Math Narrative Assessment

Learner:                     Learning Coach: Mr Hattie              Date: 19 November

Learning Area: Learning Habitat Two - Mathematics

Learning Observed

We have been looking at skip counting in two’s in Mathematics. There has been many ways that we have done this, by using materials to show what skip counting looks like and what it means, by different learning activity sheets, by walking along a numbers bridge and by repetition of saying it. We have been able to successfully say that ANISHA can skip count in two’s up to 20. She was so excited that she achieved this. ANISHA told me that she has been practicing at home with her mum everyday. This perseverance is truly commendable.

Evidence of learning

Key Competencies/Vision Principles

The Key Competency that has been used in this session was “thinking” as she had to think about the process of how to skip count and think about what numbers that she has to skip. “Managing self” as ANISHA had to manage herself with the different independent activities that she had to complete. The Vision Principle that was being used was “Capable” as she had to develop her capabilities to learn how to skip count.

Next Learning Steps

ANISHA’s next learning steps are: identifying before and after number to 20 instantly recall basic facts to 5.

Rubbish Sculptures

Narrative Assessment - 19 Oct 2015 - Writing

Learner: Anisha                 Learning Coach: Miriam Kamsteeg             Date: 19 Oct 2015

Learning Area: Literacy - Writing

Learning Observed

Today Anisha was writing with me. She wanted to write “I am having a tea party”. Anisha sounded out all the words and wrote it down. I asked her what else could she tell me about her tea party, what was she going to eat? She then decided to write “We are going to have tea”. Anisha sounded out the words and wrote them down.

Evidence of learning

Anisha was able to sound out many words. I wonder if she is practising writing at home?

Key Competencies/Vision Principles

Anisha is developing her Capabilities in Writing. She is able to decide what to write and record it down (Managing Self). Anisha is starting to hear lots of sounds in the words she writes down (Using Language, Symbols and Texts). She is able to think of a sentence and record it down (Thinking).

Next Learning Steps

Finger spaces between each word Put capital letters only at the beginnings of sentences and for Proper nouns (not in the middle of words!) Share Learning with home.

iExplore- Cubism

Learner:   Anisha      Learning Coach:   Luisa Maloni        Date: 18th September, 2015

Learning Area: iExplore: Visual Art: Cubism

Learning Observed

We have been learning about the art movement Cubism. We have looked at many examples of cubism and have created our own studies using the cubist style. Anisha used the elements of shape to create a painting of a tree. Anisha used colour and shape to define the different areas of her tree study i.e. the trunk, the leaves and the background. She then looked at images on the internet to choose an artistic exemplar she was interested in trying. Anisha has chosen to use a heart as the subject for her final work.

Evidence of learning

Anisha uses paint and uses the black outline  to explore ideas about Cubism. I can’t wait to see her final work!

Key Competencies/Vision Principles

Anisha demonstrates the Vision principles of Curiosity in experimenting with and searching for new ideas in cubism, Capability in executing bold and expressive artworks and Connected in connecting with what other artists are doing within the art style of Cubism. She uses the Key Competencies of Thinking as she develops her own creativity as well as follow an inquiry process.

Next Learning Steps

Use new language to describe her artworks e.g. shape, fracture, hues, shades Use the element of fracture in her final work Describe what she has learned and say what her next steps are

Narrative Assessment - 11 Aug 2015 - Literacy

Learner: Anisha         Learning Coach:  Miriam Kamsteeg          Date: 11 Aug 2015

Learning Area: Literacy – Writing

Learning Observed

Today Anisha was writing with me. She decided that she wanted to say, “I can see my house.” She started off by writing “I” then started with the “ca”, using the table tent card to get the correct spelling but realized that she had written the “a” around the wrong way. She then crossed that word out and started again. Then she wrote “see my”. When she came to the word “house” Anisha was able to independently write down all the sounds she could hear in that word.

Evidence of learning

Anisha is starting to record many sounds in her writing. I wonder if she is practising her writing at home?

Key Competencies/Vision Principles

Anisha is developing her Capabilities in Writing. She was able to work at her writing without constant support from a Learning Coach (Managing Self). Anisha was able to decide on a story to write and then record it down (Thinking). She is starting to record letters correctly in her writing (Using Language, Symbols and Texts).

Next Learning Steps

-        To practise her letter shapes to ensure she is forming them the correct way -        Continue to explicitly teach sounding out words and writing down all the sounds that are heard. -        Share learning with home.

Anisha 's Video on Wednesday, 24 June 2015

Umupuia Marae Trip

Learner:  Anisha        Learning Coach: Luisa Maloni    Date: 19th June, 2015

Learning Area: Marae Trip

Learning Observed

Today, as part of our visit to Umupuia Marae in Maraetai, the learners were involved in a weaving activity. Anisha and Ameerah worked together, taking turns to weave the paper strips under and over the black strips. Anisha and Ameerah chose to use the traditional Maori colours of black, red and white. I observed them talking with each other trying to figure out if the strip needed to go over or under the black paper.

Evidence of learning

Anisha can work with a partner to create a Maori weaving pattern..

