Kindergarten Report Card Assessment Handbook

KindergartenReportCardAssessmentHandbook

2016-17

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KindergartenTeachers,

InoureffortstokeepinstructionalignedwiththeCollegeandCareerReadiness(CCR)Standards, thereareafewchangestotheKindergartenReportCardthisyear,particularlyinLanguageArtsandMathematics. Thesechangeswillbeevidentbothinthecurriculummapsandintheskillsthatareassessedforthereportcard.

Thisdocumenthasbeendividedintotwosectionsasfollows:

Section1:Mathematics

Section2:EnglishLanguageArts

Ifyouhaveanyquestions,pleasedirectthemtoChristineBinghamformathematics,[email protected],[email protected].

CurriculumandInstruction

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TableofContents

Introduction...................................................................................................................................................4

SkillsandBehaviorthatSupportLearning ......................................................................................................5

FAQ’s .............................................................................................................................................................6

Section1:Mathematics.................................................................................................................................8SkillsChecklist ....................................................................................................................................................................9AssessmentGuide ............................................................................................................................................10ModuleAssessmentataGlance ......................................................................................................................11SuggestedWeekbyWeekInstructionalPlanningCalendar.............................................................................12QuarterlyAssessmentGuide............................................................................................................................20Module1:MidModuleAssessment.................................................................................................................24Module1:EndofModuleAssessment.............................................................................................................36Module2:EndofModuleAssessment.............................................................................................................45Module3:MidModuleAssessment.................................................................................................................52Module3:EndofModuleAssessment.............................................................................................................60Module4:MidModuleAssessment.................................................................................................................67Module4:EndofModuleAssessment.............................................................................................................79Module5:MidModuleAssessment.................................................................................................................91Module5:EndofModuleAssessment.............................................................................................................98Module6:EndofModuleAssessment...........................................................................................................103

Section2:EnglishLanguageArts ...............................................................................................................112SkillsChecklist ................................................................................................................................................................113FirstNineWeeksSkills....................................................................................................................................................114FirstNineWeeksSightWords ........................................................................................................................................121SecondNineWeeksSkills ...............................................................................................................................................122SecondNineWeeksSightWords ...................................................................................................................................127ThirdNineWeeksSkills ..................................................................................................................................................129ThirdNineWeeksSightWords.......................................................................................................................................139FourthNineWeeksSkills ................................................................................................................................................142FourthNineWeeksSightWords ....................................................................................................................................149

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INTRODUCTION

ThepurposeofthisdocumentistoprovideanoverviewoftheShelbyCountyKindergartenreportcardandhowtoevaluatetheskills.Thisinformationwillbe usedtoassessstudentprogressinaconsistentfashionthroughoutthesystem.TeacherswillusethePowerSchoolgradebooktoentergrades.Themarkingswillbe“M“formasteryand“X”fornon-mastery.Theshadedareasonthereportcard indicatethattheskillwillnotbeassessedinthatnineweekgradingperiod. Someskillsareongoingandwillbeassessedeachnineweeks. TheteacherwillneedtorefertotheSCSKindergartenReportCardHandbookfortheassessment schedule.ThePowerSchooladministratorateachschoolwillprintthekindergartenreportcardandinterimreports.Thereportcardwillbesenthomewitheachstudenteverynineweeksinanenvelope.Onlytheenvelopewillbesignedbytheparent/guardianandreturnedto school.Theschoolwillorderreportcardenvelopesfromthewarehouse.WhenastudenttransfersfromoutsideShelbyCounty,allpreviousnineweeksskillsmustbeassessedandmarkedwhenthereportcardissenthomeforthefirsttime.Additionalrecordkeepingsheetshavebeenprovidedforassessingacademicskillsandbehavioralskills,ifneeded.

REPORTCARDMARKINGKEY

Skillslistedundereachnineweekswillbemarkedusingthefollowingkey:

M indicatesmasteryX indicatesnon-mastery

ASSESSMENTGUIDELINES

Severalskillsarebuildingandrequirecontinuousassessment.Forastudenttoreceivean“M”inthecurrentmarkingperiod,he/shemusthavemasteredboththecurrentandpriornine-weekskills.Forexample,duringtheThirdNineWeeks,astudentcannotjustidentifythelettersoundsrequiredforthethirdquarter;thestudentmustmasteridentificationofthesecondquarterlettersoundsaswell.Allnon-buildingwillcontinuetobeassesseduntilmasteryisachieved.Afterfifteendaysofenrollment,studentsnewtoShelbyCountywillbeassessedinallskillsforthecurrentnineweeksANDallpriorskillsforeachprecedingnineweeksgradingperiod.AllskillswillbemarkedundertheCURRENTnineweeksgradingperiod.Pleasedonotgobackandrecordanyinformationunderthepreviousnineweeks.

INTERIMSCommentsoninterimsmustbelimitedtotwentycharacters.Notallskillsmustbeassessedforinterims.Aminimumof5skillsshouldbeassessedforELA.PleasefollowCurriculumguideonassessmentforMath.

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SKILLSANDBEHAVIORSTHATSUPPORTLEARNINGSkillslistedunderSillsandBehaviorsthatSupportLearningwillbemarkedusingthefollowingkey:

SindicatessatisfactoryNindicatesimprovementneeded

SkillsandBehaviorsthatSupportLearningAlloftheskillsinthissectionwillbeevaluatedeachnineweeksbeginningwiththe

firstmarkingperiod.

Behavior Indicator

Worksandplayscooperatively

SharesTakesturnsWorksinagroup

Followdirections Followsteacher’sinstructions

RespectsauthorityExhibitspositiveattitudewhilecomplyingwith

teacherrequests

Controlstalking Usesappropriatetoneandvolume

Raiseshandtospeakwithoutinterrupting

ListensattentivelyRemainsfocusedExhibitsincreasingattentionspan

Finishesworkontime Completesworkatanacceptablepace

WorksindependentlyInitiatesandsustainsworkwithlimited

assistance

Putsforthbesteffort Worksuptoindividualpotential

Staysontask

StaysfocusedonanactivityDevelopspersistencetowardstaskcompletion

Keepshands/feet/objectstoself Respectspersonalspaceofothers

Takesresponsibilityforsuppliesandbelongings

KeepsupwithsuppliesCaresforpersonalitemsReturnsnotes,folders,etc.fromhome

Exercisescontrolinclassroom/hall/bathroom/cafeteria/playground

Followsrulesforeacharea

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Frequently AskedQuestions1. Whydoweneedanupdatedkindergartenreportcard?

ThestandardbasedKindergartenReportCardwasupdatedtoalignwiththeCollegeandCareerReadinessStandards(CCR)requiredbythestateofTennessee.

2. Howwillkindergartenteachersknowhowtoassessandmarkeachskill?

TeachersaretorefertotheSCSKindergartenReportCardHandbook.

3. Willallkindergartenteachersbeexpectedtousethesameassessmentguidelines?

EverykindergartenteacherisexpectedtousetheassessmentguidelinesprovidedintheSCSKindergartenReportCardHandbook. Theseguidelineswillprovideconsistencyanduniformityacrossourschooldistrict.

4. WhatdoIdoifachildhasmasteredskillsthatarenotbeingevaluatedduringacurrentnineweeksgradingperiod?CanIgoaheadandmarkit?

No.Thereportcardisbasedontheyear-endgoalforkindergartenachievements;however,itissetuptoaccommodatetheprogressionof assessmentforeachnineweeks.TeachersmustrefertotheKindergartenReportCardHandbookfortheassessmentpages.E.g.:Countbyonesto100willbeassessedeachnineweeksinincrementsof25;firstnineweeks0-25, secondnineweeks0-50,thirdnineweeks0-75,fourthnineweeks0-100.

5. Doweonlyteachthestandardsthatarelistedonthereportcard?

Thestandardslistedonthereportcardaretobeformallyassessed.Allstandardsshouldbetaught.TheCCRStandardsforallsubjects:English/LanguageArts,Math,ScienceandSocialStudiescanbefoundathttp://tn.gov/education/topic/academic-standards.

6. Arethererequiredskillsforpromotiontofirstgrade?

PleaserefertotheSCSPromotionandRetentionPolicy,Number5013.ThispolicycanbefoundintheSCSPolicyManuallocatedontheSCSwebsiteoryourschoollibrary.

7. Howwilltheparentsbeinformedoftheskillsbeingassessedeachnineweeks?

CopiesoftheseformsareavailableintheKindergartenReportCardHandbook:- KindergartenNineWeeksSkills/YearlyOverview(shouldbedistributedatthe

- NineWeeksSkills(sendhomeatthebeginningofeachnineweeks)

8. Whowillprinttheinterimsandthereportcards?

The building level PowerSchool administrator will print the report cards and interims. The finalreportcardwillbeissuedandmailedbytheSCSCentralOffice.

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9. HowlongdoesanewstudentneedtobeinmyclassbeforeIissueareportcard?

Anewstudentwhoisenrolledinyourclassforatleastfifteendayswillbeassessedandissuedareportcard.

10. WhatskillsdoIassessastudentonwhocomesinthemiddleofagradingperiodorduringthesecondsemester?

Afterfifteendaysofenrollment,youwillassessthestudentinallskillsforthecurrentnineweeksANDallpriorskillsforeachprecedingnineweeksgradingperiod.AllskillswillbemarkedundertheCURRENTnineweeksgradingperiod.Pleasedonotgobackandrecordanyinformationunderpreviousnineweeks.

11. Whoisresponsibleforart,music,andP.E.grades?

Eachspecialtyteacherisresponsibleforsubmittingconductgradesusinghis/herownPowerSchoolgradebook.

12. WhenorhowoftenshouldIassessmystudentsontheseskills?Itisrecommendedthatassessmentbeon-goingthroughoutthequarter,andasskillsaremastered,theycanberecordedonthestudent’srecordsheet.

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Section1:Mathematics

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2016---2017MathematicsKindergartenReportCardSkills

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AssessmentGuide

Evaluatingstudentlearningoutcomes:Eachmoduleprovidesaprogressiontowardmasteryrubricthatilluminatesthegraduallyincreasingunderstandingofdevelopmentthatstudentsdevelopontheirwaytoproficiency.Therubricispresentedfromleft(step1)toright(step4).Thisprogressionisprovidedtostudentsandteacherstoidentifyandcelebratewhateachstudentcandonowandwhattheyneedtoworkonnext.Normstorememberwhenperformingtheassessment:

• Thereare10assessmentstotalforallstudents.Modules1,3,4,and5willhavebothamid-assessmentandanendassessment.Modules2and6onlyhaveanendassessment.

• Theassessmentswillbegivenoverthespanofthreedays,builtintothemathpacingguideandtheteacherwillsitbesideeachstudenttopromoteapositiveandcollaborativeattitude.

• Thesetimedassessmentsaredesignedtobegivenoneononewiththeteacherprovidingresultsintwoways:anecdotalrecords(toshowwhatthestudentsaidanddid)andanoverallscorebasedontheEngageNYscoringrubric.

• UsethespecificlanguageoftheassessmentandsupportshouldbeprovidedtoassistEnglishLanguageLearners.

ScoringNotes:

• Ifthestudentisunabletodoanypartoftheset,his/heroverallscorecannotexceeda3.Teachercanprovidepromptingandsupportbutthislowersthestudent’sscore.

• Studentcanonlyachievemasterywithascoreofasolid3or4.• Supportthestudentinunderstandingthebenefitsofsharingandexaminingtheirlevel

ofmastery.• Studentsreceivinga1or2mustrepeatthattopicsetattwo-weekintervals.(i.e.Small

groupre-teaching/one-on-onepracticewiththosestudents)Recorddatesofreteaching/reassessingonstudentrecordsheet.

• Recordkeepingwillbeimportantandstoragewillbeneededforthestudentsrecordingsheet.Itisencouragedtostorestudentdatainanotebook/portfolio.Videotapingstudentassessmentswillbehelpful/notmandatoryaswetransitiontothe2017-2018portfolio.

• Utilizetheeasyrecordexceldocumentforstudentstrengthsandweaknesses

PossibleusesofAssessment:• DailyPlanning• Parentteacherconferences• Grade1placement.

