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KindergartenTeachers,
InoureffortstokeepinstructionalignedwiththeCollegeandCareerReadiness(CCR)Standards, thereareafewchangestotheKindergartenReportCardthisyear,particularlyinLanguageArtsandMathematics. Thesechangeswillbeevidentbothinthecurriculummapsandintheskillsthatareassessedforthereportcard.
Thisdocumenthasbeendividedintotwosectionsasfollows:
Section1:Mathematics
Section2:EnglishLanguageArts
Ifyouhaveanyquestions,pleasedirectthemtoChristineBinghamformathematics,[email protected],[email protected].
CurriculumandInstruction
3
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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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
12
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
13
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
14
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
Lesson8-9(Note:CombineLessons8&9)
! M3TopicC:ComparisonofWeight
Lesson10-12(Note:CombineLessons10&11)
December5-9
5 ! M3TopicD:ComparisonofVolume
Lesson13-15(Note:CombineLessons13&14)
! 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
16
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
17
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
18
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
19
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
20
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)
Module2:EndofModuleAssessment
Analyzeandcomparetwoandthreedimensionalshapes(K.G.B.4)Describemeasureableattributesofobjectssuchaslengthandwidth.(K.MD.A.1)Note:MasterynotreporteduntilQuarter3
Quarter2
Module3:MidModuleAssessment
(ThisassessmentwilltakeplaceinQuarter2–studentswillcontinuetopracticeandmasterywillnotbereported
untilQuarter3
Comparetwoobjectstoseewhichobjecthasmore/lessof(lengthandweight).Describethedifference.(K.MD.A.2)Note:MasterynotreporteduntilQuarter3
Quarter Assessment ReportCardSkillsChecklist
21
Countbyonesto75(K.CC.A.1)Countforwardbeginningwithagivennumber(0---75)(K.CC.A.2)
Module3:EndofModuleAssessment
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
Module4:MidModuleAssessment
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
Module4:EndofModuleAssessment
Findthemissingaddendtomake10(K.OA.A.4)
Quarter Assessment ReportCardSkillsChecklistQuarter4(continued)
Module5:MidModuleAssessment
Composenumbers11---19into10sand1s(K.NBT.A.1)
22
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)
Module5:MidModuleAssessment
Decomposenumbers11---19into10sand1s(K.NBT.A.1)AssessmentbeginswithMidModuleAssessment–RecordMasteryafterEndofModuleAssessment
Quarter Assessment ReportCardSkillsChecklistQuarter4(continued)
Module5:EndofModuleAssessment
Composenumbers11---19into10sand1s(K.NBT.A.1)Note:AssessmentbeginswithMidModuleAssessment–RecordMasteryafterEndofModuleAssessment
Namenumerals0---20outofsequence(K.CC.B.4a,K.CC.B.4b)Note:AssessmentbeginswithMidModule
23
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)
24
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
RubricScore: TimeElapsed:
Materials: (S)Module1assessmentpicturecards(cutout),sortingmat
T: (Placeallofthecardsbeforethestudent.) Pleasesortthepicturesintotwogroupsonyoursortingmat. (Aftersorting,havethestudentexplainherreasoning.)
T: (Pointtotheobjectsthatwentinthebackpack.) Countthethingsthatareinthisgroup.(Lookforthestudenttoanswer“3”ratherthan“1,2,3.” Ifthestudentrecountstofindtheanswer,askagain.)
26
SetthesortasidefortheTopicDassessment.
Whatdidthestudentdo?
Whatdidthestudentsay?
TopicC:Numbersto5inDifferentConfigurations,MathDrawings,andExpressions
RubricScore: TimeElapsed:
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.)
Whatdidthestudentdo?
Whatdidthestudentsay?
TopicD: TheConceptofZeroandWorkingwithNumbers0–5
RubricScore: TimeElapsed:
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.
Whatdidthestudentdo?
Whatdidthestudentsay?
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.
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.
