Learner: Harman, Ethan and James Learning Coach: Miriam Kamsteeg Date: Weeks 7-10, Term 4, 2015
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Learning Area: iExperience
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Learning Observed
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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.
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Evidence of learning
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They have used “trash” to create this frame. Isn’t it starting to look flash!
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Key Competencies/Vision Principles
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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).
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Next Learning Steps
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Monday, December 7, 2015
Narrative Assessment - iExperience - Term 4, 2015
Tuesday, November 10, 2015
Wednesday, October 21, 2015
Reading Group Narrative Assessment
Learner: Evie, Ethan, Suri, Shams Learning Coach: Mr Hattie Date: 22 October 2015
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Learning Area: Learning Habitat Two - Reading Group
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Learning Observed
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In our reading group session we were looking at retelling and discussing the text. This is something that we found was a gap that we had with this reading group. The task was to read the first 4 pages aloud and then with a partner retell what you just read with reference to the text specific words in the text. As I was listening I heard some really great discussions. Ethan was reading a story about climbing and climbers. He was so excited to tell the group about how the book was about climbers “like William Pike”. This was a great connection to his own life. William Pike is the speaker that we have been discussing in our Habitat. Evie and Suri were talking about the similarities in their books. Shams was so engrossed in his story that he finished the whole story and then retold it perfectly. He even showed the pictures while he was retelling it.
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Evidence of learning
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Ethan, Shams and Suri reading and showing their stories.
Evie reading her book and using correct sound techniques.
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Key Competencies/Vision Principles
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The Key Competencies that were being used in this group session was “thinking” as the learners were thinking about what they were reading and what are the important parts they need to mention. Also, “understanding symbols and language” was being used as they were using their reading strategies to help understand the text.
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Next Learning Steps
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This group’s next learning steps are:
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Sunday, October 18, 2015
Tuesday, August 25, 2015
Tuesday, August 18, 2015
Monday, July 27, 2015
Mathematic's Narrative Assessment
Learner: Simeon, Ethan, Jeffa, Louis and Sanad Learning Coach: Mr Hattie Date: 28 July 2015
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Learning Area: Learning Habitat 2 - Numeracy
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Learning Observed
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Our aim in Mathematics for this lesson was to say the number that either come before or after the number on the dice. The trick was before the group could tell me the answer they had to check their learning with a buddy. This was getting the learners into the habitat of peer checking and checking their own work. This will allow them to ensure that they are not making careless mistakes in the working. Also it give them a chance to help each other out when they are struggling. When we were doing this activity Simeon was making sure that he always explained his reason why he gave that answer. Ethan and Louis were on the same page in terms of his answers but wanted to get Jeffa involved and kept asking him what he thought. Sanad was a bit shy to start with but when he started to explain his thoughts to Simeon he opened up and got really excited when he got the same answer as Simeon.
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Evidence of learning
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Key Competencies/Vision Principles
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The Key Competencies that were being used in this lesson was “relating to other” as they had to be respectful of others opinion and take turns to explain their reason. Also if someone got the wrong answer they had to explain to them why the answer was wrong and not just tell them that they are wrong. Collaboration was being used in this task as they had to work together to answer the question. It was a competition and to get the points they all had to agree.
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Next Learning Steps
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The group’s next learning steps are to:
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Collaboration Tower Narrative Assessment
Learner: Ethan Learning Coach: Mr Hattie Date: 28 July 2015
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Learning Area: Developmental Collaboration
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Learning Observed
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This term at Ormiston Primary we are promoting Collaboration. We have been teaching the skills required to collaborate effectively. Today I was called over to see a group’s creation. To my surprise they had made a Tower the size of them. It had a repeating pattern the whole way up and was built collaboratively. Ethan explained to me how they had made the pattern and what the parts on the side were for. The language that had come out of the description was impressive and he was excited about what it was and used for. The skills that were required for this project were teamwork, communication of who does what, discussion of the ongoing pattern and respect. It was impressive to see how they had come up with this tower. A totally self motivated project. Well done Ethan!
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Evidence of learning
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The Groups end product. Very impressive.
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Key Competencies/Vision Principles
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The Key Competencies used for this project are “thinking” as the group had to think about what they were going to make with the materials that they had. Also Collaboration was used with this project. The learners had delegated jobs and what they were responsible for and there was discussion during this time. “Relating to others” was being used as they had to show respect for others and their ideas to achieve their task.
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Next Learning Steps
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Ethan’s next learning steps are:
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Tuesday, June 23, 2015
Wednesday, June 17, 2015
Narrative Assessment Term 2 - Math
Learner: Ethan Learning Coach: Abby Morgan Date: 11 June 2015
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Learning Area: Math
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Learning Observed
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As we began our Math workshop today we practiced ordering numbers to 100. Down the side of the board the numbers were written in tens from 10 to 100. After we had ordered the other numbers from biggest to smallest Ethan noticed that the numbers on the side of the board were in tens. As a group we discussed how we knew there were 10 numbers between each and I asked what number they thought would come next (after 100) if we continued to count in tens. After some guessing Ethan recognised the pattern and told me the next number would be 110. I then wrote; 130, 160, 180 on the board. I asked the learners what numbers were missing. From seeing the pattern Ethan was able to quickly respond with the correct numbers.
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Evidence of learning
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Ethan was beginning to develop his ability to count to 100 in tens.
I wonder if he can skip-count in 5’s?
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Key Competencies/Vision Principles
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Ethan 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 known math facts to extend his existing capabilities while using the correct mathematical language to communicate his ideas. Ethan was also utilising effective thinking skills to recall and apply new learning.
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Next Learning Steps
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Wednesday, May 13, 2015
Narrative Assessment - Literacy - 12 May 2015
Learner: Harman, Ethan and James Learning Coach: Miriam Kamsteeg Date: 12 May 2015
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Learning Area: Literacy - Reading
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Learning Observed
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Today in Reading we were focusing on the basic words “look” and “at”. Harman, Ethan and James were all able to read the words without prompting when I read them out.
Ethan was reading “The Animal Show”, James “My Hat” and Harman “Fishing”
James was able to point to each word as we read together “Look at my hat”.
Harman started to read she said, “I…” and then got stuck on the word “have”. I prompted her and she was able to read the rest with no support “... a fish. Look at my fish” and finger point to each word.
Ethan pointed to each word and read, “look at my toes, said rabbit”. I said “look at my…” and pointed to the rabbit in the picture and traced my fingers over his large ears. Ethan said, “ears!” “Look at my ears, said rabbit”.
On the next page James read, “look at my hat, look at…” I prompted him with “your” and he re-read “look at your hat”.
Harman read with support “oh no”. The she confidently read, “I…” She looked at me for the next word. I said “have. She read, “have a …” Ethan said, “rock”. Harman read, “I have a rock.”
On Ethan’s next page he said, “Look at my mouth said bird”. I pointed at the word beak and said, “beak” and pointed to the picture. Ethan read again “look at my mouth said bird.”
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Evidence of learning
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Our favourite pages in our books!
  
The Learners are starting to read confidently by themselves. I wonder how many more basic sight words they know now?
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Key Competencies/Vision Principles
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On the Duncan Basic word test at the end of Term 1 James scored 3/24, Ethan 3/24 and Harman 3/24. Ethan, Harman and James are developing their Capabilities in Reading. Harman, James and Ethan have shown that they are looking at the picture to try to work out the text (Thinking). James, Ethan and Harman are starting to read many basic sight words (Using Language, Symbols and Texts).
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Next Learning Steps
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Wednesday, March 18, 2015
Learner: Benjamin and Ethan Learning Coach: Abby Morgan Date: 19 March 2015
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Learning Area: iExplore - Oral Language
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Learning Observed
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During iExplore time Benjamin was observing the Frogs in their habitat. I walked over and he told me what the frogs were doing. He said “one frog is swimming and one frog jump up the top.” I asked Benjamin if he could tell me about what the frogs need to live, he told me they need food because they are “very very hungry”. He then asked me “What can we do for the frogs?” I replied that we need to get them some more food. Benjamin then told me that “We can catch the flies, I’m fast at catching flies.” Ethan came over to join our conversation, and together Benjamin and Ethan discussed the frogs - what they were doing, what they could eat, and what they could do to catch the flies. Ethan suggested we check the fly traps - but they were still empty!
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Evidence of learning
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Benjamin describing the movements and behaviours of the frogs.
 
Benjamin and Ethan discussing the frogs.
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Key Competencies/Vision Principles
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During this discussion both Ethan and Benjamin were developing the Key Competencies of relating to others as they were both having to apply active listening skills to engage with each other. As well as this, they were both applying their use of language, symbols and texts as they were developing their oral language conversation skills. Together they were using the School vision principles of being collaborative and curious. These skills were being developed through the use of questioning skills to engage discussion and to positively interact with each other.
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Next Learning Steps
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