Kei Tua o te Pae

What’s happening here?

Alice is reading through her portfolio of learning stories with her teacher.

What aspects of noticing, recognising, and responding to literacy learning does this assessment exemplify?

This is an example of self-assessment. Alice says, “I know the words.” Later she comments on her progress in learning to write her name: “I do it now and I already have my birthday and I know how to do it.” In this centre, portfolios of children’s assessment are regarded as valuable literacy artefacts and children have access to them at all times. Teachers recognise that the literacy opportunities arising from the portfolios are likely to be enhanced when they themselves share in this reading with the children. When Alice says that she needs more photos in her portfolio, she seems to have in her mind the possibility of reading this again in the future, an idea her teacher encourages when she writes, “I look forward to reading other stories about you.”

What does this assessment tell us about literacy learning (using a Te Whāriki lens)?

This assessment offers Alice a chance to practise and demonstrate her knowledge in a context that is familiar and extremely meaningful to her. It is a situation in which a high level of shared understanding and experience between Alice and her audience (her teacher) is likely to facilitate her motivation, confidence, and skills with literacy. The practice of making portfolios available to children is helping to build Alice’s sense of identity as a valued participant in this community. Te Whāriki is founded on the aspiration that children will “grow up as competent and confident learners and communicators”.¹² In this exemplar, Alice and the teacher are strengthening Alice’s literacy competence by revisiting her portfolio.

How does this assessment exemplify developing competence in literacy?

In this exemplar, we see Alice “being literate” in a purposeful way.

Alice understands that the symbols on the pages have meaning, that they tell you what to say, and that their meaning remains constant over time.

She demonstrates her understanding of directionality in English when she runs her finger along the line she is reading.

Alice reads the pictures for meaning (visual literacy). When she sees the picture of her playing “Doggy, doggy, who’s got the bone?” this prompts her to recall the event and sing the song.

By looking back on her stories, Alice is able to evaluate the development of her competence in literacy over time, an ability that will serve her well in the future. Alice believes that she has stories to share and expects that others will enjoy them.

What’s happening here?

Daniel has appeared before in Book 6. There, Daniel and George shared their interest in books. In this exemplar, Daniel is reading a story with one of the teachers in his centre. She reads the story three times at his request.

What aspects of noticing, recognising, and responding to literacy learning does this assessment exemplify?

This learning story documents the continuity of Daniel’s interest in books. It notes his favourite book and recognises his growing capacity to participate in reading it by turning the pages.

It also documents the new words that Daniel, inspired by the book, is using. The teacher eloquently describes his enthusiasm. This learning story will go home, illustrating – and probably confirming – that Daniel’s interest in reading is being nurtured at the early childhood centre.

What does this assessment tell us about literacy learning (using a Te Whāriki lens)?

Story reading is a regular event at this early childhood centre and is therefore an aspect of the Belonging/Mana Whenua strand as well as the Communication/Mana Reo strand. Daniel is developing a capacity to predict the pattern of this regular event and to contribute to the planning by asking for it to be repeated several times. This is also an example of goal 2 of the Communicating/ Mana Reo strand, “the expectation that verbal communication will be a source of delight, comfort, and amusement ...”¹³

How does this assessment exemplify developing competence in literacy?

For Daniel, the story reading appears to be very purposeful. It builds on his interest in a favourite book. It also builds on his growing identity as a reader. He is contributing accompanying sounds and words to the story, turning the pages on cue, and being “extremely careful and gentle when lifting the flaps” of this pop-up book. His enjoyment in playing with the sounds in the story is very evident.

This exemplar illustrates how conversation and storytelling contribute to the establishment of a sound oral foundation which Daniel can integrate into his reading and writing experiences.

What’s happening here?

This is a contribution to Hikurangi’s portfolio from his mother. She reports on Hikurangi’s responses to the centre’s visit to a marae.

What aspects of noticing, recognising, and responding to literacy learning does this assessment exemplify?

Parents enrich events and stories by making connections with whānau and the wider world of hapū and iwi. In this exemplar, Frances, Hikurangi’s mother, records Hikurangi’s recall of the event and his linking it to his memories of a similar occasion in the past. Her account informs teachers of the literacy that is noticed, recognised, and responded to in this whānau. Karanga, waiata, whaikōrero, and pōwhiri are specified as literacy forms valued by the parent.