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ModuleAssessmentataGlance

Module1(SortingandClassifyingandnumbers0-5)((Specificstandardsprovidedonpacingguideandinassessmentguides))TopicA,B,C,DMid-assessmentTopicsE,F,G,HEndofmoduleassessmentModule2(twoandthreedimensionalshapes)TopicA,B,CEndofmoduleassessmentModule3(length,height,weight,volume,more/less,andnumbersto10)TopicA,B,C,DMid-assessmentTopicsE,F,G,HEndofmoduleassessmentModule4(composinganddecomposing,additionto10andsubtractionto10)TopicA,B,C,DMid-assessmentTopicsE,F,G,H,EndofmoduleassessmentModule5(BasetenComposing11-20,Decomposing11-20)TopicA,B,CMid-assessmentTopicDandEEndofmoduleassessmentModule6(positionofobjects,composingshapes)TopicA,B,Endofmoduleassessment

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SuggestedWeek-by-WeekInstructionalPlanningCalendar

2016-17Grade:Kindergarten

Weekof… Instructional

DaysMajorEvents Lessonfocus

FirstSemester August8-12 5 ! StaggerWeek–Pre-AssessmentAugust15-19 5

! IntroductiontoKindergarten:First10Days

August22-26 5 ! IntroductiontoKindergarten:First10Days

August29-September2

5 ! M1:Numbersto10TopicA:Attributesoftworelatedobjects

Lesson1-3(Note:CombineLessons1&2)

! M1TopicB:ClassifytoMakeCategoriesCount

Lesson4-5(Note:CombineLesson4&5)

! M1TopicB:ClassifytoMakeCategoriesCount

Lesson6September5-9

4 LaborDay ! M1TopicC:Numbersto5inDifferentConfigurations,MathDrawings,andExpressions

Lesson7-10(Note:CombineLesson9&10)

September12-16

4 ParentTeacherConferencesDistrictLearningDay(16th)OmitLesson12

! M1:TopicC:Numbersto5inDifferentConfigurations,MathDrawings,andExpressions

Lesson11,(Note:OmitLesson12)! M1TopicD:TheConceptof

ZeroandWorkingwithNumbers0-5

Lesson:13-14

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September19-23

5 ! M1TopicD:TheConceptofZeroandWorkingwithNumbers0-5

Lesson:15-16! MidModule

Assessment/ReportCardAssessmentM1TopicsA-D(3Days)

InterviewstyleassessmentSeptember26-30

5 Note:Use1daytocompleteMidModule/ReportCardAssessmentifneeded.

! M1TopicE:WorkingwithNumbers6-8inDifferentConfigurations

Lessons17-22(Note:CombineLessons17&1819&20,21&22)

! M1TopicF:WorkingwithNumbers9-10inDifferentConfigurationsLessons23–24(Note:Combine

Lessons23&24)October3-7 5 Endof1st

Quarter! M1TopicF:Workingwith

Numbers9-10inDifferentConfigurations

Lessons25–28(Note:CombineLessons25&26)

! M1TopicG:OneMorewithNumbers0-10&H:OneLesswithNumbers0-10

Lesson29&33(Note:Combinelesson29&33)

October10-14

0 FALLBREAK ! NOINSTRUCTION

October17-21

5 Note:BeginAssessment

! M1TopicG:OneMorewithNumbers0-10&H:OneLesswithNumbers0-10

Lesson30&35(Note:Combinelesson30&35)Lesson31&32(Note:CombineLesson31&32)

! M1TopicH:OneLesswith

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Numbers0-10Lesson24&36(Note:Combine24&36)

! EndofModuleAssessment/ReportCardAssessmentM1TopicsE-H(3Days)Interviewstyleassessment

October24-28

5 Note:Use2daystocompleteMidModule/ReportCardAssessmentifneeded.

! EndofModuleAssessment/ReportCardAssessmentM1TopicsE-H(3Days)Interviewstyleassessment

! M2Two-DimensionalandThreeDimensionalShapes:TopicA:TwoDimensionalFlatShapes

Lesson1-2October31-November4

5 ! M2TopicA:Two-DimensionalFlatShapes

Lesson3-5! M2TopicB:Three-Dimensional

SolidShapesLesson6

November7-11

4 Veteran’sDay(4th)

! M2TopicB:Three-DimensionalSolidShapes

Lesson7-8! M2TopicC:Two-Dimensional

andThree-DimensionalShapesLesson9

November14-18

5 ! M2TopicC:Two-DimensionalandThree-DimensionalShapes

Lesson10! EndofModule

Assessment/ReportCardAssessmentM2TopicsA-C(2Days)Interviewstyleassessment

! M3ComparisonofLength,Weight,Capacity,andNumbersto10:TopicAComparisonofLengthandHeight

Lesson1-3(Note:CombineLessons1-

15

3)November21-25

2 ThanksgivingBreak(23-25)

! M3TopicB:ComparisonofLengthandHeightofLinkingCubeSticksWithin100

Lesson4-5,(Note:CombineLessons4&5)

November28-December2

5 ! M3TopicB:ComparisonofLengthandHeightofLinkingCubeSticksWithin100

! Lesson6-7,(Note:CombineLessons6&7)

! M3TopicC:ComparisonofWeight


! M3TopicC:ComparisonofWeight


December5-9

5 ! M3TopicD:ComparisonofVolume


! MidModuleAssessment/ReportCardAssessment

M3TopicsA-D(3Days)Interviewstyleassessment

December12-16

4.5 Endof2ndQuarterNote:OmitLesson16

! M3TopicE:AreThereEnough?Lesson17-19(Note:CombineLessons18&19)

! M3TopicF:ComparisonSetsWithin10Lesson20-22(Note:Combine

20&21)December19-23

0 DistrictLearningDay(19th)WinterBreak20-January2

! NOINSTRUCTION

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Weekof… InstructionalDays

MajorEvents Lessonfocus

SecondSemester January2-6 4 NewYear’sDay

Observed(2nd)

! M3TopicF:ComparisonSetsWithin10

Lesson23-24,! M3TopicG:Comparisonof

NumeralsLesson25-26

January9-13 5 ! M3TopicG:ComparisonofNumerals

Lesson27-28! M3TopicH:Clarificationof

MeasurableAttributesLesson29-32(Note:CombineLessons31-32)

January16-20

4 MLKDay(16th) ! EndofModuleAssessment/ReportCardAssessmentM3Topics:E-H(3Days)Interviewstyleassessment

! M4:NumberPairs,AdditionandSubtractionto10TopicA:CompositionsandDecompositionsof2,3,4and5

Lessons1

January23-27

5 ! M4:NumberPairs,AdditionandSubtractionto10TopicA:CompositionsandDecompositionsof2,3,4and5

Lessons2-6

January30-February3

5 ! M4TopicB:Decompositionsof6,7,and8intoNumberPairs

Lesson7-11

February6-10

4 ParentTeacherConferences

! M4TopicB:Decompositionsof6,7,and8intoNumberPairs

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DistrictLearningDay(10th)

Lesson12! M4TopicC:AdditionwithTotals

of6,7,and8Lesson13-15

February13-17

5 ! M4TopicC:AdditionwithTotalsof6,7,and8

Lesson16-18! M4TopicD:Subtractionfrom

Numbersto8Lesson19-20

February20-24

5 ! M4TopicD:SubtractionfromNumbersto8

Lesson21-24February27-March3

5 ! MidModuleAssessment/ReportCardAssessmentM4TopicsA-D(3days)Interviewstyleassessment

! M4TopicE:Decompositionsof9and10intoNumberPairsLesson25-26

March6-10 5 Endofthe3rdQuarter

! M4TopicE:Decompositionsof9and10intoNumberPairs

Lesson27-28! M4:TopicF:AdditionwithTotals

of9and10Lesson29-31

March13-17 0 SPRINGBREAK NOINSTRUCTIONMarch20-24 5 ! M4:TopicF:AdditionwithTotals

of9and10Lesson32

! M4TopicG:Subtractionfrom9and10

Lesson33-36March27-31 5 ! M4TopicH:PatternswithAdding

0and1andMaking10Lesson37-38

! M4TopicH:PatternswithAdding0and1andMaking10

Lesson39-41April3-7 5 ! EndofModuleAssessment/

ReportCardAssessment

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M4TopicsE-H(3Days)Interviewstyleassessment

! M5Numbers10-20andCountingto100TopicA:Count10onesandsomeOnes

Lesson1-2April10-14 4 Spring

Holiday….(GoodFriday14th)

! M5Numbers10-20andCountingto100TopicA:Count10onesandsomeOnes

Lesson3-5! TopicB:ComposeNumbers11-

20from10OnesandSomeOnes;RepresentandWriteTenNumbers

Lesson6April17-21 5 ! TopicB:ComposeNumbers11-

20from10OnesandSomeOnes;RepresentandWriteTenNumbers

Lesson7-9! M5:TopicC:Decompose

Numbers11-20,andCounttoAnswer“HowMany?”

Lesson10-11April24-28 5 ! M5:TopicC:Decompose

Numbers11-20,andCounttoAnswer“HowMany?”

Lesson12-14! MidModuleAssessment

M5TopicsA-C(3days)Interviewstyleassessment

May1-5 5 Note:Use1day

tocompleteMidModule/ReportCardAssessmentifneeded.

! M5TopicD:ExtendtheSayTenandRegularCountSequenceto100

Lesson15-16! M5TopicD:ExtendtheSayTen

andRegularCountSequenceto100

Lesson17-18May8-12 5 ! M5TopicD:ExtendtheSayTen

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andRegularCountSequenceto100

Lesson19! M5TopicE:RepresentandApply

CompositionsandDecompositionsofTeenNumbers

Lesson20-23May15-19 5 ! M5TopicE:RepresentandApply

CompositionsandDecompositionsofTeenNumbers

Lesson24! EndofModuleAssessment

M5TopicsD-E(3Days)Interviewstyleassessment

! M6:Analyzing,Comparing,andComposingShapesTopicA:BuildingandDrawingFlatandSoldShapes

Lesson1May22-26 4.5 EndofQuarter

4! M6TopicA:Buildingand

DrawingFlatandSoldShapesLesson2-3

! M6TopicB:ComposingandDecomposingShapes

Lesson5-6

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SCSKindergartenQuarterlyAssessmentGuide

Quarter Assessment ReportCardSkillsChecklistCountbyonesto25(K.CC.A.1)Countforwardbeginningwithagivennumber(0---25)(K.CC.A.2)Classifyandcountthenumberofobjectsineachcategory.Sortcategoriesbycount.(K.MD.B.3)

Namenumerals0---5outofsequence(K.CC.B.4a,K.CC.B.4b)Matchquantitiestonumerals0---5(K.CC.4a,K.CC.4b)Writenumerals0---5(reversalsaccepted)(K.CC.A.3)

Ordernumerals0---5(K.CC.B.4a,K.CC.B.4b,K.CC.B.4c)

Quarter1

Module1:MidModuleAssessment

Counttoanswer“Howmany?”(0-5)(K.CC.B.5)

Countbyonesto50(K.CC.A.1)Countforwardbeginningwithagivennumber(0---50)(K.CC.A.2)Namenumerals0---10outofsequence(K.CC.B.4a,K.CC.B.4b)Matchquantitiestonumerals0---10(K.CC.4a,K.CC.4b)Writenumerals0---10(reversalsaccepted)(K.CC.A.3)Ordernumerals0---10(K.CC.B.4a,K.CC.B.4b,K.CC.B.4c)

Module1:EndofModuleAssessment

Counttoanswer“Howmany?”(0-10)(K.CC.B.5)Nameshapesanddescribeintheenvironment(2---D):circle,square,rectangle,triangle,andhexagon(K.G.A.2,K.CC.G.A.3)Nameshapesanddescribeintheenvironment(3---D):sphere,cone,cube,cylinder(K.G.A.2,K.CC.G.A.3)Identifythepositionofobjects(K.G.A.1)


Analyzeandcomparetwoandthreedimensionalshapes(K.G.B.4)Describemeasureableattributesofobjectssuchaslengthandwidth.(K.MD.A.1)Note:MasterynotreporteduntilQuarter3

Quarter2


(ThisassessmentwilltakeplaceinQuarter2–studentswillcontinuetopracticeandmasterywillnotbereported

untilQuarter3

Comparetwoobjectstoseewhichobjecthasmore/lessof(lengthandweight).Describethedifference.(K.MD.A.2)Note:MasterynotreporteduntilQuarter3

Quarter Assessment ReportCardSkillsChecklist

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Countbyonesto75(K.CC.A.1)Countforwardbeginningwithagivennumber(0---75)(K.CC.A.2)


Describemeasureableattributesofobjectssuchaslengthandwidth.(K.MD.A.1)Note:AssessmentbeganwithMidModuleAssessment–RecordMasteryinQuarter3

Comparetwoobjectstoseewhichobjecthasmore/lessof(lengthandweight).Describethedifference.(K.MD.A.2)Note:AssessmentbeganwithMidModuleAssessment–RecordMasteryinQuarter3

Comparenumeralsandsetsto10todeterminesame/less/more(KK.CC.C.6,KK.CC.C.7)Decompose(separate)numbers0---8intotwoparts(K.OA.A.3)Representadditionwithobjects,fingers,mentalimagesdrawings,sounds,actingoutsituations,verbalexplanations,expressionsorequations.(K.OA.A.1)Representsubtractionwithobjects,fingers,mentalimagesdrawings,sounds,actingoutsituations,verbalexplanations,expressionsorequations.(K.OA.A.1)Solveadditionstoryproblems0---8usingobjectsordrawings(K.OA.A.2)Solvesubtractionstoryproblems0---8usingobjectsordrawings(K.OA.A.2)

Quarter3


Fluentlyaddandsubtractwithin5(K.OA.A.5)

Countbyonesto100(K.CC.A.1)Countforwardbeginningwithagivennumber(0---100)(K.CC.A.2)Decompose(separate)numbers0---10intotwoparts(K.OA.A.3)Solveadditionstoryproblems0---10usingobjectsordrawings(K.OA.A.2)Solvesubtractionstoryproblems0---10usingobjectsordrawings(K.OA.A.2)

Quarter4


Findthemissingaddendtomake10(K.OA.A.4)

Quarter Assessment ReportCardSkillsChecklistQuarter4(continued)


Composenumbers11---19into10sand1s(K.NBT.A.1)

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Composenumbers11---19into10sand1s(K.NBT.A.1)Note:AssessmentbeginswithMidModuleAssessment–RecordMasteryafterEndofModuleAssessmentNamenumerals0---20outofsequence(K.CC.B.4a,K.CC.B.4b)Note:AssessmentbeginswithMidModuleAssessment–RecordMasteryafterEndofModuleAssessmentMatchquantitiestonumerals0---20(K.CC.4a,K.CC.4b)Note:AssessmentbeginswithMidModuleAssessment–RecordMasteryafterEndofModuleAssessmentWritenumerals0---20(reversalsaccepted)(K.CC.A.3)Note:AssessmentbeginswithMidModuleAssessment–RecordMasteryafterEndofModuleAssessmentOrdernumerals0---20(K.CC.B.4a,K.CC.B.4b,K.CC.B.4c)AssessmentbeginswithMidModuleAssessment–RecordMasteryafterEndofModuleAssessmentCounttoanswer“Howmany?”(0-20)(K.CC.B.5)AssessmentbeginswithMidModuleAssessment–RecordMasteryafterEndofModuleAssessmentComposenumbers11---19into10sand1s(K.NBT.A.1)AssessmentbeginswithMidModuleAssessment–RecordMasteryafterEndofModuleAssessment

Quarter4(continued)


Decomposenumbers11---19into10sand1s(K.NBT.A.1)AssessmentbeginswithMidModuleAssessment–RecordMasteryafterEndofModuleAssessment

Quarter Assessment ReportCardSkillsChecklistQuarter4(continued)


