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?