What does this assessment tell us about literacy learning (using a Te Whāriki lens)?

The teachers at this centre have been developing a bicultural curriculum in a number of ways. On this occasion, the children take part in the literacy of the marae as part of the centre’s programme. Parent contributions to portfolios exemplify the principle in Te Whāriki of Family and Community/Whānau Tangata, which sees the wider world of family and community as an integral part of the early childhood curriculum. This exemplar shares the learning outcomes of the Communication/ Mana Reo strand of Te Whāriki, that: “children develop familiarity with an appropriate selection of the stories and literature valued by the cultures in their community”¹⁴ and “an appreciation of te reo as a living and relevant language”.¹⁵

This is one of a number of visits to the local marae. The children have also listened to kaumātua and explored kōwhaiwhai and the symbols on the whakairo (carvings).

How does this assessment exemplify developing competence in literacy?

Hikurangi’s mother highlights the oral and visual literacy, the karanga, waiata, whaikōrero, and pōwhiri, which are part of a marae visit.

She also reports on the connections that Hikurangi makes between this visit and his recollection of his koro speaking in the wharenui on the marae of their whānau.

Hikurangi responds to the visit by drawing a tarantula and advising that it lives in Tāne’s forest, linking his drawing to the mythology of the marae.

What’s happening here?

Aimee and her teacher discuss words and rhyme while looking at a book that Aimee has brought from home. Before this assessment was recorded, Aimee’s teacher attended a workshop on literacy at which she learned of Luke and Freebody’s four roles of a literate person (see Book 16). This framework has enabled her to comment very specifically on children’s literacy learning (see also the exemplar “A sticky end”, by the same teacher, in this book).

What aspects of noticing, recognising, and responding to literacy learning does this assessment exemplify?

By noticing Aimee’s cue (“Those rhyme!”) that she was perhaps more interested in the words themselves than the story and then recognising the potential of this interest to become an enjoyable literacy experience, Aimee’s teacher encourages her playfulness with words. Part of the responding was recording Aimee’s alternative words, which gave Aimee an artefact to return to and discuss with another of her teachers.

What does this assessment tell us about literacy learning (using a Te Whāriki lens)?

This is a nice example where, for Aimee, “words and books can amuse, delight, comfort, illuminate, inform, and excite”¹⁶, an outcome in the Communication/Mana Reo strand of Te Whāriki. Knowing the value of early literacy experiences, the teachers are keen to make literacy events as visible as possible to families as well as to the children themselves. The teacher provides an explicit account to Aimee’s family of the literacy learning Aimee has been engaged in. This documented assessment is likely to assure them that literacy is indeed valued at the centre and may lead to Aimee’s family seeing possibilities for building on Aimee’s interest in words and rhyme at home.

How does this assessment exemplify developing competence in literacy?

As the teacher comments, Aimee’s code-breaking skills and her delight in words and sounds enhance her pleasure in books and stories and her literacy skills.

Aimee has a playful interest in the way words work, and she is keen to think about and discuss these ideas with her teacher, which indicates that she has metalinguistic awareness.

Aimee has a phonological awareness of aspects of the sound structure of English. For example, she knows what it means for words to rhyme and she is aware that spoken words are made up of smaller parts that can be manipulated to create new words. In this assessment, she manipulates the onset (the sound at the beginning of the word) to create the new names, “Lopsy”, “Copsy”...

When Aimee identifies the word “Flopsy” and then later spells “weter” correctly, she draws on her knowledge of the relationship between the letters of the alphabet (specifically “f” and “w”) and their respective sounds.

What’s happening here?

In this assessment, Joshua’s growing understanding of receptive language (sometimes shown through waiata) and his attempts at communicating are noted. Ngā kaiako notice his new interest in books and see this as another opportunity to further both his receptive and expressive language in Māori.

What aspects of noticing, recognising, and responding to literacy learning does this assessment exemplify?

