Narrative Assessment - iExperience - Term 4, 2015

Learner:  Deesha and Ash   Learning Coach: Miriam Kamsteeg              Date: Weeks 7-10, Term 4, 2015

Learning Area: iExperience

Learning Observed

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.

Evidence of learning

They have used “trash” to create this frame. Isn’t it starting to look flash!

Key Competencies/Vision Principles

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).

Next Learning Steps

What else is “trash” that I could create into something “flash”? Ensure I have glued everything down properly and painted all the parts thoroughly. Share learning with home.

iExplore- Rubbish Sculptures

Math Narrative Assessment

Learner: Deesha                  Learning Coach: Mr Hattie             Date: 15 October 2015

Learning Area: Learning Habitat Two - Mathematics

Learning Observed

This term in Habitat Two we are retesting the learners to see the change in capabilities. For this assessment we were looking at their knowledge. When I tested Deesha last term she was struggling on the addition and subtraction, and the skip counting. This was something that we focused on throughout term 3. Now she is able to do it instantly. This shows that it is knowledge and how hard Deesha has worked over the term. She was very excited when I told her that she had moved up to the next level.

Evidence of learning

Here is the results of Deesha’s test.

Key Competencies/Vision Principles

Deesha is developing her capabilities in mathematics. Understanding symbols and language is being used as the difference between the + and - symbol was confusing her at first. Thinking is being used as she had to think very hard about the different symbols when practicing.

Next Learning Steps

Deesha’s next learning steps are: skip count forwards and backwards to 100 in 2s, 5s, and 10s. addition and subtraction facts to 10.

Math Narrative Assessment

Learner: Deesha        Learning Coach: Mr Hattie              Date: 17 September 2015

Learning Area: Learning Habitat Two - Mathematics

Learning Observed

In Mathematics we are learning about subtraction and addition. We have started by getting the learners understanding what it means to add or subtract by using materials while working out the answer. Since then the we are moving onto using counting on to help us. This is where you say a number in your head and count on from that number. With this lesson Deesha had a bit of trouble starting off as she started from the number but then counted the other number as a separate number. She listened to the instructions again and then asked if she could try again and got the understanding. She was very impressed with herself and was able to complete the next few problems.

Evidence of learning

Deesha solving the problem. We discussed what the problem looks like as a number problem.

Key Competencies/Vision Principles

Throughout this lesson the Key Competencies that Deesha was showing was “Thinking” as she tried and knew that she had to listen to the instructions again to make sure that she understands it. “Capability” was the vision principle that she was showing as Deesha was developing her capabilities in math.

Next Learning Steps

Deesha’s next learning steps are: adding and subtracting numbers to 5 instantly. applying the counting on strategy to higher numbers.

iExperience Narrative Assessment

Learner:  Deesha                  Learning Coach: Mr Hattie            Date: 15 September 2015

Learning Area: iExperience

Learning Observed

This week the learners got to have an interesting experience. They had to work collaboratively while exploring and experiencing play with a tyre. This is part of a way that we can spark some interesting discussions and writing around a real life experience while gaining new vocabulary. Deesha was with her group and discussing the different ways that her and her group could move the tyre. They were very excited and the new vocabulary that came out of this was great to hear. Deesha had a great idea about how they can steer the tyre. She said that if she was in the front and pushed sideways it will roll in the direction they want.

Evidence of learning

Deesha steering the tyre

Key Competencies/Vision Principles

“Collaboration” was one of the vision principles that were being used during this activity. “Curious” was another vision principle that was being used as the learners had a lot of questions.

Next Learning Steps

Deesha’s next learning steps are: create some writing about her experience to use her new vocabulary.

Deesha 's Video on Wednesday, 9 September 2015

Deesha's Video on Wednesday, 26 August 2015

Deesha's Video on Wednesday, 19 August 2015

Narrative Assessment - 23 July 2015 - Literacy

Learner: Deesha        Learning Coach: Miriam Kamsteeg     Date: 23 July 2015

Learning Area: Literacy - Writing

Learning Observed

This week I have been writing “I went to the ….” stories with the Learners before sending them off to write. The Learners work together to use the table tent cards to find the words they want to write. Then for the “tricky” words we sound them out and write down all the sounds we can here. Today I was working with Deesha. She decided that she wanted to write a story “I am going to my park”. She was able to independently find the words on the table tent card. Then when she wanted to write park we sounded it out together. Deesha was able to get the first sounds in the word “pa”.

Evidence of learning

Deesha was is starting to sound out the words. I wonder if she is writing at home?

Key Competencies/Vision Principles

Deesha is developing her Capabilities in Writing. She is starting to be able to record down words and letters independently (Managing Self). Deesha had decided what she wanted to write about before she started (Thinking). She is beginning to write stories (Using Language, Symbols and Texts).

Next Learning Steps

Continue to use the table tent to find words/ sounds Continue to explicitly teach sounding out words Finger spaces between each word Share learning with home.

Deesha 's Photo on Monday, 29 June 2015

Magical Math Moment!

This afternoon during developmental time Deesha was involved with a group playing with the social play items. They had set up a shop and a picnic. I went over to join them and asked if I could buy a basket of fruit. Deesha told me that the fruit cost $5. I told her that I had $6 and asked, "How much change will I get?" Deesha used her knowledge of numbers before and after to correctly tell me that I would get $1 back. It is great to see Deesha applying her math knowledge to a range of different experiences!

Deesha's Video on Wednesday, 24 June 2015

We Built This City!

Learner: Deesha      Learning Coach: Luisa Maloni    Date:26th May, 2015

Learning Area: iExplore: We Built This City

Learning Observed

Due to the high interest in building structures out of the magnetic shapes, we have been working on an iExplore learning adventure designing and constructing a city out of cardboard. Deesha has been working consistently on a number of different projects around the city. She designed and built a hotel and swimming pool along with a number of signs, trees and flowers for the parks. She was able to help with the layout of roads and placing buildings along these for our exhibition.  She was able to say that the hotel and welcome sign were the best part of the city but that she wished she could have built a primary school.

Evidence of learning

Deesha is able to think about and make comments on what works well about our project and what would make it even better. I wonder if she shows interest in construction at home?

Key Competencies/Vision Principles

Deesha shows that she can use her design and construction Capabilities to create a number of different structures for our cardboard city. She makes connections about real cities and what they have or need to make decisions about our cardboard city (Thinking). She can answer reflective questions and statements about What Went Well and Even Better If... with regard to our city (Thinking; Using Language, Symbols and Text).

Next Learning Steps

Develop her construction skills to make her buildings stronger and pre-plan visual elements like Signs to make them bold and clear Develop her vocabulary in describing other 3-D shapes she uses in her construction e.g. cylinder, cube as well as architectural terms e.g. tower

Sign Ninja - Narrative Assessment May 2015

Learner:   Deesha  Learning Coach:    Caro    Date: 18th May

Learning Area: Literacy

Learning Observed

I was watching Desha reading the book ‘T-Shirts’ to herself and noticed that she seemed to be signing as well. She looked up at me and proudly said “I know lots of sign colours” I asked her if she knew the sign for T-Shirts, she didn’t know the sign, so we checked the NZSL Website to find the correct sign.  Deesha then read the book and used all the signs correctly for the colours and for t-shirt.

Evidence of learning

Click here to view Deesha’s video

Key Competencies/Vision Principles

Deesha was using the Key Competency of Language, Symbols and Texts when she read the book and used the signs for colours.She was Curious about sign language and was able to use the new sign I taught her while she read me the book T-Shirts. Deesha was able to Connect her prior knowledge of colours and their signs to the story she was reading. Watching Deesha using her Capabilities in English and Sign,  I wonder if she uses sign at home?

Next Learning Steps

For Deesha to point to each word as she says it To learn the high frequency words; he, she, me, we Check out the NZSL Website Perhaps Deesha could play Sign Ninja

Narrative Assessment - Mathematics - 11 May 2015

Learner: Deesha, Raymond and Jessica   Learning Coach: Miriam Kamsteeg       Date:  11 May 2015

Learning Area: Mathematics - Numeracy

Learning Observed

Today I gave each Learner 12 fruit pieces and asked them to count them. Deesha and Raymond were able to count their pieces of fruit to 12. Jessica went … 5, 6, 8, 9….13. Next I asked them to look at a number line of numbers 1-10 and asked them to point to various numerals in random order. Jessica recognised number 1 and Raymond and Jessica were able to recognise all the numerals.

Evidence of learning

Deesha and Raymond were able to one-to-one count to 12. I wonder how much further they can count with the correct sequence? Jessica was able to count to 6 accurately. I wonder if she can count past 6 in Punjabi?

Key Competencies/Vision Principles

Raymond, Deesha and Jessica continuing to develop their Capabilities in Numeral knowledge and one-to-one counting. They are sequencing numbers in their head (Thinking). Jessica, Raymond and Deesha are learning how to read numerals (Using Language, Symbols and Texts).

Next Learning Steps

Share Learning Story with home. Jessica Explicit teaching around one-to-one counting to 12. Explicit teaching to recognise numerals 1-5 Deesha and Raymond Retest how far both Learners can one-to-one count. Explicit teaching to recognise numerals 11- 15

Narrative Assessment - Literacy - 20 April 2015

Learner: Deesha, Austin and Owen      Learning Coach: Miriam Kamsteeg  Date: 20 April 2015

Learning Area: Literacy

Learning Observed

Deesha, Austin and Owen were working together on a new Literacy activity today. They had to match the lower case letter with its capital letter. All took turns coming to ask me what the lower case letter was in order to work out the capital letter. They came to me and told me that they had completed it. I went and had a look, but removed some incorrect pegs and asked them to try again. One letter of note was that the matched the capital “i” with a lower case “L”. They then continued again and came and asked me a few letters. Then came and showed me again. This time they had a lower case “y” and “n” left. I pointed to the “n” peg and told them the name of the letter. Deesha put it on the capital “n”. Then they all pointed to the capital “y” for the last one.

Evidence of learning

I noticed that there were quite a few letters that they were unable to match up. I wonder if they have played this sort of game before at home?

Key Competencies/Vision Principles

They all showed Collaboration as they all worked well together, taking turns and persevering until it was all finished. Austin, Owen and Deesha also showed a Curiosity about working out which was the correct letter to match up (Thinking). They were developing their Capabilities in Letter Identification. Owen, Deesha and Austin were sharing their ideas with each other and working as a group (Participating and Contributing/ Relating to Others). They also were able to work without Learning Coach continual guidance and chose to ensure they completed the task accurately (Managing Self). This was an activity that used letter identification (Using Language, Symbols and Texts).

Next Learning Steps

More practice at this activity so they can complete it without having to ask a Learning Coach for help Continue to explicitly teach the names of each letter More practice with letters and their names

Learner: Deesha                 Learning Coach:  Abby Morgan                Date: 2 March 2015

Learning Area: Math

Learning Observed

As I was working with another Learner, Deesha approached me and asked to join us. We were using the 10’s frame flip boards to help with our instant recognition of numbers to 10. Together the three of us played this game testing each others knowledge and trying to trick by using different coloured counters. After this, Deesha and I started to look at the hundreds board. Deesha wanted to count to 20. We flipped all the numbers to the blank side and counted together. Deesha then wanted to show me how she could count by herself. After this, we recounted the numbers focusing on one to one counting the teen numbers. Deesha enjoyed this experience which was self-directed.

Evidence of learning

Deesha counting to 20.

Key Competencies/Vision Principles

Deesha was showing her curiosity and capabilities in this task. She displayed curiosity by asking to join in and continuing the game with myself and the other Learner. Deesha was developing her capabilities and showing her capable nature when pursuing the continuation of practicing counting. She engaged the Key Competency of Thinking as she was recalling information and actively applying it to her new learning.

Next Learning Steps

Continue to explore one to one counting into the teens, then extending to larger numbers. Practice counting with free materials such as the animal counters. Begin to explore larger numbers.