Math Narrative Assessment

Learner: Scarlett                   Learning Coach: Mr Hattie              Date: 19 November

Learning Area: Learning Habitat Two - Mathematics

Learning Observed

We have been looking at skip counting in two’s in Mathematics. There has been many ways that we have done this, by using materials to show what skip counting looks like and what it means, by different learning activity sheets, by walking along a numbers bridge and by repetition of saying it. We have been able to successfully say that Scarlett can skip count in two’s up to 20. Scarlett was excited that she had achieved this. As soon as I dismissed her from the session she asked me what games we have that involved skip counting. She was wanting to test her new found knowledge in a practical way and show off that she can skip count.

Evidence of learning

Key Competencies/Vision Principles

The Key Competency that has been used in this session was “thinking” as she had to think about the process of how to skip count and think about what numbers that she has to skip. “Managing self” as Scarlett had to manage herself with the different independent activities that she had to complete. The Vision Principle that was being used was “Capable” as she had to develop her capabilities to learn how to skip count.

Next Learning Steps

Scarlett’s next learning steps are: identifying before and after number to 20 instantly recall basic facts to 5.

iExperience Narrative Assessment

Narrative Assessment - 21 Oct 2015 - Literacy

Learner: Scarlett           Learning Coach: Miriam Kamsteeg             Date: 21 Oct 2015

Learning Area: Literacy - Writing

Learning Observed

Today Scarlett was writing with me. She wanted to write “I watched my little pony.” Scarlett looked at a word on the word wall and asked me to confirm that it was the word “little”. After completing her first sentence I asked her if she could write another sentence in her story. She then wrote “I saw pink porcupine and rainbow dash.”

Evidence of learning

Scarlett is getting very good at writing down all the sounds she hears. I wonder if she is practising her writing at home?

Key Competencies/Vision Principles

Scarlett is developing her Capabilities in writing. She is making Connections between the words on the wall and the words she needs for her story. Scarlett was able to sit and write by herself (Managing Self). She was able to record down the sounds she heard (Using Language, Symbols and Texts).

Next Learning Steps

Write two sentences each writing time. Continue to record down all the sounds that she hears in each word. Ensure that capital letters go in the correct places.

Narrative Assessment - Literacy - 14 September 2015

Collaboration Games! Blanket Volleyball

Narrative Assessment - 3 August 2015 - Literacy

Learner: Scarlett     Learning Coach: Miriam Kamsteeg       Date: 3 August 2015

Learning Area: Literacy - Writing

Learning Observed

Today Scarlett was writing with me. She wanted to write “My cousins went at my house.” She was able to find “my” on the table tent card. She then sounded out “cousins”. Scarlett said she could hear a “k” sound so she wrote that down. Next she found “went” on the table tent card. She wrote down “a” for “at” and “my”. Then we sounded out house together. She said she could hear a “h” and an “e”. So she wrote those down too. I then talked about how it sounded better to say “my cousins went TO my house.” So we changed the “at” to “to”.

Evidence of learning

Scarlett was able to find words on the table tent and hear the beginning sounds of the “tricky” words. I wonder if she is writing at home?

Key Competencies/Vision Principles

Scarlett is developing her Capabilities in Writing. She is making Connections between the sounds she hears and the letters she uses to record the sounds. Scarlett was able to come up with a story and record down the sounds for it (Thinking). She was able to work consistently at a task (Managing Self). Scarlett was recording many words (Using Language, Symbols and Texts).

Next Learning Steps

Continue to explicitly teach sounding out words and writing them down Continue to explicitly teach finding words on table tent cards Write a two sentence story.

Scarlett's Video on Thursday, 25 June 2015

Narrative Assessment - Term 2 Math

Learner: Scarlett                     Learning Coach: Abby Morgan              Date: 11 June 2015

Learning Area: Math

Learning Observed

We having been learning about the different ways to create teen numbers using beans and cups. We began by taking ten beans and putting them into one cup. Scarlett took her ten beans and put them together to make one set of ten. We discussed how it is important to remember that the cup will always have ten beans in it if we don’t take any out. I asked Scarlett to hold the number ten in her head and then to add two more beans to the other cup. I asked what maths tools she had used to find out what ten and two more was. She told me that it is 12 and that she counted the beans. Scarlett was able to create ten and five as well as ten and four.

Evidence of learning

View Scarlett’s video here.

Key Competencies/Vision Principles

Scarlett was developing the vision principles of being capable as well as extending the key competencies of using language, symbols and texts, and thinking skills. She was applying her knowledge of numbers to extend her existing capabilities. Scarlett was also utilising effective thinking skills to recall and apply new learning.

Next Learning Steps

Reinforce knowledge of counting back from ten Know and create teen numbers Practice writing teen numbers

Narrative Assessment - Literacy - 12 May 2015

Learner: Scarlett, Armann, Ameerah      Learning Coach: Miriam Kamsteeg             Date: 12 May 2015

Learning Area: Literacy - Reading

Learning Observed

Today in Reading Scarlett and Armann choose to read “The Balloons” and Ameerah choose to read “The Kites”. Scarlett was able to point to her first word and read by herself “the red balloon is going down”. Armann needed help pointing to the words and reading the words “the red balloon is going down”. Ameerah was able to point to the words and while we both read the words together “the green kite is going up”. Scarlett showed that she had worked out the pattern of the words in the book and was able to read it without support. Armann and Ameerah continued to need support to read the words in the book. Scarlett and Ameerah continued to point to each word and return sweep for the second line. Armann continued to need help to point to each word in the text.

Evidence of learning

Our favourite pages from our books! We are learning to point to the words as we read. I wonder if the Learners remember to point to the words when reading at home?

Key Competencies/Vision Principles

Ameerah, Armann and Scarlett are developing their Capabilities in Reading. Scarlett had listened and looked at the pattern in the story to work out the words (Thinking). Armann, Ameerah and Scarlett are starting to read basic words (Using Language, Symbols and Texts).

Next Learning Steps

Share Learning with home Continue explicit teaching of basic words. Armann Continue explicit teaching of finger pointing to each word and return sweep. Ameerah and Scarlett move to a reading group where they do not need so much support with finger pointing.