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.

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.