Composenumbers11---19into10sand1s(K.NBT.A.1)Note:AssessmentbeginswithMidModuleAssessment–RecordMasteryafterEndofModuleAssessment

Namenumerals0---20outofsequence(K.CC.B.4a,K.CC.B.4b)Note:AssessmentbeginswithMidModule

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KindergartenMid-Module1Assessment (AdministerafterTopicD)

KindergartenEnd-of-Module1Assessment (AdministerafterTopicH)

Thismaywellbethestudents’ firstassessmentexperience. Assessmenttime isacriticallyimportantcomponentofthestudent–teacherrelationship. It isespecially important in theearlygradestoestablishapositiveandcollaborativeattitudewhenanalyzingprogress. Sitnextto the

Namenumerals0---20outofsequence(K.CC.B.4a,K.CC.B.4b)Note:AssessmentbeginswithMidModuleAssessment–RecordMasteryafterEndofModuleAssessmentMatchquantitiestonumerals0---20(K.CC.4a,K.CC.4b)Note:AssessmentbeginswithMidModuleAssessment–RecordMasteryafterEndofModuleAssessmentWritenumerals0---20(reversalsaccepted)(K.CC.A.3)Note:AssessmentbeginswithMidModuleAssessment–RecordMasteryafterEndofModuleAssessmentOrdernumerals0---20(K.CC.B.4a,K.CC.B.4b,K.CC.B.4c)AssessmentbeginswithMidModuleAssessment–RecordMasteryafterEndofModuleAssessmentCounttoanswer“Howmany?”(0-20)(K.CC.B.5)AssessmentbeginswithMidModuleAssessment–RecordMasteryafterEndofModuleAssessmentComposenumbers11---19into10sand1s(K.NBT.A.1)AssessmentbeginswithMidModuleAssessment–RecordMasteryafterEndofModuleAssessmentDecomposenumbers11---19into10sand1s(K.NBT.A.1)AssessmentbeginswithMidModuleAssessment–RecordMasteryafterEndofModuleAssessment

Skipcountby10’sto100(CC.A.1)Createandcompose2Dshapes(K.G.B.6)

Module6:EndofModuleAssessment Createandcompose3Dshapes(K.G.B.5)

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Date1 Date2 Date3

TopicA

TopicB

TopicC

TopicD

studentratherthanopposite,andsupportthestudent inunderstandingthebenefitsofsharingandexaminingher levelofmastery.

Pleaseuse thespecific languageof theassessmentand,whenpossible, translate fornon-Englishspeakers(thisisamathratherthanalanguageassessment). Ifastudentisunresponsive,waitabout15secondsforaresponse. Recordthestudent'sresults intwoways: (1)thenarrativedocumentationaftereachtopicsetand(2) theoverallscorepertopicusingAProgressionTowardMastery. Useastopwatchtodocumenttheelapsed time foreach response.

Withineachassessment,thereisasetofproblemstargetingeachtopic. Eachsetiscomposedofthreeorfourrelatedquestions. Documentwhatthestudentdidandsaidinthenarrative,andusetherubricfortheoverallscoreforeachset.

Ifthestudentisunabletoperformanypartoftheset,herscorecannotexceedStep3.However,ifthestudentisunabletouseherwordstotellwhatshedid,donotcountthatagainstherquantitatively. Beawareofthedifferencebetweenanon-nativeEnglishspeaker’sandanativeEnglishspeaker'sability toarticulatesomething. Ifthestudentasksfororneedsahintorsignificantsupport,provideeither,butthescore isautomatically lowered. Thisensuresthattheassessmentprovidesatruepictureofwhatastudentcan do independently.

IfastudentscoresatStep1or2,repeatthattopicsetagainattwo-weekintervals,notingthedateofthereassessmentinthespaceatthetopofthestudent’srecordsheet. Documentprogressonthisoneform. Ifthestudentisverydelayedinherresponsebutcompletesit,reassesstoseeifthereisachangeinthetimeelapsed.

Housetheassessmentsinathree-ringbinderorstudentportfolio. Bytheendoftheyear,therewillbe10assessmentsforeachstudent.Modules1,3,4,and5havetwoassessmentseach,whereasModules2and6haveonlyone. UsetheClassRecordSheetfollowingtherubricforaneasyreferencelookatstudents’strengths and weaknesses.

Theseassessmentscanbevaluable fordailyplanning,parentconferences,and forGrade1 teacherspreparingto receive these students.

Student Name: _________________________

TopicA:AttributesofTwoRelatedObjects

RubricScore: TimeElapsed:

Materials: (S)Module1assessmentpicturecards(cutout)

25

T: (Identifythepictureswhileplacingtheminarowbeforethestudent.) Showmethe

picturesthatareexactly thesame.

T: Howaretheyexactlythesame?

T: Showmesomethingthatisthesamebutalittledifferent.

T: Useyourwords,“Theyarethesame,but…”totellmehowthebearsaredifferent.

Whatdidthestudentdo?

Whatdidthestudentsay?

TopicB:ClassifytoMakeCategoriesandCount


Materials: (S)Module1assessmentpicturecards(cutout),sortingmat

T: (Placeallofthecardsbeforethestudent.) Pleasesortthepicturesintotwogroupsonyoursortingmat. (Aftersorting,havethestudentexplainherreasoning.)

T: (Pointtotheobjectsthatwentinthebackpack.) Countthethingsthatareinthisgroup.(Lookforthestudenttoanswer“3”ratherthan“1,2,3.” Ifthestudentrecountstofindtheanswer,askagain.)

26

SetthesortasidefortheTopicDassessment.



TopicC:Numbersto5inDifferentConfigurations,MathDrawings,andExpressions


Materials: (S)10linkingcubes

T: (Put5loosecubesinfrontofthestudent.)Whisper-countasyouputthecubesintoaline.Howmanycubesare there?

T: (Movethecubesintoacircle.) Howmanycubes

arethere?T: (Scatterthecubes.) Howmanycubes

arethere?

T: Pleaseshowthis(show2+1)usingyourcubes. (Havethestudentexplainwhathedoes.

27

Wemightexpectthestudenttomakealinkingcubestickof3andbreakitintotwoparts.)



TopicD: TheConceptofZeroandWorkingwithNumbers0–5


Materials: (S)SortfromTopicB(removeoneidenticalbearforthisassessmenttasksothatthereare

5toysand3school items),numeralwritingsheet

Note: Arrangethepicturesasshowntotheright. Thisarrangementisintendedtogivethestudenttheopportunitytosee5as3andsomemore,without recounting all.

T: Howmanythingsforschooldoyousee? (Pointtothetoprow.)T: (Pointtothesecondrow.) Thesearethingswedon’tusuallybring

toschool.Howmanyareinthisgroup? (Noteifthestudentrecountsallordeterminesthesetof5usingthesetof3in

28

anyway.)Howdoyouknowitis5?T: Howmanycatsareshownhere?

T: Writeyournumbersinorderfrom0to5. (Notereversals,ifany.)T: Writethenumberthattellshowmanytoysthereare.



Didthestudentshowevidenceofsubitizingorrecognizingembeddednumbers,seeing5as2and3or4and1?

Mid-ModuleAssessmentTaskStandardsAddressed

TopicsA–D

29

Knownumbernamesandthecountsequence.

K.CC.3 Writenumbersfrom0to20. Representanumberofobjectswithawrittennumeral0–20(with0representingacountofnoobjects).

Counttotellthenumberofobjects.

K.C .4 Understand the relationship betweennumbersandquantities; connect counting to

cardinality.

a. Whencountingobjects, say thenumbernames in the standardorder,pairingeachobjectwithoneandonlyonenumbernameandeachnumbernamewithoneandonlyoneobject.

b. Understandthatthelastnumbernamesaidtellsthenumberofobjectscounted. Thenumberofobjects isthesameregardlessoftheirarrangementortheorderinwhichtheywere counted.

K.CC.5 Count to answer “how many?” questions about as many as 20 things arranged in a line, arectangulararray,oracircle,orasmanyas10 things inascatteredconfiguration;givenanumberfrom1–20,countoutthatmanyobjects.

Understandadditionasputting togetherandadding to,andunderstandsubtractionastakingapartandtaking from.

K.OA.3 Decomposenumberslessthanorequalto10intopairsinmorethanoneway, byusingobjectsordrawings,andrecordeachdecompositionbyadrawingorequation(e.g.,5=2+3and5=4+1).

Classifyobjectsandcountthenumberofobjects ineachcategory.

K.MD.3 Classifyobjects intogivencategories;countthenumbersofobjects ineachcategorybycount.(Limitcategorycountstobelessthanorequalto10.)

EvaluatingStudentLearningOutcomes

AProgressionTowardMastery isprovided todescribeandquantifystepsthat illuminatethegraduallyincreasingunderstandingsthatstudentsdevelopontheirwaytoproficiency. In thischart,thisprogress ispresentedfromleft(Step1)toright(Step4). ThelearninggoalforstudentsistoachieveStep4mastery.Thesestepsaremeanttohelpteachersandstudents identifyandcelebratewhatthestudentscandonowandwhattheyneedtoworkonnext.

30

AProgression TowardMastery

31

TopicC

K.CC.4a

K.CC.4b

K.CC.5

K.OA.3

K.MD.3

Studentshowslittleevidenceofunderstandinghowtocountobjectsinanyconfigurationandisunabletocompletetheadditiontask.

Studentshowsevidenceofbeginningtounderstandcountinginaline,circle,andscatteredconfigurationbutisunabletodosoaccuratelyandconsistently. Studentrecountseachtime.

Studentattemptstoadd2+1butlacksanunderstandingofeitherhowtoaddorhowtointerprettheexpression.

Studentarrangesandcountscubesinaline,circle,andscatteredconfigurationcorrectly,respondingwith5toeachhowmanyquestion,butrecountsonce.

Studentadds2+1butcannotexplainhowtoadd.

OR

Studentaccuratelyexplainstheprocessofadditionbutadds2+1incorrectly.

Studentcorrectly:

▪ Arrangesandcounts5cubesintoaline,circle,andscatteredconfiguration.

▪ Answers5in

responsetoeachhowmanyquestionwithoutrecounting.

▪ Breaksapart3toshowthedecompositionof3as2and1or1and2.

TopicD

K.CC.3

K.CC.4a

K.CC.4b

K.CC.5

Studentshowslittleevidenceofunderstandinghowtocountitemsinacategory.

Studentisbeginningtoformsomenumbers.

Studentshowsevidenceofbeginningtounderstandcountingitemsinacategory.

Studentisunsureofthewordandmeaningofzero.

Studentwritessomenumeralscorrectly,

withreversals.

Studentcorrectlycountstheitemsineachcategory. Studentgivessomeexplanationabouthowsheknowsthereare5toysbutisunclearinherexplanation(e.g.,“Ijustknow”).

Studentanswersnonewhenaskedaboutthecats.

Studentwritesfouroutofsixnumeralscorrectly,withamaximumofonereversal.

Studentcorrectly:

▪ Identifiesthenumberofitemsineachcategory(countingallinthetoycategoryisacceptable).

▪ Givesareasonableanswerastohowheknowsthereare5toys(e.g.,“Icountedthemalloneatatime,”or“Iknewitwas3uptothedoll,thenIjustcounted2moretoys”).

▪ Understandsandusesthewordzerowhenaskedhowmanycatsthereare.

▪ Writesnumerals

0–5.

32

33

34

Student Name

35

Date1 Date2 Date3

TopicE

TopicF

TopicG

TopicH

Numeral Writing

Student Name: _________________________

36

TopicE:WorkingwithNumbers6–8 inDifferentConfigurations


Materials: (S)10 linkingcubes(orotherfamiliarclassroomobjects)

T: Pleasecount6linkingcubes,andputtheminarow. (Pause.)Writethenumeral6.

T: (Arrange7cubesinacircularconfiguration.) Pleasecountthecubes. (Pause.)Writethenumber7.Showmethe5-groupthat’shidinginthisgroupofcubes.

T: (Arrange8cubesintoanarrayof4and4.)Howmanycubesaretherenow? (Pause.)Howdidyouknowtherewerethatmany?



1.2.3.

TopicF: WorkingwithNumbers9–10 inDifferentConfigurations

37


Materials: (S)12 linkingcubes(orotherfamiliarclassroomobjects),brownconstructionpapermattoshowthe problem

T: Now,let’spretendthesecubesarebears! Showmethisproblem: Thereweresixbears

whowereeatingleaveshereinthewoods. (Pause.) Threemorebearscameovertosnackonsomeleaves.Howmanybearswereeating leavesinthewoods?

T: Useyourwordstotellmehowyoufiguredouttheproblem.

T: Writethenumberthattellshowmanybearsthereareeating leaves.

T: Anotherbearcame. Showmethebearsnow.Howmanybearsisthat?Writethatnumber.



1.2.3.4.

TopicG:OneMorewithNumbers0–10

38


Materials: (T) Numeralanddotcards(EndofModuleAssessmentTaskTemplate),10cubes

T: (Holdupthecardshowing4dots.)Usethecubestoshowmethenumberofcubesthatis1morethanthis.

T: (Holdupthecardshowingthenumeral6.) Usethenumbercardstoshowmethenumeralthat’s1more.Howdidyoulearnthat?

T: Putthesenumeralcardsinorderfromsmallesttogreatest. (Handthestudentsthe7,8,and9cardsoutoforder.)



1.2.3.

TopicH:OneLesswithNumbers0–10


39

Materials: (T)Numeralanddotcards(EndofModuleAssessmentTaskTemplate),10countingobjects

T: (Place10objects inanarrayoftwo5-groups.) Howmanyobjectsarethere? (Notehowthestudentcounts.) Show1less.Writehowmanyyouhavenow.

T: (Putthenumbercardsinorderfrom10to1. Turnoverthenumbers9,7,5,and2.)Touchandtellmethehiddennumbers. Don’tturnoverthecards,though!

T: (Placethe9,7,5,and2dotcardsinalineoutoforder.)Matchthedotcardstothehiddennumbers.Turnoverthehiddencardwhenyouaresureyouhavematchedit.



