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Name:

AKASH Formative Assessment: Through the arts, people may construct their understanding of the natural world.
Written Language: Reading Strand SHARED TEXTS (PROCESS BASED ASSESSMENT)
Modified task: Language needs; learning requirements; due to absence Regular task: With consistent support; some support; independent work
CONNECTION: The connections between arts and expressing our understanding about the natural environment. (COMMUNICATOR, COMMITMENT; ACCEPTING RESPONSIBILITY; APPLICATION, INTERPRETING DATA) o Listens to and enjoys stories read aloud; showing understanding by responding in oral, written or visual form o Listen attentively and respond actively to read- aloud situations o Describe patterns in various ways, for example, using words, drawings, symbols, materials, actions, numbers. o Engage with, and enjoy a variety of visual art experiences o Realize that their artwork has meaning

Identifies beginning elements: Characters Setting Big Group Small Group Book Chat

Discussed ideas with peers and asked questions to help clarify ideas. Used the picture clues to determine the main character during the picture walk.

Discusses the action and main idea from the middle of the text:

Explains and identifies the resolution of the text:

Akash was sharing ideas and clarifying information by asking questions during the text.

Was able to retell main events of the story and identify the how the frog getting back to his habitat solved the main problem in the story.

RESPONSIBILITY: The responsibility that artists have when sharing ideas with others. (PRINCIPLED, APPRECIATION; ACCEPTING RESPONSIBILITY; EVALUATION, VIEWING, SPEAKING, INFORMED CHOICES) o Realize that shapes, symbols and colours have meaning and include them in presentations o Make connections between reading personal experience and storybook character o Predict likely outcomes when listening to texts read aloud o Participate in shared reading, posing and responding to questions

Pre Reading: Participated in picture walk Formed predictions about text

Could identify who and where and possible what of the story during picture walk.

During Reading: Shares ideas or makes connections during reading. Revises or revisits predictions about text

Post reading: Summarizes or identifies main idea or theme. Revisits and analysis the accuracy of predictions

He was able to make connections to ideas about animals and how their needs are met by the habitats they live in.

Akash provided a brief summary of story, but needed support to focus on the main idea of the text.

CAUSATION: Art may cause us to think about the natural world in new ways (PRINCIPLED, COMMUNICATORN;; EVALUATION, VIEWING, SPEAKING, INFORMED CHOICES,
INTERPRETING DATA) o Suggest the responsibilities an artist may have to help us to think about the natural environment in new ways

Answers not based on text

Answers based on text, but off target Answers based on right there information in the text and on target. Answers based on think and search information in the text and on target. Explores author and you questions making relevant connections Explores On your own questions making relevant connections

When asked to explore what the message of the story might have been, Akash started by retelling events. He was able to identify his favourite part of the story, but needed some guidance to identify the main message of the story.

Name

Task and concept

General observations, notes or concerns. Key language being used or strategies observed

Acquisition of knowledge

Level of support needed

Identify necessary tools Name necessary tools Know where to find/store necessary tools Shows understanding of their role Demonstrate their role Being actively engaged in learning activities Respecting other peoples roles Adjusts role according to situation

Starting out Getting going Got it Moving on

Sharing tools and listening and the talking


Identifying people who can help Identify necessary tools Name necessary tools Know where to find/store necessary tools Shows understanding of their role Demonstrate their role Being actively engaged in learning activities Respecting other peoples roles Adjusts role according to situation

Starting out Getting going Got it Moving on

Sharing tools and listening and the talking


Identifying people who can help Identify necessary tools Name necessary tools Know where to find/store necessary tools Shows understanding of their role Demonstrate their role Being actively engaged in learning activities Respecting other peoples roles Adjusts role according to situation

Starting out Getting going Got it Moving on

Sharing tools and listening and the talking


Identifying people who can help

Comment: Sarah was able to


identify and organise the information gathered from reading the information picture, however she needed encouragement to stay focused on the task. She used this information to write a simple text. Sarah is confident when creating sound words, but needs support to order the words in a sentence format. Sarah prefers to record information or ideas of personal interest, but she will persist with set tasks if she has an understanding of how this might be useful to her. Sarah makes excellent connections between read information and her own experinces.

Name: Exploring words and recording ideas (Process OR Performance task) Formative Assessment: Habitats have communities with relationships within and between them. Line of Inquiry: The connection between plants, animals and habitats; The communities within local habitats; Changes in habitats and their communities
Modified task: Language needs; learning requirements; due to absence
FORM: What words can share what I know about habitats and communities? How can I record my ideas in written form? How can I sort and organise my written ideas? Show an awareness of the sound-symbol relationship and begin to recognise the way some familiar sounds can be recorded. Sort and classify according to observable features and selected criteria. CONNECTION: How are sound words, reading words and pictures connected? How is my writing connected to my my model or illustration? Collect information from a range of sources. Represents findings using pictures and models.