Key Competencies/Vision Principles

Anisha shows she is able to Collaborate with others to create an artwork. She could take turns, support and learn from her partner.(Relating to Others) If they got the pattern wrong they were able to correct their mistake with support. Anisha demonstrates her Capabilities in learning a new art technique. Anisha can make Connections with the cultures in her community.

Next Learning Steps

Identify other materials used in traditional maori weaving Talk about art techniques used in her own culture

Narrative Assessment - Mathematics - 25 May 2015

Learner: Anisha          Learning Coach: Miriam Kamsteeg             Date: 25 May 2015

Learning Area: Mathematics - Numeracy

Learning Observed

I asked Anisha to get 15 animals. She got some then counted them back to me and only had 13. She then looked at me at said “14, 15!” We then did numeral recognition with the die. Anisha rolled and recognised 2, 11, 5. When she rolled “12” she said “11”.

Evidence of learning

Anisha is learning numeral recognition. I wonder if she practices reading numerals at home?

Key Competencies/Vision Principles

Anisha is developing her Capabilities in counting as well as numeral recognition to 20. She is sequencing numbers in her head when counting (Thinking). Anisha is starting to read many different numerals (Using Language, Symbols and Texts).

Next Learning Steps

Explicit teaching around reading numerals above 11 Practice one-to-one counting Share learning with home

Term Two - Reading with Jolin

Learner: Jolin and Anisha    Learning Coach: Abby Morgan             Date: 13 May 2015

Learning Area: Literacy - Reading

Learning Observed

After selecting their new reading books Anisha and Jolin began by reading their stories to each other. I introduced them to our focus words of and, the, and went. We began by identifying the focus words in the story. Anisha was able to make connections between the focus word (went) and the story. Jolin could correctly identify the focus word the frequently during the story. Anisha began reading “the cat was in”, she paused looking for assistance as she recognised that there was more behind the word. Together we broke the word down and identified that it was inside. Anisha was able to re-read the sentence identifying and correcting both initial errors saying “the cat went inside.” During reading Jolin was able to accurately point to each word she was reading as she read it. Towards the end of the book I asked her “why does the cat say meowwwww!?” She was able to tell me “the cat is telling the dog to stay outside so it can sleep on the chair.”

Evidence of learning

Anisha and Jolin enjoyed reading this story about the Cat and Dog. I wonder how many more words they now know?

Key Competencies/Vision Principles

At the end of Term One Jolin and Anisha both scored 2/24 on the Duncan Basic Word Test. During reading today both Jolin and Anisha were using the Key Competencies of thinking and using language, symbols, and texts. Thinking skills were used as they made connections between the text and picture as well as sounding out unknown words. To complete this reading both had to use their knowledge of print concepts (reading left to right etc.) and existing high frequency words (Using Language, Symbols, and Texts). During this task Jolin and Anisha were developing their capabilities in reading.

Next Learning Steps

Introduce new ways to learn high frequency words Retest Duncan Basic Word Test Introduce other texts types with high frequency words (Poems)

Learner:  Anisha Lai  Learning Coach: Luisa Maloni    Date: 13th March, 2015

Learning Area: iExperience: Mentos, Coke and Baking Soda Experience

Learning Observed

We had an explosive afternoon this Friday as we experimented with Mentos, Coke and baking soda. All of the learners were very excited to see what would happen when we put the lollies (Mentos) into the coke. I was really impressed with Anisha’s description of the reaction as seen in the video below.

Evidence of learning

Anisha is able to draw comparisons with what she has seen before to this new experience.

Key Competencies/Vision Principles

Anisha is demonstrating her ability to make Connections between what she knows already and what is new. She is making sense of and building her understandings of these new experiences. (Thinking). In sharing her ideas with the group she is practising the key competency of Participating and Contributing.

Next Learning Steps

Ask simple questions about new experiences e.g. I wonder what would happen if… or I wonder why….etc… Make predictions and review predictions at the start and end of an experiment

Learner: Anisha Lai    Learning Coach: Miriam Kamsteeg    Date: 2 March 2015

Learning Area: Literacy

Learning Observed

Anisha was working with the "Alphabet Soup Cans". I showed her the robot picture and asked her what sound it started with she said "r". I then told her that she needed to find the can for it, and asked if she could find the "r" can. Next she found the "nest" and said that it started with the sound "n". I asked her which can it would go in. She said in the "n" can. Next she found the fox picture and the "f" can. Then she found an "Apple". Anisha said that her name started with "a" and she had an " a" at the beginning. I replied yes you have two "a"s in your name one at the start and one at the end. She then found the "a" can and put the apple in it.

Evidence of learning

Anisha is learning the beginning sounds and what it looks like. I wonder how many different sounds she knows?

Key Competencies/Vision Principles

Anisha scored 42/ 54 on the Letter Identification Assessment. She has shown that she was developing her capabilities in learning how to play the Alphabet Soup game as after listening to instructions, was able to succeed in it. She was able to continue to play the game without guidance (Managing Self). Anisha was matching object’s beginning sound’s with their letter (Using Language, Symbols and Texts).

Next Learning Steps

Complete an Oral Language Assessment Specific teaching in Writing on creating stories using the beginning sound of each word Complete a Letter Sound Assessment - How many does Anisha know?