Literacy Narrative Assessment

Math Narrative Assessment

Narrative Assessment - Literacy - 13 October 2015

Learner:  Kaiariki                Learning Coach: Miriam Kamsteeg             Date: 13 Oct 2015

Learning Area: Literacy - Writing

Learning Observed

Today Kaiariki was writing with me. She decided that she wanted to write a story about “Wonder woman”. Kaiariki recorded down the words she wanted to write and all the sounds she could hear in the words. She remembered to put in full stops and capital letters.

Evidence of learning

Kaiariki was able to write a two sentence story. I wonder if she is practising writing stories at home?

Key Competencies/Vision Principles

Kaiariki was able to settle down to work straight away (Managing Self). She is developing her Capabilities in her writing and learning how to punctuate correctly. Kaiariki listened to the sounds she could hear and recorded the letters to go with the sounds (Using Language, Symbols and Texts).  She was able to have an idea for a story and record it (Thinking).

Next Learning Steps

Put Capital letters in the correct place. Write a story with three sentences. Share learning with home.

iExperience Narrative Assessment

Learner: Kaiariki                   Learning Coach: Mr Hattie            Date: 15 September 2015

Learning Area: iExperience

Learning Observed

This week the learners got to have an interesting experience. They had to work collaboratively while exploring and experiencing play with a tyre. This is part of a way that we can spark some interesting discussions and writing around a real life experience while gaining new vocabulary. Kaiariki was with her group and discussing the different ways that her and her group could move the tyre. They were very excited and the new vocabulary that came out of this was great to hear. Kaiariki asked a lot of questions about the tyre. One of the questions were what are these marks for. We discussed that the marks are called tread and it's to help the tyre grip to the road.

Evidence of learning

Kaiariki and her group were testing their tyre.

Key Competencies/Vision Principles

“Collaboration” was one of the vision principles that were being used during this activity. “Curious” was another vision principle that was being used as the learners had a lot of questions.

Next Learning Steps

Kaiariki’s next learning steps are: create some writing about her experience to use her new vocabulary.

Writing Narrative Assessment

Kaiariki's Photo on Wednesday, 19 August 2015

Narrative Assessment - iExperience Soccer Skills

Learner: Kaiariki                 Learning Coach: Mr Hattie             Date: 21 July 2015

Learning Area: Learning Habitat two - iExperience

Learning Observed

For iExperience we are playing soccer. We are developing our capabilities in collaboration through team sports. In this session we were learning to pass the ball to a buddy and ‘Trap’ the ball. ‘Trapping’ is when you stop the ball rolling by placing your foot on top of the ball. This skill is to help gain control of the ball before you pass. Kaiariki in this session showed great capabilities. At the start of the session she struggled with this skill as it is a new skill that she was learning. But by the end of the session she was able to trap the ball for control and pass the ball to her buddy with the correct part of her foot.

Evidence of learning

Kaiariki is making sure that she using the correct part of her foot to kick the ball with.

Key Competencies/Vision Principles

During this session Kaiariki was showing the Key Competency “Relating to others” as she was participating in a group activity with a person who may have picked up the skill either faster or slower than them. She had to help, encourage and work with her partner. Kaiariki was showing “Capabilities” as these skills were new to her and she had to develop them during the session. Also “Collaborative” was being shown as during the session she was working the whole time with a buddy.

Next Learning Steps

Kaiariki next learning steps are: to use these new skills during a practical situation. to be able to perform these skills while moving.

Kaiariki 's Photo on Wednesday, 1 July 2015

Kaiariki's Video on Wednesday, 24 June 2015

Narrative Assessment - Literacy: Writing

Learner: Kaiariki                    Learning Coach: Abby Morgan             Date: 2 June 2015

Learning Area: Literacy - Writing

Learning Observed

Our writing focus today was about creating recounts about our weekend. Together the learners discussed their weekend and identified what they wanted to write about. I was working alongside Kaiariki to identify the keywords that were needed to add to her story about going to the movies. She was able to tell me lots about her weekend and seeing Sivkheng. Together we created a success criteria (what I need to have to be successful) and Kaiariki suggested that we need to include finger spaces and capital letters as part of our to be successful list. Kaiariki went away and began writing. When she returned we read her work together checking the success criteria as we went. Kaiariki had monitored her writing to ensure she was including all the required elements and had correctly used all four of our success criteria! Great managing self learning Kaiariki!

