Learner:Brooklyn Teaurere-West          Learning Coach: Margaret Patrick          Date:3.12.15

Learning Area: Numeracy Narrative Assessment

Learning Observed

Brooklyn is using place value materials and the white board table to record how he is solving a word problem requiring him to find the difference using two digit numbers. His WALHT is available on line in the LH1 design projected on to the screen in the learning habitat or he can access it on his personal iPad. It says that he is learning how to subtract 2 digit numbers using renaming. His problem stated that 89 people were in a race and 69 had finished so how many people still needed to complete the race.He worked with his group to highlight significant numbers and words that would  help him decide what type of maths operation and equation he needed to do. He drew a place  value house and used blocks signing/saying the renaming process and recording it on the table. This is not the first day he has worked on this. At the end of his previous lesson I asked how confident he was about doing this type of problem and he asked for further practice time with me. This is great seeing him advocate for himself after reflecting on his current ability to use renaming to solve the answer of this subtraction equation.

Evidence of learning

Key Competencies/Vision Principles

Brooklyn is displaying an increasing level of capability thinking, while using language symbols and text . He was contributing his ideas and showing he was  making  connections with previous knowledge involving basic facts to 20, place value and face value of numbers. He shows he can reflect and identify areas where he wants further practice improve and consolidate his capabilities.

Next Learning Steps

be able to work independently with a word problem requiring him to find the difference and use renaming and record in standard vertical format. take 1 ten and rename as ten ones and subtract the number without physically changing the ten block into 10 one blocks  and rely on his knowledge of basic facts to 20. eg 15-9= 6 be able to subtract  finding the difference with 3 digit number requiring renaming of hundreds as tens.

Brooklyn's Writing Narrative Assessment-11.03.15

Learner: Brooklyn Teaurere West    Learning Coach: Margaret Patrick   Date: 11th March, 2015

Learning Area: Literacy- Writing/ Communication

Learning Observed

Brooklyn is living with his Aunty Norma. Brooklyn was invited to travel to Napier with his extended whanau for Uncle Jamie’s grandmother’s birthday. Brooklyn decided to use this experience for his writing. He recorded his story in a recount format.He was able to recall the the various parts of a recount using the hamburger model . He discussed his trip with me and compiled a “helpful word “ list of words he would need to use when he started writing. He  appeared to rush the second half of his story writing and his accuracy deteriorated a little.

Evidence of learning

Key Competencies/Vision Principles

Brooklyn is writing at Level 2a of the KDEC/VADEC Developmental Writing Matrix (for Deaf Learners). He is demonstrating his capabilities in Using Language, Symbols and Texts to communicate his ideas about his trip and is building his writing capabilities. Brooklyn demonstrates that he can use topic specific paragraphs to record the various events of his trip. He has good control of spelling high frequency words, is using SVO sequence in his sentences and has a title to explain to his readers what his story is about. At times he lapses into He is beginning to add details and size and colour adjectives to create interest.

Next Learning Steps

Use other cohesive devices in addition to “and” eg: so, because, when, Add more detail extending the range of adjectives ensuring they come before the noun. Edit for consistency of verb tense and sentence beginning and end. Use the pronoun “it” in subject position. Maintain his accuracy throughout his writing.