Section 6. Basic facts and mental strategies Indicators Suggested implementation Evidence CE 1 vi Work out basic facts and explain the mental strategies and processes used to combine, add, take away and find the difference required in everyday situations by: counting on counting back partitioning, including place value, and rearranging parts Ask the children to look at the illustration of the fruit cart. Say/ask: How many bananas would there be in two bunches? If there are nine apples and the cart owner sold three, how many would be left? If the shop keeper sold five apples to (child’s name from the class) and then sold ten apples to (another child’s name from the class). What is the difference between the number of apples (child’s name) bought and the number of apples (child’s name) bought? Say/ask: How did you work that out? Tell me how you check that you have the right answer. Ask the children to make up some adding and taking away stories for you to work out. Children: work out the basic facts explain counting on explain counting back explain partitioning including place value and rearranging parts. Resources blank paper Appendix D: cart Appendix E: Fruit cut-outs Suggested time 5 minutes — children working independently and within groups Section 7. Creating, solving and sorting problems Indicators Suggested implementation Evidence CE 1 vii Children: create problems for addition and subtraction
Section 12. Comparing measurements Indicators Suggested implementation Evidence M 1 i Measure and compare, with or without technologies: lengths, using multiple repeats of uniform informal units and attending to gaps and overlaps capacities of pairs of objects, using uniform informal units Give the children multiple uniform informal units to measure the length of the shelf and a basket on the fruit cart. Say/ask: How did you measure the lengths of the cart? Compare the lengths of the fruit cart. Tell me what you found out about the two lengths. Give the children multiples of plastic fruit or substitute to fill one of the baskets to capacity. Ask them to pour their fruit into the next basket to compare the capacity of the two baskets. Is the capacity the same or do they need more fruit or do they have fruit left over because the basket holds less? Say: Compare the capacities of two baskets from the fruit cart. Tell me what you found out. Children: measure two different lengths of the fruit cart attending to gaps and overlaps for the lengths use the language of shorter and longer to describe the comparison of the two lengths measure two different capacities of the fruit baskets attending to filling to capacity without spillage/overflow use the language of holds more, holds less or holds the same when comparing capacities of the baskets. Resources multiples of uniform informal units such as craft sticks, paper clips multiples of plastic fruit, beads or small balls to represent fruit Suggested time 3 minutes — children working independently
Summary analysis table Observable reading behaviours Frequency of use: Most of the time (MT) Some of the time (ST) Infrequent (I) Demonstrates phrasing. Reads sight words with automaticity. Reads words of personal significance. Within reading, the child uses: S Semantic cues including units of meaning (morphemes), familiar words and phrases, sentences and visuals, drawing on prior knowledge of oral and written language G Grammatical cues including word order, language patterns and punctuation P Phonic cues including blended and segmented individual sounds in words, sound–letter relationships for initial, final and medial sounds, onset and rime, and words within words. After reading When the child is finished reading, use the Comprehension questions on the next page to help them recall the story and to record their responses. Make judgments about how the child uses text processing strategies to make meaning and decode the text. Determine future directions for this child for each of the targeted indicators. Comprehension questions (Expectation by the end of Year 1 is 100% accuracy.) VR 1 iv VR 1 vi Section 2
Implementing Section 1. Decorating Indicators Suggested implementation Evidence PR 1 i Describe, create, and extend increasing or decreasing patterns using skip counting and describe the rules used Ask the to plan an increasing or decreasing pattern to make a decorative frame for a piece of their own writing. Inform the that they need to have at least three repeats. (Example: blue triangle, red square, blue triangle, two red squares, blue triangle, red squares …) Ask the child to read their sample pattern to you. Children: identify the rule for their increasing or decreasing pattern make a sample with at least three repeats to show an increasing or decreasing pattern read pattern and describe the rule used. Resources manipulative resources varying in size, shape, colour and texture multiples of materials, coloured paper shapes or plastic pattern shapes Suggested time 15–20 minutes — children working independently