Edward and Nicholas Writing

Learner: Edward and Nicholas   Learning Coach: Abby Morgan      Date: 29 April 2015

Learning Area: Literacy - Writing

Learning Observed

Our writing programme begins with the sharing of the Casey the Caterpillar story. The story helps learners to develop an understanding of the writing process. Today during writing time Edward and Nicholas were introduced to the story of Casey the Caterpillar. While I was sharing the story they were focused and engaged. Edward and Nicholas participated when asked and showed their developing understanding of the story. After packing up I noticed that Edward and Nicholas were sitting together with whiteboards, as I approached I could see that they were retelling and recreating the story. I asked Edward what he had created and he said “here’s the butterfly on the closed gate and she is looking to lay her caterpillar egg here. These are the leaves.” Nicholas was focusing on his writing, he told me “this is the tree.”

Evidence of learning

Key Competencies/Vision Principles

During this time I observed Edward and Nicholas applying the Key Competencies of Using Language, Symbols and Texts, Thinking, and Managing Self. Both were able to communicate their ideas about their work and making connections between the story and illustrations. Thinking was utilised through the retrieval and interpretation of the story. Edward and Nicholas demonstrated their ability to Manage Self as they choose to represent their learning in this manner. Together they displayed the school vision principle of Capable as they attended to their learning and developed their capabilities.

Next Learning Steps

Edward Encourage retelling of the Casey the Caterpillar story to help cement the process Explore the shapes in the Casey the Caterpillar story Nicholas Develop his understanding of beginning writing from the left Encourage fine motor skill activities to develop pen grip

Narrative Assessment - Mathematics - 11 May 2015

Learner: Nicholas and Ashvir    Learning Coach: Miriam Kamsteeg       Date:  11 May 2015

Learning Area: Mathematics - Numeracy

Learning Observed

I gave each boy 10 pieces of fruit and asked them to count each piece of fruit. Nicholas and Ashvir both counted out to 10. I then added 2 more and asked them again to count. Ashvir was able to count to 12. Nicholas counted 10, 11, 8. Next I put the numerals 1-10 in order in front of them. I asked them to point to number “4”. Ashvir was able to point to number four. Nicholas followed Ashvir and pointed with him at number 4. Then I asked them to point to number 8. They both looked at me. Nicholas pointed to number 6 and Ashvir followed Nicholas’ finger and pointed to number 6 as well. I repeated more numbers and Ashvir was able to identify numerals 1-5, however Nicholas was unable to recognise any numerals.

Evidence of learning

Ashvir was able to recognise the numerals 1-5. Nicholas was not able to recognise any numerals. I wonder if after today they will have remembered more numerals for next time?

Key Competencies/Vision Principles

Nicholas and Ashvir are continuing to develop their Capabilities in Numeral knowledge and one-to-one counting. They are sequencing numbers in their head (Thinking). Ashvir and Nicholas are learning how to read numerals (Using Language, Symbols and Texts)

Next Learning Steps

Share Learning Story with home. Nicholas Explicit teaching around one-to-one counting to 12. Explicit teaching to recognise numerals 1-5 Ashvir Retest how far Ashvir can one-to-one count. Explicit teaching to recognise numerals 6-10