Letting others know of Joshua’s favourite songs may lead to his being provided with opportunities for practising these in other contexts, for example, with his family. Joshua’s enjoyment of waiata is seen as a major stimulus to his language development. There is a reminder to “continue to sing his favourite kōhanga songs to him and introduce new waiata”. Ngā kaiako recognise the value of repetition and practice to Joshua’s language and literacy learning. The assessment gives a clear indication to readers of Joshua’s current competencies, with some explicit suggestions of what can be done to support his growing Māori vocabulary.

What does this assessment tell us about literacy learning (using a Te Whāriki lens)?

By having stories read to him “over and over again” when he asks for them and by being encouraged to point out the animals or the banana in the illustrations, Joshua is learning that his participation in this bilingual community is supported. He is developing the knowledge that he makes a valued contribution, an aspiration of Te Whāriki for all young children. Learning te reo is important, and books and waiata are regarded as rich resources for facilitating this. The early childhood centre is supporting the whānau’s commitment to te reo. “An appreciation of te reo as a living and relevant language” is a learning outcome of the Communication/Mana Reo strand of Te Whāriki.¹⁷

How does this assessment exemplify developing competence in literacy?

Joshua enjoys communicating through gesture and song as well as being in the company of the early childhood community.

Books have become a source of interest and delight for Joshua. He is motivated to “read” and “reread” them, either alone or with an adult. He knows how to get a story read to him (by giving the book to a whaea), and in doing so, he is taking responsibility for his literacy learning. By having the same book read several times, he is coming to understand about the permanency of the words and illustrations on the pages.

He understands words, phrases, and questions in Māori and is beginning to use these himself (“nana”).

Reading is a shared process in which he makes a contribution to the story. Joshua’s interest in and enjoyment of stories is giving him plenty of experience and practice with books, which in itself will facilitate further literacy learning.

What’s happening here?

Recognising Rahsaan’s interest in playing quidditch, the teacher brings her copy of the book Harry Potter and the Philosopher’s Stone to kindergarten. She is surprised at how well Rahsaan knows the story and wonders if he has become familiar with this at home. Rahsaan’s mother answers this question in her first response to the teacher’s learning story.

What aspects of noticing, recognising, and responding to literacy learning do these assessments exemplify?

Together these assessments suggest that Rahsaan’s literacy learning will be enhanced if his teachers continue to draw on his fascination with the characters from popular culture as a context for further literacy experiences. As Rahsaan’s teacher has read the Harry Potter book herself, she is able to respond to his enthusiasm by finding the passages he requests. She addresses her comments in the assessment to the family, and they respond. The parent’s comment confirms that Rahsaan has had a particularly good memory from an early age and states that he has seen the movie of the book only once. She later comments that he “loves to role play”.

The teachers in this centre decided some time before this assessment was recorded that their policy of discouraging superhero play was out of step with their wish to support and enhance all children’s strengths and interests through their programme. At the time, the teacher who wrote this learning story had enrolled in a degree course in which she came across recent research in support of superhero play. This also influenced the team’s decision to embrace rather than
ban this type of activity. This is one of many documented assessments in which the context is superhero play of one kind or another.

The children’s portfolios are sent home regularly, and the teachers have a section for parents to comment at the end of each learning story.

What does this assessment tell us about literacy learning (using a Te Whāriki lens)?

In her later “Parent’s comment”, Rahsaan’s mother confirms that “superheroes seem to be the ‘in’ thing at the moment”. She also describes Rahsaan’s way of playing as “creative and imaginative”. Knowing that the kinds of literacy practices he enjoys at home are also valued at the centre is likely to encourage Rahsaan’s identity as a confident learner. The teacher comments that he was “totally immersed” in the story, and his mother comments on his capacity to be “very engrossed if it is something that interests him”. The teachers and Rahsaan’s family confirm for Rahsaan that play is valued as meaningful learning, a goal in the Exploration/Mana Aotūroa strand of Te Whāriki. At the same time, he is strengthening his recall and understanding of a story from the wider culture, an aspect of the Communication/Mana Reo strand, by contributing his ideas at the early childhood centre.

How does this assessment exemplify developing competence in literacy?

