Zoo Narrative Assessment

Get Set Go Narrative Assessment

Learner: Wilson              Learning Coach: T Morgan                Date: 27th October 2016

Learning Area: iExperience - Physical Education/Health

Learning Observed

Today we had Get Set Go, a sports programme, come to our school. Coach Cameron taught us a whole lot of new games like walk the plank - where we had to walk along the lines on the court and there were two pirates with noodle swords who would tag us, and red light-green light- where different colours meant we had to do different things to try and make our way to the end of the court. It was so much fun!

Evidence of learning

Get Set Go Movie We are learning to move and balance in all different ways. Watch me play red light-green light!

Key Competencies/Vision Principles

I am developing my Capabilities in Physical Education. I was able remember and tell Coach Cameron what the 3 rules were 1) when Coach Cameron is talking, we are listening, 2) when the whistle blows we freeze, and 3) we must have fun! (Managing Self). I took turns at being the “police officer” that checked for people who were moving when they should be frozen, offering my second turn to someone who hadn’t already had a turn (Relating to Others). I had fun learning all the games Coach Cameron taught us and especially playing them (Participating and Contributing).

Next Learning Steps

Always have my hat at school to wear for iBreaks and Get Set Go. Play the game with your peers Think of one way we could change this game (maybe one colour we could add with an action).

Wilson & the Baby Chicks Narrative Assessment

Collaborate Good Times, Come On! Narrative Assessment

P.E. Narrative Assessment

Learner: Wilson                 Learning Coach: Talia Morgan        Date: 23rd September 2016

Learning Area: iExplore - P.E.

Learning Observed

Today Wilson and his peers decided to play a game that they had learnt in P.E. called noodle tag. This game requires you to chase after and gently tap somebody on the bottom with the foam noodle. Their is only 4-6 noodles and once you are tapped, they hand the noodle over to you and you become a tagger. Wilson wanted desperately to be a tagger and once he got his turn to be a tagger he was running after everyone.

Evidence of learning

Wilson was collaborating with his peers to play noodle tag. Can he teach some friends how to play?

Key Competencies/Vision Principles

Wilson is developing his Capabilities in P.E. He was collaborating with his peers to play a new game he had learnt. He was taking turns with his peers and tagging different people each time to ensure that everybody got a turn (Relating to Others). Wilson was very engaged in the noodle tag game and was enjoying playing with his peers (Participating and Contributing).

Next Learning Steps

Continue to develop resilience in difficult situations Continue to collaborate with his peers Teach game to some peers Share learning with home

Howick Historical Village Narrative Assessment

Maths Narrative Assessment

Learner: Wilson                Learning Coach: Talia Morgan        Date: 16th August 2016

Learning Area: iDevelop - Maths

Learning Observed

Wilson was learning his number bonds. He was answering questions when asked by the LC and even came up to write an equation on the board and then illustrate it on a tens frame for his maths group. Wilson then went on to complete all the equations for number bonds to 5 and then number bonds to 10, as well as start to illustrate the equations on tens frames in his maths book.

Evidence of learning

Key Competencies/Vision Principles

Wilson is developing his Capabilities in Mathematics. He was able to help the Learning Coach to work out what variety of two numbers could be added together to make 5 and illustrated it on a tens frame, then going onto repeat this with number bonds to 10 (Using language, symbols and text). Wilson was independently recording the equations and tens frames illustrations in his maths book, he needed a little bit of support to stay on task to complete (Managing Self). Wilson was actively participating in the lesson and was helping the LC and his peers to answer the equations (Participating and Contributing).

Next Learning Steps

Practice number bonds to 5 and number bonds to 10. Start learning doubles to 10. Continue to actively participate in learning. Share learning with home.

12th May Narrative Assessment - Writing

Learner: Wilson               Learning Coach: Talia Morgan                Date: 12th May 2016

Learning Area: iDevelop - Writing

Learning Observed

Today Wilson was caught doing some #Oresome learning! Wilson was invited to work in a guided writing workshop with me and he quickly thought of what he wanted to write about. He decided to write “I want to go to jarscwrD” - “I want to go to Jurassic World.” Wilson was quick to start writing and promptly finished what he wanted to write, as well as drawing his picture. Wilson also helped his peer who wanted to write the same thing.