Evidence of learning

Kaiariki came up with 2 of the 4 ‘must haves’ on our success criteria.

Key Competencies/Vision Principles

Kaiariki has been developing the school vision principle of capable as she has spent time working towards developing both new and existing skills. She has also be displaying the key competencies of managing self, thinking and using language, symbols and texts. Kaiariki has displayed thinking skills as she recalls and extends her knowledge about writing (using language, symbols and texts) and has demonstrated her ability to manage her learning through the success criteria.

Next Learning Steps

Extend Kakarikis knowledge of different writing purposes and types Introduce Kaiariki to different tools for publishing her work Add unknown frequently used words to her personal dictionary

Narrative Assessment - iExperience - Physical Education - 26 May 2015

Learner: Kaiariki                  Learning Coach: Miriam Kamsteeg     Date: 26 May 2015

Learning Area: iExperience - Physical Education (PE)

Learning Observed

Today in PE we were learning to throw overarm. Kaiariki had to step forward with the foot opposite to her throwing arm. Then take her throwing shoulder back and point her non throwing arm where she wanted to throw the ball. Today we were aiming at the cricket wicket.

Evidence of learning

Kaiariki was able to hit the target. I wonder if she can still hit the target from further back?

Key Competencies/Vision Principles

Kaiariki showed that she is developing her Capabilities in throwing overarm. She was working Collaboratively as she was taking turns at this activity. Kaiariki was actively participating in this task (Participating and Contributing). She was carefully aiming the ball at the target (Thinking).

Next Learning Steps

Stand up straight when throwing Try going further away from the target Practise catching a tennis ball

Narrative Assessment - Mathematics - 1 May 2015

Learner: Kaiariki   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. Kaiariki counted out 13 items and when we counted them together she did have 13! However when I asked her to get 11 items she only counted out 9. She was unable to make 13 on the number fan, however when asked to make 11, she knew that it was 1 plus a 1 and corrected another Learner who had made 12 instead of 11.

Evidence of learning

Kaiariki is starting to one- to -one count to 13. I wonder if she practises counting things at home?

Key Competencies/Vision Principles

Kaiariki 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: Kaiariki Hewett     Learning Coach: Miriam Kamsteeg   Date: 4 March 2015

Learning Area: Literacy - Writing

Learning Observed

Kaiariki decided that she wanted to write about dressing up. She was able to draw her picture and write “I Li(backwards R)e”. We then sat together to write the rest of her story. I said “dressing, d, d, d”. She said “d”. Then asked if it needed to be a capital or little “d”. I told her we only had capitals at the beginning of a sentence or for a name. I asked her if dressing was a name or the beginning of a sentence. She looked at me in confusion and shrugged her shoulders. I told her that it is a little “d” like on the “duck” picture on the table tent. She then wrote down “d”. Then we went to write “up”. I said “up, u, u, u”. She said “a?” I said no and motioned her to look at the bottom of the table tent. She looked around it. I said, “um…. umb….”. Then she pointed to the umbrella picture and wrote it down. She then asked if she needed to put a “j” in. I said no that there is no “j” sound in the word.

Evidence of learning

Kaiariki is starting to write by herself and understands that capital letters have an important place in sentences. She is thinking about the importance of these and when they need to occur.

Key Competencies/Vision Principles

Kaiariki scored 41/54 on the Letter Identification Assessment and 5 years 3 months on the Oral Language Assessment. She is able to start a story by herself and settle down to a task (Managing Self). Kaiariki has shown an awareness of capital letters and understands that they have an importance in the sentences, but realises that she does not understand this yet, so asks for help to develop her Capabilities in this (Thinking). Kaiariki is developing her Curiosity as she wondered about where capital letters are placed. She used sounds to create her writing for her story (Using Language, Symbols and Text).

Next Learning Steps

Explicit teaching into what a sentence is Explicit teaching of where capital letters go Complete a sound to letter assessment. How many sounds does she know?