Narrative Assessment - Reading - 10 May 2016

Learning Observed

Marcus has been working on reading for meaning and pausing to think about whether the words that he is saying are the same that are on the page.   Today I asked Marcus to read a page of a book from Level Red.   We talked about cats and what they like to do.

Evidence of Learning

Marcus noticed that he mixed up the words and self-corrected himself.

Vision Principles and Key Competencies

Marcus was able to connect the text with his knowledge about cats and how they like to chase birds. He is Using Language, Symbols and Text to help identify errors.

Next Steps

• Reading with greater fluency
• Reading 10-15 minutes each day at home
• Concentrating on what he is reading and self-correcting errors

Narrative Assessment - Maths - 25 February 2016

Learner: Marcus           Learning Coach: Megan Croll            Date: 25 February 2016

Learning Area: Maths

Learning Observed

Today the Learners were learning to add two numbers together by finding the biggest number.  We tried to work out the problem by imaging the number in our head, then used a number line to check how many jumps we did to find the sum.

Evidence of learning

Marcus was able to identify the biggest number.   He then tried to solve the problem by writing the biggest number (15) on a number line, then add on the smaller number (6).  Marcus required support to complete the problem.

Key Competencies/Vision Principles

Marcus is developing his Capabilities in Maths.  With some support, he iss able to work by himself and use equipment correctly when solving a problem (Managing Self and Thinking).  Marcus is able to form her numbers correctly and understands number order up to 20 (Using Language, Symbols and Text).

Next Learning Steps

Draw and use a number line correctly Use this strategy to add numbers greater than 20, e.g. 7+22= Share learning with home.

Narrative Assessment - Term 2 Math

Learner: Marcus                    Learning Coach: Abby Morgan             Date: 11 June 2015

Learning Area: Math

Learning Observed

We having been learning about the different ways to create teen numbers using beans and cups. We began by taking ten beans and putting them into one cup. Marcus took his ten beans and put them together to make one set of ten. We discussed how it is important to remember that the cup will always have ten beans in it if we don’t take any out. I asked Marcus to hold the number ten in his head and then to add five more beans to the other cup. I asked what maths tools he had used to find out what ten and five more was. He told me that the answer was 15 and he solved it by counting on from 10. Marcus was able to create ten and five as well as ten and two.

Evidence of learning

View Marcus explaining what he did here.

Key Competencies/Vision Principles

Marcus was developing the vision principles of being capable as well as extending the key competencies of using language, symbols and texts, and thinking skills. He was applying his knowledge of numbers to extend his existing capabilities. Marcus was also utilising effective thinking skills to recall and apply new learning.

Next Learning Steps

Practice counting forwards and backwards from 10 Introduce Marcus to tens frames and develop instant recognition of the number pattern Write, draw, and create teen numerals

Reading with Ella - Term 2

Learner: Marcus and Ella      Learning Coach: Miss Morgan               Date: 22 April 2015

Learning Area: Literacy - Reading

Learning Observed

During reading today Ella and Marcus were introduced to the reading concept Elbow to Elbow, Knee to Knee (EEKK). EEKK involves learners sitting together and taking turns to read to each other. Their reading focus had been on identifying the bold text and emphasising these words. I observed Marcus and Ella reading and applying the new skills they were learning. Together they were able to assist each other when stuck on words or understanding. While reading, Ella made a connection within the text as she recognised that the word ‘she’ in the text informed the reader that the puppy is a girl. Together Marcus and Ella were able to use the pictures in the story to help identify words. Marcus noticed that the picture was of a dog but the word started with P and made the connection between the two.

Evidence of learning

Key Competencies/Vision Principles

Together Ella and Marcus were applying the key competencies of Thinking, and Using Language Symbols and Text. In order to understand and apply existing and new knowledge Ella and Marcus recalled and made connections with the text to show their use of Thinking Skills. Using Language, Symbols and Texts was developed as they used decoding and knowledge of language to read their text and apply new reading skills to this. The Vision Principle of Collaborating was applied as they worked together to assist in developing their understandings.

Next Learning Steps

Help Marcus and Ella begin to develop questions about the text Encourage the use of expression in reading Ensure reading books go home every day to develop their fluency and foster the enjoyment of reading