Regular task: With consistent support; some support; independent work


Not Happening: Did not show awareness or participate in scaffolded experiences. Starting out: Had consistent support to develop awareness of how the sound-symbol relationship can be used to record familiar sounds in order to develop sound words. Starting out: Needed consistent support to collect information from a range of sources in order to develop words that may be useful to self and others during the inquiry. Starting out: Need consistent support to reflect on how personal actions may have impacted on the learning experiences of others. Getting Going: Need some support to develop awareness of how the sound-symbol relationship can be used to record familiar sounds in order to develop sound words. Getting Going: Needed some support to collect information from a range of sources in order to develop words that may be useful to self and others during the inquiry. Getting Going: Need some support to reflect on how personal actions may have impacted on the learning experiences of others. Got it: Independently able to develop awareness of how the soundsymbol relationship can be used to record familiar sounds in order to develop sound words. Got it: Was independently able to collect information from a range of sources in order to develop words that may be useful to self and others during the inquiry. Got it: Was independently able to reflect on how personal actions may have impacted on the learning experiences of others. Moving on; Independently seeking opportunities to explore, develop and use sound and reading words during reading and writing experiences. Moving on; Independently seeking opportunities to explore, examine to further the range of sources and tools that may help him/her as reader and writer. Moving on; Reflected on interactions with others and acted as a model for collaborative and cooperative practices for peers.

Not Happening: Did not collect information from a range of sources in order to develop words that may be useful to self and others during the inquiry. Not Happening: Did not reflect on how personal actions may have impacted on the learning experiences of others.

CHANGE: How does reflecting on the way I have recorded words and ideas change the way I might do it in the future? How can sound words change? Identify when their actions have impacted on others. Participated in individual and collaborative creative experiences.

Name

Task and date

Observations and location of evidence

Learning outcomes
Demonstrated use of sound cards as a tool Using writing steps Sharing ideas with a buddy Writing matched to context

Skill level Not happening Starting out Getting going Got it Moving on.

People write to tell about their experiences and ideas: Show an awareness of soundsymbol relationships and begin to recognize the way that some familiar sounds can be recorded; choose to write as play, or in informal situations

Using letters to form sounds words Letters match the key sounds of words Producing marks to represent writing

Location of evidence

Able to discuss and explain writing Ideas focused and logical; matched to illustration

How do you feel when reading?


A reading interview
What sorts of books do you to choose to read?

Why do you think people read?


I am a good reader because

Name and Date:

Book Title

Level Good Fit

CHECKING: Looking at the pictures CONFIRMING: Does that word make sense?

STRETCHING: Use the sounds MONITERING: Check for understanding

FORMING SOUNDS: Get your mouth ready

SKIPPING: Skipping and reading on.

Sight words recognized

Unknown words/ difficulties

the you

and of

a it

in is

to he
COMMENTS:

EMERGING READER I notice and use patterns of words to reread stories and poems. I understand that words on a page always stay the same. I understand that number of words I say must match the number of words on the page. I join in with shadow reading. I like to read the stories. (Pretend reading) I know that I read from the left to the right. I use picture clues and predict what words might be. I can recognize some words in context. I make connections between stories and experiences from my own life when an experienced reader helps me.

Name and Date:

Book Title

Level Good Fit

CHECKING: Looking at the pictures CONFIRMING: Does that word make sense?

STRETCHING: Use the sounds MONITERING: Check for understanding

FORMING SOUNDS: Get your mouth ready

SKIPPING: Skipping and reading on.

Sight words recognized

Unknown words/ difficulties

the

and

in

to
COMMENTS:

PRECONVENTIONAL READER
I can choose my own books and talk about them. I know that pictures and writing are different. I enjoy listening to and joining in with stories, poems and songs I want to look at books. I know the pictures can tell me a story I know how to hold a book and turn pages to read it. I can find the beginning and end of a book. I can sit with an experienced reader and listen to a whole story

Name and Date:

Book Title

Level Good Fit

CHECKING: Looking at the pictures CONFIRMING: Does that word make sense?

STRETCHING: Use the sounds MONITERING: Check for understanding

FORMING SOUNDS: Get your mouth ready

SKIPPING: Skipping and reading on.

(SET A) Sight words recognized

Unknown words/ difficulties

I that is in

his was he to

they you the

with of and

are it a

DEVELOPING READER
I am trying to understand what I am reading, to think about what makes sense. I can read by myself for at least 5 minutes I can choose books that will help me practice my reading. I spend time reading with experienced readers. I am using pictures and words to help me read a book. I can make predictions about stories. I can retell a story, sharing the main idea and the order of events. I can explore and pretend to be a character, giving them a voice or action.

COMMENTS:

READING GROUP

Reading Stage Developing readers but moving into beginning phase. Need to understand text more, rather than just focus on the decoding. Making strong links between reading and writing processes.

