My friend came to my house

This Saturday my friend came to my house. We played lots of games. With my big sister. And we ate nuggets and we ate hash brown and we ate ice blocks. But my big sister ate ice cream. Becaus it was to hot.

Narrative Assessment - iExperience - Term 4, 2015

Learner:  Deesha and Ash   Learning Coach: Miriam Kamsteeg              Date: Weeks 7-10, Term 4, 2015

Learning Area: iExperience

Learning Observed

This iExperience involved turning “Trash” into something “Flash”. They started with a piece of cardboard and had to create a photo frame to for their superhero photo. We had lots of scraps of cardboard, cellophane, tissue paper, wool and fabric bits for the Learners to use to create this.

Evidence of learning

They have used “trash” to create this frame. Isn’t it starting to look flash!

Key Competencies/Vision Principles

They are developing their CURIOSITY by thinking about what scraps would be good to cut up to put on their frame (THINKING). They had to work by themselves and ensure that they got everything finished in time (MANAGING SELF).

Next Learning Steps

What else is “trash” that I could create into something “flash”? Ensure I have glued everything down properly and painted all the parts thoroughly. Share learning with home.

iExplore- Rubbish Sculptures

Narrative Assessment - Mathematics - 14 Oct 2015

Narrative Assessment - Literacy - September 2015

Learner: Ash                    Learning Coach:  Miriam Kamsteeg            Date: 3 and 7 September 2015

Learning Area: Literacy - Reading

Learning Observed

Today I completed a Reading Assessment on Ash. I tested her on a yellow level book. She was able to read this with 96% accuracy, retell the story and answer comprehension questions about this story. A few days later I retested Ash, this time on a harder Blue level book. This story showed an instructional reading level of 92% , but still good retelling and comprehension of what she is reading. This means that Ash has now moved up to the Blue level texts.

Evidence of learning

Ash found this text easy to read so I wondered how she would go at Blue level?

Key Competencies/Vision Principles

Ash has shown that she has developed her Capabilities in reading Yellow books as she is very confident at this level now. She is ensuring she understands the story as she is reading (Thinking). This also shows that Ash has been practising her reading at home (Managing Self). She is reading many different words now (Using Language, Symbols and Texts).

Next Learning Steps

Continue to read each night at home Practise reading all the basic words that appear in her books Retell the stories she reads.

iExplore- Cubism

Learner:   Ash      Learning Coach:   Luisa Maloni            Date: 4th September, 2015

Learning Area: iExplore: Visual Art: Cubism

Learning Observed

We have been learning about the art movement Cubism. We have looked at many examples of cubism and have created our own studies using the cubist style. Ash used the elements of shape and fracture as well as using different shades of one colour to create a study of a tree and a painting. She then looked at images on the internet to choose an artistic exemplar she was interested in trying. Ash chose an image of a butterfly and then created her own study using ideas from her artistic exemplar.

Evidence of learning

Ash uses an artistic exemplar to explore ideas about Cubism. I can’t wait to see her final work!

Key Competencies/Vision Principles

Ash demonstrates the Vision principles of Curiosity in experimenting with and searching for new ideas in cubism, Capability in executing beautiful, bold and expressive artworks and Connected in connecting with what other artists are doing within the art style of Cubism. She uses the Key Competencies of Thinking as she develops her own creativity as well as follow an inquiry process.

Next Learning Steps

Use new language to describe her artworks e.g. shape, fracture, hues, shades Describe what she has learned and say what her next steps are

Ash 's Video on Wednesday, 26 August 2015

Narrative Assessment - 19 Aug 2015 - Mathematics

Ash 's Photo on Wednesday, 19 August 2015

Ash's Photo on Wednesday, 1 July 2015

Narrative Assessment: Math - Term 2

Learner: Ash                    Learning Coach: Abby Morgan              Date: 12 June 2015

Learning Area: Math

Learning Observed

As part of our Math workshops we have been focusing on developing instant recall of addition facts to 10. We have been practicing solving and recalling doubles, and other addition facts. To test out our knowledge we played ‘Addition Splat!’ As I called out the addition facts the learners had to race to answer the question. As you can view in the video Ash has practiced and developed quick recall of the equations. She was able to instantly recall 2+1, 4+4, 2+2, 1+1.

Evidence of learning

I wonder if Ash knows all of the addition doubles to 10?

Key Competencies/Vision Principles

Ash was demonstrating the school Vision Principle of Capable and Collaborative. She was applying herself to her learning and was engaged in the activity that extended her knowledge. Ash was able to work alongside others and when faced with an equation she couldn’t solve worked with her peers to find the answer. She was also applying the Key Competencies of thinking as she instantly recalled facts and using language, symbols and texts as she listened to questions as they were asked and found the correct answers.

Next Learning Steps

Develop instant recall of numbers before and after to 20 Instantly recognise number patterns on dice, fingers, and tens frames Addition facts to 20

Narrative Assessment - Writing Group

Learner: Evie, Benjamin, Shams, Ash                                Learning Coach: Abby Morgan  Date: 14 May 2015

Learning Area: Literacy - Writing

Learning Observed

Our Casey the Magic Caterpillar focus this week has been on ensuring the correct formation and position of open mouth, wide open mouth, and tunnel symbols. During today’s session I noticed that Evie has gained greater fine motor control which has improved her formation of all the shapes explicitly taught. She was able to place begin the symbol in the right position and took great care to ensure accurate formation. Benjamin is developing his fine motor skills. His pen grip is becoming stronger and shape formation more accurate. Since beginning the Casey programme I have observed Shams interest in extending his writing ability and noticed the high level of attention and care he puts into his learning. Shams has mastered the formation of wide open mouth and is progressing with the development of open mouth and tunnel. Ash is focused and engaged with her learning during writing time and has established correct formation, shape, and position of both open mouth and wide open mouth. She is working towards maintaining control and creating singular tunnel shapes.

