Reading Group Narrative Assessment

Learner: Evie, Ethan, Suri, Shams                     Learning Coach:  Mr Hattie                 Date: 22 October 2015

Learning Area: Learning Habitat Two - Reading Group

Learning Observed

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.

Evidence of learning

Ethan, Shams and Suri reading and showing their stories. Evie reading her book and using correct sound techniques.

Key Competencies/Vision Principles

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.

Next Learning Steps

This group’s next learning steps are: to answer literal and inferential questions about their texts. using skimming and scanning to help find information in a text.

Ethan's Photo on Monday, 19 October 2015

Ethan's Video on Wednesday, 26 August 2015

Narrative Assessment - 19 Aug 2015 - Mathematics

Mathematic's Narrative Assessment

Learner: Simeon, Ethan, Jeffa, Louis and Sanad                 Learning Coach: Mr Hattie                Date: 28 July 2015

Learning Area: Learning Habitat 2 - Numeracy

Learning Observed

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.

Evidence of learning

Key Competencies/Vision Principles

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.

Next Learning Steps

The group’s next learning steps are to: identify before and after to 100.

Collaboration Tower Narrative Assessment

Learner: Ethan                      Learning Coach:  Mr Hattie               Date: 28 July 2015

Learning Area: Developmental Collaboration

Learning Observed

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!

Evidence of learning

The Groups end product. Very impressive.

Key Competencies/Vision Principles

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.

Next Learning Steps

Ethan’s next learning steps are: more complex description of his project and topic specific words. writing about his project and how he created it.

Ethan's Video on Wednesday, 24 June 2015