Narrative Assessment - iExperience - Term 4, 2015

Learner:  Tavleen and Taj   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.

Mathematics Narrative Assessment

Learner:  Tavleen                   Learning Coach: Mr Hattie             Date: 3 December 2015

Learning Area: Learning Habitat Two - Mathematics

Learning Observed

In today’s session we were practicing our basic fractions. We learnt about what a fraction is. Tavleen was organising pictures into the different categories of halves, thirds and quarters. This was a new topic that we have been learning this week. When we started it was very difficult as it was new, but once we understood what a fraction is then it got much easier. The activity that we were doing was the learners had the fractions written on the table and they had to draw the fraction. It was great to see the learner's understanding how to read the fraction and be able to connect that knowledge to a drawing. Tavleen seemed to have no problem with this activity, which was exciting as we were having trouble with this activity yesterday. This shows what repetition and time does to help develop new knowledge.

Evidence of learning

Tavleen fraction drawings

Key Competencies/Vision Principles

The Key Competencies that are being shown in this activity is “understanding language, symbols and text” as they had to understand what the symbol means and what she needs to draw for it. The Vision Principle that was being shown in this activity is “Connect” as the learners were able to connect their knowledge that they had about fractions to drawing a visual representation for that fraction.

Next Learning Steps

Tavleen's next learning steps are: read and identify fractions such as ⅕, ⅙, and  ⅛ instantly recall doubles and halves to 10

iExplore- Rubbish Sculpture

iExplore- Stained Glass Window Art

iExperience: Collaboration in Music

Narrative Assessment - 23 July 2015 - Literacy

Learner: Tavleen          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 Tavleen on her story. She did not know what to write about. I asked her if she could write a story about “I went to the movies? shop? my friend’s house?” but she said she did not know. Then I said that well she must have gone to her house. So we settled on a story of “I went to my home”. Tavleen was able to use the table tent cards to find all the basic words. Then when she came to “home”. She said that she didn’t know. I said what does it start with and sounded it out “h….o…..me”. She was able to write down “hom”.

Evidence of learning

Tavleen is starting to sound out tricky words. I wonder if she is practising writing at home?

Key Competencies/Vision Principles

Tavleen is developing her Capabilities in Writing. She is starting to be able to record down words and letters independently (Managing Self). Tavleen 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

Developing her confidence in writing Continue to use the table tent to find words/ sounds Continue to explicitly teach sounding out words Share learning with home.

Tavleen 's Video on Thursday, 25 June 2015

Shadow Puppets

Learner: Tavleen      Learning Coach: Luisa Maloni    Date: 5th June, 2015

Learning Area: iExplore: Shadow Puppets

Learning Observed

We have been looking at shadow theatre on Youtube. We watched a shadow dance and shadow puppets with hands and with paper cut outs. We started by sharing some of the knowledge we have already about shadow puppets and then thought of some questions we had about them. Tavleen was able to share some of the handshapes she knew to make a shadow puppet with a partner and then to the whole group.Then she shared a question she had about shadow puppets- “How do you make an aeroplane out of your hands?”

Evidence of learning

Tavleen shares her knowledge with the group. I wonder if she likes to ask questions at home?

Key Competencies/Vision Principles

Tavleen can Connect with what she already knows about Shadow Puppets and can Collaborate through sharing ideas and building new knowledge from others (Thinking, Relating to Others, Using Language, Symbols and Text).

Next Learning Steps

Ask a question about something she is curious about Describe ways she could find the answers to her questions Identify ways she could share or present her findings

Narrative Assessment - Writing

Learner: Tavleen                    Learning Coach: Abby Morgan              Date: 19 May 2015

Learning Area: Literacy

Learning Observed

As part of developing learners ability to write we are learning the shapes and symbols of the Casey the Caterpillar programme. During the programme the learners focus on developing their fine motor control and work towards accurate shape formation and position. As we have progressed with this learning Tavleen has developed her ability to accurately form the shapes and is able to identify most shapes when asked. Since beginning Tavleen has extended the number of letters she is correctly forming and is able to accurately justify why she has chosen her best shape. Tavleen has made great gains in formation and positioning.

