Word Work Narrative Assessment - 17 August 2016

Learner:  Jolin      Learning Coach: Michelle Lennon - LH2   Date:   17 August 2016

Learning Area:  Literacy - Word Work

NZC Achievement Objective:  Use language features, showing some recognition of their effects.  Indicator:  Spells some high-frequency words correctly and begins to use some common spelling patterns.

Learning Observed

During iDevelop Jolin has been working on being able to read, write and spell new and interesting words. Jolin has been reading a range of stories that spark her interests.  From these stories she has been finding new and interesting words, then spell them using whiteboards and pipe cleaners. Initially, to spell her new words, Jolin was having to copy the words from cards, or from her book, however she quickly became confident enough to begin spelling words from memory. Jolin has shown that she is reflective when writing as she is able to identify when words aren’t quite right and is able to self-correct them.

Evidence of learning

Here Jolin has made the word ‘shopping’.

Key Competencies/Vision Principles

During this learning, Jolin demonstrated that she was: Connected - actively taking part in learning activities. Capable - understanding that spelling gets easier the more you try. Curious - attempting the spelling of words without aides. Managing Self  - able to use equipment in an appropriate manner.

Next Learning Steps

Transfer word work and spelling into daily writing. Play games like I-Spy to see how many interest words can be found in other texts.

Narrative Assessment

Learner:  Jolin     Learning Coach: Michelle Lennon - LH2     Date:   4 August 2016

Learning Area:  Maths

NZC Achievement Objective:  Know groupings with five, within ten and with 10.

Learning Observed

During iDevelop Jolin has been learning to split numbers up to 10 into their additive properties. Jolin was given the number 9 and was asked to find as many different ways as she could to add up to 9.  Initially she used counters to help her complete this activity, then she was able to mentally find number splits and match them up with cards without the support of materials.

Evidence of learning

Here Jolin shows that she can split a 9 into a 6 and 3; and an 8  into a 4 and 4.

Key Competencies/Vision Principles

During this learning, Jolin demonstrated that she was: Connected - actively taking part in learning conversations and activities. Capable - understanding that numbers can be split in many different ways. Collaborative - participating and assisting others in learning activities. Managing Self  - able to use equipment in an appropriate manner.

Next Learning Steps

Teach other groups how to split numbers. Use your number splits as a ‘tidy number’ strategy to solve problems. Begin splitting numbers through subtraction.