Narrative Assessment - 28 July 2015 - Literacy

Learner: Fernanda       Learning Coach: Miriam Kamsteeg                 Date: 28 July 2015

Learning Area: Literacy - Writing

Learning Observed

Today Fernanda was working with me during Writing time. She decided that she wanted to write a story “I went to my sister’s house”. Fernanda found “I went to my” on the table tent card. She then sounded out “sister’s” and “house” and recorded down the sounds she heard.

Evidence of learning

Fernanda was able to hear many sounds in the tricky words. I wonder if she is practising her writing at home?

Key Competencies/Vision Principles

Fernanda is developing her Capabilities in Writing. She is listening for the sounds when she is sounding out the words (Thinking). Fernanda was able to find the basic sight words on the table tent card (Managing herself). She is using letters to represent sounds (Using Language, Symbols and Text).

Next Learning Steps

Continue to use the table tent to find words/ sounds Continue to explicitly teach sounding out words Share learning with home.

Narrative Assessment - Literacy - 14 May 2015

Learner:  Fernanda and Sivkheng             Learning Coach: Miriam Kamsteeg              Date: 14 May 2015

Learning Area: Literacy - Reading

Learning Observed

Today in this reading group we were focusing on the words “this, is, for”. Sivkheng was reading “Dinner” and Fernanda “The Presents”. They opened up to begin reading. I asked them to look at the picture and tell me what they see. Sivkheng said, “carrots”. I drew her attention to the goat and asked her what animal it was. She said, “goat”. I asked Fernanda who she thought the clown was she said, “a man”. I asked her what sort of man. She said, “a clown”. Sivkheng was able to point to each word as she read. She needed help saying the first word, “this”, but then was able to read the rest by herself “this is for a goat”. Sivkheng then turned the page and by herself read “this is for a pig”. Fernanda was also able to point to each word as she read. I supported her with reading “this is for a clown”. Sivkheng then went ahead while I was reading with other Learners and read all of the book correctly while finger pointing. She got stuck on the last page and then went back and re-read the book again. Fernanda was able to work out on the next page that it was a spy. We read together “this is for a spy”. On the next page she read, “this is for scarecrow”. I pointed to the “a” and corrected “this is for a scarecrow”. On the last page Sivkheng read “this is for a mu”. I said, “monster”.

Evidence of learning

Our favourite pages in our books. Both Learners are pointing to the words as they read. I wonder if they remember to do this at home.

Key Competencies/Vision Principles

At the end of Term One on the Duncan Basic Sight word assessment Sivkheng scored 1/24 and Fernanda 0/24. Fernanda and Sivkheng are developing their Capabilities in Reading. Sivkheng was able to read ahead while waiting (Managing Self). Fernanda and Sivkheng are pointing to the words and they read (Thinking). Sivkheng and Fernanda are starting to read Basic sight words (Using Language, Symbols and Texts).

Next Learning Steps

Retest Duncan Basic Sight words. Continue explicit teaching of basic sight words Share Learning with home Sivkheng move to harder Magenta books - I wonder how she will go?

Learner: Fernanda Espinoza Diaz     Learning Coach: Miriam Kamsteeg      Date: 4 March 2015

Learning Area: Literacy - Writing

Learning Observed

Fernanda did not know what to write about today. I said that she could write about the tadpoles if she liked. She went away and drew her picture and wrote her name. She came and told me that she wanted to write “Everyone is watching the tadpoles”. I said “Everyone, e, e, e. Can you find the picture on the table tent that starts with the sound “e”?” She could not so we started naming all the pictures. When we came to “egg”. I stopped her and said “e, e, egg. Is that the same as everyone?” She said it was and wrote down “e”. We repeated the same process for “is”. With “watching” I said that there was a clue in the word “watching, watch”. She pointed to the “watch” picture. I then showed her the word “the” on the table tent card which she copied down, but copied a backwards “h”. Then the last word “tadpoles”. She said, “t! But what does it look like?” I said “T.V” and she pointed to the “T.V” picture and wrote down “t”. I then asked her what did she need to put at the end of her story and she put down a full stop.

Evidence of learning

I noticed she recorded her n, a, d and h backwards. I wonder if she has noticed that they are only written one way?

Key Competencies/Vision Principles

Fernanda scored 8/54 on the Letter Identification Assessment and 3 years 6 months on the Oral Language Assessment. She was able, once given an idea, to start her picture and record her name by herself (Managing Self). Fernanda is developing her Capabilities in learning what letter can be used to record different sounds (Using Language, Symbols and Text). She showed she was Curious about her learning and what sounds she needed to use.

Next Learning Steps

Specific teaching regarding the way the letters go. Specific teaching regarding which letters can be used for which sounds. Complete a Sound to Letter Assessment - Does Fernanda know more sounds than letters?