Narrative Assessment - Maths - 28 July 2016

Learner:  Nimisha        Learning Coach:   Megan Croll - LH2            Date:   28 July 2016

Learning Area:  Maths

Learning Observed

Today during iDevelop, a group of Learners were using materials to explore place value of hundreds, tens and ones.    I asked the Learners to find out how many ‘ones’ cubes they would need to make a ‘ten’, then how many ‘tens’ to make a ‘hundred’.  This understanding is important as it will support their thinking when they begin to add numbers in which the total is greater than its place value, e.g. 7+6 = one ten and 3 ones. The Learners then were asked to count out the number of ‘ones’ cubes, ‘tens’ sticks and ‘hundreds’ squares to make a given number.

Evidence of learning

Nimisha used the correct amount of ones, tens and hundreds to create the number 135.  She needed some support to place the materials in the correct place value order.

Key Competencies/Vision Principles

During this learning, Nimisha demonstrated that she was: Connected - taking part in the learning conversations and showing that she understood how the shape of each piece represented a number Capable - beginning to understand place value and correcting her original answer by making adjustments to the arrangement of the materials, with support Thinking about the question and task, then proceeding to gather the cubes and sticks that she required Using Language, Symbols and Text  - using three digit numbers Managing Self  - able to use the equipment appropriately and remain on task until she had completed it

Next Learning Steps

Use the equipment independently to make more three digit numbers Teach someone else to use the place value equipment Use the equipment to add two numbers together

Nimisha is Blown Away!

Nimisha goes to Samoa

26th May 2016 Narrative Assessment - Getting Messy with Gloop

Narrative Assessment - Reading - 14 March 2016

Learner:  Nimisha              Learning Coach:   Megan Croll                 Date: 14 March 2016

Learning Area:   Reading

Learning Observed

Nimisha has been reading with confidence and fluency over the past three weeks.  She has been able to talk about what she has read and answer both literal and inferential questions. Nimisha appears to enjoy reading and likes to help others decode tricky words.   I felt that Nimisha was ready for a reading test (Running Record) as she has been reading Level ‘Red’ books fluently and wanted to see if higher levelled books would be more suitable for guided reading.

Evidence of learning

http://www.fotobabble.com/m/V3ByNFBxTXpYZFk9 Nimisha read an unseen text titled “My First Train Ride“.   She tried to decode unfamiliar words by sounding out the letters; scoring 98% accuracy with 3 errors and 6 self corrections.  Nimisha demonstrated an understanding of the text by answering all the comprehension questions correctly.   She has since been tested at Level 15 and is now reading at ‘Orange’ level. Click on the above link to hear how well Nimisha is reading, or scroll down to the bottom of this post and click on the ‘play’ arrow.

Key Competencies/Vision Principles

Nimisha used her knowledge of letter sounds to sound out unknown words (Using Language, Symbols and Text).  She had to stop and think when the meaning of the story was not clear.  Nimisha demonstrated a capability to use decoding strategies when faced with challenging parts of an unfamiliar text.

Next Learning Steps

Think about what she is reading and reread when the meaning doesn’t make sense Check the text when answering questions to support her answers Regularly ‘read to’ and ‘read with’ at home

Nimisha's Writing Narrative

Learner: Nimisha             Learning Coach: Mr Dyer                        Date: Week 3 - Term 1

Learning Area: Writing

Learning Observed

We have hit the ground running and are already challenging ourselves to identify what makes writing effective and how we can capture this learning in our own writing. We have identified that our best writing comes from the heart and involves sharing our thoughts, wonderings and feelings about a particular subject. We have also begun exploring ‘Show’ not ‘Tell’ to develop imagery and depth in our writing, along with writing about our sensory responses to daily events. Finally, through selecting elements of Who, What, Why, When, Where and How, we can focus on different elements of our writing in more detail. Nimisha has begun to use some of the above writing techniques to make their writing #Oresome! She has the opportunity to write every day, and is involved in our author’s circles where they can seek advice and share their writing with myself and other learners. They are also invited to respond to areas for development at various stages of the writing process. It will be exciting to see how their writing develops over the course of the year starting from the example below which was one of their first pieces of independent writing.    On a Friday, Nimisha contributes to our group blog. We share our thoughts, wonderings and feelings about the previous week and collaborate with the other writing groups before posting on our habitat blog. Be sure to check out these blogs when you can.

Evidence of learning

This was Nimisha’s first effort at writing this year. It will be exciting to see how she progresses as the year goes on.

Key Competencies/Vision Principles

Thinking - Making sense of information, experiences and ideas. Using language, symbols, and texts - Making sense of words, numbers and images. Managing self - knowing when to lead, when to follow and when to act independently. Relating to others - Interacting effectively in a range of contexts. Participating and contributing - Being actively involved in school and the community Curious Collaborative Connected Capable Nimishay has begun to show her capabilities in writing even at this early stage of the year. We are connecting with events from our lives to make writing real to us. We are doing a range of independent writing and more collaborative pieces.

Next Learning Steps

Nimisha should continue to write from the heart and visit the Author’s circle for regular input into her writing. She is encouraged to share her writing with family members and also with other audiences at school and home.This will give her a chance to receive authentic feedback that can be used to make her next piece of writing even better.

Narrative Assessment - Term 4 - iExplore