For Rahsaan, the motivation to participate in stories and reading is dependent on these activities fitting in with his current interest in dramatising characters from popular culture. (In a later assessment, he tells his own Pokemon story to his teacher and she writes it down. There are also other references to his interest in being Spider man.) Rahsaan demonstrates the ability to memorise and to retell details of a story or event. His mother later confirms this skill. When Rahsaan asks his teacher to find parts of the story in the book, he is demonstrating his understanding that stories are recorded in books and that written text remains constant.

What’s happening here?

Shai-Li has been in the country only about three weeks, and she started at the centre two days after she arrived. Talia is translating for Shai-Li. At the same time she says, “Shai-Li is my friend!” Perhaps in the children’s minds these two concepts are connected: friends help each other with language learning. Certainly the teacher wrote this learning story with that idea in mind.

What aspects of noticing, recognising, and responding to literacy learning does this assessment exemplify?

The teacher has recorded the two children interacting in two situations: in the book corner reading a pictorial Hebrew dictionary and doing a jigsaw. The short-term review is written in Shai-Li’s home language. It comments on the quality of the interaction and suggests that this is a context for Shai-Li to try a few more words in English. Shai-Li is beginning to learn English, and this assessment documents one context in which she does this. The parent adds to the assessment record, providing positive affirmation of both the developing friendship and of Shai-Li’s learning English – and making a connection between the two.

What does this assessment tell us about literacy learning (using a Te Whāriki lens)?

This is not officially a bilingual setting, but one of the teachers speaks Hebrew. The children are confident that their Hebrew is valued here, and this is confirmed when assessments are written in both Hebrew and English. Shai-Li and Talia appear to be developing an “ease of interaction” and recognise that children learn from each other by telling each other their language’s words for items in the pictorial dictionary. The children are experimenting with text and recognising the symbols of each other’s cultures, a goal in the Communication/Mana Reo strand of Te Whāriki. Their shared interests in literacy activities provide an environment where they are encouraged to learn with and alongside others, a goal of the Contribution/Mana Tangata strand.

How does this assessment exemplify developing competence in literacy?

Shai-Li is listening to Talia’s English and sharing her language with Talia. The girls are using their languages for a purpose: developing a friendship and solving a puzzle together.

What's happening here?

When the teachers enlist the help of Samuel’s mum, Daphne, to learn a Chinese song, they also find out about Samuel’s many literacy interests. In particular, he has a favourite story that is a traditional Chinese tale called The Fight between the Snipe and the Clam. Samuel draws the pictures for the story, and Daphne writes the words in both English and Mandarin. This work is then made into a book that a teacher reads at mat time. On another occasion, the teachers invite Samuel to share his story with all the children at mat time. He provides the Mandarin words and the gestures.

What aspects of noticing, recognising, and responding to literacy learning does this assessment exemplify?

Through this series of assessments, Samuel and his mother have come to see that their language and literature are valued and welcomed at the centre. There is a sense of building interest and complexity over time, not only for Samuel but also for his family and teachers, who support his interest in the story. In the first assessment, the teacher learns of Samuel’s favourite story but it is nearly a month later when she writes, “Daphne told me some more details of the traditional Chinese story.” Over a two-month period, Samuel goes from drawing a single picture based on the story, to making a book, to presenting his story to an audience with enthusiasm. Together, these experiences give him opportunities to practise oral, visual, and written language.

Samuel also acts out the story using dough models. The teachers suggest another way for Samuel to perform his story by creating puppets of the characters.

Samuel’s mother contributes to the assessment by sharing specific details of Samuel’s interests and activities at home. Her initial contribution of recognising the story that Samuel was illustrating proves invaluable to setting in train the literacy experiences that follow. The teacher recognises Daphne’s contribution by discussing with her how the story might be used.

What does this assessment tell us about literacy learning (using a Te Whāriki lens)?

The family have taken on a valued role in the curriculum by contributing their knowledge and expertise. The use of Samuel’s home language contributes to his well-being and sense of belonging. The teacher comments that these experiences provide “a good opportunity for Samuel to teach us some words in Mandarin”, thereby combining learning outcomes of the Communication/Mana Reo and Contribution/ Mana Tangata strands with outcomes of the Belonging/Mana Whenua and Well-being/Mana Atua strands.

How does this assessment exemplify developing competence in literacy?

