Wednesday, 2 December 2015
Wednesday, 11 November 2015
Friday, 30 October 2015
Narrative Assessment - Literacy - 22 Oct 2015
Learner: Evie Learning Coach: Stephanie Hooker Date: 22 Oct 2015
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Learning Area: Literacy - Writing
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Learning Observed
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Today Evie chose to write about her weekend. She set to work readily and enjoyed expressing her ideas.
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Evidence of learning
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Evie was able to write simple sentences and has a good bank of basic words. She records the main sounds for unknown words.
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Key Competencies/Vision Principles
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Managing Self - Evie settled to work quickly
Use Language, Symbols and Texts - She writes simple sentences
Thinking - Her ideas were in sequence
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Next Learning Steps
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Wednesday, 21 October 2015
Reading Group Narrative Assessment
Learner: Evie, Ethan, Suri, Shams Learning Coach: Mr Hattie Date: 22 October 2015
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Learning Area: Learning Habitat Two - Reading Group
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Learning Observed
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In our reading group session we were looking at retelling and discussing the text. This is something that we found was a gap that we had with this reading group. The task was to read the first 4 pages aloud and then with a partner retell what you just read with reference to the text specific words in the text. As I was listening I heard some really great discussions. Ethan was reading a story about climbing and climbers. He was so excited to tell the group about how the book was about climbers “like William Pike”. This was a great connection to his own life. William Pike is the speaker that we have been discussing in our Habitat. Evie and Suri were talking about the similarities in their books. Shams was so engrossed in his story that he finished the whole story and then retold it perfectly. He even showed the pictures while he was retelling it.
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Evidence of learning
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Ethan, Shams and Suri reading and showing their stories.
Evie reading her book and using correct sound techniques.
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Key Competencies/Vision Principles
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The Key Competencies that were being used in this group session was “thinking” as the learners were thinking about what they were reading and what are the important parts they need to mention. Also, “understanding symbols and language” was being used as they were using their reading strategies to help understand the text.
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Next Learning Steps
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This group’s next learning steps are:
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Tuesday, 8 September 2015
Tuesday, 25 August 2015
Wednesday, 19 August 2015
Tuesday, 18 August 2015
Thursday, 30 July 2015
Saturday, 25 July 2015
Sunday, 21 June 2015
Sunday, 7 June 2015
Learner: Evie Learning Coach: Luisa Maloni Date: 5th June, 2015
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Learning Area: iExplore: Shadow Puppets
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Learning Observed
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We have been looking at shadow theatre on Youtube. We watched a shadow dance and shadow puppets with hands and with paper cut outs. We started by sharing some of the knowledge we have already about shadow puppets and then thought of some questions we had about them. Evie was able to share some of the handshapes she knew to make a shadow puppet with a partner and then to the whole group. Then she shared a question she wanted to find out about shadow theatre- “How do they make the sounds?”
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Evidence of learning
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Evie shares her knowledge and questions with the group. I wonder if she likes to ask questions at home?
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Key Competencies/Vision Principles
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Evie can Connect with what she already knows about Shadow Puppets and can Collaborate through sharing ideas and building new knowledge from others (Thinking, Relating to Others, Using Language, Symbols and Text). She extends her thinking by asking a question that she is Curious about.
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Next Learning Steps
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Monday, 1 June 2015
Narrative Assessment - Group Writing
Learner: Evie, Benjamin, Shams, Ash Learning Coach: Abby Morgan Date: 14 May 2015
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Learning Area: Literacy - Writing
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Learning Observed
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Our Casey the Magic Caterpillar focus this week has been on ensuring the correct formation and position of open mouth, wide open mouth, and tunnel symbols. During today’s session I noticed that Evie has gained greater fine motor control which has improved her formation of all the shapes explicitly taught. She was able to place begin the symbol in the right position and took great care to ensure accurate formation. Benjamin is developing his fine motor skills. His pen grip is becoming stronger and shape formation more accurate. Since beginning the Casey programme I have observed Shams interest in extending his writing ability and noticed the high level of attention and care he puts into his learning. Shams has mastered the formation of wide open mouth and is progressing with the development of open mouth and tunnel. Ash is focused and engaged with her learning during writing time and has established correct formation, shape, and position of both open mouth and wide open mouth. She is working towards maintaining control and creating singular tunnel shapes.
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Evidence of learning
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Key Competencies/Vision Principles
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While attending to this learning task Evie, Benjamin, Shams and Ash were developing the Vision Principle of Capable as they were extending their existing knowledge and abilities. They were also applying the Key Competencies of Thinking, Using language, symbols and texts. These were developed by applying new knowledge with existing and to form the shapes that will make letters of the english language.
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Next Learning Steps
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Tuesday, 3 March 2015
Mathematics Narrative Assessment
Learners: Ekamjot and Evie Learning Coach: Caro Bush Date: 26.2.15
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Learning Area: Mathematics
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Learning Observed
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I was working with Evie and Ekamjot on an activity to discover how many different ways they could make 5. They were able to easily show different ways they could make 5 using their fingers and were able to record this in their learning book. They both found this easy and started to discuss which other numbers they could make. Evie went to get the magnetic beads and made a group of 8, Ekamjot noticed that Evie had 4 orange, 1 black, 1 blue, 1 white and 1 red bead and wondered how we could record this, we recorded 4 +1+1+1 +1 on a whiteboard. The girls then started working on different groupings within 8 and recording their discoveries on a white board.
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Evidence of learning
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Key Competencies/Vision Principles
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Evie and Ekamjot showed they were able to Collaborate on a shared activity (Relating to Others). They were Capable of showing their discoveries on whiteboards and in their learning books (Using Language Symbols and Texts). Once they had shown they were capable of completing their first task they showed their curiosity by wondering if they could apply the same strategy to different numbers. (Thinking)
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Next Learning Steps
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Sunday, 1 March 2015
Learner:Evie Worthington Learning Coach: Miriam Kamsteeg Date: 2 Mar 2015
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Learning Area: Literacy
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Learning Observed
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Evie was playing “Alphabet Soup Cans”. I had explained how the game worked. After a while Evie came to me and said, “look I have some”. She showed me the pictures ball, box and a letter “B”. I asked her why they were in the “B” can. She said because they all started with “b”.
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Evidence of learning
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Evie was able to sort through many pictures to find ones that matched her can. I wonder how many letters she would be able to do this task with?
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Key Competencies/Vision Principles
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Evie scored 46/54 on the Letter Identification Assessment and 5 years 10 months on the Oral Language Assessment. Evie is able to work efficiently at a task without guidance (Managing Self). She is developing her Capabilities in her sound to letter knowledge. Evie is showing that she is understanding why we use letters (Using Language, Symbols and Text).
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Next Learning Steps
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