Literacy Narrative Assessment

The Gingerbread Man

Elham Narrative Assessment - Term 2 Literacy.

Learner: Elham                     Learning Coach: Abby Morgan              Date: 12 June 2015

Learning Area: Literacy - Writing

Learning Observed

As part of developing learners ability to write we are learning the shapes and symbols of the Casey the Caterpillar programme. During the programme the learners focus on developing their fine motor control and work towards accurate shape formation and position. As we have progressed with this learning Elham has developed her ability to accurately form the shapes and is able to identify most shapes when asked. Since beginning she has extended the number of letters she is correctly forming. Elham has made great gains in formation and positioning as you can observe in her video below.

Evidence of learning

View Elham’s video here.

Key Competencies/Vision Principles

Throughout the Casey the Caterpillar programme Elham has displayed the Vision Principle of Capable. She has demonstrated her ability to attend to a task and is developing her knowledge and skills. Elham has also shown her ability to apply Thinking Skills, and Use Language, Symbols and Texts as identified in the Key Competencies. She applies known skills and knowledge with unknown (thinking) and is developing her ability to use the written english language.

Next Learning Steps

Identify all Casey Shapes by sight Introduce Elham to the remainder of the Casey the Caterpillar shapes

Learner: Elham Hassani    Learning Coach: Miriam Kamsteeg            Date: 6 Mar 2015

Learning Area: Literacy - Reading

Learning Observed

Today I read with Elham. I asked her to look at the picture and asked her what job she thought the mouse was doing. I said, “Look she is like me! A teacher! I am a teacher.” I pointed to the words while saying it. Then asked her to say it she read it again with me echoing behind my voice, but she wanted to say “I like…” and kept correcting what she was saying to what I was saying. On the next page was a painter. She said, “painting!” We read together, but again she wanted to say “I like”. She also wanted to say “painting” not “painter”. The next page was a mouse in truck. Elham said, “fixing cars.” I replied, “yes the mouse might be on the first page but on the second page she was driving, so she was a driver.” When reading it she still wanted to say, “I like”. It wasn’t until the next page that she had worked out the pattern and was able to read accurately with me “I am a…” Elham still needed me to read each page and she read with me until the end of the book. On the second reading of it she was able to remember all the different jobs and read with more accuracy.

Evidence of learning

Elham was learning new vocabulary while reading the book. I wonder if she understood what a “job” was and if she would be able to recall the different jobs the next day?

Key Competencies/Vision Principles

Elham scored 1/54 on the Letter Identification Assessment and 2 years 6 months on the Oral Language Assessment. She showed she was developing her Capabilities in Reading by listening carefully to the English words and being able to follow the pattern with the new vocabulary on the second read. Elham is starting to look at the picture to help her understand what the words might say (Thinking). She is starting to learn basic sight words (Understanding Language, Symbols and Text).

Next Learning Steps

Deepen her vocabulary. Elham needs lots of English practice and to hear lots of English being spoken. The iExplore time is helping her develop new vocabulary. Learn basic sight words. Explicit teaching on the letters and the sounds of English.