Word Work Narrative Assessment - 17 August 2016

Learner:  Rain      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 Rain has been working on being able to read, write and spell his high frequency words. Rain has been reading a range of stories that spark his interests.  From these stories he has been finding the words that appear most often and then spelling them using whiteboards and pipe cleaners. Initially, to spell his high frequency words, Rain was having to copy the words from cards or from his book, however he quickly became confident enough to begin spelling words from his memory. Rain has also begun noticing when his letters are backwards and self-correcting his work.

Evidence of learning

Here Rain has made the words we, are, she, and am from memory.

Key Competencies/Vision Principles

During this learning, Rain demonstrated that he 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 that help identify high frequency words in other texts.

Maths Narrative Assessment - 8 August 2016

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

Evidence of learning

Here Rain rain has added the total of the two dice by counting on and moved his counter the correct number of spaces on the gameboard.

Key Competencies/Vision Principles

During this learning, Rain demonstrated that he 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.