1.2.3.

End-of-ModuleAssessmentTaskStandardsAddressed

TopicsE–H

40


K.CC.3 Write numbers from 0 to 20. Represent a number of objects with a written numeral 0–20(with0representingacountofnoobjects).


K.C .4 Understand the relationship betweennumbersandquantities; connect counting to

cardinality.

a. Whencountingobjects, say thenumbernames in the standardorder,pairingeachobjectwithoneandonlyonenumbernameandeachnumbernamewithoneandonlyoneobject.

b. Understandthatthelastnumbernamesaidtellsthenumberofobjectscounted. Thenumberofobjects isthesameregardlessoftheirarrangementortheorderinwhichtheywere counted.

c. Understandthateachsuccessivenumbernamereferstoaquantitythat isone larger.



AProgressionTowardMastery isprovided todescribeandquantifystepsthat illuminatethegraduallyincreasingunderstandingsthatstudentsdevelopontheirwaytoproficiency. In thischart,thisprogress ispresentedfromleft(Step1)toright(Step4). ThelearninggoalforstudentsistoachieveStep4mastery.Thesestepsaremeanttohelpteachersandstudents identifyandcelebratewhatthestudentscandonowandwhattheyneedtoworkonnext.

41


42

TopicG

K.CC.4a

K.CC.4b

K.CC.4c

K.CC.2

K.CC.5

Studentshowslittleevidenceofunderstanding1moreorisunabletocompletethetask.

Studentshowsevidenceofbeginningtounderstandthat1moreisthenextnumberinthecountingsequencebutrequiressupporttorecallandapplytheconcept.

Studentaccuratelycompletestwoofthetasks. Forexample,studentidentifies5as1morethanthe4-dotcardbutisunabletoidentify7as1morethanthenumeral6,andputs7,8,9inorder.

OR

Studentaccuratelyidentifies7as1morethanthenumeral6andidentifies1morethanthe4dotsbutisunabletoputthenumbercardsinorder.

Studentcorrectly:

▪ Identifiesthenumeral5as1morethanthe4dotspicturedonthedotcard.

▪ Identifies7as1morethanthe

numeral6.

▪ Places7,8,and9inorder.

TopicH

K.CC.4a

K.CC.4b

K.CC.4c

K.CC.5

Studentshowslittleevidenceofunderstandingorganizedcounting,numeralwriting,andmatchingconcreteobjects(dots)tothecorrespondingabstractnumeraland/orcannotcompletemostofthetasks.

Studentshowsevidenceofbeginningtounderstandbutmiscounts. Studentstruggleswithone-to-onecorrespondence.Shemightshow1lessbutisconfusedandhasdifficultycountingandwritinghowmanyareleft. Shemayormaynotsayandwrite9.

Studentisabletosayandmatchdotcardstosomeofthehiddennumbersbutnotallofthem.Whenstudentturnsoverthehiddennumbers,shemovesthedotcardstothecorrectplacebutisunabletocompletethetaskunlessallthenumbersareshowing.

Studentcorrectlycountsandstatesthatthereare10objects,removes1whenaskedtoshow1less,andwritesandsays9,butstruggleswithcountingandwritingofthenumeral9. Moretimeelapsed.

Studenttouchesthehiddennumbers;correctlysays2,5,7,9;andcorrectlymatchesthedotcardstothenumbercardsbutrecountsoftenandlookstotheteacherforsupport. Moretimeelapsed.

Studentcorrectly:

▪ Gives10asananswer. Shows1lessbyremoving1objectandwritesandsays9.

▪ Identifiesbytouchingthehiddennumbercardandsays2,5,7,9.

▪ Matchesthedotcardstohercorrespondinghiddennumbercard.Turnsoverthenumbercardsafterthedotcardsareinplace.

43

44

45

Date1 Date2 Date3

TopicA

TopicB

TopicC

Student Name

TopicA: Two-DimensionalFlatShapes

Rubric Score: Time Elapsed:

Materials: (S)Papercutoutsoftypicaltriangles,squares,rectangles, hexagons, andcircles; papercutoutsofvariantshapesanddifficultdistractors (seeGeometryProgression,p.6)

1. (Holduparectangle. Usedifferentshapesforeachstudent.) Pointtosomethinginthis

roomthatisthesameshape,anduseyourwordstotellmeallaboutit.Howdoyouknowtheyarethesameshape?

2. (Placeseveraltypical,variant,anddistractingshapesonthedesk. Besureto includethreeorfourtriangles.) Pleaseputallthetrianglesinmyhand. Howcanyoutelltheywerealltriangles?

3. (Holduparectangle.) Howisatriangledifferentfromthisrectangle?Howisitthesame?

4. (Placefivetypicalshapesinfrontofthestudent.) Putthecirclenexttotherectangle. Putthesquarebelowthehexagon. Putthetrianglebesidethesquare.

Whatdidthestudentdo? Whatdidthestudentsay?

1.2.

3.

4.

46

TopicB: Three-DimensionalSolidShapes

RubricScore: ___________ TimeElapsed: ____________

Materials: (S)1cone;3cylinders(woodenorplastic);avarietyofrealsolidshapes(e.g.,soup

can,papertowel roll,partyhat,ball,dice,oranunsharpened cylindrical—nothexagonalprism—pencil)

1. (Handacylindertothestudent.) Pointtosomethinginthisroomthatisthesamesolid

shape,anduseyourwordstotellmeallaboutit.

2. (Placesevensolidshapes in frontofthestudent includingthreecylinders: wooden,plastic,andrealistic.) Putallthecylindersinthisbox.

3. (Showacone.)Howisthecylinderyouareholdingdifferentfromthiscone?Howisitthesame?

4. (Placethesetofsolidshapesinfrontofthestudent.) Putthecubeinfrontofthecylinder.Putthespherebehindthecone. Puttheconeabovethecube.


1.2.

3.

4.

47

TopicC:Two-Dimensional andThree-Dimensional Shapes

Rubric Score: TimeElapsed:

Materials: (T/S)Setofflatandsolidshapes(donotusethepapercutoutsfromTopicA,butratherbothcommercial flatshapesandclassroomflatshapes,suchasapieceofcoloredconstructionpaper,aCDsleeve,oranametag)

1. Canyousorttheseshapesintoonegroupofflatshapesandonegroupofsolidshapes?

2. Tellmeaboutyourgroups.Whatisthesameaboutbothgroups?Whatisdifferent?

3. Canyousorttheseshapesadifferentway? Tellmeaboutyournewgroups.Whatisthesame?What isdifferent?


1.2.

3.

48


TopicsA–C

Classifyobjectsandcountthenumberofobjects ineachcategory.

K.MD.3 Classifyobjects intogivencategories;countthenumbersofobjects ineachcategoryandsortthecategoriesbycount. (Limitcategorycountstobelessthanorequalto10.)

Identify anddescribe shapes (squares, circles, triangles, rectangles, hexagons, cubes, cones, cylinders,and spheres).

K.G.1 Describeobjects intheenvironmentusingnamesofshapes,anddescribetherelativepositionsoftheseobjectsusingtermssuchasabove,below,beside, infrontof,behind,andnextto.

K.G.2 Correctlynameshapes regardlessof theirorientationsoroverall size.

K.G.3 Identify shapesas two-dimensional (lying in aplane, “flat”)or three-dimensional (“solid”).

Analyze, compare, create, and compose shapes.

K.G.4 Analyzeandcompare two-and three-dimensional shapes, indifferentsizesandorientations, using informal language to describe their similarities, differences, parts (e.g.,numberofsidesandvertices/“corners”)andotherattributes (e.g.,havingsidesofequallength).


AProgressionTowardMastery isprovided todescribeandquantify stepsthat illuminate thegraduallyincreasingunderstandingsthatstudentsdevelopontheirwaytoproficiency. In thischart, thisprogress ispresentedfromleft(Step1)toright(Step4). ThelearninggoalforstudentsistoachieveStep4mastery. ThesestepsaremeanttohelpteachersandstudentsidentifyandcelebratewhatthestudentsCANdonowandwhattheyneedtoworkonnext.

49

50


TopicC

K.G.3

K.MD.3

Student:

▪ Incorrectlygroupstheshapes.

▪ Isnotabletoverbalizereasoning,orreasoningisnotsound.

Student:

▪ Cansorttheshapesintoagroupbutisnotabletoverbalizereasoning.

▪ Cannotmakeasecondgrouping.

Student:

▪ Isabletosorttheshapesintotwogroupsbutmayormaynotbeabletoverbalizereasoning.

▪ Isabletosorttheshapesasecondtimebutisunabletoverbalizereasoning.

Student:

▪ Correctlysortstheshapesintotwogroupsandisabletoclearlystatethereasontheshapesbelongtoeachgroup.

▪ Isabletosorttheshapesagainaccordingtoadifferentattributeandisabletostatesuchanattribute.

51

52

KindergartenMid-Module3Assessment (Administerafter

TopicD)KindergartenEnd-of-Module3Assessment

(AdministerafterTopicH)

Assessmenttime isan importantcomponentofthestudent–teacherrelationship. Inearlygrades,it isespecially importanttoestablishapositiveandcollaborativeattitudewhenanalyzingprogress.Sitnexttothestudentratherthanopposite,andsupportthestudent inunderstandingthebenefitsofsharingandexaminingher levelofmastery.

Pleaseusethespecific languageof theassessmentand,whenpossible, translate forEnglish languagelearners. (Thisisamathratherthanalanguageassessment.) Ifastudentisunresponsive,waitabout15secondsforaresponse. Recordthestudent'sresults intwoways: (1)thenarrativedocumentationaftereachtopicsetand(2)theoverallscorepertopicusingAProgressionTowardMastery. Useastopwatchtodocumenttheelapsed time foreach response.

Withineachassessment,there isasetofproblemstargetingeachtopic. Eachsetcomprisesthreeorfourrelatedquestions. Documentwhatthestudentdidandsaid inthenarrative,andusetherubricfortheoverallscoreforeachset.

Ifthestudentisunabletoperformanypartoftheset,hisscorecannotexceedStep3.However,ifthestudentisunabletousehiswordstotellwhathedid,donotcountthatagainstthestudentquantitatively. Beaware thatanEnglish language learner’sability toarticulatecompared tootherstudentswill likelybesignificantlydifferent. Ifthestudentasksfororneedsahintorsignificantsupport,provide it,butthescore isautomatically lowered. Thisensuresthattheassessmentprovidesatruepictureofwhatastudent can do independently.

IfastudentscoresatStep1or2,repeatthattopicsetagainattwo-weekintervals,notingthedateofthereassessmentinthespaceatthetopofthestudent’srecordsheet. Documentprogressonthisoneform. Ifthestudentisverydelayedinherresponsebutcompletesit,reassesstodetermineifthereisachangeinthetime elapsed.

Housetheassessmentsinathree-ringbinderorstudentportfolio. Bytheendoftheyear,therewillbe10assessmentsforeachstudent.Modules1,3,4,and5havetwoassessmentseach,whereasModules2and6onlyhaveone. UsetheClassRecordSheet(followingtherubric)foraneasyreferencetoassessstudents’strengths and weaknesses.

Theseassessmentscanbevaluable fordailyplanning,parentconferences,andGrade1 teacherpreparationto receive these students.

53

Date1 Date2 Date3

TopicA

TopicB

TopicC

TopicD

Student Name

TopicA:ComparisonofLengthandHeight


Materials: (S)6-and9-inchpiecesofstring

Coverstringssoeachstringhas3inchesexposedfromapieceofpaper. Letpiecesbeparalleltoeachother.

1. Eachpieceofstringishidingunderthepaper. Canwetellwhichoneislonger?Whyorwhynot?

2. (Uncoverthem.) Comparethisstringtothisstring. Usethewords longerthan.

3. Movethestringssothattheylineupononeend.

4. Comparethesestringsnow. Usethewordsshorterthan.

5. Whenweusethewords longerthanorshorterthan,whatarewecomparing?



1.2.3.4.

5.

54

TopicB:ComparisonofLengthandHeightofLinkingCubeSticksWithin10


Materials: (S)Twolinkingcubesticksof5andonelinkingcubestickof7,9-inchpieceofstring

1. (Presenta5-stickandthe7-stick.) Comparethelengthofthesetwosticks. Usethewordslongerthan.

2. Comparethelengthofone5-sticktothelengthofthisstring. (Showthe9-inchstringfromTopicA.)Usethewordsshorterthan.

3. Breakthis5-stick intotwoparts. Comparethe lengthofthis5-stick (handstudentanother5-stick)tothelengthofthetwosticksyouareholdingnow.



1.

2.

3.

55

TopicC: ComparisonofWeight


Materials: (S)Balancescale,pennies,centimetercubes,1 lightbook,1heavybook

1. Comparetheweightofthisbooktotheweightofthisbook. Usethewordsheavierthan.

2. Putthescissorsandtheruleronthebalancescale. Usethewords lighterthantocomparetheirweights.

3. Usethescaletoshowhowmanycubesarethesameweightasthemarker.Howmanycubesarethesameweightasthemarker?

4. Usethescaletoshowhowmanypenniesarethesameweightasthemarker.Howmanypenniesarethesameweightasthemarker? Tellmeanythingelseyounotice.

5. Whenweusethewords lighterthanorheavierthan,whatarewecomparing?



1.2.

3.

4.

5.

56

TopicD: ComparisonofVolume


Materials: (S)1smallcontainer(⅛cup),1plasticcupwith½cupofriceinit,1smallbowlfilledwithrice,tubforpouringricefrombowlintocup

1. Compare the capacity of this bowl and this cup. Use the wordsmore than. (The student

maywanttopourtoassessorwillsimplyobservetomakethecomparison.)

2. How many small containers of rice hold the same amount of rice as this large container?(Watchtoseewhatthestudentdoes.Askthestudenttousethesmallcontainertoprovehisorheranswerifthecontainer isnotusedwithoutprompting.)

3. Whenwejustusedthewordsmorethanor lessthan,whatwerewecomparing?



1.2.

