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.

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: 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.