Kindergarten Performance Assessment - Welcome to …sblc.registereastconn.org/Kindergarten Performance Assessment.pdf · Center for Performance Assessment Unwrapped, ... This assessment

Chaplin Elementary School Performance Assessment Kindergarten: Super Scoopers

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Center for Performance Assessment Unwrapped, Standards-Based

Performance Assessment

Grade Level: Kindergarten Targeted Content Area(s): Language Arts and Math Authors: Carrie Grzywacz and Lena Rossi School, District, and State:

Chaplin Elementary School, Chaplin, CT

Phone and E-mail Assessment Title: Super Scoopers Overview of Performance Assessment:

This assessment follows a unit on community helpers and their significance in our lives. During this performance assessment students will become community helpers by creating and operating their own ice cream business at Chaplin Elementary School.

Task 1: Researching the Business:

Students use multiple sources to learn about how to run a business Task 2: Naming the Business:

Students suggest and vote on a name for their business. Task 3: Supplies and Restaurant Decor:

After creating lists of supplies for the restaurant and brainstorming decor ideas for the restaurant, students create pattern placemats and flower centerpieces.

Task 4: How much ice cream do we need?: Students survey school population to determine favorite flavors, tally the results to determine favorites, and then use the information on a ice cream label to estimate amount of ice cream needed.

Task 5: Shopping for Business Supplies: At the store, students purchase some of the supplies for the business using pennies and dimes.

Task 6: Running the Business: After advertising the business through posters, presentations, and flyers, students run their ice cream business!


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Full Text of Standard(s) and Indicators(s) in Targeted Content Area: CT Language Arts 1.1 Students use appropriate strategies before, during and after reading in order to construct meaning.

1.1.a Students will use prereading activities to activate prior knowledge and establish purpose. 1.1.c Students will organize information in proper sequence to use in a summary and/or retelling.

1.2 Students interpret, analyze and evaluate text in order to extend understanding and appreciation

1.2.a Students will generate and respond to questions 1.3 Students select and apply strategies to facilitate word recognition and develop vocabulary in order to comprehend text.

1.3.a Students will develop phonemic awareness and understanding of alphabetic principles.

3.2 Students prepare, publish and/or present work appropriate to audience, purpose and task

3.2.a Students will determine purpose and choose an appropriate written, oral or visual format. 3.2.d Students will begin to research information from multiple sources for a specific purpose.

CT Mathematics 1.1 Students understand and describe patterns and functional relationships.

1.2.b Students will identify a pattern and describe the rule using the physical attributes of position of objects in a sequence.

2.1 Students understand that a variety of numerical representations can be used to describe quantitative relationships.

2.1.a Students will use numbers to count, order, compare, label, locate and measure.

2.2 Students use numbers and their properties to computer flexibly and fluently, and to reasonably estimate measures and quantities.

2.2.a Students will count, adding one more to the previous number and group and count by ones and tens.

4.3 Understand and apply basic concepts of probability. 4.3.a Extend different types of patterns and make predictions.

Related Interdisciplinary Standard(s) and Indicators(s): Common Core of Learning


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“Engaging Scenario” Planning Current Situation: We’ve been learning all about community helpers. Challenge: Running a successful business that is profitable. Student’s Role: Entrepreneurs Audience: The School and Local Community Product/Performance: Performing several jobs in the Entrepreneurship Engaging Scenario (Full description): Wow! We have a lot of people that help in our community. Do you think we could be community helpers? How could we do that? I know! Let’s run an ice cream business and use the money to help our community! What do you all think!! Good idea? Pre Activity: Decide what community organization your business profits will help. For example: Food Pantry, Town Library, Playground, Books for Kids, Meals on Wheels, Seniors, local shelter. Red Cross, Salvation Army etc.


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Task 1: Researching How to Run an Ice Cream Business Which STANDARD(s) and Indicators Will This Task Target? CT Language Arts

1.2.a Students will generate and respond to questions 3.2.d Students will begin to research information from multiple sources for a specific purpose.

Which Essential QUESTION Will This Task Address? How do multiple sources of information impact what we think? Which UNWRAPPED Content Knowledge and Skills Will This Task Develop?

Concepts (Know) Skills (Able to Do) questioning before, during and after reading and listening multiple sources for research important information vs non important

generate (questions) respond (to questions) research (information from multiple sources) distinguish (between important and non important information)

What APPLICATION of Learning Will This Task Require? (What will the students actually do or produce in this task?) Students will:

1. List what they know and want to know. 2. Identify and interpret answers to their questions. 3. Distinguish between important and non important information.

What Individual EVIDENCE of Learning Will This Task Provide? (How will you know by the work students produce what they have learned relative to this task?) 1,2,3 During whole class research, teacher will write down the names of students next to their questions, answers, and what they have identified as important. 2,3 After researching, ask students to write what they think is very important information to help with the business.


