Math Assessment Narrative Assessment

Learner: Owen                  Learning Coach: Mr Hattie             Date: 11 December 2015

Learning Area: Learning Habitat Two - Mathematics

Learning Observed

At the start of the term we administered our Junior Knowledge Numeracy test to find our gaps in Mathematics. We set our self goals for how much we are wanting to achieve in one term. We have worked really hard with learning activities and in Learning Coach directed groups to achieve this goal. Now at the end of the term we have achieved our goal. We are pleased with the work we have done this term.

Evidence of learning

Key Competencies/Vision Principles

Owen was developing the vision principles of being capable as well as extending the key competencies of using language, symbols and texts, and thinking skills. He was applying his knowledge of numbers to extend his existing capabilities. Owen  was also utilising effective thinking skills to recall and apply new learning.

Next Learning Steps

Owen’s next learning steps are: identify doubles and halves to 20. skip count forwards and backwards to 100 in 2’s and 5’s

Narrative Assessment - Term 4 - iExplore

3 Little Pigs iExplore

iExplore Group Narrative

Learner: Taj, Owen, Darren and Lucy                     Learning Coach: Mr Hattie             Date: 21 October 2015

Learning Area: Learning Habitat Two - iExplore

Learning Observed

For our iExplore we are looking at gardening. We have been preparing the garden beds so that we can start using them. For this we had to pull out all of the weeds. We used this to explain what a weed does and how it effects a garden. The learners had to use shovels and gardening gloves to pull out all of the weeds. At one point Owen and Taj were working together to get a big group of weeds out. Taj had the shovel and Owen was pulling on the weed. This was great to see and they had discussed how they were going to get this difficult weed out. Taj and Owen showed great resilience and problem solving when they worked together to get out a weed. Taj had the shovel and Owen pulled on the weed. This was exciting to hear how they were going to solve their problem. Lucy and Darren had seen the boys sorting out their problem and saw that they could use the same strategy to solve their problem. This was a great connection.

Evidence of learning

Taj and Owen problem solving Lucy and Darren making connections

Key Competencies/Vision Principles

The Key Competencies that were being used in this iExplore was “participating and contributing” as the learners had to work together to pull out the weeds. “Managing self” as we had times where the learning coach was busy helping others so the learners had to sort out any issues that arose. The vision principles that were being used was “collaboration” as the learners had to work together.

Next Learning Steps

The learners next steps are: learning how and why we turn over the soil to prepare the garden for planting. to plant some seeds in the garden and take care of them.

Owen's Photo on Friday, 11 September 2015

Owen's Video on Thursday, 10 September 2015

Alphabet with Fanix, Austin, Owen, and Raymond

Owen 's Video on Wednesday, 24 June 2015

Narrative Assessment - Mathematics - 8 June 2015

Learner: Owen            Learning Coach: Miriam Kamsteeg              Date: 8 June 2015

Learning Area: Mathematics - Numeracy

Learning Observed

Today I completed a Numeracy Knowledge Assessment on Owen. First he had to read the numerals 1-9 that were shown in a random order. Owen was able to correctly identify all the numbers, except a 6, he read that as an 8. Next I asked Owen to count forwards to 10. He could also do this. Then count backwards from 10, which he could do as well. Then I asked him to read the numerals 10-20 shown in a random order. He was only able to correctly identify numbers 18 and 19. Then I asked him to count forwards. He reached 14 and then missed numerals and said random numbers. Next I showed him the numerals 1-9 in a random order and asked him to say what came before 2, before 7, before 5 etc. He got some of these correct. Lastly I again showed him the numerals 1-9 in a random order and asked him to say what came after 2, after 7, after 5 etc. He also go some of these correct.

Evidence of learning

Owen was able to recognise the numerals 1-9. I wonder if he practises this at home?

Key Competencies/Vision Principles

Owen is developing his Capabilities in numeral recognition and counting. He is sequencing numerals in his head when counting (Thinking). Owen is learning to read different numbers (Using Language, Symbols and Texts).