FOCUS
Using picture walks to form predictions and develop a context for the reading. Scan for difficult or unknown words. Reading on and checking for meaning. Expression and fluency. Five finger and 30 second test for book choice. Independent book chats. Story comprehension and sequencing. Mentor reading and Buddy reading Organizing and sequencing events, breaking down information and recording it story frameworks. Character webs and descriptions Inferential questions Using books as a model for writing Using non-fiction texts to access information Developing sight words; link to writing. Using stretching and confirming. Introduce skipping and reading on. Using picture walks to form predictions and develop a context for the reading. Scan for difficult or unknown words. Check back for meaning after reading a sentence. Does it match the information in the illustration? Organizing and sequencing events, breaking down information and recording it story frameworks. Character webs and descriptions Shadow reading for fluency. Picture clues and picture walks. Making predictions and strategies for comprehending text. Book chats and developing comprehension of listened to text. Using picture cues to identify initial first sounds. How many words on the page how many words should I say when reading. Sequencing stories using pictures and retelling what happened. Spend a lot of time reading and listening to stories, rather than focusing on the decoding phase. (At least 3 story books a week) Alphabet books and no word books with story discussions should be used. Pre-reading discussions and ideas are very important to ensuring understanding of decoded text. st Picture clues and using 1 letter clues. Words on page match spoken words. Checking for meaning. Picture clues and picture walks. Making predictions and strategies for comprehending text. Still need to spend a moderate amount of time reading and listening to stories, rather than focusing on the decoding. (2 story books a week) Book chats and developing comprehension of listened to text. Story sequencing with pictures from the text retelling the story. Basic comprehension to ensure understanding of text is clear and matches the predictions. Shadow reading.

Wynne Jonas Harsh

Ritco Top Josie Eva Ambrose Emile Amirul

Developing readers with a lot of habits of emerging readers. Need scaffolding to move fully into developing. Making initial links between reading and writing

Timothy Zai Zai Nana

Preconventional. Need to understand that print is permanent and that pictures match the text. Need to develop skills in recalling and retelling stories for better comprehension. Emerging Just in the emerging stage. Need a lot of scaffolded experiences to move fully into emerging stage. Focus is on understanding while decoding. Still need to ensure comprehension is strong so pre reading inquiries

Maya Tina Karen

are really important. Decoding focus is on initial sounds matching the picture clues. Emerging Have moved clearly into the emerging phase but still need a lot of support to ensure that decoding doesnt affect the comprehension when reading.

Getting mouth ready to form the words, checking back for meaning

Pre-reading discussions and ideas are very important to ensuring understanding of decoded text. st Picture clues and using 1 letter clues. Words on page match spoken words. Checking for meaning. Picture clues and picture walks. Making predictions and strategies for comprehending text. Still need to spend a moderate amount of time reading and listening to stories, rather than focusing on the decoding. (2 story books a week) Book chats and developing comprehension of listened to text. st Basic sight words, picture clues and 1 sound clues. Link sight words to writing. Getting mouth ready to form the words, checking back for meaning Words on page match spoken words. Story sequencing with pictures from the text retelling the story Recording the main events and the WHO and WHERE of the story. Checking for meaning. Picture walks to establish context for story. Shadow reading.

Name: ELLA Formative Assessment: Through the arts, people may construct their understanding of the natural world.
Written Language: Reading Strand SHARED TEXTS (PROCESS BASED ASSESSMENT)
Modified task: Language needs; learning requirements; due to absence Regular task: With consistent support; some support; independent work
CONNECTION: The connections between arts and expressing our understanding about the natural environment. (COMMUNICATOR, COMMITMENT; ACCEPTING RESPONSIBILITY; APPLICATION, INTERPRETING DATA) o Listens to and enjoys stories read aloud; showing understanding by responding in oral, written or visual form o Listen attentively and respond actively to read- aloud situations o Describe patterns in various ways, for example, using words, drawings, symbols, materials, actions, numbers. o Engage with, and enjoy a variety of visual art experiences o Realize that their artwork has meaning

Identifies beginning elements: Characters Setting Big Group Small Group Book Chat

Discussed ideas with peers and asked questions to help clarify ideas. Used the picture clues guess the main character during the picture walk. Active participant in this process, able to form accurate predictions based on picture clues.

Discusses the action and main idea from the middle of the text: Ella was balanced and fair when it came to sharing and listening to ideas. Ella was able to identify what key events were in the story and describe possible consequences or choices the frog might have made when he was away from his habitat. Ella asked questions to clarify what words meant so she could comprehend the text.

Explains and identifies the resolution of the text:

Was able to retell main events of the story and identify the how the frog getting back to his habitat solved the main problem in the story.

RESPONSIBILITY: The responsibility that artists have when sharing ideas with others. (PRINCIPLED, APPRECIATION; ACCEPTING RESPONSIBILITY; EVALUATION, VIEWING, SPEAKING, INFORMED CHOICES) o Realize that shapes, symbols and colours have meaning and include them in presentations o Make connections between reading personal experience and storybook character o Predict likely outcomes when listening to texts read aloud o Participate in shared reading, posing and responding to questions

Pre Reading: Participated in picture walk Formed predictions about text

Could identify who and where and possible what of the story during picture walk. Ella made connections to shared class experiences about frogs and the sharing the Planet inquiry.