3.

57


TopicsA–D

Describe and comparemeasurable attributes.

K.MD.1 Describemeasurableattributesofobjects,suchas lengthorweight. Describeseveralmeasurableattributesofa singleobject.

K.MD.2 Directlycomparetwoobjectswithameasurableattribute incommon,toseewhichobjecthas“moreof”/“lessof”theattribute,anddescribethedifference. Forexample,directlycomparetheheightsoftwochildrenanddescribeonechildastaller/shorter.


AProgressionTowardMastery isprovidedtodescribeandquantifysteps that illuminatethegraduallyincreasingunderstandingsthatstudentsdevelopontheirwaytoproficiency. In thischart, thisprogress ispresentedfromleft(Step1)toright(Step4). ThelearninggoalforstudentsistoachieveStep4mastery. ThesestepsaremeanttohelpteachersandstudentsidentifyandcelebratewhatthestudentsCANdonowandwhattheyneedtoworkonnext.

58


TopicC

K.MD.1

K.MD.2

Studentshowslittleevidenceofunderstandingofweight.

Studentstrugglestousethewordsheavierthanorlighterthan.Studentmaynotbesureofhowtousethebalance.

Studentdemonstratesgoodunderstandingofweightbutmaymakeonesmallmistake,forexample:

▪ Omitsormisusesthewordthan.

▪ Doesnotknowhowtoexpresswhatisbeingmeasured.(Thisisachallenginggeneralizationandmaynotcomerightaway.)

Student:

▪ Usesthewordsheavierthancorrectlytocompare.

▪ Usesthewordslighterthancorrectlytocompare.

▪ Balancesthescalewiththecubesandsayshowmanycubesarethesameastheweightofthemarker.

▪ Balancesthescalewiththepenniesandstateshowmanypenniesarethesameweightasthemarker.

▪ Statesthatweightisbeingcomparedorhowmuchthebooksweigh.

TopicD

K.MD.1

K.MD.2

Studentshowslittleevidenceofunderstandingofvolume.

Studentstrugglestousethewordsmorethanorlessthan.Studentmaynotbesureofhowtousethecontainers.

Studentdemonstratesgoodunderstandingbutmaymakeonesmallmistake,forexample:

▪ Omitsormisusesthewordthan.

▪ Doesnotknowhowtoexpresswhatisbeingmeasured.(Thisisachallenginggeneralizationandmaynotcomerightaway.)

Student:

▪ Usesthewordsmorethancorrectlytocompare.

▪ Measuresthericeusingthesmallcontainerandidentifiesthattherearefourcontainers.

▪ Statesthatcapacityisbeingcomparedorhowmuchthecupholds.

59

60

Date1 Date2 Date3

TopicE

TopicF

TopicG

TopicH

Student Name

TopicE:AreThereEnough?


Materials:(T)7spoons,8bowls,61inch×1inchsquares,12inch×3inchsquarepieceofpaper

1. Isthereenoughspaceonthispaperforallthesesquares? Showmehowyouknow.

2. Arethereenoughspoonsforthebowls? Showmehowyouknow.

3. Usethewordsmorethantocomparethespoonsandbowls.

4. Usethewords lessthantocomparethespoonsandbowls.



1.2.3.4.

61

TopicF: ComparisonofSetsWithin10


Materials: (S)1setof6linkingcubes,1setof4linkingcubes,additionallinkingcubes

1. Whichsethasmorecubes? (Showthesetof6cubesandthesetof4cubes.)

2. Makeasetthathasthesamenumberofcubesasthisone. (Presentthesetwith4cubes.)Tellmewhatyouaredoing.

3. Makeasetthathas1morecubethanthisset. (Presentthesetwith6cubes.)

4. Makeasetthathas1lesscubethanthisset. (Presentasetwith10cubes.)



1.2.3.4.

62

TopicG: ComparisonofNumerals


Materials: (T)12looselinkingcubes

1. (Presentasetwith7cubesandasetwith5cubes.) Puttheseobjectsinlinestomatchandcomparethem.

2. Whichnumberismore? Less?

3. (Writethenumerals8and4.) Usethewordsmorethantocomparethesetwonumerals.



1.2.3.

63

TopicH: ClarificationofMeasurableAttributes


Materials: (T)Emptyjuiceboxwiththetopcutoff,cupfullofrice,linkingcubestickof7,balancescale,manyadditionalcubes,studentscissors,tubforpouringricefromcupto juicebox

1. Comparethelengthofthisjuiceboxtothelengthofthisstick.Useyourwords.

2. Comparetheweightofthisjuiceboxtotheweightofthispairofscissors.Useyourwords.

3. Comparetheweightofthisjuiceboxtotheweightofthecubes. Howmanycubesweighthesameasthejuicebox?Useyourwords. (Ifthestudentdoesnotusethebalancescalebutmakesathoughtfulguess,encourageuseofthescale toconfirm theestimate.)

4. Comparethecapacityofthisjuiceboxtothiscup.



1.2.

3.

4.

64


TopicsE–H

Comparenumbers.

K.CC.6 Identifywhetherthenumberofobjectsinonegroupisgreaterthan, lessthan,orequaltothenumberofobjects inanothergroup,e.g.,byusingmatchingandcountingstrategies.(Includegroupswithuptotenobjects.)

K.CC.7 Comparetwonumbersbetween1and10presentedaswrittennumerals.

Describe and comparemeasurable attributes.

K.MD.1 Describemeasurableattributesofobjects,suchas lengthorweight. Describeseveralmeasurableattributesofa singleobject.

K.MD.2 Directlycomparetwoobjectswithameasurableattribute incommon,toseewhichobjecthas“moreof”/“lessof” theattribute,anddescribethedifference. Forexample,directlycomparetheheightsoftwochildrenanddescribeonechildastaller/shorter.


AProgressionTowardMastery isprovidedtodescribeandquantifysteps that illuminatethegraduallyincreasingunderstandingsthatstudentsdevelopontheirwaytoproficiency. In thischart, thisprogress ispresentedfromleft(Step1)toright(Step4). ThelearninggoalforstudentsistoachieveStep4mastery. ThesestepsaremeanttohelpteachersandstudentsidentifyandcelebratewhatthestudentsCANdonowandwhattheyneedtoworkonnext.

65

66


TopicG

K.CC.6

K.CC.7

Studentshowslittleevidenceofcomparisonandisunabletoarticulatethoughts.

Studentshowsevidenceofbeginningtounderstandcomparisonbuthasnotyetmasteredthelanguageofcomparison.

Studentmakesasmall

errorsuchas:

▪ Omittingthewordthanwhenusingcomparisonwordsorconfuseslessthanwithmorethan,thoughknowswhichnumberislargerandmorethan,eventhoughitisevident.

Studentcorrectly:

▪ Putstheobjectsinlinestomatchandcomparethem.

▪ Usesmorethanand

lessthantocompare

7and5.

▪ Comparesthenumerals8and4.

TopicH

K.MD.1

K.MD.2

Studentshowslittleevidenceofunderstandingwhatisbeingasked.

Studentshowsevidenceofbeginningtounderstandcomparisonbuthasnotyetmasteredthelanguageofcomparison.

Studentmakesone

error,suchas:

▪ Confusesmeasurementvocabularyordoesnotusetoolsbutmakesintelligentsurmisesbackedbyreasoning.

Studentcorrectlyuses

languageandthe

appropriatetoolsto:

▪ Comparethelengthoftheboxtothestick.

▪ Comparetheweightoftheboxtothe

scissors.

▪ Comparetheweightoftheboxtoanumberofcubesonthebalancescale.

▪ Comparethecapacityofthebox

usingtherice.

67

KindergartenMid-Module4Assessment (AdministerafterTopicD)

KindergartenEnd-of-Module4Assessment (AdministerafterTopicH)

Assessment time isa critically importantcomponentof thestudent–teacherrelationship. It isespeciallyimportant in theearlygrades toestablishapositiveandcollaborativeattitudewhenanalyzingprogress.Sitnexttothestudentratherthanopposite,andsupportthestudent inunderstandingthebenefitsofsharingandexaminingher levelofmastery.

Pleaseusethespecific languageof theassessmentand,whenpossible,translate forEnglishlanguagelearners. (Thisisamathratherthanalanguageassessment.) Ifastudentisunresponsive,waitabout15secondsforaresponse. Recordthestudent’sresults intwoways: (1)thenarrativedocumentationaftereachtopicsetand(2)theoverallscorepertopicusingAProgressionTowardMastery. Useastopwatchtodocumenttheelapsed time foreachresponse.


Ifthestudentisunabletoperformanypartoftheset,herscorecannotexceedStep3.However,ifthestudentisunabletouseherwordstotellwhatshedid,donotcountthatagainstherquantitatively.BeawareofthedifferencebetweenanEnglish language learner’sandanativeEnglishspeaker’sability toarticulatesomething. Ifthestudentasksfororneedsahintorsignificantsupport,provideeither,butthescore isautomatically lowered. Thisensuresthattheassessmentprovidesatruepictureofwhatastudentcan do independently.

IfastudentscoresatStep1or2,repeatthattopicsetagainattwo-weekintervals,notingthedateofthereassessmentinthespaceatthetopofthestudent’srecordsheet. Documentprogressonthisoneform.Ifthestudentisverydelayedinherresponsebutcompletesit,reassesstoseeifthereisachangeinthetimeelapsed.

Housetheassessmentsinathree-ringbinderorstudentportfolio. Bytheendoftheyear,therewillbe10assessmentsforeachstudent.Modules1,3,4,and5havetwoassessmentseach,whereasModules2and6onlyhaveone. UsetheClassRecordSheetfollowingtherubricforaneasyreferenceofstudents’strengthsand weaknesses.

Theseassessmentscanbevaluable fordailyplanning,parentconferences,andGrade1 teacherspreparingtoreceive these students.

68

Date1 Date2 Date3

TopicA

TopicB

TopicC

TopicD

Student Name

TopicA:CompositionsandDecompositionsof2,3,4,and5


Materials: (S)Numberbondmatinapersonalwhiteboard,tuboflooselinkingcubes,4plastictoyanimals

T: (Put4toyanimalsinthewhole’splaceonthenumberbond.Orientthewholetowardthetop.)Tellmeastoryaboutpartoftheanimalsgoinghere(pointtopartofthenumberbond)andpartoftheanimalsgoinghere(pointtotheotherpartofthenumberbond).Movetheanimalsasyoutellyour story.

T: (Turnthenumberbondmatsothatthepartsareontop. Put3connectedlinkingcubesand2connectedlinkingcubesinthepartsofthenumberbond.) Usetheselinkingcubes(presentthetub)tocompletethisnumberbond. (Studentsshouldput5 linkingcubesintothewhole’splace.)

T: Replaceyourcubeswithnumbers.



1.

2.3.

69

TopicB:Decompositionsof6,7,and8intoNumberPairs


Materials: (S)Two5-sticksofsame-coloredlinkingcubes,numberbondmatinpersonalwhiteboard,tubofloose linking cubes

T: (Puta5-stickofthesame-coloredlinkingcubesandatubof loosesame-coloredlinking

cubes infrontofthestudent.) Showme6withthecubes. Showme6fingerstheMathWay.

T: (Placethetuboflooselinkingcubes,two5-sticks,andthenumberbondmatinfrontofthestudent.)Usethecubestoshowmeanumberbondfor7.

T: (Putthenumberbondinadifferentorientation.Write8inthewholeofthenumberbondinfrontofthestudent. Besurethatlinkingcubesareaccessiblesothatthestudentmayuselinkingcubesordrawingsassupportifneeded.) Useyourmarkertocompletethisnumberbond. (Notehowthestudentstrategizestosolvetheproblem.Whatissheusingtodecompose8,e.g.,mentalmath,cubes,fingers,drawings? Howdoessheknowthequantitiesforeachpart: subitizing,countingall,countingon, etc.?)



1.

2.

3.

70

TopicC:AdditionwithTotalsof6,7,and8


Materials: (S)Personalwhiteboard,storyproblemTemplates1–3,10linkingcubes(5redand5blue)

T: (PlaceTemplate1 infrontofthestudent,andgivehimtheunconnectedlinkingcubes.)Listentomystory,andwatchasIrecordwhatIsay.Usethecubestohelpyouremembermystory. Ihad6cubes.2werered,and4wereblue. (Write6=2+4onthewhiteboardwhiletalking.)Tellmewhatthe6istellingaboutinmystory. Tellmewhatthe2istellingaboutinmystory. Tellmewhatthe4istellingaboutinmystory.

T: (PlaceTemplate2infrontofthestudent.) Listentomystory,andusethecubestohelpyourememberthenumbers. Therewere5whitepuppiesand3brownpuppiesintheyard. Howmanypuppieswereintheyard? (Write + = onthepersonalwhiteboard.)Writethenumbers in theadditionsentencethatmatch thisstory.

T: (PlaceTemplate3infrontofthestudent.) Listentomystory,andusethecubestohelpyourememberthenumbers. Jacobhas7toycars.Heputssomeontheshelfandtherestinhistoybox. Howmanycouldbeineachplace?Writeanadditionsentencethatmatchesyourstory.



1.2.3.

71

TopicD: SubtractionfromNumbersto8


Materials: (S)Personalwhiteboard,storyproblemTemplates2–4,10redlinkingcubes

T: (PlaceTemplate4infrontofthestudentinthepersonalwhiteboard.) Listentomystory,andwatchasIrecordwhatIsay.Usethecubestohelpyouremembermystory. Ihad7cubes.Aboycameandtook2away. (Crossout2cubes,andwrite7–2=5belowthecubes.)Tellmewhatthe7istellingaboutinmystory.Tellmewhatthe2istellingaboutinmystory.Tellmewhatthe5istellingabout inmystory.

T: (PlaceTemplate2infrontofthestudent.) Listentomystory,andusethecubestohelpyourememberthenumbers. Therewere8puppiesintheyard. 5wentintothedoghouse. Howmanypuppieswerestill intheyard? (Write –___=___ontheboard.)Writethenumbersinthesubtraction sentence tomatch this story.