Evidence of learning

Key Competencies/Vision Principles

While attending to this learning task Evie, Benjamin, Shams and Ash were developing the Vision Principle of Capable as they were extending their existing knowledge and abilities. They were also applying the Key Competencies of Thinking, Using language, symbols and texts. These were developed by applying new knowledge with existing and to form the shapes that will make letters of the english language.

Next Learning Steps

Assist learners in applying their casey knowledge to the formation of their name, ensuring we are practicing this frequently. Introduce new shapes to the learners. Assist learners in developing the connections between the symbols to create letters.

We Built This City!

Learner: Ash       Learning Coach: Luisa Maloni    Date: 7th May, 2015

Learning Area: iExplore: We Built This City

Learning Observed

Due to the high interest in building structures out of the magnetic shapes, we have embarked upon an iExplore learning adventure designing and constructing a city out of cardboard. Ash has been working thoughtfully and consistently on her design for a tower. She is able to describe her building using some topic vocabulary e.g. cone

Evidence of learning

Ash is able to follow her own design for her building and describe it using some key vocabulary. I wonder if she shows interest in castles at home?

Key Competencies/Vision Principles

Ash shows that she can use her creativity and Thinking skills to trial her ideas with the materials she has available and to describe her building. In learning new vocabulary she is building her Capabilities in Using language, Symbols and text.

Next Learning Steps

Develop her ideas about the purpose of structures as she designs and constructs other structures. Can she describe her building using new or appropriate topic vocabulary? E.g. factory, apartment, skyscraper, offices etc...Can she show how her design includes modifications to suit the purpose of her building? E.g. one large space and a kitchen/storage area for a restaurant Develop her vocabulary in describing other 3-D shapes she uses in her construction e.g. cylinder, cube as well as architectural terms e.g. tower

Learner: Ash               Learning Coach: Abby Morgan                  Date:10 February 2015

Learning Area: Math

Learning Observed

As part of identifying and developing the knowledge learners have about shapes and how they occur in our natural environment the learners were asked to identify as many shapes in Ormiston as possible. We began by discussing the shapes we knew and identifying the range of names some shapes have. We then talked about the properties - Ash was able to identify that squares have 4 sides and 4 corners. After this we then went about finding the shapes in our Habitat and school environment. Ash was able to identify squares in many different places around our habitat - in the capart pattern, the coloured glass outside, and the rectangles on the ceiling.

Evidence of learning

Ash identifying squares around our school.

Key Competencies/Vision Principles

During this experience Ash was applying her exisiting knowledge and identifying new knowledge. She was using the school vision principle of applying her capabilities to her learning. Ash was developing the Key Competency of Using Language, Symbols and Texts as she was using the appropriate mathematical language to identify the shapes in our environment. Ash was using Thinking to decode and identify the shapes found around Ormiston. At times Ash was also using her ability to Collaborate and work alongside others as appropriate.

Next Learning Steps

Record Ash’s knowledge of properties and attributes of shapes Explore 3D shapes and the language associated with them Use the magnetic shapes in the habitat to create 3D shapes Explore nets and construction of 3D shapes using paper

Social Play Wish List

Learner:  Ash                       Learning Coach: Luisa Maloni    Date: 20th March, 2015

Learning Area: iExplore: Social Play- ‘Wish List’/ Literacy

Learning Observed

During Developmental play time I noticed a group of girls including Ash really enjoying their learning play in the Social play- kitchen area. This is a great opportunity for learners to develop their language through play as well as extend their ideas through imagination and social interaction. I asked them what they were playing and Disha said ‘Mums and Dads’. I asked them if they had everything they needed to play their game. Ash said she would like a baby doll. I gave them a large sheet of paper and asked them to draw or write all of the things they would love to have in the Social play area. The girls all sat down and excitedly began to draw their ideas, occasionally sharing these ideas with one another. I told them that they were doing a ‘Brainstorm’ and they seemed very proud of this. Ash drew many items for the social play area. I asked her if she could write the word next to the picture e.g. the word ‘hat’ next to the picture of a hat. She was able to sound out the word 'hat' and write h as the first letter.

Evidence of learning

Ash is learning to share her ideas in a group setting and express them orally, visually and in written form .

Key Competencies/Vision Principles

Ash is demonstrating her developing Collaboration Skills as she shares ideas with a group and with a learning Coach (Participating and Contributing). She shows her Capabilities in identifying the first letter of words she wants to write by sounding the word out. (Using language, Symbols and Text). Using a brainstorm is a great way to organise her ideas (Thinking). Ash scored  29/54 on the Letter Identification Assessment and 4 years 8 months on the Oral Language Assessment. Participating in group brainstorm activities is a great way for her to learn new vocabulary, build her oral language skills as well as labelling pictures using her letter/sound knowledge.

Next Learning Steps

Label her pictures using letter/sound knowledge Use her brainstorm to decide upon and locate items her group wants for the social play area in a catalogue. With support, make a proposal letter or video, to ask for the items her group has decided on.