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RESOURCES Book Titles: Curious George Goes to an Ice Cream Shop by Margret Rey (Editor), Alan J. Shalleck (Editor) (Paperback) From Cow to Ice Cream by Bertram T. Knight (Paperback - October 1997) I Like Ice Cream (Good Food) by Robin Pickering (Paperback - September 2000) Ice Cream Larry by Jill Pinkwater (Illustrator), Daniel Manus Pinkwater (Hardcover - March 1999) We All Scream for Ice Cream: The Scoop on America's Favorite Dessert by Lee Wardlaw, Sandra Forrest (Illustrator) (Paperback - May 2000) Ice Cream: The Cold Creamy Treat (Landau, Elaine. Tasty Treats.) by Elaine Landau (Library Binding - July 2001) Isaac the Ice-Cream Truck by Scott Santoro (School & Library Binding - May 1999) The Ice Cream King by Greg McEvoy (Illustrator) (Hardcover - July 1998) Ice Cream at the Castle by Ann Love, Toni Goffe (Illustrator) (Hardcover - June 1999) Let's Find Out About Ice Cream (Let's Find Out Books) by Mary Ebeltoft Reid Ice Cream Bear by Jez Alborough The Coin Counting Book by Rozanne Lanczak Williams The Penny Pot by Stuart J. Murphy, Lynne Cravath Pigs Will Be Pigs : Fun with Math and Money by Amy Axelrod, Sharon McGinley-Nally Counting Money And Making Change by Nancy Lobb Benny's Pennies by Pat Brisson 26 Letters and 99 Cents by Tana Hoban From Cow to Ice Cream by Bertram T. Knight Milk: From Cow to Carton by Aliki The Sundae Scoop by Stuart J. Murphy Ice Cream Cones For Sale! by Elaine Greenstein A Day in the Life of a Chef by Liza N. Burby Fast-Food Restaurant by Lola M. Schaefer Going to a Restaurant by Melinda Radabaugh Little Nino's Pizzeria by Karen Barbour My Uncle Own a Deli by Sarah Hughes


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Videos: Guest Speakers: Internet Websites: From Cow to Cone: Ben and Jerry’s Interactive Journey How Ice cream is Made http://www.benjerry.com/fun_stuff/cow_to_cone/ Chart Paper Task 1 Complete Description (The Full Details of What Students Will Do in This Task) The next several whole group lessons will research from multiple sources. Student responses will be charted. Be sure to put name of student next to their contribution for assessment. Pre-research Lesson: Create a Class Chart:

What Do We Know? Our Questions? Where Could We Find the Answers?

1. Say “Before thinkers start to learn something new, they always think about

what they already know. Have you ever been to an ice cream business? What do you already know about running an ice cream business?” Model thinking aloud with a partner and then ask students to turn eye to eye, knee to knee with their thinking partner. Talk about what they already know. Ask partners to share and record students’ responses.

2. Say “Wow, we already know a lot! Do you think we know everything? What else do you want to know? Turn eye to eye, knee to knee with your thinking partner and talk about your questions.” Ask partners to share and record students’ questions.

3. Say “Wow, we have so many smart questions! Where do you think we might be able to find the answers to these questions?” Write down students’ ideas on a chart. Make pictures to help students read the chart.

4. Say “I can’t wait to start finding the answers to our questions!” 5. Homework: If you have anything that would help us learn, bring it in.


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Research Lessons: Researching from Books As you read aloud books, discuss and record student’s predictions about what think they will learn, record new information learned and answers to questions, record new questions, check predictions and check/confirm what students already know. Researching from Videos/Websites Ask you view multimedia resources, discuss information learned, answers to questions, confirm what students already know, and ask new questions. Researching from Guest Speakers Before speaker comes, ask students to generate new questions and look at their unanswered questions to prepare. Then, discuss information learned, answers to questions, confirm what students already know, and ask new questions.


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Researching from Field Trips Visit a local ice cream business and/or a dairy farm. Before the field trip ask students to generate new questions and look at their unanswered questions to prepare. Then, discuss information learned, answers to questions, confirm what students already know, and ask new questions.


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Task 1 – Scoring Guide Exemplary: All Proficient Criteria Met PLUS:

• Generate new questions from researched information. • Know when the answers to their questions are not right there. • Identify more than one important fact.

Goal:

• Generate relevant questions. • Know when their question is explicitly answered. • Identify one important fact.

Progressing: All Proficient Criteria Met EXCEPT

• Generate a mix of relevant and irrelevant questions or generate only irrelevant questions and/or

• Know when their question is answered with prompting and/or • Can identify a fact with prompting.


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Task 2: Naming the Business Which STANDARD(s) and Indicators Will This Task Target? CT Language Arts

3.2.a Students will determine purpose and choose an appropriate written, oral or visual format.

CT Mathematics

2.1.a Students will use numbers to count, order, compare, label, locate and measure.

Which Essential QUESTION Will This Task Address? Why do businesses have names? Which UNWRAPPED Content Knowledge and Skills Will This Task Develop?