Samuel’s interest and participation in traditional Chinese literature and art is illustrated in this exemplar. (His mother mentions that he also likes Chinese painting and can recite traditional poetry.)

Samuel’s knowledge and use of his home language (Mandarin) is valued at the early childhood centre as are his enjoyment and confidence in telling traditional stories and his sense of performance (facial expressions are a part of this).

Samuel and his family are competent at using the spoken and written word as well as at performing drama and painting illustrations to tell a story. The family use this competence to participate in the centre’s curriculum.

What’s happening here?

This exemplar includes a learning story in Tiari’s portfolio written by her mother, who describes her as “a budding author!” and refers to Tiari’s love of “writing” with pens. Included is an example of typing by 16-month-old Tiari on the family computer. Further on in the portfolio, Tiari, now 22 months, enlists the help of her teacher to draw circles, first at the easel and then at a table. She uses pencils and crayons. Following this assessment, Tiari’s nana and poppa write a Whānau voice in which they describe how Tiari likes to read her portfolio to them, pointing out other children.

What aspects of noticing, recognising, and responding to literacy learning does this assessment exemplify?

Tiari’s teacher listens and responds to Tiari’s requests for help and recognises the importance of her early explorations with pencil and paper to her literacy learning. The programme allows her to give Tiari the time she needs to explore the literacy tools at her disposal. These tools are open-ended enough for Tiari to remain in control of her literacy learning. They also facilitate opportunities for her teacher to model literacy by writing her name and drawing a circle for Tiari.

This series of assessments indicates Tiari’s growing interest and competence in literacy experiences and also demonstrates how different contexts (centre and family) contribute different literacy practices to Tiari’s repertoire.

What does this assessment tell us about literacy learning (using a Te Whāriki lens)?

The contributions of both family and teachers to these assessments enable Tiari, her teachers, and her family to see the range of interests and experiences that she is currently involved in and to make connections between her work at home and her work at the centre. This exemplar is specific about the ways in which Tiari is becoming a competent and confident learner, an aspiration of the Te Whāriki curriculum. Tiari is developing “an ability to be creative and expressive through a variety of activities”,¹⁹ a learning outcome in the Communication/Mana Reo strand.

How does this assessment exemplify developing competence in literacy?

Tiari reads pictures for meaning. She knows she can “read” her “book” (portfolio), and her grandparents’ comment indicates she expects that others will be interested in it.

Tiari is motivated to experiment with writing practices. She initiates drawing experiences and stays involved “for quite a long time”. She is keen to participate when her parents are working on the computer. She understands some of the ways writing tools – pencil, paper, and the computer – are used. She expects that the adults around her will help her. It appears that she knows that putting her name on the paper is important and that this is one way in which an adult can help.

The practice in hand–eye co-ordination that Tiari is getting through her drawing circles is setting her up well for when she begins to read and write.

What’s happening here?

Prior to a visit to the zoo, William and his teacher read a map of how to get there. William then decides to draw his own map.

What aspects of noticing, recognising, and responding to literacy learning does this assessment exemplify?

William’s map-drawing is directly related to a planned visit to the zoo, so William will have an opportunity to use his map purposefully. By suggesting this to William, and by suggesting that he might like to take his mother around the zoo using the zoo maps, William’s teacher is indicating that she sees him as a competent map reader. Documenting her expectations of his abilities increases the likelihood that William and his family will be aware of these expectations. By addressing some of her written comments directly to William, his teacher indicates her anticipation that this story will be revisited, providing opportunities for further meaningful literacy activities for William.

William’s mother later tells his teacher that map- drawing continues to interest him at home, and that he is interested in maps of how to get from his house to the kindergarten.

What does this assessment tell us about literacy learning (using a Te Whāriki lens)?

William is learning that a map is a useful tool for representing, and navigating in, an environment as well as for exploration. Connections are made with learning that has occurred elsewhere. This is an example of William’s beginning to achieve the Communication/Mana Reo learning outcome “Children develop an understanding that symbols can be ‘read’ by others and that thoughts, experiences, and ideas can be represented through words, pictures, print, numbers, sounds, shapes, models, and photographs”.²⁰ By drawing maps, William is also representing his spatial understandings and building his working theories for making sense of the place in which he lives, a learning outcome of the Exploration/Mana Aotūroa strand of Te Whāriki.

