Narrative Assessment: Junior Assessment of Maths

Learner: Taylor     Learning Coach: Luisa Maloni            Date: 30th Oct 2015

Learning Area: Mathematics- JAM Assessment

Learning Observed

Today Taylor completed the Junior Assessment of Maths (JAM Test). He was able to show small improvements in his knowledge and strategy. He can identify numbers to 100.  He can count beyond 100 to 109 and could count backwards from 103. Taylor showed improvement from his last JAM Test in May and can now say the number before and after a number to 100 and nearly to 1000. This is where Taylor has made the largest gain moving from Stage 2 to Stage 4 (Number: Forward and Backward Sequences). Taylor was not able to name the fractions but could  match simple fractions with images of these fractions. Taylor was able to instantly recall 5 out of 8 basic facts up to 10.

Evidence of learning

Taylor is building vocabulary in maths. He is growing in confidence in using numbers over 100. I wonder if he enjoys games that involve counting or adding at home?

Key Competencies/Vision Principles

Taylor is developing his Capabilities in Mathematics especially in using materials to solve simple addition problems . His test shows he is working from Stage 0-1 (Basic Fact Knowledge, Place Value Knowledge) up to Stage 4 (Number Sequences). His strategy Stage is Stage 2. This means to solve simple addition and subtraction problems he counts all of the objects starting from 1 using materials. (Thinking)

Next Learning Steps

Know addition and subtraction facts to 5 off by heart (instant recall) by making visual Connections with materials e.g. handshapes, 5 strips, card games e.g ‘Make 5’ Know the number before and after to 1000 Count backwards from 100 consistently (correctly on at least 3 different occasions)

Patch Play!

Taylor's Writing

Taylor's Photo on Monday, 19 October 2015

Reading with Taylor

Learner:   Taylor    Learning Coach:   Luisa Maloni        Date: 14th September, 2015

Learning Area: iDevelop- Literacy- Reading

Learning Observed

Taylor read the book “In the Bush” to me today. It is a red level 5 book. We talked about each picture together before we read. Then, Taylor read the story word for word using signed English. If he came to a word he didn’t know e.g will he fingerspelled it and read on. At the end I asked him to tell me what happened in the story. Taylor used NZSL phrasing and expression to show me he understood and could summarise what happened in the story. See video and transcript below.

Evidence of learning

Taylor is beginning to pay attention to the story flow and can retell what happened using more than one or two word utterances as he has done in the past. I wonder if he enjoys talking about the story at home? Transcript of video: ARM, B-U-S-H, DAD AND HARRY WALKING, INSECT-CRAWLING-UP-ARM, NOT TOUCH ARM/INSECT- OW! NOT LIKE, TAKE-INSECT-OFF-PUT-ON, TREE/ HAPPY.

Key Competencies/Vision Principles

Taylor demonstrates his Capabilities in Using Language, Symbols and Text as he seeks to make sense of what he has read. He was recently tested using the PM Benchmark Reading and Comprehension Test and came out as Red Level 5 with 94% accuracy and 55% retell but only 38% Comprehension. Taylor is able to remember new words quickly (Capable) and is beginning to build his skills in retelling what happened in a story. Level 5 books may provide Taylor with a good storyline on which to build his understandings around story structures.

Next Learning Steps

Continue to build meaning making through discussion of story in NZSL before and after reading Try to figure out an unknown word by re-reading, reading on through the sentence and using picture cues. Answer questions: Who is that? What is it/he/she doing? Where are they?

Narrative Assessment - iExplore - Term 3, 2015

Learner: Taylor                    Learning Coach: Miriam Kamsteeg      Date: Term 3, Weeks 5-7, 2015

Learning Area: iExplore - Reflections - Science

Learning Observed

Taylor choose to be a part of the iExplore group looking at reflections. We first brainstormed where we would be able to see our reflections. Then we had walk around the school to see what we could find our reflection in. As a group we decided that we all wanted to explore reflections with mirrors. We spent time using mirrors to create reflections. We discovered that you could get the sun on the mirror and send it around the room, you can look under things like the shelves on wheels, if you hold your mirror up to another mirror you can see lots of mirrors and we explored mirror writing.

Evidence of learning

Taylor is showing that he can use a little mirror to reflect in a big mirror and then he sees lots of mirrors in the mirror.

Key Competencies/Vision Principles

Taylor showed Collaboration by  working with other Learners to investigate different ways to show/ find reflections (Participating and Contributing). They also showed that they were Capable by sharing their learning back on the video. Taylor explored many different ways to reflect with mirrors (Thinking).

