DEPED 2012 - Assessment in Kinder Mam Violeta

7/31/2019 DEPED 2012 - Assessment in Kinder Mam Violeta

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Assessment inKindergarten

By;

Prof. Marievic M. Violeta


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Activity 1

Let us listen to the story by Eric Carle

The Very Hungry Caterpillar


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Activity 2

Group yourselves into 8. Work by centersaccording to multiple intelligences

Choose a leader.

Do the instruction written on a piece of

paper. You have 20 minutes to do the task and

present in front.


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Comprehension Questions

What did the caterpillar eat first?

What did the caterpillar eat last?

How long did the caterpillar stay in thecocoon?

Where did the egg first start out? How did the caterpillar feel after eating

a lot?


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Performance-Based GroupingGROUP 1

STORY SEQUENCE: Provide a long piece of yarn, a holepunch, and patterns of the different foods (apple,

pear, plum, strawberry, orange, piece of chocolatecake, ice cream cone, pickle, Swiss cheese, salami,lollipop, piece of cherry pie, sausage link, cupcake,watermelon) which appear in this story. Students willcolor, cut, and punch a hole in each food. Then they

may sequence the story by putting the food on thestring as they appear in the story. You may want tohave your students do this while you read the storyfor the second time or you may wish for your students

to try this after you have read the story.


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GROUP 2

PHONICS: Use the patterns of the foods

above. Make cards with the beginning

letters (a, p, p, s, o, c, i, p, s, s, l, s, c, w) of

the foods. Have students match. To make

this more difficult. Place your food

patterns in a pocket chart, say a sound,

and then pick a student to come up and

take one food item that matches the given

sound!


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GROUP 3

MATH: Initially, the caterpillar in the story is

small. Provide each group of students eightcaterpillars of various sizes (make out ofconstruction paper) an 8 index cards for eachcaterpillar showing the inches of one of the

caterpillars. Have the students work togetherto measure the caterpillars and then match thecaterpillar to the correct index card. Walkaround the room and check each groups

responses. When finished have each studentplace all the materials from this activity in aziplock bag. Collect each set and keep for

future use.


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GROUP 4

MATH/GRAPHING: The caterpillar in this story

enjoyed many foods. Prepare a graph with the

foods the caterpillar ate. Give each student a

small sticky note. Have them write their name

on the sticky note. Then have the studentsplace their sticky note on the area of the graph

that shows their favorite food. When everyone

has placed their sticky note on the graph - askgraph questions: What food was choosen the

most/least? How many apples were

choosen?...


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GROUP 5:

SCIENCE: Use patterns of the life cycle ofa butterfly and have students practice

sequencing them. (little egg on leaf, little

caterpillar on leaf, larger caterpillar onground, very large caterpillar on big leaf,

other leaves nearby have been eaten,

caterpillar building a cocoon, caterpillarinside of a cocoon, butterfly emerging

from a cocoon, and butterfly flying away)


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GROUP 6Cut out circles from different colors of

construction paper. Decorate one to

be the face. On the others, write the

numbers from 5-100 when counting

by 5's.


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GROUP 7

Make a clay model showing the life

cycle of a butterfly.

GROUP 8

Act out or do a pantomime of thestory


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Analysis

What were the activities that you didwith the STORY?

Will this be applicable in theclassroom?

How do we grade the presentations

given by each group?

How do we assess the result of thelearning activity?


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What is assessment?

Assessment is for learningand of learning


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Assessment is...

the gathering, recording and

analysis of data about the

students progress and

achievements


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Assessment is...

a process that enable teachers

to determine how learning

activities and strategies are

working for Kindergarten


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Effective assessment must be:

1. Respectful of the self-worth of each student

2. on-going and continuous

3. part of the teaching-learning cycle4. diagnostic, summative and formative

5. reflective of both process and product


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6. appropriate

7. bias-free

8. varied

9. communicated regularly to studentsand parents/guardians


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Authentic Assessments

Provide teachers with a

repertoire of vast array of toolsto measure student growth


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Performance-based Assessments

Is a non traditional assessment appropriatefor todays classroom because

It is a continuous process embedded in

instruction; It engages the students , promotes their talent

and considers individual differences;

It is multidimensional, and accommodates

cultural diversity

it measures meaningful understanding and

develops HOTS among learners


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Other Authentic Assessments

Whole class assessment

Self portrait June, August, October, Januaryand March

Cut and color sheetOne on one oral assessment

Shape recognition

Color recognition

Number recognitionCounts orally to ___

Letter recognition


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Pre-K Student PortfoliosIn our portfolios, I include

photographs, art, stories, and

other samples of childrens

work. I take photos of children

building with blocks,

participating in science

explorations, dramatic play,pretend-reading a story, etc. and

attach it to a page along with a

description of what the child

was doing and quotes of things

the child said while engaged inthe activity. I sometimes also

take photos of artwork or other

projects that are too large or

bulky to put in a portfolio.


