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.

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.