Learner: James Learning Coach: Megan Croll Date: 17 March 2016
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Learning Area: Literacy - Reading
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Learning Observed
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Today James completed a PM Benchmark Reading Assessment with me and read a Red Level 4 text. He held the book correctly and maintained correct one-to-one matching between spoken and printed words. James answered all the comprehension questions accurately.
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Evidence of learning
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James scored 84% on word accuracy with 14 errors and 1 self-correction. He used the pictures to try make sense of the story and the initial letter to sound out unfamiliar words, e.g. comes (cat). I wonder if he is listening to himself as he reads to make sure what he is reading makes sense.
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Key Competencies/Vision Principles
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James is developing his Capabilities in Reading and is starting to Think more about what he is reading to ensure that it makes sense. He is increasing his ability to recognise more high frequency words (Using Language, Symbols and Text) and tries to Connect what he is reading to his own life experiences.
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Next Learning Steps
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Thursday, March 17, 2016
Narrative Assessment - Reading - 17 March 2016
Monday, December 7, 2015
Narrative Assessment - iExperience - Term 4, 2015
Learner: Harman, Ethan and James Learning Coach: Miriam Kamsteeg Date: Weeks 7-10, Term 4, 2015
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Learning Area: iExperience
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Learning Observed
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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.
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Evidence of learning
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They have used “trash” to create this frame. Isn’t it starting to look flash!
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Key Competencies/Vision Principles
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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).
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Next Learning Steps
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Wednesday, November 18, 2015
Math Narrative Assessment
Learner: James Learning Coach: Mr Hattie Date: 19 November
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Learning Area: Learning Habitat Two - Mathematics
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Learning Observed
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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.
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Evidence of learning
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Key Competencies/Vision Principles
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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.
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Next Learning Steps
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James’s next learning steps are:
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Wednesday, October 28, 2015
iExplore Narrative Assessment
Learner: Melissa, Micah, James and Marcus Learning Coach: Mr Hattie Date: 29 October 2015
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Learning Area: Learning Habitat Two - iExplore
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Learning Observed
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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.
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Evidence of learning
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Here the group is sorting out the look.
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Key Competencies/Vision Principles
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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.
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Next Learning Steps
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The group’s next learning steps are:
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Sunday, October 18, 2015
Sunday, September 13, 2015
Narrative Assessment - iExplore - Term 3, 2015
Learner: James Learning Coach: Miriam Kamsteeg
Date: Term 3, Weeks 5-7, 2015
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Learning Area: iExplore - Reflections - Science
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Learning Observed
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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.
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Evidence of learning
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James is showing how the pens can reflect in the mirror.
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Key Competencies/Vision Principles
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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).
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Next Learning Steps
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Tuesday, September 1, 2015
Measurement Narrative Assessment
Learner: James Learning Coach: Mr Hattie Date: 26 August 2015
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Learning Area: Learning Habitat 2 - Mathematics
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Learning Observed
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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.
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Evidence of learning
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James explaining why he thinks his jug will hold more.
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Key Competencies/Vision Principles
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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.
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Next Learning Steps
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James’s next learning steps are:
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