How does this assessment exemplify developing competence in literacy?

William understands that maps are a source of useful information. Supported by his teacher, he reads the map and makes connections with places that are familiar and important to him. He understands that he can be helped by a “knowledgeable expert” and that he can contribute to the reading-for-meaning process by discussing aspects of the text with her.

William is undertaking some critical analysis and transformation of a text by deciding on and creating his own representation. As he reads the map again to copy it, he is able to select the details that are necessary for his purpose.

William is learning some of the conventions of map making and writing. His teacher facilitates this when she uses some of these conventions herself by providing the words to go with his visual representation.

What's happening here?

Zachary is keen to have the story that one of his teachers is writing about the milk café he made with his friends so he can show it to his mother. The centre has a routine whereby another teacher proof-reads the stories before they are put into children’s folders. Zachary joins in this process.

What aspects of noticing, recognising, and responding to literacy learning does this assessment exemplify?

Zachary reads his milk café story first with his teachers and then later with his mother, so he has many opportunities to practise “reading” with “knowledgeable experts” who can help him to read the text. When his teacher writes that “one day you may write your own”, she is letting Zachary know that there is another role in the story-writing process awaiting him. By taking his story home, Zachary gives his mother an insight into how his interest in literacy is being noticed, and responded to, at the centre. The teacher helps this process by describing the literacy learning in some detail. 

What does this assessment tell us about literacy learning (using a Te Whāriki lens)?

The teachers recognise that some routines and practices connected with the running of the centre can also serve as meaningful learning experiences for the children. Not only is Zachary comfortable and familiar with the routines of documentation here (an aspect of the Belonging/Mana Whenua strand), but he is also making a contribution. In this centre, learning stories and portfolios are an important part of centre life, and therefore having the flexibility to respond to Zachary’s request for his story to be completed is vital.

How does this assessment exemplify developing competence in literacy?

This assessment illustrates Zachary’s enjoyment of his learning stories and his delight in sharing them with others. It indicates his awareness that there is a purpose to recording events and activities. In this case, the purpose is that events can be shared with others who weren’t present at the time.

Zachary understands that there is a process for recording activities as learning stories. When he sees Kerri taking photos and notes, he knows that this is the first stage in that process. He knows that their learning stories are written on the computer and that Kerri can only do this when it is her turn to work in the sleep room. He learns that proof-reading is another part of the recording process and that it is one of the conventions attached to the printed word.

What’s happening here?

Chrissy reads a story to a small group of children. Joshua and Chrissy then discuss the story.

What aspects of noticing, recognising, and responding to literacy learning does this assessment exemplify?

This is a conversation between Chrissy and Joshua, initiated by Joshua, who has noticed that “the butterfly is smiling.” The teacher recognises that this is an opportunity for exploring Joshua’s understanding of the story and for encouraging him to give his opinion about it. He responds by suggesting what he thinks should have happened (“the frog should be smiling”) but didn’t. Chrissy asks for clarification: “Do you think the ending should be different?” She then documents the discussion, adding her opinion about disappointing storylines. Perhaps revisiting the documentation will encourage further discussion on this topic.

What does this assessment tell us about literacy learning (using a Te Whāriki lens)?

Joshua stops on his way to play outside – the book “captured his interest”. He is illustrating a capacity to pay attention and to be involved, as well as to consider and invent a new ending for a story. The Well-being/Mana Atua strand of Te Whāriki includes the outcome that “children develop a growing capacity to tolerate and enjoy a moderate degree of change, surprises, uncertainty, and puzzling events”.²³ Books are a valuable way to provide opportunities for this development. The teacher is giving Joshua permission to express his own ideas and to take a playful interest in stories, aspects of the Communication/Mana Reo strand.

How does this assessment exemplify developing competence in literacy?

This exemplar illustrates the literacy practice of “critiquing and redesigning”. The teacher’s analysis refers to Luke and Freebody’s early categorisation of the “roles” of a literate person (later changed to “practices”). She comments on the role of a “text analyst”, where the participant challenges the view represented in a particular text. Joshua understands that texts are constructed by authors, whose views can be challenged and changed.