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.

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

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.