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: Zoey, Simar, Fernanda, and Suri Learning Coach: Abby Morgan                                                            Date: 9 March 2015

Learning Area: Numeracy

Learning Observed

During Math time today I introduced the learners to a new activity on the iPads - Slide Addition. This game required four learners to play together to answer addition problems as they appear on screen. I began with a demonstration of how to play which they quickly picked up. Simar, Zoey, Suri, and Fernanda were working together to solve the questions. I observed Zoey during this time and noticed her ability to recognise numbers to 10 quickly in tens frames, finger and dice patterns. Zoey was able to add two numbers together without the use of physical materials. Simar began by one to one counting to solve the problems but quickly developed her ability to recognise the number pattern as it was displayed. Fernanda and Suri began by using a mixture of one to one counting when the numbers were higher as well as instant recognition of number patterns. Over the development of the activity all four of the learners developed their ability to quickly recognise the number patterns as they appeared and solved the equations at a rapid pace. When I was discussing with the learners at the end I was told that Simar had ‘won’ the most times, great work!

Evidence of learning

Zoey, Simar, Fernanda, and Suri competing to complete the maths addition game.

Key Competencies/Vision Principles

During this activity Simar, Zoey, Fernanda, and Suri were applying the school vision principles of collaboration and capable. They demonstrated these through their ability to work together to complete an activity whilst supporting each others developing math understanding and extending their existing capabilities. While working on this learning task they were utilising the Key Competencies of Managing Self, and Using Language, Symbols and Texts. This was occurring as they were managing their behaviours and viewing themselves.To participate in this learning activity they had  to be able to recognise and understand the mathematical language and symbols.

Next Learning Steps

Assist in developing faster instant recognition of number patterns and basic facts to 10. Introduce the learners to other ‘math slide’ games to assist with numeracy. Encourage the learners to work on Mathletics

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?