35
Date1 Date2 Date3
TopicE
TopicF
TopicG
TopicH
Numeral Writing
Student Name: _________________________
36
TopicE:WorkingwithNumbers6–8 inDifferentConfigurations
RubricScore: TimeElapsed:
Materials: (S)10 linkingcubes(orotherfamiliarclassroomobjects)
T: Pleasecount6linkingcubes,andputtheminarow. (Pause.)Writethenumeral6.
T: (Arrange7cubesinacircularconfiguration.) Pleasecountthecubes. (Pause.)Writethenumber7.Showmethe5-groupthat’shidinginthisgroupofcubes.
T: (Arrange8cubesintoanarrayof4and4.)Howmanycubesaretherenow? (Pause.)Howdidyouknowtherewerethatmany?
Whatdidthestudentdo?
Whatdidthestudentsay?
1.2.3.
TopicF: WorkingwithNumbers9–10 inDifferentConfigurations
37
RubricScore: TimeElapsed:
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.
Whatdidthestudentdo?
Whatdidthestudentsay?
1.2.3.4.
TopicG:OneMorewithNumbers0–10
38
RubricScore: TimeElapsed:
Materials: (T) Numeralanddotcards(EndofModuleAssessmentTaskTemplate),10cubes
T: (Holdupthecardshowing4dots.)Usethecubestoshowmethenumberofcubesthatis1morethanthis.
T: (Holdupthecardshowingthenumeral6.) Usethenumbercardstoshowmethenumeralthat’s1more.Howdidyoulearnthat?
T: Putthesenumeralcardsinorderfromsmallesttogreatest. (Handthestudentsthe7,8,and9cardsoutoforder.)
Whatdidthestudentdo?
Whatdidthestudentsay?
1.2.3.
TopicH:OneLesswithNumbers0–10
RubricScore: TimeElapsed:
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.
Whatdidthestudentdo?
Whatdidthestudentsay?
1.2.3.
End-of-ModuleAssessmentTaskStandardsAddressed
TopicsE–H
40
Knownumbernamesandthecountsequence.
K.CC.3 Write numbers from 0 to 20. Represent a number of objects with a written numeral 0–20(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.
c. Understandthateachsuccessivenumbernamereferstoaquantitythat isone larger.
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.
EvaluatingStudentLearningOutcomes
AProgressionTowardMastery isprovided todescribeandquantifystepsthat illuminatethegraduallyincreasingunderstandingsthatstudentsdevelopontheirwaytoproficiency. In thischart,thisprogress ispresentedfromleft(Step1)toright(Step4). ThelearninggoalforstudentsistoachieveStep4mastery.Thesestepsaremeanttohelpteachersandstudents identifyandcelebratewhatthestudentscandonowandwhattheyneedtoworkonnext.
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.
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.
Whatdidthestudentdo? Whatdidthestudentsay?
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?
Whatdidthestudentdo? Whatdidthestudentsay?
1.2.
3.
48
End-of-ModuleAssessmentTaskStandardsAddressed
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).
EvaluatingStudentLearningOutcomes
AProgressionTowardMastery isprovided todescribeandquantify stepsthat illuminate thegraduallyincreasingunderstandingsthatstudentsdevelopontheirwaytoproficiency. In thischart, thisprogress ispresentedfromleft(Step1)toright(Step4). ThelearninggoalforstudentsistoachieveStep4mastery. ThesestepsaremeanttohelpteachersandstudentsidentifyandcelebratewhatthestudentsCANdonowandwhattheyneedtoworkonnext.
50
AProgression TowardMastery
TopicC
K.G.3
K.MD.3
Student:
▪ Incorrectlygroupstheshapes.
▪ Isnotabletoverbalizereasoning,orreasoningisnotsound.
Student:
▪ Cansorttheshapesintoagroupbutisnotabletoverbalizereasoning.
▪ Cannotmakeasecondgrouping.
Student:
▪ Isabletosorttheshapesintotwogroupsbutmayormaynotbeabletoverbalizereasoning.
▪ Isabletosorttheshapesasecondtimebutisunabletoverbalizereasoning.
Student:
▪ Correctlysortstheshapesintotwogroupsandisabletoclearlystatethereasontheshapesbelongtoeachgroup.
▪ Isabletosorttheshapesagainaccordingtoadifferentattributeandisabletostatesuchanattribute.