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Kindergarten is an important step in a child's early education. It

serves to bridge the gap between playing and learning, and it

helps children develop important social skills. There are certaingoals that a child must strive to attain before the completion of

kindergarten. By meeting these goals, children will be better

equipped to begin learning math, reading and other skills when

they enter grade school.


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Developmental Skills the Child Should

Be Able to Accomplish

1. Reach the age of 5 years before

he enters kindergarten.

2. Is easily understood when she

talks.3. Sleeps at least a full 8 hours anight.


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Assessment for Kindergarten

Readiness Visual Recognition

Visual recognition of certain things is a key concept

for children in kindergarten, and one that will servethe basis for more complicated skills, such as readingand math. By the end of kindergarten, a child shouldbe able to recognize and name a list of basic colors,like red,yellow, blue,green, orange, black, brown,

purple and white. In addition, a child should be ableto recognize his own name, as well as a number ofshapes, such as: square, triangle, rectangle andcircle.


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Oral CommunicationAnother important aspect of kindergarten islearning to use effective oral communication.

By the completion of kindergarten, a child shouldspeak in complete sentences,

share ideas on a topic,use appropriate voice volume,

speak with clarity and articulation

and use an extensive vocabulary.A child should also be able to listen to a story andrecount the names of main characters, the settingand the plot.


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Letters

An understanding of letters and of the alphabetare important to laying the groundwork for

reading. By the end of kindergarten, a childshould be able to write his own name, as well asbe able to recognize all letters of the alphabetand understand the sound that each letter

makes. A child should also have anunderstanding of print, such as the concepts ofletters, words and sentences.


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Numbers

By the end of kindergarten, a child should be

able to recognize and name all numbers from

one to 20. A child should also demonstrate anunderstanding of the concepts of quantity,

greater than, less than and basic addition and

subtraction. Children should also proficiently

count up from one to 20, and down from 20 to

one.


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Pre-reading

Identifying same and differences

Pretends to read

Draws and tells about his/her drawing

Listens and responds appropriately for age

Claps in time to songs or rhymes

Can put together sounds heard p u s a

Can tell a story from pictures

pre


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Fine-Motor Skills the Child Should Be Able

to Accomplish

1. Hold a pencil like an adult.

2. Draw a square, circle and triangle completely on her own.

3. Complete a picture of a person, making sure the person

has a head, body, arms and legs.

4. Use the proper utensils to eat with.

5. Take clothes on and off by buttoning, unbuttoning,zippering and unzipping clothing.


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Large-Motor Skills the Child Should Be

Able to Accomplish1 Hop on one foot for at least 30 seconds.2 Skip for 2 or 3 feet.

3 Ride by pedaling on a tricycle.

4 Swing on a swing by himself using pumpingmotions.

5 Complete a somersault.

6 Walk a line using heel-to-toe steps.

7 Throw a ball to the teacher or another child.8 Climb on a jungle gym with a minimum of

assistance


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Book awareness

Identifies the front of the book.Knows the print is to be read not the picture. Say Ill read the

story, you show me where to read.

Knows which way to read. Show me where to start.

Knows to move from left to right. Which way do I read?Knows where to go at the end of a line. Where do I go after

that?

Knows concept of first and last? Show me the first part of the

story last part of the story. First and last words on a line, firstand last words in a sentence/page/book.

Knows to begin on the left page. Where do I start reading?


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Language and Thinking Skills the Child

Should Be Able to Accomplish

1. Retell the general plot of a story that was just read

to her.

2. Relive and tell an experience that he hasexperienced.

3. Appreciate a simple joke and understand why it is

funny.

4. Begin to show empathy and feel for someone else

from that person's perspective.


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5. Speak in complete sentences with a

minimum of 5 words in each.

6. Know and recite numbers up to 10.

7. Identify a minimum of 6 different

colors.

8. Recite the alphabet with only a few

mistakes.9. Uses tenses correctly and give a

sense of an order of events.