T: (PlaceTemplate3infrontofthestudent.) Listentomystory,andusethecubestohelpyourememberthenumbers. Jacobhas7toycars.Heputs4carsawayinhistoybox.HowmanycarsisJacobstillplayingwith?Writeasubtractionsentencethatmatchesthisstory.



1.2.3.

72


TopicsA–D

Understandadditionasputting togetherandadding to,andunderstandsubtractionas takingapartand taking from.

K.OA.1 Representaddition and subtractionwithobjects, fingers,mental images, drawings,sounds (e.g., claps), actingout situations, verbal explanations, expressions,or equations.(Drawingsneednotshowdetails,butshouldshowthemathematics in theproblem.Thisapplieswhereverdrawingsarementioned in theStandards.)

K.OA.2 Solveadditionandsubtractionwordproblems,andaddandsubtractwithin10,e.g.,byusingobjectsordrawingsto represent theproblem.

K.OA.3 Decomposenumberslessthanorequalto10intopairsinmorethanoneway,e.g.,byusingobjectsordrawings,andrecordeachdecompositionbyadrawingorequation (e.g.,5=2+3and5=4+1).

K.OA.5 Fluentlyaddandsubtractwithin5.


AProgressionTowardMastery isprovidedtodescribeandquantify stepsthat illuminate thegraduallyincreasingunderstandingthatstudentsdevelopontheirwaytoproficiency. Inthischart,thisprogress ispresentedfromleft(Step1)toright(Step4). ThelearninggoalforstudentsistoachieveStep4mastery.ThesestepsaremeanttohelpteachersandstudentsidentifyandcelebratewhatthestudentsCANdonowandwhattheyneedtoworkonnext.

73

74


▪ Needsteachersupportandmoretimetoidentifypartnersof8andwritethecorrectpartsinthenumberbond.

forthepartsof7.(Again,makenoteifstudentusesthe5-stick.)

▪ Fillsallpartsofthenumberbond.

▪ Writesacorrectcombinationofpartsforthenumber8.

TopicC

K.OA.1

K.OA.2

Studentshowslittleevidenceofunderstandingtheadditionexpressionsoradditionequationsandisunabletocompletemostofthetasks.

Student:

▪ Incorrectlystatessomeorallofwhateachnumberrepresents.

▪ Writesincorrectnumbersintheblanksorputsthecorrectnumbersinthewrongplaces.

▪ Writesanincorrectadditionsentenceforthestory.

Studentrequiresteachersupporttocorrectlyanswerthequestionsand/ormissesoneoutofthethreequestions.

Studentcorrectlyandindependently:

▪ Stateswhateachnumberinthenumbersentencerefersto.

▪ Writesallthecorrectnumbersin

theblanks: 5+3=

8.

▪ Writesanadditionsentencetomatchhisownstory,forexample,7=3+4.

TopicD

K.OA.1

K.OA.2

K.OA.3

Studentshowslittleevidenceofunderstandingsubtractionexpressionsorsubtractionequationsandshowslittleunderstandingthatthesamenumbercanbedecomposedindifferentways. Heisunabletocompletemostofthetasks.

Student:

▪ Incorrectlystatessomeorallofwhateachnumberrepresents.

▪ Writesincorrectnumbersintheblanksorputsthecorrectnumbersinthewrongplaces.

▪ Writesanincorrectsubtractionsentenceforthestory.

Studentrequiresteachersupporttocorrectlyanswerthequestionsand/ormissesoneoutofthethreequestions.

Studentcorrectlyandindependently:

▪ Stateswhateachnumberinthenumbersentencerefersto.

▪ Writesallthe

correctnumbersintheblanks: 8–5=

3.

▪ Writesasubtractionsentencetomatchthestory: 7–4=3.

75

76

77

Template 1

Template 2

Template 3

78

Template 4

79

Date1 Date2 Date3

TopicE

TopicF

TopicG

TopicH

StudentName

TopicE:Decompositionsof9and10intoNumberPairs

Rubric Score: Time Elapsed:

Materials: (S)Personalwhiteboard,numberbondmat,10 loosecubes,2piecesofconstructionpaper

T: (Putthenumberbondmatinthepersonalwhiteboard,andwrite10inthewhole’splace.) Useyourmarkertocompletethisnumberbond.

T: Anya’sfriendsbroughther9presents. Theyputsomeofthepresentsononetableandtherestontheothertable. (Placethetwopiecesofconstructionpaperinfrontofthestudenttorepresenteachtable.) UsethecubestoshowmehowAnya’spresentscouldlook.Now,drawanumberbond aboutAnya’spresents.



1.

2.

80

TopicF:AdditionwithTotalsof9and10


Materials: (S)Personalwhiteboard,9dots(Template1),cars(Template2),flowers(Template3),10 linkingcubes

T: (ShowTemplate1tothestudent,andwrite9= + onthepersonalwhiteboard.)

Lookatthe5-groupdots.Howcanthedotshelpyoufillintheblanksoftheequation? Fillintheblanks.

T: (PlaceTemplate2 in frontof the student.) Listen tomystory,anduse thecubes tohelp you remember the numbers. There were 6 orange cars in the parking lot. 4green carsdrove in.Howmanycarsare in theparking lotnow? (Write___+___=___ontheboard.)Writethenumbers intheadditionsentencetomatchthestory.

T: (PlaceTemplate3infrontofthestudent.) Listentomystory,andusethecubestohelpyourememberthenumbers. Therewere10flowers. 8ofthemwerered,and2ofthemwereblue.Writeanadditionsentence thatmatches this story.



1.

2.

3.

81

TopicG: Subtractionfrom9and10


Materials: (S)10linkingcubestick(5cubesonecolor,5cubesadifferentcolor),9crayons,brownpaperbag,personalwhiteboard,paper,andpencil

T: (Givethestudentapieceofpaperandapencil.) Listentomystory,andwatchwhatIdo.

WhenI’mfinished,youaregoingtorecordwhatyouhearandseeonyourpaper. Youcanuseadrawingorasubtractionsentence. Ihave9crayons. I’mgoingtoput1inthispaperbag.Howmanycrayonsare left?

T: (Givethestudentthe10-stickoflinkingcubes.) Howmanycubes? Breakoffsomecubes,andputthemonthetable.Howmanydidyoubreakoff?Howmanyarestillinyourhand?(Asthestudenttellsyouhowmanycubes,write___–___=___onthepersonalwhiteboard.)Writethenumbersintheblanksthattellwhatyoudidwiththelinkingcubes.

T: (Connectthecubes,anderasetheboard. Placebothitemsinfrontofthestudent.)Breakoffadifferentnumberthis time,andrecordyourworkbywritinga subtractionsentence.



1.

2.

3.

82

TopicH: PatternswithAdding0and1andMaking10


Materials: (S)9dots(Template1),numbersentences(Template4), linkingcubes,personalwhiteboard

T: (Place5looselinkingcubesofthesamecolorinfrontofthestudent.) Countandputthecubestogether.Howmanycubesarethere? Takezerocubesaway.Howmanycubesareleft? Putzerocubesonyourstick.Howmanycubesarethereinall?

T: (Studentisstillholdinghis5-stickfromthepreviousquestion. Put5 looselinkingcubesofdifferentcolorsinfrontofthestudent.)Put1morecubeonyourstick.Howmanycubesarethere?Put1morecubeonyourstick. Howmanycubesnow?

T: (PlaceTemplate4infrontofthestudent.) Listentomystory. Holduptheequationthatmatchesmystory. 5fishwereswimminginapond.Then,3frogsjumpedinthepond.Now,thereare8animals inthepond.Whichequationmatchesmystory?

Listentosomemore. Therewere8animalsinthepond. The3frogsjumpedoutandwenthome.Now,thereare5animalsinthepond.Whichequationmatchesmystory?

T: (PutTemplate1infrontofthestudent.)Howmanymoredoes9needtobe10?Writeanequationthatshowshowmany9needstomake10.

T: (Givethestudentthepersonalwhiteboardandmarker.) Drawthenumber7usinga5-group. Howmanymoredoes7needtomake10?Writeanequationthatshowshowmany7needstomake10.



1.

2.

3.

4.

5.

83


TopicsE–H

Understandadditionasputting togetherandadding to,andunderstandsubtractionas takingapartand taking from.

K.OA.1 Representaddition and subtractionwithobjects, fingers,mental images, drawings,sounds (e.g., claps), actingout situations, verbal explanations, expressions,or equations.(Drawingsneednotshowdetails,butshouldshowthemathematics in theproblem.Thisapplieswhereverdrawingsarementioned in theStandards.)

K.OA.2 Solveadditionandsubtractionwordproblems,andaddandsubtractwithin10,e.g.,byusingobjectsordrawingsto represent theproblem.

K.OA.3 Decomposenumberslessthanorequalto10intopairsinmorethanoneway,e.g.,byusingobjectsordrawings,andrecordeachdecompositionbyadrawingorequation (e.g.,5=2+3and5=4+1).

K.OA.4 Foranynumberfrom1to9,findthenumberthatmakes10whenaddedtothegivennumber,e.g.,byusingobjectsordrawings,andrecordtheanswerwithadrawingorequation.


AProgressionTowardMastery isprovidedtodescribeandquantify stepsthat illuminate thegraduallyincreasingunderstandingthatstudentsdevelopontheirwaytoproficiency. In thischart,thisprogress ispresentedfromleft(Step1)toright(Step4). ThelearninggoalforstudentsistoachieveStep4mastery.ThesestepsaremeanttohelpteachersandstudentsidentifyandcelebratewhatthestudentsCANdonowandwhattheyneedtoworkonnext.

84

85


partsandwhole.

TopicG

K.OA.1

K.OA.2

K.OA.3

Studentshowslittleevidenceofunderstandingsubtractionsentencesandisunabletocompletemostofthetasks.

Student:

▪ Representsthestoryusingpictures,numbers,orsymbolsthatarenotrelatedtothestory.

▪ Orallyanswersthequestionsincorrectlyandwritesrandomnumbersintheblanksofthesubtractionsentence.

▪ Isunabletobreakoffadifferentamountofcubesandwritesrandomnumbersintheequationorisnotabletowriteanequation.

OR

Studentperformsoneormoreofthetaskscorrectlywithsometeachersupport.

Student:

▪ Representsthestoryusingpictures,numbers,orsymbolsthatareincorrectlyrelatedtothestory(e.g.,9+1=8orshowing9crayonswithonemoreadded).

▪ Orallyanswersthequestionsbeingasked,countsallthecubeswhenaskedthequestions,andwritesincorrectnumbersintheblanksofthesubtractionsentence(e.g.,8–1=9).

▪ Breaksoffadifferentnumberofcubesandrecordsworkwithanequationbutmaygetnumbersmixedupintheequation.

Studentcorrectly:

▪ Representsandrecords9–1=8clearlyusingadrawingand/oranequation.

▪ Orallyanswersthequestionsbeingaskedandwritesnumbersintheblanksofthesubtractionsentencethatrepresentwhathappenedwiththecubes.

▪ Breaksoffadifferentnumberofcubesandrecordsworkwithanequation.

86


TopicH

K.OA.1

K.OA.2

K.OA.4

Studentshowslittleevidenceofunderstandingzero,1more,andtherelationshipbetweennumbersandadditionandsubtraction. Sheisunabletocompletemostofthetasks.

Student:

▪ Countsone-to-oneincorrectlyorisconfusedaboutzero.

▪ Addsmorethan1ortakescubesoffthestickandisconfusedabouthowmanycubesafteradding,statinganincorrectnumberofcubes.

▪ Selectsincorrectequationsandisclearlyguessing.

▪ Mayanswer1orallybutisunabletowritearelatedequation.

▪ Draws7dotsbutnotina5-groupordrawsadifferentnumberofdots,andprovidesthewronganswer,and/orhasdifficultywritingtheequation.

Student:

▪ Counts5cubescorrectlybuthassomeconfusionaboutzero.

▪ Answers6and7assheputs1morecubeonthe5-stick(mustcountallofthecubeseverytime).

▪ Selectsthecorrectequationforonlyonepartofthestory.

▪ Answers1butmaywritethenumbersorsymbolsincorrectly.

▪ Correctlydraws7dotsina5-grouppatternoranswers3orallyandwrites7+3=10butmayhavesomedifficultywiththedrawingorwritingtheequation.

Studentcorrectly:

▪ Counts5cubesandanswers5toeachofthequestionsaboutzero.

▪ Answers6and7assheputs1morecubeonthe5-stick.

▪ Selectsthecorrectequationforbothpartsofthestory:5+3=8and8–3=5.

▪ Answers1andwrites9+1=10.

▪ Correctlydraws7dotsina5-grouppatternandanswers3orallyandwrites7+3=10.

87

88

89

Template 1

Template 2

90

Template 3

Template 4

5+3=88–3=55– 3=2

91

KindergartenMid-Module5Assessment (AdministerafterTopicC)

KindergartenEnd-of-Module5Assessment (AdministerafterTopicE)

Assessment time isa critically importantcomponentof thestudent–teacherrelationship. It isespeciallyimportant in theearlygrades toestablishapositiveandcollaborativeattitudewhenanalyzingprogress.Sitnexttothestudentratherthanopposite,andsupportthestudent inunderstandingthebenefitsofsharingandexaminingher levelofmastery.

Pleaseusethespecific languageof theassessmentand,whenpossible, translate forEnglishlanguagelearners. (Thisisamathratherthana languageassessment.) Ifastudentisunresponsive,waitabout15secondsforaresponse. Recordthestudent’sresults intwoways: (1)thenarrativedocumentationaftereachtopicset,and(2)theoverallscorepertopicusingAProgressionTowardMastery. Useastopwatchtodocumenttheelapsed time foreach response.