Evidence of learning

Wilson is showing his Capabilities in his own writing and supporting others in their writing. Way to work toward the 4 C’s!

Key Competencies/Vision Principles

Wilson is developing his Capabilities in writing. He was able to independently think of his own story (Thinking) and write the high frequency words by himself, using the alphabet card (Managing Self). Wilson sounded out the main letter sounds he could hear in the unfamiliar words and recorded them with support from Learning Coach (Using Language, Symbols and Text). He also supported another learner to write his story as he wanted to write something similar (Relating to Others).

Next Learning Steps

Continue to sound out and record the main letter sounds in unfamiliar words. Continue to write high frequency words with support. Encourage to write about anything and whenever. Share learning with home.

Narrative Assessment - 11th May 2016

Learners: Elham, Raymond, Kaka, Wilson, Darius, Vicky, Zivashtine, and Angelina     Learning Coach: Stephanie Hooker          Date: 11 May 2016

Learning Area: iDevelop

Learning Observed

Today during iDevelop our reading group worked together to recognise high frequency words in order to play Word Bingo. Learning these words develops reading skills and enables them to read books with confidence.

Evidence of learning

I wonder if they can play this game independently? Do they practice finding high frequency words in their reading books at home?

Key Competencies/Vision Principles

These learners worked together Collaboratively. Each learner showed skills in Participating and Contributing to share their knowledge with each other. They also showed their Capability in using Language, Symbols and Text.

Next Learning Steps

Practice high frequency words at home (Please use the Magenta Word List on our Learning Habitat website) Continue to identify and read many known words, both in isolation and in books and other places Use these skills on a daily basis to increase reading capability

Wilson's Maths Problem Solving

iExplore Narrative Assessment - 30 March 2016

Narrative Assessment - 8 Mar 2016

Learner:  Wilson                 Learning Coach:  Talia Morgan       Date: 8 Mar 2016

Learning Area: Literacy - Writing

Learning Observed

Today I invited the learners to write a story about where they had been in the past. We modelled writing: “I went to the ...” and we found these words on the alphabet card, and said which colour box the words were in. We then talked about finding the initial letter of the place we had been by writing down the letter sounds we could hear; using the alphabet cards to help us. Wilson was able to find the sight words on the alphabet card and then came up with his own idea which he re-wrote above the learning coaches direction.  Wilson wrote “I went to the mountain.”

Evidence of learning

Wilson was able to find the sight words on the alphabet card and re-write the learning coaches writing of his idea. Great idea Wilson!

Key Competencies/Vision Principles

Wilson is developing his Capabilities in his writing. He was able to work by himself to think of an idea to write about and was able to re-write it above the learning coaches direction (Managing Self). Wilson is forming most of his letters correctly and is able to listen to the sounds they make when recording them (Using language, symbols and text). He was able to Think of his own idea to write about.

Next Learning Steps

Explicit teaching on listening for the common letter sounds. Continue to teach finding the basic words on the word card and writing them correctly. Continue to teach finding the sounds of initial letters on the word card to record for a story. Share learning with home.

Narrative Assessment - Maths - 19 Feb 2016

Learner: Wilson                    Learning Coach: Talia Morgan        Date: 19 Feb 2016

Learning Area: Maths

Learning Observed

Today we played a new game to help us learn to count backwards from ten. First we rolled the dice to see what number we got, then Wilson counted backwards from ten to that number, moving his dinosaur. Wilson counted backwards from ten to eight and from then to four, and bounced his dinosaur on the numbers as he counted. Then he created these number his dinosaur landed on, on the tens frame.

Evidence of learning

Wilson counted backwards from ten and then created that number on the tens frame.

Key Competencies/Vision Principles

Wilson is developing his Capabilities in maths. He was able to identify the number on the mat that he had counted backwards to and then created that number on the tens frame (Using Language, Symbols and Text). Wilson was able to create the number on the mat, on the tens frame without any help from the learning coach (Managing Self). Wilson was able to Think about how many counters he needed to make the number he landed on.

Next Learning Steps

Continue counting backwards from ten. Continue counting to twenty. Continue learning to fill the tens frame down, rather than across. Share learning with home.