Narrative Assessment - Quick 60

Amy and Similes

Learner:  Amy                 Learning Coach: R Kaur      Date:  June 2016

Learning Area:                         Narrative Learning story

Learning Observed

During iDevelop Amy was curious to learn about how to write similes using things of different kind. Amy and Jessica mentioned that they first thought of a learner’s name and then they compared the learner with the trait of an animal or a thing. All this has helped them to write similes about different learners.They worked collaboratively with each other to explore the ways of creating similes. Amy displayed her capability by using her thinking ability and observation skills to write similes on different learners.

Evidence of learning

Connected- Amy made connections by using her observations skills to compare learners with things of different kinds. Collaborative- Amy and Jessica worked collaboratively with each other to explore different ways to write similes. Curious- Amy was curious to learn about how to write similes using things of different kind. Capable- Amy displayed her capabilities by creating smilies.

Next Learning Steps

Share your learning with your family. Think of other ways that your can display your learning. Work on how to improve your spelling.

Amy's Day

On Wednesday we first our learning couch did the roll. After that we did iexplore. Then we went for a fitness run .Next  we had idevelop math .then it  time for i break 1.after ibreak 1. We did   iDevelop reading. Then we did some writing. It was time for ibreak 2. We did the roll again. Then I went to quick sixty . Then we did iread. Next we did iExperience. Thereafter we shared our learning went home. I enjoyed my day at school.

Amy uses Speech Marks

Learner: Amy	Date: 8 June, 2017
Learning Area: English - Writing Level One and Two Process and strategies: shows some understanding of the connections between oral, written, and visual language when creating texts Purposes and audiences: constructs texts that demonstrate a growing awareness of audience and purpose through appropriate choice of content, language, and text form	Learning Coach: P.L
Learning Observed
In Writing, we have been learning to experiment using speech marks. It was not an easy task for any of the learners but all have shown some understanding and even attempted to use speech marks in their writing to show dialogue and complexity of ideas. Amy showed curiosity because she had not used speech marks in his writing before. She listened carefully to questions asked and to feedback given to improve her understanding. Amy is being collaborative by working with other learners around her and sharing her ideas. Amy is beginning to show capability by inserting speech marks in examples. She uses the phrase 66 which goes before the first word that is being said and 99 after the last word spoken by the speaker.
Evidence of Learning
Next Learning Steps
Continue to use speech marks in your writing Notice speech marks in texts you read and how they are used

My day at school

On Wednesday we first our learning couch did the roll. After that we did iexplore. Then we went for a fitness run .Next  we had idevelop math .then it  time for i break 1.after ibreak 1. We did   iDevelop reading. Then we did some writing. It was time for ibreak 2. We did the roll again. Then I went to quick sixty . Then we did iread. Next we did iExperience. Thereafter we                                                                                                                                                              

shared our learning and went home . I enjoyed my day at school.