Narrative Assessment

iActive Narrative Assessment

Learner: Scarlett Y                Learning Coach: Talia Morgan        Date: 4th August 2016

Learning Area: iActive - Jump Jam

Learning Observed

Scarlett Y was actively participating in Jump Jam today. She was dancing away to the music with her peers, keeping in time with the music and following along with the guide’s moves. Scarlett Y appeared to be enjoying herself with a big smile and commenting on how much fun she had afterwards.

Evidence of learning

Scarlett Y is showing us how to be Active! Can she show us how she gets active at home?

Key Competencies/Vision Principles

Scarlett Y is developing her Capabilities in Jump Jam. She was willingly participating and getting involved in Jump Jam, right up the front dancing away to the music with her peers (Participating and Contributing). Scarlett Y was eager to find out what song we would dance to next, however never put her hand up to choose a song as she was happy with any song that was chosen (Managing Self).

Next Learning Steps

Continue to give lot’s of energy to Jump Jam Give this energy to all other area’s of iActive Share learning with

Writing Narrative Assessment

Learner: Scarlett Y                Learning Coach: Talia Morgan        Date: 2nd August 2016

Learning Area: iDevelop - Writing

Learning Observed

After a modelling session on writing a recount on our holidays, Scarlett independently wrote her own holiday recount. Scarlett shared her holiday experiences of travelling to Hamilton to visit her grandparents.

Evidence of learning

Scarlett Y has written a fantastic recount on her school holidays including the who, where and what. Can she include the when too?

Key Competencies/Vision Principles

Scarlett is developing her Capabilities in writing. She was able to independently write her own story (Managing Self). Scarlett wrote about what she did in the school holidays, including the who, where, and what (Using Language, Symbols and Text). Scarlett sounded out difficult and unfamiliar words on her own and spelt all words correctly (Thinking).

Next Learning Steps

Use capital letters and full stops correctly. Write on every second line, leaving a line for LC editing and comment. Form ‘y’ and ‘g’ correctly. Challenge yourself by trying to sound out and record more difficult vocabulary. Share learning with home.

Patterns to 5 with Friends - Narrative Assessment

Narrative Assessment - Writing -10 Mar 2016

Learner:  Scarlett Y                 Learning Coach:  Talia Morgan       Date:  10 Mar 2016

Learning Area: Literacy - Writing

Learning Observed

Today I modelled a story for the learners, with their help. I modelled a story about somewhere I had been in the past - “I went to ...”. Scarlett and a group worked with me and Scarlett was able to write down “I went to” using the alphabet card, without any learning coach help. Scarlett was able to record the main letter sounds she could hear in Rainbowsend. Scarlett wrote “I Went to RnBWZnD” - “I went to Rainbowsend”. Scarlett also illustrated her story with a beautiful, detailed picture of our school. She was also able to write within the lines.

Evidence of learning

Scarlett was able to record the main letter sounds she could hear in Rainbowsend. Great job Scarlett!

Key Competencies/Vision Principles

Scarlett is developing her Capabilities in her writing. She was able to find the words from our modelled story on the alphabet card and write them down, as well as record the main letter sounds she could hear (Managing Self). Scarlett is forming most of her letters correctly (Using language, symbols and text). She was able to Think about our modelled story and write her own version of it.

Next Learning Steps

Explicit teaching on correct use of capital letters. Continue to teach to listen for main letter sounds in unfamiliar words Continue to teach finding the basic words on the word card. Continue to teach finding the sounds of initial letters on the word card to record for a story. Share learning with home.