Collaboration Narrative Assessment

Learner: Linda                 Learning Coach: Talia Morgan        Date: 19th September 2016

Learning Area: iDevelop - Oral / Writing

Learning Observed

Linda was a reader in today’s running dictation activity. She had to read a passage from a book we had read at the end of the hall and then return to her partner and support her partner to write what she tells her partner. Linda was very supportive and problem-solved to find ways to help her partner write the passage, with only using verbal instructions.

Evidence of learning

Linda is being a collaborative learner. Look how she works with and supports her peer.

Key Competencies/Vision Principles

Linda is developing her Capabilities in Oral language, reading and collaborating with her peers. She was able to read the passage, return to her peer and tell her peer what to write. She supported her peer when she was unsure how to write it, by showing her how to draw the letters and which letters to write (Relating to Others, and Using language, symbols and text). Linda was tempted to write for her partner but knew that she couldn’t so problem-solved to find other ways around helping her partner without touching the pen (Participating and Contributing, and Managing Self).

Next Learning Steps

Write about this experience and what it was like for her Share learning with home

Writing Narrative Assessment

Learner: Linda                Learning Coach: Talia Morgan        Date: 22nd August 2016

Learning Area: iDevelop - Writing

Learning Observed

After helping the LC write a model recount, Linda went to write an independent recount of her weekend. Linda was able to write a two-paged story about what she did in the weekend, including the when, who, where and what.  Linda was trying to use both simple and compound sentences.

Evidence of learning

Key Competencies/Vision Principles

Linda is developing her Capabilities in writing. She was able to independently write her own story (Managing Self). Linda wrote a detailed recount about her weekend, using past tense verbs and including the who, where, when and what (Using Language, Symbols and Text). Linda tried to sound out difficult and unfamiliar words on her own and recorded the sounds in the order she could hear them in and wrote all high frequency words correctly (Thinking).

Next Learning Steps

Learning about different types of sentence structures - not continuously writing and for a new idea. Adding more detail into story, more ‘whats’ Share learning with home.

Narrative Assessment - 7th July 2016

Learner: Linda                    Learning Coach: T Morgan        Date: 7th July 2016

Learning Area: iDevelop - Maths

Learning Observed

Today during maths, to help us understand fractions, we made some origami. Linda made her own puppy dog face by following the fractions instructions (i.e. fold in half), and then went on to help her peers to make their masks as well.

Evidence of learning

Linda used her fractions to make a puppy dog face! What will she use her fractions for next?

Key Competencies/Vision Principles

Linda is developing her Capabilities in maths. She was able to follow the instructions and work through them to complete her own puppy dog mask, by herself (Managing Self). Linda then offered to help her peers to complete their masks when they were a little bit stuck on what to do next or how they should fold it in half (Relating to Others; Participating and Contributing).

Next Learning Steps

Addition of common fractions (e.g. 5/12 + 3/12 = 8/12). Continue to collaborate with her peers to support their learning. Share learning with home.

Narrative Assessment - Maths - 25 February 2016

Learner:  Linda          Learning Coach: Megan Croll           Date: 25 February 2016

Learning Area: Maths

Learning Observed

Today the Learners were learning to add two numbers together by finding the biggest number.  We tried to work out the problem by imaging the number in our head, then used a number line to check how many jumps we did to find the sum.

Evidence of learning

Linda was able to identify the biggest number in the problem, then rewrite the problem by putting the biggest number first.   Linda then draw a number line to help solve the problem.

Key Competencies/Vision Principles

Linda is developing her Capabilities in Maths by learning this addition strategy.  She was able to work by herself and use equipment correctly to solve a problem (Managing Self and Thinking).  Linda is able to form her numbers correctly and understands number ordering up to 20 (Using Language, Symbols and Text).

Next Learning Steps

Practise this strategy with addition to 20, then extend to bigger numbers, e.g. 7+22= Teach this strategy to another Learner Share learning with home.