iExperience Narrative Assessment

Writing Narrative Assessment

Ella's Writing Narrative Assessment

Narrative Assessment - Mathematics - 7 July 2016

Learner:  Ella         Learning Coach:   Megan Croll - LH2                Date:  7 July  2016

Learning Area:  Mathematics

Learning Observed

Today Ella and her maths group were learning to add three numbers together with Mrs Hooker.  They did this by rolling three dice, then using the best strategy to add the three numbers together - either by first adding two numbers together to make ten, or by using their known basic facts to first add two numbers, then the remaining number. Ella was eager to identify the numbers and use her basic fact knowledge to calculate the answer.

Evidence of learning

Ella joined in with a large group to play a maths addition game She carefully calculated the answer in her head Ella patiently waited her turn to share her answer

Key Competencies/Vision Principles

Ella Connected this game with prior knowledge by Thinking about and recalling the basic facts to solve the problems.  She was Capable of waiting for her turn (Managing Self) to share her answer; allowing others time to think and come up with their own answers. Ella is able to identify numbers and uses a clearer voice to share her ideas (Using Language, Symbols and Text).

Next Learning Steps

Teach this game to another Learner Share the way that he can solve number problems with another Learner Learn more addition strategies to support solving problems with larger numbers

Narrative Assessment - iActive - 'Octopus'

Learner: Ella                  Learning Coach:  Talia Morgan       Date: 12 Feb 2016

Learning Area: iActive

Learning Observed

Today I oversaw the iActive leaders on the “Octopus” game. The students from the school in the purple group were invited to play this game together. Learners were required to run from one end to the other without being caught. The focus for the game was connected playing - helping one another. Ella was a very connected player as she helped many other learners know when it was their turn to run.

Evidence of learning

Ella was a great connected player. I wonder if she can help others learn this game?

Key Competencies/Vision Principles

Ella is developing her Capabilities in iActive (physical education). She was able to help others learn how to play a game (Relating to others). Ella was eager to play herself, and she encouraged other learners to play as well (Participating and Contributing). She was helping others Think about when they should run. Ella was a good example to others of how to do Connected Playing.

Next Learning Steps

Show this enthusiasm in the next iActive game. Continue to encourage other learners to join in. Teach other learners this game in future.

Narrative Assessment - Math

Learner: Ella                    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 Ella I noticed she was able to solve the equations with ease. I asked her to explain to me how she had solved the equation.Ella told me that she used the counters and when she had put the two groups together had counted on from the biggest number. After completing 6 questions as a group the learners went away and continued to solve the questions themselves.

Evidence of learning

Click the link here to view Ella’s math video.

Key Competencies/Vision Principles

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

Next Learning Steps

Provide Ella with a range of different types of questions to help her further develop this competency. Assist Ella in moving towards imaging the materials.

We Built this City!

Learner:  Ella       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. I observed that Ella used the cardboard and cardboard boxes thoughtfully and arranged them a number of ways - trying out ideas to suit her design.

Evidence of learning

Ella is able to try out a number of ideas for her building.

Key Competencies/Vision Principles

Ella shows Curiosity and creativity as she explores the materials she will use for her building (Thinking). She demonstrates her Capabilities in remaining focussed and thoughtful in working towards a goal (Managing Self).

Next Learning Steps

Develop her ideas about the purpose of structures as she designs and constructs her building. Can she describe her building using new or appropriate topic vocabulary? E.g. factory, apartment, skyscraper, offices etc...Can she show how her design includes modifications to suit the purpose of her building? E.g. one large space and a kitchen/storage area for a restaurant Discuss her ideas with peers and adults

Ella and Marcus - Reading 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