Ifthestudentisunabletoperformanypartoftheset,herscorecannotexceedStep3.However,ifthestudentisunabletouseherwordstotellwhatshedid,donotcountthatagainstherquantitatively. Beawareofthedifferencebetweenanon-nativeEnglishspeaker’sandanativeEnglishspeaker'sability toarticulatesomething. Ifthestudentasksfororneedsahintorsignificantsupport,provideeither,butthescore isautomatically lowered. Thisensuresthattheassessmentprovidesatruepictureofwhatastudentcan do independently.

IfastudentscoresatStep1or2,repeatthattopicsetagainattwo-weekintervals,notingthedateofthereassessmentinthespaceatthetopofthestudent’srecordsheet. Documentprogressonthisoneform.Ifthestudentisverydelayedinherresponsebutcompletesit,reassesstoseeifthereisachangeinthetimeelapsed.

Housetheassessmentsinathree-ringbinderorstudentportfolio. Bytheendoftheyear,therewillbe10assessmentsforeachstudent.Modules1,3,4,and5havetwoassessmentseach,whereasModules2and6onlyhaveone. UsetheClassRecordSheetforaneasyreferencelookatstudents’strengthsandweaknesses.

Theseassessmentscanbevaluable fordailyplanning,parentconferences,andGrade1 teacherspreparingtoreceive these students.

92

Date1 Date2 Date3

TopicA

TopicB

TopicC

Student Name

TopicA:Count10OnesandSomeOnes

RubricScore TimeElapsed

Materials: (S)19loosestraws(oranothersetofobjectsin the classroom)

T: Count10strawsintoapile.WhisperwhileyoucountsoIcan

hearyou.T: Count6morestrawsintoadifferentpile.

T: Count10strawsand6morestrawstheSayTenway. (Pause.)Howmanystrawsdoyouhave?(IfthestudentsaysthenumbertheSayTenway,askthestudenttoalsosayittheregularway.)



TopicB:ComposeNumbers11–20from10OnesandSomeOnes;RepresentandWriteTeenNumbers


Materials: (S)19cubes,workmat,marker,HideZerocards:1HideZero10card(Lesson6Template2)and5-groupcards1–9 (Lesson1FluencyTemplate2)

T: (Showthenumeral13.)Movethismanycubesontoyourworkmat.

T: UsetheHideZerocardstoshowthenumberofcubesonyourworkmat.

T: Handmethecubesthatthe1istellingusabout. (Pointtothe1of13onthe

numeral13.)T: (Put3morecubes.) Thisis16cubes. Pleasewritethenumber16on

yourworkmat.



93

TopicC:DecomposeNumbers11–20,andCounttoAnswer“HowMany?”QuestionsinVariedConfigurations


Materials: (S)19cubes

T: (Setout15cubesinascatteredconfiguration.) Count12cubesintoastraightline.(Pause.)Howmanycubesaretherecountingtheregularway? TheSayTenway?

T: Movethecubesinto2rows.

a. Howmanycubesare there? (Assessing forconservation.)

b. Pleaseshowmehowyoucountthesecubesthatarenow

inrows.T: Movethecubesintoacircle.

a. Howmanycubesare there? (Assessing forconservation.)

b. Pleaseshowmehowtocountthesecubesthatarenow

inacircle.T: Putonemorecubeinyourcircle.Howmanycubes

doyouhavenow?



94


TopicsA–C


K.CC.1 Countto100byonesandbytens.



K.C .4 Understand the relationship betweennumbersandquantities; connect counting tocardinality.

b. Understandthatthe lastnumbernamesaidtellsthenumberofobjectscounted.Thenumberofobjectsisthesameregardlessoftheirarrangementortheorderinwhich theywere counted.



Workwithnumbers11–19togain foundations forplacevalue.

K.NBT.1 Composeanddecomposenumbersfrom11to19intotenonesandsomefurtherones,e.g.,byusingobjectsordrawings,andrecordeachcompositionordecompositionbyadrawingorequation(e.g.,18=10+8);understandthatthesenumbersarecomposedoftenonesandone,two,three,four,five,six,seven,eight,ornineones.


AProgressionTowardMastery isprovided todescribeandquantifystepsthat illuminate thegraduallyincreasingunderstandingsthatstudentsdevelopontheirwaytoproficiency. In thischart,thisprogress ispresentedfromleft(Step1)toright(Step4). ThelearninggoalforstudentsistoachieveStep4mastery.ThesestepsaremeanttohelpteachersandstudentsidentifyandcelebratewhatthestudentsCANdonowwhilepointingthewaytowardwhattheyneedtoworkonnext.

95

96

97

98

Date1 Date2 Date3

TopicD

TopicE

Student Name

TopicD:ExtendtheSayTenandRegularCountSequenceto100


Materials: (T)10small10-framecards(Lesson15Template2)

Setoutthe10-framecards.

T: (Setouttwo10-framecards.) Howmanydotsareonthesecards? Touchandcounteachdottheregularway.WhisperwhileyoucountsoIcanhearyou.

T: Pleasecountthedotsfrom11to20theSay

Tenway.T: Pleasecountby10sto100the

SayTenway.

T: Pleasecountby10sto100theregularway.

T: Startat28.Countupby1sandstopat32theregularway. (Ifthestudentisunabletodothis,try8through12, then18through22.



99

TopicE: RepresentandApplyCompositionsandDecompositionsofTeenNumbers


Materials: (S)17centimetercubes,numberbond(Lesson7Template)withinapersonalwhiteboard,eraser

T: (Setout17cubes.) Howmanycubesarethere? (Notethearrangementinwhichthestudentcounts. Ifthestudentdoesnotarrangecubesintoastraightlineorarray,dosoforthestudent.)

T: Separate10cubesintoagroup.

T: Write17asanumberbondonyourpersonalwhiteboardusing10onesasoneoftheparts.(Besuretohavestudentswrite thenumerals.)

T: (Write17=_____+______.)Makeanadditionsentencetomatchyour

numberbond.T: Howareyournumberbondandyouradditionsentence

thesame?



100


TopicsD–E


K.CC.1 Countto100byonesandbytens.

K.CC.2 Countforwardbeginningfromagivennumberwithintheknownsequence(insteadofhavingtobeginat1).



K.C .4 Understand the relationship betweennumbersandquantities; connect counting tocardinality.

b. Understandthatthe lastnumbernamesaidtellsthenumberofobjectscounted.Thenumberofobjects isthesameregardlessoftheirarrangementortheorderinwhich theywere counted.



Workwithnumbers11–19togain foundations forplacevalue.

K.NBT.1 Composeanddecomposenumbersfrom11to19intotenonesandsomefurtherones,e.g.,byusingobjectsordrawings,andrecordeachcompositionordecompositionbyadrawingorequation(e.g.,18=10+8);understandthatthesenumbersarecomposedoftenonesandone,two,three,four,five,six,seven,eight,ornineones.


AProgressionTowardMastery isprovided todescribesteps that illuminate thegradually increasingunderstandingsthatstudentsdevelopontheirwaytoproficiency. In thischart, thisprogress ispresentedfromleft(Step1)toright(Step4). ThelearninggoalforstudentsistoachieveStep4mastery. ThesestepsaremeanttohelpteachersandstudentsidentifyandcelebratewhatthestudentsCANdonowandwhattheyneedtoworkonnext.

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102

103

Date1 Date2 Date3

TopicA

TopicB

Student Name

TopicA: BuildingandDrawingFlatandSolidShapes

RubricScore: ___________ TimeElapsed: ___________

Materials: (S) 1 set of four 3" straws, 1 set of four 5" straws (separated by length for the student),small clayballs for connectors, 5 real-world itemswith familiar shapes (e.g., book, clock,includingasquareand rectangle),patternblock shapes (Template1)

1. (Placeallstrawsandformedclayconnectingballsinfrontofthestudent.) Buildasquare.

2. (Placesolidshapesinfrontofthestudent.) Chooseoneobjectthathastheshapeyoujustbuilt.

3. (Placepatternblockstemplate infrontofthestudenthorizontally.) Thestar isthebeginning.Pointtothethirdshape. Pointtotheseventhshape.

4. (Turnthetemplatevertically.) Thestaristhebeginning. Pointtothefirstshape. Pointtotheninthshape.

Whatdidthestudentdo? Whatdidthestudentsay?1.

2.

3.

4.

104

RubricScore: ___________ TimeElapsed: ____________

Materials: (S)Patternblocks,2righttriangles(Template2),3-piecesquarepuzzle(Template3,cutinto3pieces), puzzle template (Template 4)

1. (Givethestudenttworighttriangles.) Usethesetrianglestomakearectangle.

2. (Givethestudentthe3-piecepapersquarepuzzledisassembled.) Thiswasasquare. Then,Icutit intothreepieces. Canyouputittogethersoitmakesasquareagain?

3. (Placethepatternblocksandpuzzletemplate infrontofthestudent.) Useyourpatternblockstocomplete the puzzle.

Whatdidthestudentdo? Whatdidthestudentsay?1.

2.

3.

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TopicsA–B


K.CC.4 Understand the relationship betweennumbersandquantities; connect counting tocardinality.

d. Developunderstandingofordinalnumbers (first through tenth) todescribe therelativepositionandmagnitudeofwholenumbers.

Analyze, compare, create, and compose shapes.

K.G.5 Modelshapes intheworldbybuildingshapesfromcomponents(e.g.,sticksandclayballs)and drawing shapes.

K.G.6 Composesimpleshapestoformlargershapes. Forexample,“Canyoujointhesetwotriangleswith fullsidestouchingtomakearectangle?”


AProgressionTowardMastery isprovided todescribesteps that illuminate thegradually increasingunderstandingsthatstudentsdevelopontheirwaytoproficiency. In thischart, thisprogress ispresentedfromleft(Step1)toright(Step4). ThelearninggoalforstudentsistoachieveStep4mastery. ThesestepsaremeanttohelpteachersandstudentsidentifyandcelebratewhatthestudentsCANdonowandwhattheyneedtoworkonnext.

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107

108

Template1patternblockshapes

109

Template2

2righttriangles

110

Template3

111

Template4

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Section2:EnglishLanguage

Arts

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2016-17ELAKindergartenReportCardSkillsReading 1 2 3 4

Identifiesfrontcover X Identifiesbackcover X Identifiestitlepage X Identifiesauthor X Identifiesillustrator X Identifiescharacter X Identifiessetting X Identifiesplot X

FoundationalSkills Names13uppercaselettersinrandomorder X Names13lowercaselettersinrandomorder X Recognizerhymingwords X Namesalluppercaselettersinrandomorder X Namesalllowercaselettersinrandomorder X Producerhymingwords X Understandsyllables X Readsightwords:Iliketheand(3of4) X Readsightwords:Iliketheandseeweatowithmy(8of10) X Readsightwords:Iliketheandseeweatowithmymewhatyouareisofwherefrombutthisonbethat

whogoherefortheyupmakeplay(26of31)

X Readsightwords:Iliketheandseeweatowithmymewhatyouareisofwherefrombutthisonbethat

whogoherefortheyupmakeplaysaidgoodwassheallwhenherhenobytheredothenlittlehaveonelookput

take(43of50)

X Identifybeginningsounds X Identifyendingsounds X Identifymedialsounds X Identifylettersounds:Aa(shortandlong),Mm,SsTt,Cc,Pp,Nn X Identifylettersounds:Ii(shortandlong),Ff,Bb,Gg,Rr,Dd,Oo(shortandlong) X Identifylettersounds:Jj,Xx,Ee(shortandlong),Hh,Kk,Uu(shortandlong),Ll,Ww,Vv,Zz,Xx,Yy X Writethelettersounds:Aa(shortandlong),Mm,Ss,Tt,Cc,Pp,Nn X Writethelettersounds:Ii(shortandlong),Ff,Bb,Gg,Rr,Dd,Oo(shortandlong) X Writetheletterforeachsound:Jj,Xx,Ee(shortandlong)Hh,Kk,Uu(shortandlong)Ll,Ww,Vv,Zz,Qq,Yy X

Writing Writesfirstnamecorrectly X Writesfirstandlastnamecorrectly X Writesuppercaseletters(reversalsaccepted)Aa(shortandlong),Mm,Ss,Tt,Cc,Pp,Nn

letters(reversalsaccepted)Aa(shortandlong),

X Writesuppercaseletters(reversalsaccepted)Ii(shortandlong),Ff,Bb,Gg,Rr,Dd,Oo(shortandlong) X Writesuppercaseletters(reversalsaccepted)Jj,Xx,Ee(shortandlong)Hh,Kk,Uu(shortandlong)Ll,Ww,Vv,Zz,Qq,Yy X Writeslowercaseletters(reversalsaccepted)Aa(shortandlong),Mm,Ss,Tt,Cc,Pp,NnPp,Nn

X Writeslowercaseletters(reversalsaccepted)Ii(shortandlong),Ff,Bb,Gg,Rr,Dd,Oo(shortandlong) X Writeslowercaseletters(reversalsaccepted)Jj,Xx,Ee(shortandlong)Hh,Kk,Uu(shortandlong)Ll,Ww,Vv,Zz,Qq,Yy X Draw/dictate/writetogiveinformationorexplain X Draw/dictate/writetostateanopinion X Draw/dictate/writetotellastory X Language Formpluralnouns X Identifyopposites X Usenounsandverbs X Useprepositionswhenspeakingorwriting X Identifymultiplemeaningsforfamiliarwords X Blend/segmentonsetsandrimes X Recognizesentencestructure: capitalization/punctuation X WriteCVCwordsfromdictation X Useinflectionsandaffixes X

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FirstNineELAWeeksSkills

IdentifybookelementsName13uppercaselettersinrandomorderName13lowercaselettersinrandomorder RecognizerhymingwordsUnderstandsyllablesReadsightwordsWritefirstnamecorrectly

115

FirstNineWeekSkills Identifybookelements: Handabooktothestudentincorrectly. Thestudentwilldemonstrateknowledgebyrespondingtothefollowingstatements/questions.

(100%accuracywithoutassistanceorprompts)

“Showmehowtoholdthebookcorrectly.” “Showmethefrontcoverofthebook.” “Showmethebackcoverofthebook.” “Showmethetitlepageofthebook.” “Whatisthejoboftheauthor?” “Whatisthejoboftheillustrator?”