Next Learning Steps

Share learning with other Learners not part of the iExplore group Explore with other items that reflect Share learning with home.

Taylor gets Melodious!

Learner:  Taylor Aiono   Learning Coach:   Luisa Maloni          Date: 18th August, 2015

Learning Area: iExperience: Collaboration in Music/Literacy: Writing

Learning Observed

As part of our iExperience topic of collaboration teams, we looked at how different musicians collaborate. We asked Ormiston Senior College if we could visit one of their music groups to see how they collaborate. (See the youtube video of our trip posted below). Taylor was keen to have a try of the instruments and got up to play the guitar in front of everyone. He showed us some cool rock star moves! When we got back to school I helped Taylor write a letter to the boy who helped him on the guitar to thank him.

Evidence of learning

Taylor rocks out on the guitar! I wonder if he enjoys watching or listening to music at home? Taylor is learning how to write for a purpose. Letters are a great way to do this. Does he write cards or letters at home? Check out what happened on our trip!

Key Competencies/Vision Principles

Taylor demonstrates his ability to be Curious (trying new things) Connected (showing what he knows about guitar performances) and Capable (using a computer to write a letter and forming ideas to write to a person in order to thank them). Taylor is using the key competencies of Using Language, Symbols and Text, and Participating and Contributing!

Next Learning Steps

Write letters to people for a variety of purposes using a simple letter format Be able to show or explain an example of Collaboration

Numeracy- JAM Test

Learner: Taylor Aiono    Learning Coach: Luisa Maloni    Date: 12th May, 2015

Learning Area: iDevelop- Numeracy: JAM Test

Learning Observed

Taylor underwent his JAM (Junior Assessment of Maths) test this week. He was able to read numbers up to 100 and say the number before and after any number up to 100. He reads numbers over 100 as individual digits e.g 137 as 1,3,7. His test shows that when given a simple addition problem like 3+4 he counts all the objects from one using materials e.g.counters. He uses these strategies as well as using his fingers when solving other basic facts up to 10 and is not yet recalling any equations instantly. Taylor did not recognise groups of ten (place value) or fractions. Taylor can continue simple patterns in algebra, identifies basic 2-D shapes and is developing non-standard measurement skills.

Evidence of learning

Taylor uses a count-all-from-one-using-materials strategy to solve simple addition problems. I wonder if he likes to add and subtract at home?

Key Competencies/Vision Principles

Taylor demonstrates his strengths and Capabilities in Number Knowledge and scores at Stage 2-3 bridging to Stage 4 in the numeral identification area of the JAM test. He uses materials to solve simple problems (Thinking) and comes out at Stage 2 for additive strategies. Taylor’s JAM test shows he is at level 1 for Fractions, Multiplicative Strategies and Basic Facts recall.

Next Learning Steps

Read all the numbers to 1000 and count forwards and backwards to 100 Instantly recall the pairs that make 5 and 10 Count all the objects from 1 in his head to solve addition and subtraction problems Identify and demonstrate ½ and ¼ of a shape

Working Together at Maths Time.

Learner: Taylor Aiono  Learning Coach: Luisa Maloni  Date: 7th May, 2015

Learning Area: iDevelop- Numeracy

Learning Observed

Taylor and Lui have been working together well this week at Maths time. Today Lui showed Taylor how to roll the dice and show the number on a tens frame.This was an independent activity. Then we went outside and wrote numbers backwards from 30 down to 1 on the concrete with chalk. Taylor and Lui helped each other to figure out what number came next and then took turns counting down the numbers of each other’s ‘Number Snake’. Taylor is able to count backwards from 20 and could count backwards from 30 after a few practices.

Evidence of learning

Taylor can work with a partner to support his own learning. I wonder if he likes to play games and count at home with his sisters?

Key Competencies/Vision Principles

Taylor shows his capabilities in his number knowledge as he practices counting backwards from 30 and representing numbers on a tens frame (Using Language, Symbols and Text). He also demonstrates his ability to Collaborate as he works with a partner- in learning how to play a game, and as a support as they work together to  figure out a problem. In doing this without adult support he shows his skills in Managing Self and Relating to Others. In his recent JAM test (Junior Assessment of Maths) Taylor is working at Stage 2 for Number Knowledge: Backwards Number Sequences but is working at Stage 4 in Forwards Number Sequences.

