Math Assessment Narrative Assessment

Learner: Linda                  Learning Coach: Mr Hattie             Date: 11 December 2015

Learning Area: Learning Habitat Two - Mathematics

Learning Observed

At the start of the term we administered our Junior Knowledge Numeracy test to find our gaps in Mathematics. We set our self goals for how much we are wanting to achieve in one term. We have worked really hard with learning activities and in Learning Coach directed groups to achieve this goal. Now at the end of the term we have achieved our goal. We are pleased with the work we have done this term.

Evidence of learning

Key Competencies/Vision Principles

Linda 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. Linda  was also utilising effective thinking skills to recall and apply new learning.

Next Learning Steps

Linda’s next learning steps are: identify doubles and halves to 20. skip count forwards and backwards to 100 in 2’s and 5’s

iExplore- Rubbish Sculptures

Narrative Assessment - Literacy - 27 Oct 2015

Learner: Linda          Learning Coach: Miriam Kamsteeg             Date: 27 Oct 2015

Learning Area: Literacy - Reading Assessment

Learning Observed

Today Linda completed a Reading Assessment with me. She read a higher Blue level book with 96% accuracy. She was also able to retell the story well and answer all comprehension questions correctly.

Evidence of learning

Linda was able to accurately read and retell the story. I wonder if she is reading at home each night?

Key Competencies/Vision Principles

Linda is developing her Capabilities in Reading. She is Reading many words with accuracy (Using Language, Symbols and Texts). Linda is making sense of what she reads (Thinking).

Next Learning Steps

Retest on an even higher level - Green?? Continue to retell the stories that she reads Share learning with home.

Math Narrative Assessment

Learner: Linda        Learning Coach: Mr Hattie              Date: 17 September 2015

Learning Area: Learning Habitat Two - Mathematics

Learning Observed

In Mathematics we are learning about subtraction and addition. We have started by getting the learners understanding what it means to add or subtract by using materials while working out the answer. Since then the we are moving onto using counting on to help us. This is where you say a number in your head and count on from that number. With this lesson Linda had a bit of trouble starting off as she started from the number but then counted the other number as a separate number. She listened to the instructions again and then asked if she could try again and got the understanding. Linda was very impressed with herself and was able to complete the next few problems. Once she starts she understands the concept.

Evidence of learning

Linda solving the problem. We discussed what the problem looks like as a number problem.

Key Competencies/Vision Principles

Throughout this lesson the Key Competencies that Deesha was showing was “Thinking” as she tried and knew that she had to listen to the instructions again to make sure that she understands it. “Capability” was the vision principle that she was showing as Linda was developing her capabilities in math.

Next Learning Steps

Linda’s next learning steps are: adding and subtracting numbers to 5 instantly. applying the counting on strategy to higher numbers.

iExplore- Cubism

Learner:   Linda      Learning Coach:   Luisa Maloni            Date: 4th September, 2015

Learning Area: iExplore: Visual Art: Cubism

Learning Observed

We have been learning about the art movement Cubism. We have looked at many examples of cubism and have created our own studies using the cubist style. Linda used the elements of shape and fracture as well as using different shades of one colour to create a study of a tree and a painting. She then looked at images on the internet to choose an artistic exemplar she was interested in trying. Linda chose an image of a heart and then created her own study using ideas from her artistic exemplar.

Evidence of learning

Linda uses an artistic exemplar to explore ideas about Cubism. I can’t wait to see her final work!

Key Competencies/Vision Principles

Linda demonstrates the Vision principles of Curiosity in experimenting with and searching for new ideas in cubism, Capability in executing beautiful, bold and expressive artworks and Connected in connecting with what other artists are doing within the art style of Cubism. She uses the Key Competencies of Thinking as she develops her own creativity as well as follow an inquiry process.

Next Learning Steps

Use new language to describe her artworks e.g. shape, fracture, hues, shades Describe what she has learned and say what her next steps are

Math Narrative Assessment

Learner: Linda                 Learning Coach: Mr Hattie          Date: 9 September 2015

Learning Area: Mathematics

Learning Observed

For mathematics we are learning to subtract numbers to 5 using materials. This is the first step of subtracting. During the lesson we started with understanding what subtraction is and how we subtract. We went through a few problems together using our materials, our fingers. This allows us to manipulate the problem ourselves at our own pace. Linda was doing a good job. Our next step for this lesson was practicing using our capabilities that we learnt in a practical sense. We played our addition and subtraction board game, we only did the subtraction part. Linda was a bit quiet to start off with but the smile that she had on her face when she realised that she was getting it correct was huge.