Recognizeandname13uppercaselettersinrandomorder:(100%accuracywithoutassistanceorprompts)

C F J M P U Z BG KY E N

Q V A H T OL RWDI S X

Recognizeandname13lowercaselettersinrandomorder:(100%accuracywithoutassistanceorprompts)

e n q v a h t l o

r w c

f j m p u z

b g

y k d i s x

Recognizerhymingwords: Thestudentwillrespondyesornoifthewordsrhyme.(100%accuracywithoutassistanceorprompts) Wordpairstouse:

cat-rat light-bright dog-car mouse-house hat-leaf

Understandthatwordsaremadeupofsyllables: Orallysaywordstostudentand thestudentwillclapsyllablesforall5words.


pencil calendar rainbow cap kangaroo

116

FirstNineWeekSkillscon’t Readsightwords.(3outof4)

I like the and

Writefirstname: Writenameusedinclassroom. Capitalizefirstletteronly.

Exceptionwillincludenamesthatarecasesensitive.(Ex.LaRhonda)

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Identify Uppercase Letters

A B C D

E F G H

I J K L

118

M N O P

Q R S T

U V W X

Y Z

119

Identify Lowercase Letters

ɑ b c d

e f g h

i j k l

m n o p

ɋ r s t

u v w x

y z

121

FirstNineWeeksSightWords

I like

the and

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SecondNineWeeksELASkills

Identifystoryelements:characterNameall26uppercaselettersinrandomorderNameall26lowercaselettersinrandomorderProducerhymingwords ReadsightwordsIdentifybeginningsoundsIdentifylettersounds(uppercaseandlowercase):

Mm,Ss,Aa,Tt,Cc,Pp,NnWritetheletterforeachsound(seeabove)WritefirstandlastnamecorrectlyCorrectlyformupper-andlowercaseletters:Mm,Ss,Aa,Tt,Cc,Pp,NnDraw/dictate/writetogiveinformationorexplainFormpluralnounsIdentifyopposites

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2ndNineWeeksSkills

Identifystoryelements-characters.Theteacherwillchooseastoryreadin

class.Studentwillbeaskedtonamethecharactersfromthestory.(100%accuracywithoutassistanceorprompts)

Recognizeandname26uppercaselettersinrandomorder:(100%accuracywithoutassistanceorprompts)

C F J M P U Z B G Y K E

N Q V A HT L O RWD I

S X

Recognizeandname26lowercaselettersinrandomorder:


e n q v a h t l o

r w c f j m p u z

b g y k d i s x

____Producerhymingwords.Thestudentwillorallycreaterhymingwords.Teacherwillask:“Whatrhymeswith ?”(100%accuracywithoutassistanceorprompts)

_______cat fish sun log fan

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2ndNineWeeksSkillscon’t

_____Readsightwords.(8outof10)

I like the and see we a to with my Identifybeginningsounds.Theteacherwillcalloutthewords.Studentwill

tell thebeginningsound.(100%accuracywithoutassistanceorprompts)

____mop ____sun ____pig ____cat ____bed

Identifieslettersounds:Thestudentwillorallyidentifylettersounds.

Studentmustprovideshortandlongsoundsforallvowelstoobtainmastery.Whenstudentrespondswithavowelsound,Teacherwillask:"Whatothersounddoesthislettermake?"Nopicturecardswillbeused.(100%accuracywithoutassistanceorprompts)

A (short , long) T C P N MS

Write t h e letterforeachsound:Studentmustwritetheletterfortheshortand longsoundsforallvowelstoobtainmastery.Teacherwillcalloutthelettersstudied.Teacherwillsay-“Intheboxwiththehorsewritetheletterthatmakesthe/p/sound.Acceptupperorlowercaseletters.Theorderisteacher’schoice.


A (short , long) T C P NMS

125

2ndNineWeeksSkillscon’t______Writefirstandlastnamecorrectly.Capitalizefirst

letteronly.Exceptionwillincludenamesthatarecasesensitive.(Ex.McDonald).

Correctlyformupperandlowercaseletters:

Theteacherwillcalloutlettersinrandomorderfrom1stand2ndnineweeks.Studentswillwritetheupperandlowercaseletterinthesamebox.N0Models–Theorderisteacher’schoice.

Formpluralnouns.Teacherwillsay:“Iamgoingtosayaword.YoutellmewhatthewordwouldbeifIhadmore

126

thanone.”(100%accuracywithoutassistanceorprompts)

____dog ____wish ____bat ____bench ____log

Identifyopposites.Teacherwillsay:“Iamgoingtosaya

word.Youtell mewhattheoppositewouldbe.”(100%accuracywithoutassistanceorprompts)

hard_____front_____inside_____big ____rough

Draw/dictate/writeinformation:Givenatopicfromaninformationaltext, studentwillcompleteagraphicorganizer.(Usethegraphicorganizerfromthe testingnotebook)

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SecondNineWeeksSightWords

I like

the and

see we

a to

with my

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2ndNineWeeksSkillscon’t

Draw/Dictate/WritetoComposeanInformativeText

Name

Topic

Detail#1 Detail#2

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ThirdNineWeeksELASkillsIdentifystoryelements:settingReadsightwords(26of31)IdentifyendingsoundsIdentify letter sounds

Ii(shortandlong),Ff,Bb,Gg,Rr,Dd,Oo(shortandlong) Writetheletterforeachsound(seeabove)BlendandsegmentonsetsandrimesCorrectlyformupper-andlowercaseletters:(reversalsaccepted) Ii(shortandlong),Ff,

Bb,Gg,Rr,Dd,Oo(shortandlong)Draw/dictate/writeto stateanopinionUsenounsandverbsUseprepositionswhenspeakingorwriting Identifymultiplemeaningsforfamiliarwords

130

3rdNineWeeksSkillsName________________________________________

Identifystoryelements:Theteacherwillchooseastoryreadinclass.Afterreading,studentswillbeaskedtonamethesetting.(100%accuracywithoutassistanceorprompts)

_setting

Read sightwords.(26of31)

__I __like __the __and __see __we __a__to __with __my __me __what __you __are__is __of __where __from __but __this __on__be __that __who __go __here __for __they__up __make __play

Identifyendingsounds:

Theteacherwillcalloutthewords;studentwilltelltheendingsound.(100%accuracywithoutassistanceorprompts)

mop sun pig cat bed

131

3rdNineWeeksSkillscon’t.

Identifieslettersounds:Thestudentwillorallyidentifylettersounds.

Studentmustprovideshortandlongsoundsforallvowelstoobtainmastery.Whenstudentrespondswithavowelsound,Teacherwillask:"Whatisthe othersoundthislettermakes?"Nopicturecardswillbeused.(100%accuracywithoutassistanceorprompts)

M S T C PNFBGRA(short/long)

D I (s ho r t / l o n g )O (s ho r t / l o n g )mstcpnfbgrdi(short/long)o(short/long)a(short/long)

Writesletterforeachsound:Teacherwillcalloutthelettersstudied.Teacherwillsay-“Intheboxwith thehorsewritetheletterthatmakesthe/p/sound.Topreventstudents fromusingthelettersabove,foldthispageinhalf.Acceptupperorlowercase letters(100%accuracywithoutassistanceorprompts).Theorderisteacher’schoice.

132


Legiblyformupperandlowercaseletters:Theteacherwillcalloutlettersinrandomorderfrom1st,2nd,and3rdnine weeks.Studentswillwritetheupperandlowercaseletterinthesame box. N0Models.Theorderisteacher’schoice.

133


Blend/segmentonsetsandrimes BlendonsetsandrimesUsingthecardsfromthetestingnotebook, student

willblendlettercardandrimecardtoformthefollowing words. sat__mat gap

Segmentonsetsandrimes.Usingthepicturecardfromthetesting notebook,studentwillnamethepicture-hatandwillsegmentit into/h//at/

Draw/dictate/writeopinion.Studentlistenstoastoryandcompletesalistenandrespondsheet.Sheetisintestinghandbook.(100%accuracywithoutassistanceorprompts)

Usenounsandverbs.Teacherwillshowstudentthenoun/verbpicturefrom thetestinghandbook.Studentnames5thingsand5actions

Useprepositionswhenspeakingorwriting.Usetheprepositionpicturefrom testing

notebook.Theteacherwillaskthestudentstocompletethefollowing phrasesorallyusingprepositions.(7outof8withoutassistanceorprompts)

Theclockis thewall.

Theballis thetable.

Thecatis thearmchair.

Thetableis thearmchair.

Therugis thefloor.

Thelampis thetable.

Theflowersare thevase.

Thetableis thechairandthearmchair.

Identifymulti-meaningsforfamiliarwords.Usemulti-meaningblacklines fromtestingnotebook.(4of5formastery)Noassistanceorprompts.

__bat__orange__bowl__fall__mouse

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Blend/Segment OnsetsandRimes ThirdNineWeeks

s at

g ap

m at

135

136

137

The clock is the wall.

The ball is the table.

The cat is the armchair.

The table is the chai r and the armchai r. The table is

the armchair.

The flowers are the vase.

138

Graphing Organizer (use with sorting pictures from First Nine Weeks)

139

ThirdNineWeeksSightWords

I like

the and

see we

a to

with my

me what

you are

140

is of

where from

but this

on be

that who

go here

for they

141

up make

play

142

FourthNineWeeksELASkills

Identifystoryelements:plot Readsightwords(43of50)IdentifymedialsoundIdentifylettersounds(uppercaseandlowercase)

Mm,Ss,Aa,Tt,Cc,Pp,Nn,Ff,Bb,Ii,Gg,Rr,Dd,Oo,Xx,Jj,Ee,Hh,Kk,Uu,Ll,Ww,Vv,Zz,Yy,Qq

Writetheletterforeachsound(seeabove)Correctlyformupper-andlowercaseletters(reversalsaccepted)Mm,Ss,Aa,Tt,Cc,

Pp,Nn,Ff,Bb,Ii,Gg,Rr,Dd,Oo,Xx,Jj,Ee,Hh,Kk,Uu,Ll,Ww,Vv,Zz,Yy,Qq

Draw/dictate/writetotellastoryWriteCVCwordsfromdictationUnderstandandusequestionwordsRecognizesentencestructure:capitalization,punctuation Usesinflectionsandaffixes

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4thNineWeeksSkills

Name:

Identifystoryelements:Theteacherwillchooseastoryreadinclass.After reading,theteacherwillaskstudenttonamethefollowingfromthestory.

plot Readsightwords(43of50)___I ____like ____the ____and ____see ____we ____a___to ____with ____my ____me ____what ____you___are____now ____is ____of ____where ____from ____but__this__on __be __that __who ___go ___here __for__they __up __make __play __said ___good __was__she __all __when __her __he __no __by__there __do __then __little __have __one __look__put __take Identifymedialsounds.Teacherwillcalloutthewords.Studentwilltell themedial

sound.(100%accuracywithoutassistanceorprompts)

bed cat pig sun mop

144

4thNineWeeksSkillscon’t.Identifylettersounds.(UpperandLowercase)Thestudentwillorally identifylettersounds.

Nopicturecardswillbeused.(100%accuracywithoutassistanceorprompts)

M S T C P N F B G R D X J

H K L W V Z Y Q m s t c p

n f b g r d x j h k l w v

z y q longA shortalongO shorto longEshorte longI

shortilongU shortu

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4thNineWeeksSkillscon’t.

Writeletterforeachsound:Studentmustwritetheletterfortheshortandlongsoundsforallvowelstoobtainmastery.Teacherwillcalloutthelettersstudied.Teacherwillsay–“Intheboxwiththehorsewritetheletterthatmakesthe/p/sound.Acceptupperorlowercase letters.Theorderisteacher’schoice.(100%accuracywithoutassistanceorprompts)

146

4thNineWeeksSkillscon’t.

Correctlyformupperandlowercaseletters:Theteacherwillcalloutlettersinrandomorderfrom1st,2nd,3rd,and4thnineweeks.Studentswillwritetheupperandlowercaseletterinthesamebox.Useletterwritingsheetfromtestingnotebook.NOModels.

Draw/dictate/writestory.Teacherchoosesawritingpromptbasedonatopicof

studyorinterest.(Examples:“IfIwereabug...”,“Iwenttothezoo...”)Studentdividesapaperinto3windows.Studentdrawsandusesphonemicspelling/dictatetotellwhathappensfirst,next,andlast.(Mastery-Storysequenceisclearandunderstandable.)

Recognizesentencestructure:capitalization/punctuationTeacherasks:“Whatdo

allsentencesbeginwith?”Teachershowsstudentapunctuation flashcardandasks:“What is this?” (100%accuracywithoutassistanceorprompts)

_____capitalization period questionmark

WriteCVCwordsfromdictation.Teacherwillcalloutthelistofwordsforthestudenttowrite.(100%accuracywithoutassistanceorprompts)

hop tag pit cut red rug log ham jet sip

Useinflectionsandaffixes.Teacherasksstudentstocompletethefollowingphrases:(80%accuracywithoutassistanceorprompts4outof5)

“Today I jump.Yesterday I _________________.” (jumped)“Mywork ismessy.Will I redoor complete it? (redo)“Itrippedonmyshoestring.Ismyshoetiedoruntied?”(untied)“I brokemytoy.AmIhappyorunhappy?(unhappy)“Iswiminthepool.She ______________inthepool.(swims)

147

4thNineWeeksSkillscon’t.Name_____________________________Studentwillcorrectlyformupperandlowercaseletters.Theteachercallsoutlettersinrandomorder.Havethestudentwritetheupperandlowercaseletterinthesamebox.Theorderisteacher’schoice.

148

4thNineWeeksSkills

Punctuation Cards Fourth Nine Weeks

?

149

FourthNineWeeksSightWords

I like

the and

see we

a to

with my

me what

you are

is of

150

where from

but this

on be

that who

go here

for they

up make

play said

151

good was

she all

when her

he no

by there

do then

little have

one look

put take

Kindergarten Report Card Assessment Handbook

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