Narrative Assessment - Term 4 - iExplore

3 Little Pigs iExplore

Reading Narrative Assessment

Learner:  Riley and Simeon               Learning Coach: Mr Hattie             Date: 16 October 2015

Learning Area: Learning Habitat 2 - Reading

Learning Observed

During the reading session today I was roaming around the habitat to see all the reading activities the learners were doing. I cam across Riley with a small group of learners around him. He was reading a book to them like he was the learning coach. He was putting on voices and all the learners were listening. This is great to see as Oral reading is good for fluency and expression. When Riley had finished Simeon was asking questions about why the tiger had done what had done and Riley was explaining it for him. This is awesome to see as questioning is a big part of comprehension. This is the sort of learning that we like to see in habitat two. It is self directed and enjoyable for them.

Evidence of learning

Riley being the learning coach while reading

Key Competencies/Vision Principles

The Key Competencies that are being used during this session is “Thinking” as Riley was thinking about what different voices are needed for each character. Simeon was thinking about the different questions that he was wanting to find out about. Collaboration is being used as the learners were collaborating during it. Capabilities are being used the learners were showing their capabilities in reading and questioning.

Next Learning Steps

Riley and Simeon’s next learning steps are: to identify the text specific words. answer inference questions about a text.

Simeon 's Photo on Wednesday, 11 November 2015

iExperience Narrative Assessment

Simeon 's Photo on Monday, 19 October 2015

Simeon 's Photo on Wednesday, 19 August 2015

iExplore Narrative Assessment - Dr Seuss

Learner: Simeon and Ronav   Learning Coach: Mr Hattie            Date: 31-07-2015

Learning Area: Learning Habitat 2 iExplore

Learning Observed

For iExplore we are learning about Dr Seuss. We have been discussing the different books that he created and all about our favourite books of his. During this session we were exploring different Dr Seuss books and reading parts of them. Since we only had 8 books we had to work collaboratively. I was very impressed with Simeon and Ronav who were showing their capabilities in collaboration. They were taking turns and discussing what was happening. Once they had changed to different story there was discussion around why this story is better or not as good as the last. Each book they went to they had this discussion. The expression that both of the learners were showing while reading was great.

Evidence of learning

Simeon and Ronav reading to each other. Ronav is putting on a different voice. Simeon thought it was very funny.

Key Competencies/Vision Principles

Collaboration is being used in this session. “Relating to others” was a Key Competency being used during this session as both learners had to think about the other one a make sure that they were having a turn. “Thinking” was being used as they learners had to think about what they liked about the text and how it compared to the other texts they had read.

Next Learning Steps

Simeon and Ronav’s next learning steps are: come up with a question about the text that they liked. create a learning adventure based on that question.

Mathematic's Narrative Assessment

Learner: Simeon, Ethan, Jeffa, Louis and Sanad                 Learning Coach: Mr Hattie                Date: 28 July 2015

Learning Area: Learning Habitat 2 - Numeracy

Learning Observed

Our aim in Mathematics for this lesson was to say the number that either come before or after the number on the dice. The trick was before the group could tell me the answer they had to check their learning with a buddy. This was getting the learners into the habitat of peer checking and checking their own work. This will allow them to ensure that they are not making careless mistakes in the working. Also it give them a chance to help each other out when they are struggling. When we were doing this activity Simeon was making sure that he always explained his reason why he gave that answer. Ethan and Louis were on the same page in terms of his answers but wanted to get Jeffa involved and kept asking him what he thought. Sanad was a bit shy to start with but when he started to explain his thoughts to Simeon he opened up and got really excited when he got the same answer as Simeon.

Evidence of learning

Key Competencies/Vision Principles

The Key Competencies that were being used in this lesson was “relating to other” as they had to be respectful of others opinion and take turns to explain their reason. Also if someone got the wrong answer they had to explain to them why the answer was wrong and not just tell them that they are wrong. Collaboration was being used in this task as they had to work together to answer the question. It was a competition and to get the points they all had to agree.

Next Learning Steps

The group’s next learning steps are to: identify before and after to 100.

Simeon 's Video on Friday, 3 July 2015

Simeon's Video on Monday, 22 June 2015

Narrative Assessment - Math

Learner: Simeon                    Learning Coach: Abby Morgan             Date: 3 June 2015

Learning Area: Math

Learning Observed

Our current math focus has been on developing learners ability to quickly solve addition problems using materials (counters) and imaging (solving it in their head). We began our math workshop by playing a new game. Each learner took a turn to roll the dice and we put the numbers into the first two hearts to create an equation. As I worked alongside Simeon I notices that he was using materials (counters) to solve the equations. I asked him to explain to me what math process he was using to solve 3 + 6. Simeon told me that he had put one group of three counters out, then another six counters out. He then said that he had counted them all from one. After completing 6 questions as a group the learners went away and continued to solve the questions themselves.