During Reading: Shares ideas or makes connections during reading. Revises or revisits predictions about text As the text revealed more information about what was happening to the frog and the problems it was facing, Ella changed and refined her predictions. She used contextual information learning experiences. She also linked her ideas back to the message she is developing for this inquiry about keeping animals in the right habitat.

Post reading: Summarizes or identifies main idea or theme. Revisits and analysis the accuracy of predictions

Ella provided a brief summary of story, and was able to identify the main point about animals needing to be in the correct habitat to live.

CAUSATION: Art may cause us to think about the natural world in new ways (PRINCIPLED, COMMUNICATORN;; EVALUATION, VIEWING, SPEAKING, INFORMED CHOICES,
INTERPRETING DATA) o Suggest the responsibilities an artist may have to help us to think about the natural environment in new ways

Answers not based on text

Answers based on text, but off target Answers based on right there information in the text and on target. Answers based on think and search information in the text and on target. Explores author and you questions making relevant connections Explores On your own questions making relevant connections

Name: Formative Assessment: Through the arts, people may construct their understanding of the natural world.
LANGUAGE INQUIRIES: Modeled writing
Modified task: Language needs; learning requirements; due to absence
CAUSATION: Art may cause us to think about the natural world in new ways. Creating Interdependence CONNECTION: The connections between arts and expressing our understanding about the natural environment. Creating Interdependence RESPONSIBILITY: The responsibility that artists have when sharing ideas with others. Creating Interdependence

Regular task: With consistent support; some support; independent work


Not observed Not observed Not observed Not observed Developing Established Extended

Participates in inquiries that help him/her plan information to share in a written text about about the natural world. Shares ideas and wonderings about the new ideas about the natural environment that might be made possible because of the artwork/story/ writing he/she is creating. Is able to identify what the possible message might be that he/she wants to share Plans and creates a simple artwork to show ideas he/she can use to share understanding of the natural world Reflects on how she/he was able to share the message with an audience. Is able to explain the actions and responsibilities she/he has in share his/her message clearly with an audience.
Skills witnessed in use during the inquiry engagement: Application of knowledge: Using what is known in new ways to demonstrate understandings. Evaluation: Reflecting on what has happened to explore what learning took place. Dialectical thought Thinking about, expressing two or more different points of view at the same time. Accepting responsibility Understanding what is required and completing an engagement; thinking and acting thoughtfully of others. Group decision-making: Listening to others and working towards a solution with a group. Respecting others: Listening and speaking carefully to others. Acting in ways that are kind and thoughtful Viewing Looking at resources to help inform or prompt discussion. Writing: Finding ways to record ideas and information in drawing and writing (sound words). Non-verbal communication: Using gestures, actions, signs or symbols to express or record ideas. Fine Motor Skills: Demonstrating good control and manipulation of tools using fine motor muscles Organisation Planning and carrying out learning engagements effectively Codes of behaviour: Stop, think and then DO! Making good choices about your actions and interactions with self and others.

Developing

Established

Extended

Developing

Established

Extended

Developing

Established

Extended

Not observed Not observed

Developing

Established

Extended

Developing

Established

Extended

Attributes witnessed Appreciation Commitment Curiosity Communicators Risk-takers Principled

Formulating Questions: Thinking about what you want to know and with help developing questions so others know what you want to find out. Problem posing. Organizing data: Sorting, organizing, representing and expressing information a given way using modeled frameworks Interpreting data : Explaining possibilities or answers, using connections, patterns or relationships that have been explored.

It

have sing the song, like peace one day. The earth, that people live.

Comment: Ay was able to use both


the pictures and his friends, ideas to begin to form his predictions. He developed his ideas with pictures and then wrote the word Pant (Paint) by himself. Ay made remembered songs and Peace One Day and then made the connection to that idea that we might be sharing ideas about how the earth. Ay was focused and sharing lots of ideas during this discussion. He was amazing in the way he was able to clearly share his thinking both in drawing and words. Well Done Ay!


Name:

Formative Assessment: Through the arts, people may construct their understanding of the natural world.
Modified task: Language needs; learning requirements; due to absence
CONNECTION: The connections between arts and expressing our understanding about the natural environment.
Write to communicate a message to a particular audience, for example, a news story, instructions, a fantasy story Connect written codes with the sounds of spoken language and reflect this understanding when recording ideas
Not Happening: Did not show awareness or participate in scaffolded experiences.

Exploring words and recording ideas (Process OR Performance task)

Regular task: With consistent support; some support; independent work


Starting out: Had consistent support to develop awareness of how the sound-symbol relationship can be used to record familiar sounds in order to develop sound words. Starting out: Needed consistent support to discuss and form predictions about the transdisciplinary theme How we express ourselves Starting out: Need consistent support to reflect on participation on task and to develop predictions about the new inquiry. Getting Going: Need some support to develop awareness of how the sound-symbol relationship can be used to record familiar sounds in order to develop sound words. Getting Going: Needed some support to discuss and form predictions about the transdisciplinary theme How we express ourselves Getting Going: Need some support to reflect on participation on task and to develop predictions about the new inquiry. Got it: Independently able to develop awareness of how the soundsymbol relationship can be used to record familiar sounds in order to develop sound words. Got it: Was independently able to discuss and form predictions about the transdisciplinary theme How we express ourselves Got it: Was independently able to reflect on participation on task and to develop predictions about the new inquiry. Moving on; Independently seeking opportunities to explore, develop and use sound and reading words during reading and writing experiences. Moving on; Independently seeking opportunities to explore, and develop connections between How we express ourselves and Sharing the planet Moving on; Reflected on interactions with others and initiated action for seeking or clarifying more information.

