Competencies/Vision Principles

James showed Collaboration by  working with other Learners to investigate different ways to show/ find reflections (Participating and Contributing). They also showed that they were Capable by sharing their learning back on the video. James explored many different ways to reflect with mirrors (Thinking).

Next Learning Steps

Share learning with other Learners not part of the iExplore group Explore with other items that reflect Share learning with home.

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.