Evidence of learning

Click here to view Simeon’s video

Key Competencies/Vision Principles

During our math workshop Simeon was demonstrating his ability to apply the Key Competencies of thinking and using language symbols and texts. He displayed thinking skills as he used materials to solve the math equations and used the correct math language and symbols to record his thinking. He was also showing the vision principle of capable.

Next Learning Steps

Develop Simeon’s ability to add numbers to 5 by imaging to progress him towards adding numbers to 10. Extend his ability to recognise number patterns to 10.

We Built this City!

Learner:  Simeon        Learning Coach: Luisa Maloni    Date: 23rd  April, 2015

Learning Area: iExplore: We Built This City

Learning Observed

Due to the high interest in building structures out of the magnetic shapes, we have embarked upon an iExplore learning adventure designing and constructing a city out of cardboard. Before school had started, Nanami, Darren and Simeon got to work, trying out their ideas for this cardboard city. They each took an active role in constructing their building. Simeon was able to point out parts of the building and say what they were for.

Evidence of learning

Simeon is able to work with others to try out ideas for his building.

Key Competencies/Vision Principles

Simeon shows that he can work Collaboratively with others toward a common goal (Participating and Contributing). He uses his creativity and Thinking skills to trial his ideas with the materials he has available and to describe the purpose of his building.

Next Learning Steps

Develop his ideas about the purpose of structures as he designs and constructs other structures. Can he describe his building using new or appropriate topic vocabulary? E.g. factory, apartment, skyscraper, offices etc...Can he show how his design includes modifications to suit the purpose of his building? E.g. one large space and a kitchen/storage area for a restaurant Trial a number of designs before deciding on a final one

How Much Does it Cost?

Learner:  Simeon               Learning Coach: Luisa Maloni  Date: 17th February, 2015

Learning Area: iExplore: Baking Project

Learning Observed

After making countless play dough biscuits, a group of learners wanted to bake some biscuits for an iExplore project. As we planned for our baking project, we realised we needed to know how much it was all going to cost to buy the ingredients. A group of learners including Simeon went on a supermarket website to research prices for each ingredient and record these on a ‘costing’ sheet. I observed that Simeon really enjoyed this process and was able to support others in how to write the dollar symbol and to include the ‘dot’ or decimal point. Working together, this group was able to complete the task with little need for support from me!

Evidence of learning

These learners are finding prices for our ingredients from a supermarket website. I wonder if they help with the shopping at home? You can see the final costing in our proposal video to mr McNeil.

Key Competencies/Vision Principles

Simeon is demonstrating his Capabilities in writing numbers and searching for items on a website (Using Language, Symbols and Text). His Collaborative skills are also showcased in his abilities to take turns and share his own expertise with others in the group without ‘doing it for them’ (Relating to Others/Participating and Contributing).

Next Learning Steps

Develop collaboration skills by continued experiences in small group -task based activities that require an outcome Extend understandings around money and the decimal point through an introduction to our ‘play money’

Learner: Simeon Essuman    Learning Coach: Miriam Kamsteeg     Date: 4 Mar 2015

Learning Area: Literacy - Writing

Learning Observed

Simeon decided that he wanted to write a story about his mum and dad going to a restaurant. He was able to draw his picture and write his story by himself. He did ask me to sound out “dad” for him to write down. Then he brought it to me. It read “Me(crossed out e, changed to y) My MuW My MUM bNb b DaD reSStrt” We decided that we would start on the second line with “My Mum” we changed “bNb” to “and”. He said the “b” was a mistake next to DaD and the last word was resturant. I read his story to him “My mum and dad restaurant”. I asked him if that made sense. He said no. I asked were his mum and dad going to a restaurant? or working at a restaurant? or??? He said “went to”. I then wrote the full sentence underneath his work.

Evidence of learning

Simeon is learning to record down as many sounds as he hears for each word. I wonder how many sounds he knows?

Key Competencies/Vision Principles

Simeon scored 6 years 1 month on his Oral Language Assessment and 49/54 on the Letter Identification Assessment. He shows he is able to decide what to write and work at it over a continuous period (Managing Self). Simeon is developing his Capabilities in Writing as he is recording more and more sounds for each word and asking for help when he is unsure (Thinking). He has been using text to create a story (Using Language, Symbols and Text).

Next Learning Steps

Complete a Sound to Letter Assessment Specific teaching about reading your story back to yourself as you write it to ensure that it makes sense. Specific teaching about capital letters and full stops.