CAUSATION: Art may cause us to think about the natural world in new ways.
Engage with, and enjoy a variety of visual art experiences Realize that their artwork has meaning Represents findings using pictures and models.

Not Happening: Did not collect information from a range of sources in order to develop words that may be useful to self and others during the inquiry. Not Happening: Did not reflect on how personal actions may have impacted on the learning experiences of others.

RESPONSIBILITY: The responsibility that artists have when sharing ideas with others.
Formulate and ask questions about the future. Identify when their actions have impacted on others.

Painting, like art things. Were making, trying to show the world that we are sharing the planet, otherwise some animals might die and their homes might not be there. We need to get that message going, we might need to paint the message so we can share the planet.

Comment: Ella shared ideas and


used the picture clues to help her form predictions about the new inquiry. Ella was able to initiates ideas about the possible connections between this new unit and the Sharing the Planet inquiry. Ellas attention was focused on sharing ideas with her friends. She needed some help to focus on recording her ideas. Ellas drawing and words dont reflect the ideas she shared in group discussions. Thank you Ella for sharing your great ideas and making wonderful connections.

Name:

Formative Assessment: Through the arts, people may construct their understanding of the natural world.
Modified task: Language needs; learning requirements; due to absence
CONNECTION: The connections between arts and expressing our understanding about the natural environment.
Write to communicate a message to a particular audience, for example, a news story, instructions, a fantasy story Connect written codes with the sounds of spoken language and reflect this understanding when recording ideas
Not Happening: Did not show awareness or participate in scaffolded experiences.

Exploring words and recording ideas (Process OR Performance task)

Regular task: With consistent support; some support; independent work


Starting out: Had consistent support to develop awareness of how the sound-symbol relationship can be used to record familiar sounds in order to develop sound words. Starting out: Needed consistent support to discuss and form predictions about the transdisciplinary theme How we express ourselves Starting out: Need consistent support to reflect on participation on task and to develop predictions about the new inquiry. Getting Going: Need some support to develop awareness of how the sound-symbol relationship can be used to record familiar sounds in order to develop sound words. Getting Going: Needed some support to discuss and form predictions about the transdisciplinary theme How we express ourselves Getting Going: Need some support to reflect on participation on task and to develop predictions about the new inquiry. Got it: Independently able to develop awareness of how the soundsymbol relationship can be used to record familiar sounds in order to develop sound words. Got it: Was independently able to discuss and form predictions about the transdisciplinary theme How we express ourselves Got it: Was independently able to reflect on participation on task and to develop predictions about the new inquiry. Moving on; Independently seeking opportunities to explore, develop and use sound and reading words during reading and writing experiences. Moving on; Independently seeking opportunities to explore, and develop connections between How we express ourselves and Sharing the planet Moving on; Reflected on interactions with others and initiated action for seeking or clarifying more information.

CAUSATION: Art may cause us to think about the natural world in new ways.
Engage with, and enjoy a variety of visual art experiences Realize that their artwork has meaning Represents findings using pictures and models.

Not Happening: Did not collect information from a range of sources in order to develop words that may be useful to self and others during the inquiry. Not Happening: Did not reflect on how personal actions may have impacted on the learning experiences of others.

RESPONSIBILITY: The responsibility that artists have when sharing ideas with others.
Formulate and ask questions about the future. Identify when their actions have impacted on others.

Comment: Norbu was able to


independently collect and organise his tools and learning space for this activity. He was able to identify, record and organise, with accurate detail, the important information of who, where and what in pictorial notes. With support Norbu was able to transfer this information to a simple written text. Norbu needed encouragement to be a risk-taker when developing sound words. He was independently able to identify key sounds in a word, and with support was able to locate and record the corresponding letters.

Name: Exploring words and recording ideas (Process OR Performance task) Formative Assessment: Habitats have communities with relationships within and between them. Line of Inquiry: The connection between plants, animals and habitats; The communities within local habitats; Changes in habitats and their communities
Modified task: Language needs; learning requirements; due to absence
FORM: What words can share what I know about habitats and communities? How can I record my ideas in written form? How can I sort and organise my written ideas? Show an awareness of the sound-symbol relationship and begin to recognise the way some familiar sounds can be recorded. Sort and classify according to observable features and selected criteria. CONNECTION: How are sound words, reading words and pictures connected? How is my writing connected to my my model or illustration? Collect information from a range of sources. Represents findings using pictures and models.