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Dynamic Indicators of Basic Early

Literacy Skills

The DIBELS measures assess the 5 Big Ideas in earlyliteracy identified by the National Reading Panel:

Phonemic Awareness Alphabetic Principle

Accuracy and Fluency

Vocabulary

Comprehension


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Phonemic Awareness Assessment - Kindergarten

Rhyming Words

Teacher: I am going to say some rhyming words. Tell

me a real word or a made up word that rhymeswithdog and log (teacher responds with hog, bog,

jog). Now it is your turn. Tell me a real

word or a made up word that rhymes with. cat,hat. (Student tells the rhyming word. If thestudent doesn't understand the concept, give otherexamples and then continue with the assessment.)


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ACTIVITIES FOR ALPHABETIC PRINCIPLE1. Divide students into two or more groups, with atleast six students in each group. Say a word. Groupsmust then arrange themselves to create the shape

of the letter that represents the words initialsound.

2. Select an object in the room. Think of its initialsound. Tell students, I spy something that beginswith the letter _______.

If a student has a guess, he or she should raise hisor her hand and wait to be called on. The firststudent to guess the correct object selects the nextobject.


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Alphabet assessment

Each student should be assessed 3 or4 times a year to track progress.

Teacher has a list of the letters on a

clip board. Student names and gives

the sound of each letter, capital and

lower case.


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ACTIVITIES FOR FLUENCY AND ACCURACY

Phoneme Segmentation

Letter Sound Fluency

Letter Naming Fluency

Nonsense Word Fluency

Word Scavenger Hunt


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Activities for Vocabulary

"Colorful Words" Wall

Teaching vocabulary isimportant. We have spacefor furniture andequipment; we have

space for books,backpacks, and writingutensils. If words areimportant, then findingplaces to organize anddisplay words should takeprominence in thestructure of yourclassroom.


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Activities for Comprehension

Teacher reads:

Aling hayop ang may apat na paa?

She tells the class.

Bilugan ang tamang sagot.


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How good are you for assessment?

Make practice sheets for

your group in the mother-

tongue adapting the

necessary skills to

accommodate test content.


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Skill Based Assessment Practice Sheets

1. Visual Discrimination: Matching Shapes

2. Auditory/Visual Discrimination: Number

Concepts

3. Auditory/Visual Discrimination: NumberConcepts

4. Auditory/Visual Discrimination :Identifying

Objects

5 . Visual Discrimination: Recognizing Likeness

& Differences


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Skill Based Assessment Practice Sheets

6. Visual Discrimination: Classifying &Categorizing

7. Visual Discrimination: Letter Recognition

8 .Auditory Discrimination Hearing Directions9. Auditory Discrimination : Rhyming

10. Making Judgments and Comparisons:Recalling information

11. Making Judgments, Recalling information:General Knowledge, Noting Details, SpatialConcepts


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Appropriate Assessment Strategies in

Kindergarten

Diagnostic assessment is used to

determine what the studentscurrently know and can do and to

identify strengths and weaknesses

so that suitable instruction can be

provided.


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Methods of diagnostic assessment

used in Kindergarten include:

running records

inventories

surveysReady to Learn checklists


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Formative assessment is the

on-going assessment of student

learning used to inform

and improve performance and

instruction.


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Methods of formative assessment


observation

student journals

portfolios self and peer reflection

questions and answers

discussions

Ready to Learn checklists


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Summative assessment provides a

cumulative description of student

achievement and assists students,parents and teachers to plan

further instruction and learningactivities.

M h d f i


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Methods of summative assessment


performance-based tasks learning logs

conferences

checklists


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Assessment data on a students

progress are gathered using a

variety of strategies in thecontext of daily classroom

experiences.


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In conclusion

Always remember that the

medium of assessment is the same

as the medium of instruction.


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References

The Multigrade Teacher Handbook

Burke, Kay. 2009. How to Assess AuthenticAssessment

Boegehold, Betty.2004. Getting Ready to Read NPSCDkindergarten [email protected]

http://www.teachingheart.net/veryhungrycat

erpillar.html http://www.wjcc.k12.va.us/djm/vste/kinderas

sess.pdf
mailto:[email protected]://www.teachingheart.net/veryhungrycaterpillar.htmlhttp://www.teachingheart.net/veryhungrycaterpillar.htmlhttp://www.teachingheart.net/veryhungrycaterpillar.htmlhttp://www.teachingheart.net/veryhungrycaterpillar.htmlhttp://www.teachingheart.net/veryhungrycaterpillar.htmlmailto:[email protected]

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DEPED 2012 - Assessment in Kinder Mam Violeta