Concepts (Know) Skills (Able to Do) purpose counting (by ones, fives, tens) comparing numbers (greater than, less than)

determine (purpose) choose (appropriate format) use numbers (to count, order, compare, label, locate, and measure)


1. Determine the purpose of the name of a business. 2. Write a name for the business that addresses the purpose.

What Individual EVIDENCE of Learning Will This Task Provide? (How will you know by the work students produce what they have learned relative to this task?)

1,2 Each student will submit at least one business name (either written or dicated) that they think fits the purpose.

RESOURCES Chart Paper Telephone Directory for Business Names


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Task 2 Complete Description (The Full Details of What Students Will Do in This Task)

1. Tell the students “Businesses have names. What do we know about business names? What do they tell us?” Discuss. Ask “What important information do we want people to know by the name of our business?” Discuss and agree on a list of 2-4 criteria for a name. For example one class decided that the name must 1) tell something about us and 2) tell what we are making. Write the criteria on the chart and tell the students that this is called criteria.

2. Pre-assess. Say, “Let’s pretend we were to decide on some good names for a pizza business. Take a look at these names.” Write down 5-8 names, some that meet the criteria and some that don’t. Ask students “Which names match the criteria that we determined?” Discuss, checking children’s understanding.

3. Each child needs to write or dictate a name for the ice cream business. 4. Ask for volunteers to share their name for a class vote. Write those

names on the chart. 5. Vote on a favorite name. Tally and count to determine the winner.


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Extended Activity Ask students to design a logo for the business and have the class vote on favorite. This logo could be used for announcements, hats, uniforms (T-shirt with logo).


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Task 2– Scoring Guide Exemplary: All Proficient Criteria Met PLUS:

• Students submit more than one name that meets the criteria. Goal:

• The name meets the criteria. Progressing: All Proficient Criteria Met EXCEPT

• Met less than all of the criteria.


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Task 3: Supplies and Restaurant Decor Which STANDARD(s) and Indicators Will This Task Target? CT Language Arts

1.2.a Students will generate and respond to questions 3.2.d Students will begin to research information from multiple sources for a specific purpose.

CT Mathematics

1.2.b Students will identify a pattern and describe the rule using the physical attributes of position of objects in a sequence.

Which Essential QUESTION Will This Task Address? What do businesses need to know and do to stay in business? Which UNWRAPPED Content Knowledge and Skills Will This Task Develop?

Concepts (Know) Skills (Able to Do) questioning during and after reading and listening multiple sources for research important information vs non important patterns

respond (to questions) research (information from multiple sources) distinguish (between important and non important information) identify pattern describe a rule


1. List what supplies the students believe are needed to operate a restaurant business. 2. Distinguish between important and non important information from research. 3. Determine necessary supplies for business. 4. Create pattern with unifix cubes on placemat. 5. Follow multi-step directions to create flower centerpieces.

What Individual EVIDENCE of Learning Will This Task Provide? (How will you know by the work students produce what they have learned relative to this task?) 1,2,3 During whole class research, teacher will write down the names of students next to their answers, and what they have identified as important business supplies. 4,5 Teacher will informally assess students’ placemat and flower centerpieces for conceptual understanding and accuracy.


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RESOURCES Chart Paper Unifix Cubes, Grid Paper Books Titles: Fast-Food Restaurant by Lola M. Schaefer Going to a Restaurant by Melinda Radabaugh Little Nino's Pizzeria by Karen Barbour My Uncle Own a Deli by Sarah Hughes Task 3 Complete Description (The Full Details of What Students Will Do in This Task)

1. Ask students “What will we need for our business?” Discuss and elicit responses with prompts such as “What do we see in restaurants? What will we need to serve our ice cream? What will we need for toppings?” List ideas on chart paper. Read literature which discusses operating a restaurant. After researching, record any additional materials and supplies the students have identified as important.

2. Explain to the students that we are going to make placemats and flower centerpieces.

Placemats

1. Students use pattern blocks or unifix cubes to create a pattern for their placemat. Check the pattern before students trace onto their placemat. Differentiate this activity by asking students to try to come up with at least a 3 color repeating pattern (ABC) but give higher students a more challenging pattern (ABB) or lower students a 2 color repeating pattern (AB).


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Flower Centerpieces 1. Students follow multi-step directions in proper sequence to create a floral centerpiece. Directions should be written together with students and include pictures to assist with student understanding.


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Task 3 – Scoring Guide Exemplary: All Proficient Criteria Met PLUS:

• Identify more than one important fact. • Create an ABB pattern independently.

Goal:

• Identify one important fact. • Create an ABC or AB pattern independently. • Follows directions in correct sequence to create floral centerpiece.

Progressing: All Proficient Criteria Met EXCEPT

• Can identify a fact with prompting. • Extend teacher-generated AB pattern. • Follow directions out of sequence order.

Documents

Kindergarten Performance Assessment - Welcome to …sblc.registereastconn.org/Kindergarten Performance Assessment.pdf · Center for Performance Assessment Unwrapped, ... This assessment