Regular task: With consistent support; some support; independent work


Not Happening: Did not show awareness or participate in scaffolded experiences. Starting out: Had consistent support to develop awareness of how the sound-symbol relationship can be used to record familiar sounds in order to develop sound words. Starting out: Needed consistent support to collect information from a range of sources in order to develop words that may be useful to self and others during the inquiry. Starting out: Need consistent support to reflect on how personal actions may have impacted on the learning experiences of others. Getting Going: Need some support to develop awareness of how the sound-symbol relationship can be used to record familiar sounds in order to develop sound words. Getting Going: Needed some support to collect information from a range of sources in order to develop words that may be useful to self and others during the inquiry. Getting Going: Need some support to reflect on how personal actions may have impacted on the learning experiences of others. Got it: Independently able to develop awareness of how the soundsymbol relationship can be used to record familiar sounds in order to develop sound words. Got it: Was independently able to collect information from a range of sources in order to develop words that may be useful to self and others during the inquiry. Got it: Was independently able to reflect on how personal actions may have impacted on the learning experiences of others. Moving on; Independently seeking opportunities to explore, develop and use sound and reading words during reading and writing experiences. Moving on; Independently seeking opportunities to explore, examine to further the range of sources and tools that may help him/her as reader and writer. Moving on; Reflected on interactions with others and acted as a model for collaborative and cooperative practices for peers.

Not Happening: Did not collect information from a range of sources in order to develop words that may be useful to self and others during the inquiry. Not Happening: Did not reflect on how personal actions may have impacted on the learning experiences of others.

CHANGE: How does reflecting on the way I have recorded words and ideas change the way I might do it in the future? How can sound words change? Identify when their actions have impacted on others. Participated in individual and collaborative creative experiences.

Name and Date


Sharing an artefact or item of interest from a family celebration Sharing a photo of a family celebration. Sharing details and traditions about a family celebration

Has photo / artifact Looks at and speaks to the audience. Shares information about the celebration Answers questions from the audience

SHOW AND SHARE PRESENTATION: People ask questions to learn from others. Everyone has the right to speak and be listened to Comment: Not Happening: Needed constant
support with every thing OR No presentation

Starting out: Needed support to stay


on track, able to 1 part independently. Getting going: Able to do 2independently, Needed support with

WHO

WHAT / WHY

Got it: Able to do all independently Moving on: Able to do all


independently and provides extra detail.

Name and Date


WHERE

Sharing an artefact or item of interest from a family celebration Sharing a photo of a family celebration. Sharing details and traditions about a family celebration

Has photo / artifact Looks at and speaks to the audience. Shares information about the celebration Answers questions from the audience

SHOW AND SHARE PRESENTATION: People ask questions to learn from others. Everyone has the right to speak and be listened to Comment: Not Happening: Needed constant
support with every thing OR No presentation

Starting out: Needed support to stay


on track, able to 1 part independently. Getting going: Able to do 2independently, Needed support with

WHO

WHAT / WHY

Got it: Able to do all independently Moving on: Able to do all


independently and provides extra detail.

WHERE

Name: Formative Assessment: We express our thoughts and ideas in different ways.
Modified task: Language needs; learning requirements; due to absence

(PROCESS BASED ASSESSMENT) Lines of Inquiry: How we use different forms of expression; The imaginative use of materials
Regular task: With consistent support; some support; independent work
FORM/ CONNECTION: How do we use different forms of expression. (COMMUNICATOR, RISK-TAKER; ACCEPTING RESPONSIBILITY; APPLICATION, INTERPRETING DATA) o Respond to dramatic ideas through spoken, visual, auditory and kinesthetic mediums. o Recognize the different ways that stories can be presented. o Spoken words connect us with others o Stories can tell about imagined world. o Print information can tell about the real world

Identifies the tools and/or modes of expression demonstrating understanding of how props, words and art mediums can be used to express ideas
Comment:

Shared ideas and listened respectfully to others demonstrating care and respect of other perspectives and different interpreatations;
Comment:

CONNECTION/ PERSPECTIVE: THE IMAGINATIVE USE OF TOOLS. (THINKER; RISK TAKER; ACCEPTING RESPONSIBILITY, SPEAKING, INFORMED CHOICES) o Use materials to symbolically show location and character o Respond to dramatic ideas through spoken, visual, auditory and kinesthetic mediums. o Express their responses to music.

Pre SHARING AND EXPRESSING


o Participated in brainstorm or sharing ideas o Drew on ideas and experiences from own life o Shared ideas and made predictions about tools and mediums o Began exploring the connection between tools and the ways they can help express an idea.

During SHARING AND EXPRESSING:


o Named WHAT the music/prop had her/him thinking of o Explored HOW the prop could be used to share idea with others o Begins to make connections to other in-class experiences and forms of expression.

