Reading 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

16th May 2016 Narrative Assessment - Ella's Glowing Story

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.

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