Narrative Assessment

Narrative Assessment

Link to Google Document

Narrative Assessment

Tristan and Eric's Creative Writing Learning Story

Learners: Tristan & Eric    Learning Coach: T.Dillner           Date: 13.10.15

Learning Area: Literacy - Creative Writing

Learning Observed and Vision Principles

In Term 4, I am working with the Yoyos on a Tuesday specifically for Literacy. Today was our first session together and we started with a story called “Badjelly the Witch” by Spike Milligan. This was the inspiration for our Creative Writing - “Our Potion” - which encouraged them to show curiosity. The learners had to name their potion, explain what powers it gave people, write a set of make believe ingredients and describe which ingredient was the most important to have. Tristan and Eric chose to name theirs ‘Invisibility’ which can make people invisible. They had a whole range of creative ingredients including gold money, mango, frozen coke and clay to name a few. Collaboratively, they decided that the most important ingredient to include was apples because they would make the potion healthy. Tristan and Eric were capable of following every instruction, completing the task unassisted and handing it in before time was up. I was very impressed to see this!

Evidence of learning

Next Learning Steps

Next Tuesday the Yoyos group will be writing a set of instructions to tell the reader which order they need to add the ingredients to the potion and how long to boil it for. Think about how the name of the Potion could be more creative or exciting. Edit or change the ingredients to suit the feedback questions I have left on the bottom of the page.

Tristan's Literacy Learning Story

Learner: Tristan    Learning Coach: T.Dillner           Date: 2.6.15

Learning Area: Literacy - Handwriting

Learning Observed

Recently, a group of nine learners have been recruited into Mrs Dillner’s Handwriting Club. We have been working on proper letter formation, beginning with the letters that start with a ‘c’ shape. Tristan has shown that he is able to use the top, middle and bottom spaces on the line. His letters mostly follow the correct writing pattern, but he will need to work on using this consistently in his book. During this time, Tristan completed the task, but had to be prompted to continue and stay on track. He was instructed to leave a finger space between each letter and this will remain as one of his next learning goals in this area.

Evidence of learning

Key Competencies/Vision Principles

Tristan showed that he was capable of using the lines and writing tidily on the whiteboard (Managing Self). He completed the ‘c’ and the ‘g’ well, making a connection between the ‘c’ shape and how it translates to other letters of the alphabet (Using Language, Symbols and Text).

Next Learning Steps

Use a finger space between each letter. Follow verbal instructions quickly. Practice keeping the letters smooth and sitting on the line when he writes in his book.

Literacy Learning Story

Learner: Tristan, Eric & Gary    Learning Coach: DiWilkes                      Date: 18-02-15

Learning Area:  Literacy

Learning Observed

Eric, Tristan and Gary started Ormiston Primary School on Day 1!  They are in LH1 with 50 other learners. The 3 boys are all English Language Learners at differing levels in both oral and written.  I have spent the iDevelop time with these three boys for 2 weeks.  When I worked with them as they created their alphabet dictionary in their learning books  they were able to identify items to match each letter.  They are eager to learn.When I first sat with Tristan Eric and Gary we were learning about the four vision principles. and they really liked to use the whiteboard table to write and draw their ideas about ‘connect’ ‘collaborate’ ‘curiosity’ and ‘capable’ and have lots of creative ideas.  On a visit to Te Manawa, the boys were initially squeamish when prompted to work with their ‘girl’ partners while we looked for the animals that start with c or the 2 syllable words in their picture dictionaries but their competitive and playful natures won over quickly.  They are understandably dependent on Learning Coach scaffolding preferring one-to-one attention from an adult at all activities but enjoy working as a trio.  Tristan is often able to support the others with instructions.  Gary, Eric and Tristan love their learning time- especially games and online activities.  I noticed that the boys really began to engage when they were given the picture dictionary. Eric has been gaining confidence in persisting with his writing for the past two weeks. To extend this today we continued to craft his alphabet dictionary.  Through Gary’s interest in playing games he has developed skills in letter recognition. For example,  he loves to play alphabet ‘SNAP’, laughing and smiling all the while.

Evidence of learning

Video I can see Tristan’s confidence with speaking and reading independently has really grown. Today he was asking me all kinds of questions and using some new words like ‘curious’ and ‘superpowers’.While I was working with Gary and Eric on the ChromeBooks, I noticed Tristan had finished his alphabet work quickly. He and Gary were eager to read more stories on BugClub.  I wonder if they practice reading and writing at home?

Key Competencies/Vision Principles

The boys have demonstrated their curiosity and ability to connect with each other during their literacy sessions with me.  They achieved 47 (Gary), (50) Tristan and 52 (Eric) on the letter ID assessment and the confusions were around i/l, p/d and b/d. They are developing their collective  ability to be responsible for themselves and their learning tools- being on time for sessions and tidying up (Managing Self) with fewer prompts.  nThey are all working with and making meaning of his alphabet knowledge to so they witill be better able to decode and construct simple texts independently (Using Language, Symbols and Texts).

Next Learning Steps

Use BugClub and Sunshine Online at home for more practice Practice writing out the alphabet each day, with both the capital letter and the small Read aloud the books that are being sent home as much as possible, repetition is good! Explicitly teach the use of capital letters at the beginning of a sentence and for proper nouns Share their work at home through their google drive using the Online Accounts that were sent home Maybe use of Sunshine Online would support/extend his thinking/learning