Next Learning Steps

Explicit teaching on counting to 15. Explicit teaching on numeral recognition 10-20 and 6 Explicit teaching on what number comes before and after from 1-9.

Owen J.O.S.T

Learner:  Austin   Learning Coach: Caro Bush       Date: 20th April

Learning Area: Oral Language

Learning Observed

I completed the JOST Assessment (Junior Oral Language Screening Tool) with Owen. He could name three body parts in English, I wonder how many he can name in Chinese? Owen could name four animals in English and was able to tell me several things about picture scene.

Evidence of learning

https://docs.google.com/document/d/10SfiRX3Feeyv1aR5sDM-7GW-aVZeaub5867OKUMOieQ/edit

Key Competencies/Vision Principles

Owen is developing his Capabilities (Using Language Symbols and Texts) in English he is able to respond when asked questions (Thinking).Owen enjoys sharing verbally what he is doing and is working on increasing his knowledge of everyday conversational English.

Next Learning Steps

name at least 6 animals (domestic or wild) name body parts and functions ie my nose can sniff and smell use the language of position - ie in front of, behind, next to

Narrative Assessment - Literacy - 20 April 2015

Learner: Deesha, Austin and Owen      Learning Coach: Miriam Kamsteeg  Date: 20 April 2015

Learning Area: Literacy

Learning Observed

Deesha, Austin and Owen were working together on a new Literacy activity today. They had to match the lower case letter with its capital letter. All took turns coming to ask me what the lower case letter was in order to work out the capital letter. They came to me and told me that they had completed it. I went and had a look, but removed some incorrect pegs and asked them to try again. One letter of note was that the matched the capital “i” with a lower case “L”. They then continued again and came and asked me a few letters. Then came and showed me again. This time they had a lower case “y” and “n” left. I pointed to the “n” peg and told them the name of the letter. Deesha put it on the capital “n”. Then they all pointed to the capital “y” for the last one.

Evidence of learning

I noticed that there were quite a few letters that they were unable to match up. I wonder if they have played this sort of game before at home?

Key Competencies/Vision Principles

They all showed Collaboration as they all worked well together, taking turns and persevering until it was all finished. Austin, Owen and Deesha also showed a Curiosity about working out which was the correct letter to match up (Thinking). They were developing their Capabilities in Letter Identification. Owen, Deesha and Austin were sharing their ideas with each other and working as a group (Participating and Contributing/ Relating to Others). They also were able to work without Learning Coach continual guidance and chose to ensure they completed the task accurately (Managing Self). This was an activity that used letter identification (Using Language, Symbols and Texts).

Next Learning Steps

More practice at this activity so they can complete it without having to ask a Learning Coach for help Continue to explicitly teach the names of each letter More practice with letters and their names

Learner:  Austin and Owen        Learning Coach:   Mr Hattie         Date: 3 March 2015

Learning Area: LH2

Learning Observed

During writing time I was observing and roaming the habitat when I got called over by Austin and Owen. They were working on the magnet stories. When I came over they told me that they had made the three little pigs story and wanted to show me. They were right they had retold the entire story of the three little pigs they had also made different voices and added in sounds to make the story more dramatic. After they showed me the story I asked them “What are you going on to next?” I thought that they had finished with that, but they replied “we are going to write the story on the whiteboard?” WOW, I was blown away with how motivated they were. I came back to recheck how they were doing and they had drawn a picture and tried to write the story. The sounds that they had tried for the word little was so close. They had spelt “lttle” this is a great step forward in the right direction.

Evidence of learning

Please see video Click Here In these photos you can see the writing and drawings that Austin and Owen did for their story.

Key Competencies/Vision Principles

They have shown participating with others because they worked together to create this story. This also aligns with the Ormiston Key Values with Collaboration. Austin and Owen have shown managing self. The motivation that they had to create their story on their own has got them creating a fantastic story. This also shows Curiosity, another Key Value.

Next Learning Steps

Austin and Owens next learning steps are: adding detail into the key points. Developing their oral language skills. Ensuring that they are adding v