Evidence of learning

Linda was thinking of the question. Linda using her hands to solve the problem

Key Competencies/Vision Principles

The Key Competencies that was being shown during this lesson is “thinking” as the learners are having to think about the skills that they have just learnt while applying them to a new game. “Relating to others” as the learners were put into pairs as we are wanting discussion around why they have gotten to the answer that they got. “Capable” is the key value that we were using as the learners had to use the capabilities that they had learnt in a practical sense.

Next Learning Steps

Linda’s next learning steps are: using imaging to solve subtraction problems to 5. instantly recognising basic facts to 5.

Narrative Assessment - Math Term 2

Learner: Linda                    Learning Coach: Abby Morgan              Date: 8 June 2015

Learning Area: Math

Learning Observed

During our math workshops we have been beginning addition by identifying what numbers under 10 plus one more equal. We began by gathering 11 beans and two cups. Linda was able to correctly collect the right number of beans and cups. I asked if she could solve 4+1 and recorded this on the whiteboard. Linda collected four beans and placed them in one cup and added one bean to the other cup. I asked her how many beans she had altogether to which she told me five. Linda was able to use her fingers to count from one to solve the equation.

Evidence of learning

Linda was able to add one to numbers under 10. I wonder if she knows her addition facts to five?

Key Competencies/Vision Principles

Linda 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 while using the correct mathematical language to communicate her ideas. Linda was also utilising effective thinking skills to recall and apply new learning.

Next Learning Steps

Introduce Linda to the addition facts to five Add one to larger numbers (10-20) Develop instant recall of numbers before and after to 20

Linda's Video on Monday, 22 June 2015

Narrative Assessment - Literacy

Learner: Linda                   Learning Coach: Abby Morgan              Date: 6 April 2015

Learning Area: Literacy

Learning Observed

Today I was working alongside Linda, I asked her to identify different common body parts on a picture. She was able to correctly identify 7 of the 12 body parts asked for. Following this I asked her to tell me the functions of the eyes, nose, mouth, and ears - Linda was able to correctly tell me these. I recorded Linda telling me about the picture in which she is able to identify the different activities the children were doing. The Video below illustrates her developing oral language skills.

Evidence of learning

Click here to watch Linda’s Oral Language Sample.

Key Competencies/Vision Principles

Linda is developing the key competency of using language, symbols, and texts as well as thinking. Linda was able to tell me about the picture and answer the questions I asked (Thinking). She was able to recall knowledge as required and was able to verbalise her thoughts.

Next Learning Steps

Use the language of pronouns - he’s / she’s, he / she Use the correct language tense - jump / jumped, clap / clapped Develop language about preposition  - in, under, beside

Learner: Linda Touch     Learning Coach: Miriam Kamsteeg    Date: 24 March 2015

Learning Area: Mathematics

Learning Observed

Linda was working independently on the beads. She showed me what she was making. I asked her what the pattern was. Linda said that it went red, yellow red.

Evidence of learning

Linda created a repeating pattern. I wonder if she is able to create a more complex pattern?

Key Competencies/Vision Principles

Linda was able to start an activity by herself and work independently on it (Managing Self). She is developing her Capabilities in creating patterns in Mathematics. She worked with deliberation and was careful with ensuring which bead came next (Thinking).

Next Learning Steps

Explicit teaching on creating more complex patterns Sharing of her skills with home Using different materials to create patterns.

Learner: Linda Touch    Learning Coach: Miriam Kamsteeg    Date: 20 Feb 2015

Learning Area: Literacy - Writing

Learning Observed

Linda was writing a story. She wanted to say “My Mummy has a normal dress”. When I came to her she had already written “my mume”. We worked together using the table tent to work out what letters were needed to write the word “has”. I sounded out the word and Linda found each sound. She then wrote down all the sounds she could hear in normal “n m”. We then looked for the sounds for dress. Momo was sitting on the left and could hear our discussion. She flipped the table tent around and pointed to the blend “dr” for Linda. Linda then copied down “br” and added an “s” on the end to make “brs” for dress. I then asked her what was needed at the end of her story and she put down a full stop.

Evidence of learning

I noticed that Linda copied down “br” instead of “dr”. I wonder if she often reverses her “d”s for “b”s

Key Competencies/Vision Principles

Linda showed she was capable and connected when she was writing her story. She knows 53/54 on the letter ID assessment and scored 3 years 3 months on the Oral Language assessment. She showed confidence when writing her story and had already started her story without assistance (Managing Self). Linda had planned out her story and knew what she wanted to say (Thinking). She was using her alphabet knowledge to construct a story (Using Language, symbols and texts).

Next Learning Steps

-        - Administer High Frequency Words Test – this will show which words Linda already knows how to spell on her own. She knows “my”, but what other words can she write independently? -        - To further work with Linda on recording all the sounds in each word. -        - To talk about the difference between “b” and “d”. -        - To share Linda’s school writing at home.