Literacy - Word Work Narrative Assessment

Learner:  Vicky       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 Vicky has been working on being able to read, write and spell her high frequency words. Vicky has been reading a range of stories that spark her interests.  From these stories she has been finding the words that appear most often and then spelling them using whiteboards and pipe cleaners. Initially, to spell her high frequency words, Vicky was having to copy the words from cards, or from her book, however she quickly became confident enough to begin spelling words from memory.

Evidence of learning

Here Vicky has been practising making the word ‘he’.

Key Competencies/Vision Principles

During this learning, Vicky 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

Notice when letters are backwards and begin self-correcting. Transfer word work and spelling into daily writing. Play games like I-Spy that help identify high frequency words in a range of texts.

Maths Narrative Assessment - 8 August 2016

Learner:  Vicky      Learning Coach: Michelle Lennon - LH2      Date:   8 August 2016

Learning Area:  Maths

NZC Achievement Objective:  Use a range of counting, grouping, and equal-sharing strategies with whole numbers and fractions.

Learning Observed

During iDevelop Vicky has been learning to count on using the biggest number first. Using a game of Snakes and Ladders, Vicky has been learning how to recognise the patterns on a pair of dice, locate the bigger number and keep this in her head while she adds on the smaller number. After rolling the two dice, Vicky identifies the biggest number shown.  Then she puts this into her head and holds it there while she works out what number is on the other dice.  Vicky is using her fingers to help track how many more she needs to count on before moving her counter on the game board.

Evidence of learning

Here Vicky is putting the bigger number into her head and counting on using her fingers to track the smaller number.

Key Competencies/Vision Principles

During this learning, Vicky demonstrated that she was: Connected - actively taking part in learning conversations and activities. Capable - understanding that counting on is easiest from the biggest number. Collaborative - participating and assisting others in learning activities. Managing Self  - able to use equipment in an appropriate manner.

Next Learning Steps

Teach others how to count on. Use your counting on strategy to solve problems.