Post SHARING AND EXPRESSING:


Identified TOOLs would they use to express her/his imaginings and wonderings. o Helped gather together a pool of resources for future responses, discussing how she/he thinks it might be used to express an idea o Participated in reflection of the experience discussing how the tools were helpful or what she/he would do differently next time. o

PERSPECTIVE: Taking on different roles within the same story


(THINKER, OPEN-MINDED, COMMUNICATOR; EVALUATION, SPEAKING, INFORMED CHOICES, INTERPRETING DATA) o People ask questions to learn from others o Talking about our stories and pictures helps others to understand and enjoy o Use gestures, actions, body language and/or words to communicate needs and to express ideas o Identify and explore strategies that help them to cope with change

Asked questions of peers about their ways of expressing ideas Shared ideas about own expressive acts Demonstrated an open-mindness about new ideas and perspectives Explored and named ways in which they might change a performance Participated in scaffolded experiences to explore new or different ways of o Showing a character o Expressing an idea o Interacting with others o Solving a problem

Comment about the process and interaction:

Comment based on observations and anecdotal notes:


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Name: Everyday I can learn about who I am and what I can do (Process OR Performance task) DIFFERIENTIATED Formative Assessment Line of Inquiry: My feelings and How I am growing and changing
Modified task: Language needs; learning requirements; due to absence FORM: What are feelings? How do I explain what I am feeling? How can I express my feelings to others? (ARTS) Move their bodies to express the mood of the music describe how music makes them feel. (LANGUAGE) Listen and respond to shared books
Not Happening: Didnt participate in story or reflection. Didnt share/express ideas about feelings and change. Not Happening: Didnt communicate or express ideas or show curiosity about own or others feelings.

Regular task: With consistent support; some support; independent work


Starting out: Had consistent support to look at to story and use class resources or photos to name possible feelings in simple language. With support was able to use a mirror or other class resources to model some body language connected to feelings Starting out: With consistent support was able to identify the possible feelings of others using photos. With consistent support is beginning to make or share personal experiences that are connected to feelings being explored. Not able to identify or group similar familiar feeling attributes in events. Getting Going: Need some support to look at to story and use class resources or photos to name possible feelings in simple language. With support was able to use class resources to model some body language connected to feelings and share them with a very small group. Getting Going: Needed some support to identify the possible feelings of others using photos. Is beginning to make or share personal experiences that are connected to feelings being explored. With consistent support is beginning to identify or group similar familiar feeling attributes in events. Got it: Independently able to look at to story and use class resources or photos to name possible feelings in simple language, possibly sharing personal connections to these experiences when prompted. Beginning to initiate the use of class resources to model some body language connected to feelings and share them with a very small group. Got it: Was independently able to identify the possible feelings of others using photos. Is beginning to independently make or share personal experiences that are connected to feelings being explored. Beginning to identify or group similar familiar feeling attributes in events with some support or prompting. Moving on; Independently able to listen to a story and express ideas through play and drama about feelings, beginning to make connections to personal experiences without prompting.

FUNCTION: How do feelings affect others or me? Why is the job of feelings? Why do feelings change? How do feelings change? (ARTS) Communicate and express feelings through body movements (PSPE) Identify their feelings and emotions and explain possible causes recognize that others have emotions, feelings and perspectives that may be different from their own (SOCIAL STUDIES) Show curiosity or ask question about a person or event of personal significance. (MATH) Understand that sets can be organized by different attributes- Groups or describes things by an attribute connected to a feeling

Moving on; With support to identify different feelings he/she might experience in a given context and explore how these might impact on self or others. Listens or asks questions about organizing ideas and according to feelings experienced.

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Comment based on observations and anecdotal notes:


Name: Everyday I can learn about who I am and what I can do (Process OR Performance task) Formative Assessment Line of Inquiry: My feelings and How I am growing and changing
Modified task: Language needs; learning requirements; due to absence Regular task: With consistent support; some support; independent work
Not Happening: Didnt participate in story or reflection. Didnt share/express ideas about feelings and change. Starting out: Had consistent support to participate in story and express ideas through play and drama about feelings. Getting Going: Need some support to participate in story and express ideas through play and drama about feelings. Got it: Independently able to participate in story and express ideas through play and drama about feelings. Begins linking personal experiences and feelings to Got it: Was independently able to identify different feelings he/she might experience in a given context and explore how these might impact on self or others. Begins to organise ideas and according to feelings experienced. Is asking questions and sharing ideas about feelings and how they change. Moving on; Independently seeking opportunities to explore, share and express new ideas about feelings through drama or play. Initiates discussions about feelings in response to stimuli. Moving on; Initiates ways of exploring and expressing ideas about different feelings he/she might experience in a given context and explore how these might impact on self or others. Organises ideas and according to feelings experienced. Is asking questions and sharing ideas about feelings and how they change.

FORM: What are feelings? How do I explain what I am feeling? How can I express my feelings to others?
(ARTS) Move their bodies to express the mood of the music describe how music makes them feel. (LANGUAGE) Listen and respond to shared books

FUNCTION: How do feelings affect others or me? Why is the job of feelings? Why do feelings change? How do feelings change?
(ARTS) Communicate and express feelings through body movements (PSPE) Identify their feelings and emotions and explain possible causes recognize that others have emotions, feelings and perspectives that may be different from their own (SOCIAL STUDIES) Show curiosity or ask question about a person or event of personal significance. (MATH) Understand that sets can be organized by different attributesGroups or describes things by an attribute connected to a feeling

Not Happening: Didnt communicate or express ideas or show curiosity about own or others feelings.