Next Learning Steps

Count backwards from 30 without material support Use a tens frame to identify the pairs that make 10 e.g. 2 and 8, 7 and 3

iExperience- Drama

Learner: Taylor  Aiono Learning Coach: Luisa Maloni  Date: 21st April, 2015

Learning Area: iExperience- Drama

Learning Observed

During iExperience this week, we have been learning how to create a structure or machine with our bodies. Today Rawinia, Anthea, Lui, Elijah, Maia and Taylor were able to position their bodies, create a shape with their bodies and in some cases adopt a movement to represent a house and a car. Taylor uses his body to create a path for the house and a wheel for the car.

Evidence of learning

Taylor can create shapes with his body and work with others to make a structure and machine.

Key Competencies/Vision Principles

Taylor demonstrates that he can work Collaboratively with others towards a common goal. He shows his Capabilities in following simple instructions and exploring shapes with his body. He is able to make Connections between what he knows about houses and cars to represent them with his body.

Next Learning Steps

Further explore shapes and movements he can make with his body to represent other things Work with others to create their own object, structure or machine without adult support

Reading- Answering 'Where' Questions

Learner: Taylor  Learning Coach: Luisa Maloni  Date: 8th May, 2015

Learning Area: Literacy- Reading

Learning Observed

Taylor read a book called ‘Hiding’ with Aotearoa today. When asked to retell the story- what happened in the story, Taylor tries hard to remember and recite the story word for word. We are encouraging him to retell the story in his own words. Aotearoa scaffolded/supported this by asking him ‘Where’ questions about the story. Taylor was able to demonstrate what he remembered about the story in this way. See Video and transcript below.

Evidence of learning

Taylor is able to answer simple questions about the text. I wonder if he likes to talk about the book he is reading at home?

Key Competencies/Vision Principles

Taylor was recently tested at reading level 3 and achieved 100% accuracy (how many words he read correctly), 75% comprehension (understanding) and 46% retell (saying what happened in the story). Taylor demonstrates his Capabilities in recognising High Frequency words and using picture cues to solve unknown or topic words in a book. (Using Language, Symbols and Texts). Taylor shows his developing comprehension skills as he answers simple where questions about a text to support his retell of the story.

Next Learning Steps

Retell a page from a story in his own words , i.e. not recounting word for word. Use a noun/verb/noun sentence structure to retell a page from a story Further develop his capabilities in answering who, what and where questions about a story

Talking about Books!

Learner:  Taylor Aiono    Learning Coach: Luisa Maloni          Date: 3rd March, 2015

Learning Area: Literacy/ Communication

Learning Observed

Taylor is learning how to use nouns as well as verbs in his expressive vocabulary. We have been working on answering questions: ‘Who is that?’ and ‘What is she/he/it doing?’ when we read a book to build his understanding of nouns and verbs. Taylor was reading the magenta book ‘I like Riding.’ I asked him ‘Who is that?’ pointing to the character and he was able to sign the noun ‘mouse’. I asked him ‘What is the mouse doing?’ and he signed '(mouse) fell over- dangerous.'

Evidence of learning

Taylor can answer simple who and what questions using a noun and a verb in NZSL.

Key Competencies/Vision Principles

Taylor is demonstrating his Capabilities in Using Language, Symbols and Text. He is able to read the words of the text and answer simple who and what questions about it. In terms of communication, this shows his development in Relating to Others as he can engage in a simple conversation- showing understanding of the subject and sharing his thoughts.

Next Learning Steps

Answer simple ‘where’ questions when reading a text use a noun/verb ‘sentence’  spontaneously when talking (signing) with others

Counting up to 100!

Learner:  Taylor Aiono   Learning Coach: Luisa Maloni         Date:26th February, 2015

Learning Area: Numeracy/Communication

Learning Observed

Taylor was using the hundreds board on the back of his maths book to count to 100. He was able to show the correct sign and is starting to alter his vocalisations to attempt to match the basic vowel sound of some of the numbers. I then asked him to try without looking at the book. He was able to count from 1-95 without support. Interesting to note that he is swapping hands to sign with after each decade.

Evidence of learning

Key Competencies/Vision Principles

Taylor’s last formal test of Numeracy was late last year and put him at a global numeracy stage 1-2, however, this new learning shows his numeral identification and forwards counting is at Stage 4. He is demonstrating his Capability of being able to count to 95 with no support (Using Language, Symbols and Text). In terms of communication, Taylor is demonstrating his Capability to differentiate some of his vowel sounds and syllables to match with the number he is trying to communicate alongside the sign (Connected).

Next Learning Steps

Use only one hand to sign the numbers Count backwards from 100 and forwards to 150 Know his basic facts to 5 to move him on to the next numeracy stage