Narrative Assessment

Narrative Assessment - Roller Coaster Challenge

Next Steps:  

• Learn more about design and use this 'LAUNCH' process to carry out another design thinking project.
• Carry out another statistical investigation; using a different graph to record survey results.
• Independently choose to work with a wider circle of peers in order to extend your thinking and collaborative skills.

Narrative Assessment

Narrative Assessment

Narrative Assessment

7 Continents & Habitats Learning Story - July 2015

Learners: Sameeha, Cassandra, Louisa & Saniya                                             Date: July 2015

Learning Area: Science                                                                      Learning Coach: DWilkes

Learning Observed

The learners are beginning learning in the area of animal habitats, adaptations and survival needs.  During the session the learners began to build their scientific language and develop their understandings of the many ways the natural world can be represented thus communicating in science.  In matching the animals to different continents Sameeha, Cassandra, Louisa and Saniya began to recognise that living things are suited to their particular habitat.  They can recognise that all living things have certain requirements so they can stay alive.  While learning the continent song, the girls all sang along and could say the names of all of the continents and identify them on a world map.  They can define what the word habitat means and they can state which continent certain animals are found eg. panda in Asia, giraffe in Africa

Evidence of learning

Key Competencies/Vision Principles

The girls were enthusiastically engaged in all aspects of the lesson participating and contributing while demonstrating strong collaboration and teamwork.  They asked each other for help and didn’t hesitate to check for understanding with other learners or the learning coach. During the matching activity I observed excellent questioning and problem solving strategies.  Sameeha and Cassandra thought it would be a good idea to check some of their guesses on the internet.  While some of the animals were matched incorrectly to the continents, they persevered to get it correct.  They are able to make connections between what a habitat is to an animal and what a habitat is to humans drawing on new learning and prior knowledge.

Next Learning Steps

more practice matching animals to different continents review saying the names of the continents - use the continent song here reading about animals at home, visiting the zoo website or playing these games http://switchzoo.com/games/habitatgame.htm http://www.abpischools.org.uk/activescience/module2/home.html http://www.bgfl.org/bgfl/custom/resources_ftp/client_ftp/ey/science/animal_h/index.htm http://interactivesites.weebly.com/habitats.html

Sameeha's Reading Learning Story - 13.3.15

Learner: Sameeha Khan     Learning Coach: Tracey Dillner            Date: 13.3.15

Learning Area: Literacy - Reading

Learning Observed

The teaching session today had been about how to use our voice and face to show when a character was speaking. Sameeha was very engaged with this idea and responded well when she was asked why it was important to change voice and face when reading. She could describe that if we change these things our audience is able to understand the story better. Sameeha demonstrated her ability to do this herself and confidently read her home reader to the group. Although the video below only shows a small snippet, Sameeha is capable of reading dialogue clearly. I wonder if she has had practice at this at home?

Evidence of learning

She can use her voice and face to show when a character is speaking.

Key Competencies/Vision Principles

Sameeha shows confidence when reading aloud and is happy to share her ideas and suggestions to a small group (Participating and Contributing). Sameeha had can tell difference between alternating characters in a text and, when it is familiar story, she can anticipate emotions that the characters may be about to convey (Using Language, Symbols and Texts).

Next Learning Steps

Practice reading aloud to peers, Learning Coaches and families to use expression in areas of text that are not dialogue. Listen to stories being read aloud via Bug Club or Sunshine Online that will model different expressions. Understand how different punctuation has different meaning when reading aloud e.g. commas.

Sameeha's French Learning Story - 13.3.15

Learner: Sameeha Khan    Learning Coach: Tracey Dillner          Date: 13.3.15

Learning Area: Learning Languages - French

Learning Observed

Sameeha was very eager to participate in this learning. She enjoyed decoding the French vocab that accompanied the alphabet song that was presented at the beginning of the session. Sameeha attempted the correct pronunciation of each word and showed potential in learning French in the future. In the independent component of the lesson, Sameeha used the website duo lingo.com. To begin with she used the provided hints and clues to translate basic French vocabulary like a, one, the, boy, girl, man, woman. After a short time, Sameeha challenged herself to do the tasks with no added help. She was excited to show me how she could do this and I was very impressed at her capability to work independently. Sameeha demonstrated that she could translate from French to English, English to French and identify specific vocabulary. She commented that a family member at home had spoken French to her before or had perhaps lived in a country that used French. I wonder who this was and if they could help her develop her understanding with this?

Evidence of learning

Key Competencies/Vision Principles

Sameeha was able to make connections well. She used her new knowledge to compare similarities and differences between words in French and English (Using Language, Symbols and Texts). I was particularly pleased with the way Sameeha felt confident enough to try speaking, writing and reading French vocabulary on her own, without being directed to do so. She was connecting with the content of the website after a short introduction was given (Managing Self and Thinking).

Next Learning Steps

Continue using Duolingo.com at home and during iExplore time. Investigate other languages that could interest her. Record Sameeha reading her own writing in English and then record her reading the same piece in her home language.