Starting out: Needed consistent support to identify different feelings he/she might experience in a given context and explore how these might impact on self or others. Not organizing ideas and according to feelings experienced.

Getting Going: Needed some support to identify different feelings he/she might experience in a given context and explore how these might impact on self or others. Listens or asks questions about organizing ideas and according to feelings experienced.

Name: Everyday I can learn about who I am and what I can do


Formative Assessment: My feelings and How I am growing and changing Modified task: Language needs; learning requirements; due to absence independent work
FUNCTION: My feelings What things can I do/ feel? How do feelings affect others or me? Why is the job of feelings?

Regular task: With consistent support; some support;


PHOTO EVIDENCE:
N D E Ex

LEARNING OUTCOMES: Student demonstrated the following outcomes during socio dramatic play or in response to a shared story in a conceptually appropriate manner Tell their own stories using words, gestures, and objects/ artifacts while engaged in play or responding to a story identifying the feelings and effects of those feelings on self or others Listen and respond to picture books, showing pleasure, and demonstrating their understanding of the function feelings through gestures, expression and/or words Can identify a personal experience and explores how feelings shown or experienced might impact on self or others. Shows understand through play or photo sorts that feeling attributes can be used to describe or group experiences. With a small group explores ideas about possible differences or changes in feelings of others that may be different from their own With support shows curiosity or ask questions about others feelings and how they might change Is beginning to explore that feeling attributes can be change when there is a change in situation or people.

CHANGE: How I am growing and changing. Why do feelings change? How do feelings change?

Anecdotal Comment:

Skills Witnessed during dramatic play


SOCIAL SKILLS Accepting responsibility by sharing ideas and listening to others Cooperating- Taking turns and sharing with support and encouragement RESEARCH SKILLS Observing Takes time to watch and test ideas before engaging in work independently Organizing Data- Uses photos, drawings and other class/personal resources to share ideas or sort out ideas about feelings and change. THINKING SKILLS Acquisition of knowledge Participates in discussions, play or engagements using appropriate language to describe and name feelings SELF MANAGEMENT SKILLS Gross Motor Skills Demonstrates competent gross motor movements during play and inquiry Fine Motor Skills Demonstrates fine motor skills while controlling or manipulating tools during inquiry COMMUNICATION SKILLS Listening Is respectful of others ideas while in the role of audience member Reading-Uses picture clues to decipher or discuss information Writing Uses a variety of mark making tools to record ideas in age appropriate way.

Learner Profile Demonstrated:

Name: Everyday I can learn about who I am and what I can do


DIFFERENTIATED Formative Assessment: My feelings and How I am growing and changing Modified task: Language needs; learning requirements; due to absence independent work
FUNCTION: My feelings What things can I do/ feel? How do feelings affect others or me? Why is the job of feelings?

Regular task: With consistent support; some support;


PHOTO EVIDENCE:
Ex

LEARNING OUTCOMES: Student demonstrated the following outcomes during socio dramatic play or in response to a shared story in a conceptually appropriate manner Begins to share their ideas about feelings connected to a story or personal experience using words, mark making or play. Listen and looks at picture books, beginning to explore the function feelings with support and prompts, in a small group or one-on-one situation. With support is able to remember. (With photo prompts/without photo prompts) a play experience and predict the possible feelings others might have had and what might have contributed to these feelings. In a supported setting begins to sort or group photos/images that show similar feelings. With support, is able to use mark making resources or play resources to record and name the feelings she /he experienced during play. Can identify two events with two different feelings. (Emerging understanding of change) Shows a beginning willingness to engage in small discussions with others, answering questions or sharing ideas about feelings. With support is beginning to sort photos/images of faces by feeling attributes. Using one or 2 images he/she begins to explain simply what might make that feeling the person in the photo is having change. (Guided and scaffolded conversation)

CHANGE: How I am growing and changing. Why do feelings change? How do feelings change?

Anecdotal Comment:

Skills Witnessed during dramatic play


SOCIAL SKILLS Accepting responsibility by sharing ideas and listening to others Cooperating- Taking turns and sharing with support and encouragement RESEARCH SKILLS Observing Takes time to watch and test ideas before engaging in work independently Organizing Data- Uses photos, drawings and other class/personal resources to share ideas or sort out ideas about feelings and change. THINKING SKILLS Acquisition of knowledge Participates in discussions, play or engagements using appropriate language to describe and name feelings SELF MANAGEMENT SKILLS Gross Motor Skills Demonstrates competent gross motor movements during play and inquiry Fine Motor Skills Demonstrates fine motor skills while controlling or manipulating tools during inquiry COMMUNICATION SKILLS Listening Is respectful of others ideas while in the role of audience member Reading-Uses picture clues to decipher or discuss information Writing Uses a variety of mark making tools to record ideas in age appropriate way.

Learner Profile Demonstrated: