Narrative Assessment - iExperience - 30 Mar 2016

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

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.

Narrative Assessment - Literacy - 2 March 2015

Learner: Deesha Kumar   Learning Coach: Miriam Kamsteeg    Date: 2 Mar 2015

Learning Area: Literacy - Reading

Learning Observed

Deesha read “My Clothes” with me today. I read her the title then she read the story to me. She scanned the first page, saw lots of socks and then read “my socks”. On the next page the caterpillar had a hat on and she looked at the picture and said “my hat”. She continued in this fashion for the rest of the book until she got to the last page. I pointed to the speech bubble words, but she did not know what it was. Deesha looked at the many pictures on the last page, but did not know what it was. I told her “my socks”.

Evidence of learning

Deesha was scanning each page looking at the picture to give her cues for the words. I noticed she did not point to the words. I wonder if she is making connections between the words and the pictures.

Key Competencies/Vision Principles

Deesha scored 46/ 54 on the Letter Identification Assessment. She showed she was developing her Curiosity as she was interested about what was happening on each page and looking carefully. Deesha is developing her Capabilities as she was able to show that she understood the repeating story pattern in the book and use the pictures for cues (Thinking). She was able to read the story to me (Using Language, Symbols and Text).

Next Learning Steps

Complete an Oral Language Assessment Specific teaching of pointing to the words when she reads them to ensure that she has made the connection between the words and the print Specific teaching regarding basic words to help her instantly read these.