Writing Narrative Assessment

Writing Narrative Assessment

Writing Narrative Assessment

Maths Narrative Assessment - 5 December 2016

Learner:  Yuri                  Learning Coach:  Megan Croll        Date:  5 December 2016

Learning Area:   Maths

Learning Observed

Yuri had two independent activities this week to complete during iDevelop.   One was an activity focussed on our ‘number of the week’.  This week the number was 59.   Yuri was able to show this number in a variety of ways (using language, symbols and text), e.g. tally count, place value and expanded form.  She was also able to write the number +1, -1, +10 and -10.   Yuri collaborated with a learning partner to complete this activity.     The other activity required Yuri to cut out number words and numbers, then match them up.  Yuri managed herself to complete this correctly - taking care to cut the shapes carefully, glue the matching pairs together and pack up when she was finished.

Evidence of learning

Next Learning Steps

Show a number with money Use this number word list to write numbers correctly Help another learner to complete this learning activity

Narrative Assessment - Maths - 11 October 2016

Learners:  Yuri           Learning Coach:   Megan Croll            Date:  11 October 2016

Learning Area:  Maths

Learning Observed

During iDevelop, the learners are given time to independently choose an activity that they can do either with someone, or by themselves.  Today Yuri chose to show that she is able to identify all the numbers from 1-100 by filling in the missing numbers on a hundreds board.  All the numbers were written in the correct order, size and shape. Yuri then decided to practise skip counting and circling all the numbers in threes.  She was able to do some of this successfully.

Evidence of learning

Key Competencies/Vision Principles

Yuri is capable of completing a learning activity independently.  She was able to manage herself by finding an appropriate spot to work on this activity and put all the equipment away when she had finished with it.   Yuri connected this activity to previous learning where we were skip counting in threes and looking at the pattern that it makes. This activity required Yuri to use language, symbols and text when writing the numbers.

Next Learning Steps

Help other learners to complete a hundreds board Correctly circle the numbers in threes Recognise that she has correctly circled skip counting in threes by identifying the pattern that it makes.

Narrative Assessment - Maths - 12 September 2016

Learner:  Yuri        Learning Coach:   Megan Croll - LH2         Date:  12 September 2016

Learning Area: Maths

Learning Observed

Yuri has been learning about arrays - how to read them and how to write them.  We are able to use arrays to support skip counting and also to understand that multiplication can be written in two ways, e.g. 2x6 = 6x2.   This understanding of arrays will help Yuri learn her multiplication facts.  She will also be able to use arrays to help solve two digit multiplication problems .

Evidence of learning

Key Competencies/Vision Principles

Yuri is demonstrating that she is: Capable of developing an understanding of how arrays work and how they can encourage skip counting in order to solve multiplication problems. Thinking about what she has been taught and then applying this new learning to complete a practise activity. Using Language, Symbols and Text  to communicate number problems correctly.

Next Learning Steps

Use this strategy to a maths array game Apply this strategy to solve more difficult multiplication problems Support another Learner to understand how arrays work

Narrative Assessment - Reading - 29 August 2016

Learner:  Yuri     Learning Coach:   Megan Croll - LH2          Date:   29 August 2016

Learning Area:  Reading

Learning Observed

Yuri has been learning to recognise more high frequency words from the Blue reading series.  Today she was reading a book titled ‘Birds that Fly’ which used the high frequency words ‘look’, ‘this’ and ‘can’.  Yuri used the pictures in the story to help with decoding unfamiliar words, e.g. bat, bee.   She was able to answer some questions about the story, and why the letters in the word ‘little’ were printed in smaller letters than the rest of the text.

Evidence of learning

Click on this ‘fotobabble’ to hear Yuri read some of the story. http://www.fotobabble.com/m/Z2FoS25xajNSU3c9

Key Competencies/Vision Principles

Yuri is increasing her capabilities to read more sight words with greater independency.  She is using pictures and initial letters to try and decode unfamiliar words (Using Language, Symbols and Text).

Next Learning Steps

Reread this story to a buddy and parent Learn more high frequency words from the Blue and Green lists, both at school and home Reread to gain meaning after decoding unfamiliar words

Math Counting with Yuri