Evidence of learning

Tavleen is showing great progress with her symbol formation.

Key Competencies/Vision Principles

Throughout the Casey the Caterpillar programme Tavleen has displayed the Vision Principle of Capable. She has demonstrated her ability to attend to a task and is developing her knowledge and skills. Tavleen has also shown her ability to apply Thinking Skills, and Use Language, Symbols and Texts as identified in the Key Competencies. She applies known skills and knowledge with unknown (thinking) and is developing her ability to use written language.

Next Learning Steps

Introduce activities to assist in developing fine motor skills - threading, picking up and moving objects with tweezers Identify all Casey Shapes by sight Share her learning with home Introduce Tavleen to new Casey the Caterpillar shapes

Narrative Assessment - Mathematics - 1 May 2015

Learner: Tavleen  Learning Coach: Miriam Kamsteeg      Date: 1 May 2015

Learning Area: Mathematics - Numeracy

Learning Observed

Today in Mathematics we were working on getting 13, making it on the number fan and getting 11 and making it on the number fan. Tavleen got her 13, then counted them to check. She started counting then said 8, 9, 12, 13, and had two extra, so put two back. When we counted together she had only 11. She needed support making the numbers on the number fan.

Evidence of learning

Tavleen is starting to count to 13. I wonder if she practises counting in English at home?

Key Competencies/Vision Principles

Tavleen is developing her Capabilities in counting numerals in the correct sequence. She is Connecting the spoken number with the written form of the number (Using Language, Symbols and Text).

Next Learning Steps

Continue to explicitly teach the correct numerical sequence between 1-13. Continue to explicitly teach one-to-one counting. Share her learning with home.

Learner: Tavleen Kaur   Learning Coach: Miriam Kamsteeg    Date: 11 March 2015

Learning Area:  Mathematics - Geometry (Patterns)

Learning Observed

Tavleen was working with the beads. She came to me and showed me what she had done. Tavleen said, “Look I have made red, blue, red, blue”.

Evidence of learning

Tavleen made a single repeating pattern. I wonder if she can make a more complex pattern?

Key Competencies/Vision Principles

Tavleen was able to work independently on the beads task creating her own pattern on the beads (Managing Self). She worked with deliberation and was careful with ensuring which bead came next (Thinking). Tavleen is developing her Capabilities with creating patterns and her fine motor skills.

Next Learning Steps

Complete the Pre Junior Assessment of Mathematics Explicit teaching on creating more complex patterns Sharing of her skills with home

Learner: Tavleen Kaur          Learning Coach: Miriam Kamsteeg      Date: 26 Feb 2015

Learning Area: Literacy - Reading

Learning Observed

Tavleen came to read me “My House”. She was able to open the book and hold it the correct way. Tavleen looked at me to prompt her for the words on the page. I said “My bike” and pointed to the bike. We turned the page. She again looked for a prompt. I said “My skateboard” and pointed to the picture. We turned the page. Tavleen then said “My house”. She was able to read the next pages, until we came to the last page with “my slide”. She said “my cat, my dog”. I pointed to the slide and slid my finger along it. She asked my to tell her what it was. “My slide”, I said.

Evidence of learning

Tavleen was able to use the repeated pattern in the book at the picture cues to read the story. I wonder if she will continue to use picture cues in other stories?

Key Competencies/Vision Principles

Tavleen started school this year and is still developing print recognition. She scored 13/54 on the Letter Identification assessment and 3 years 1 month on the Oral Language assessment. Tavleen showed she was capable by using the pattern and pictures of the story to enable her to read it. She was able to read some of the words (Using Language, Symbols and Texts). Tavleen was able to use her prior knowledge of the text to guess the words on the final page (Thinking).

Next Learning Steps

Specific teaching on using picture cues in reading a story Learn basic sight words Specific teaching on letter recognition.