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
RubricScore: TimeElapsed:
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?
Whatdidthestudentdo?
Whatdidthestudentsay?
1.2.3.4.
5.
54
TopicB:ComparisonofLengthandHeightofLinkingCubeSticksWithin10
RubricScore: TimeElapsed:
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.
Whatdidthestudentdo?
Whatdidthestudentsay?
1.
2.
3.
55
TopicC: ComparisonofWeight
RubricScore: TimeElapsed:
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?
Whatdidthestudentdo?
Whatdidthestudentsay?
1.2.
3.
4.
5.
56
TopicD: ComparisonofVolume
Rubric Score: TimeElapsed:
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?
Whatdidthestudentdo?
Whatdidthestudentsay?
1.2.
3.
57
Mid-ModuleAssessmentTaskStandardsAddressed
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.
EvaluatingStudentLearningOutcomes
AProgressionTowardMastery isprovidedtodescribeandquantifysteps that illuminatethegraduallyincreasingunderstandingsthatstudentsdevelopontheirwaytoproficiency. In thischart, thisprogress ispresentedfromleft(Step1)toright(Step4). ThelearninggoalforstudentsistoachieveStep4mastery. ThesestepsaremeanttohelpteachersandstudentsidentifyandcelebratewhatthestudentsCANdonowandwhattheyneedtoworkonnext.
58
AProgression TowardMastery
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.
60
Date1 Date2 Date3
TopicE
TopicF
TopicG
TopicH
Student Name
TopicE:AreThereEnough?
RubricScore: TimeElapsed:
Materials:(T)7spoons,8bowls,61inch×1inchsquares,12inch×3inchsquarepieceofpaper
1. Isthereenoughspaceonthispaperforallthesesquares? Showmehowyouknow.
2. Arethereenoughspoonsforthebowls? Showmehowyouknow.
3. Usethewordsmorethantocomparethespoonsandbowls.
4. Usethewords lessthantocomparethespoonsandbowls.
Whatdidthestudentdo?
Whatdidthestudentsay?
1.2.3.4.
61
TopicF: ComparisonofSetsWithin10
Rubric Score: TimeElapsed:
Materials: (S)1setof6linkingcubes,1setof4linkingcubes,additionallinkingcubes
1. Whichsethasmorecubes? (Showthesetof6cubesandthesetof4cubes.)
2. Makeasetthathasthesamenumberofcubesasthisone. (Presentthesetwith4cubes.)Tellmewhatyouaredoing.
3. Makeasetthathas1morecubethanthisset. (Presentthesetwith6cubes.)
4. Makeasetthathas1lesscubethanthisset. (Presentasetwith10cubes.)
Whatdidthestudentdo?
Whatdidthestudentsay?
1.2.3.4.
62
TopicG: ComparisonofNumerals
Rubric Score: TimeElapsed:
Materials: (T)12looselinkingcubes
1. (Presentasetwith7cubesandasetwith5cubes.) Puttheseobjectsinlinestomatchandcomparethem.
2. Whichnumberismore? Less?
3. (Writethenumerals8and4.) Usethewordsmorethantocomparethesetwonumerals.
Whatdidthestudentdo?
Whatdidthestudentsay?
1.2.3.
63
TopicH: ClarificationofMeasurableAttributes
Rubric Score: TimeElapsed:
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.
Whatdidthestudentdo?
Whatdidthestudentsay?
1.2.
3.
4.
64
End-of-ModuleAssessmentTaskStandardsAddressed
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.
EvaluatingStudentLearningOutcomes
AProgressionTowardMastery isprovidedtodescribeandquantifysteps that illuminatethegraduallyincreasingunderstandingsthatstudentsdevelopontheirwaytoproficiency. In thischart, thisprogress ispresentedfromleft(Step1)toright(Step4). ThelearninggoalforstudentsistoachieveStep4mastery. ThesestepsaremeanttohelpteachersandstudentsidentifyandcelebratewhatthestudentsCANdonowandwhattheyneedtoworkonnext.
66
AProgression TowardMastery
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.
Withineachassessment,there isasetofproblemstargetingeachtopic. Eachsetcomprisesthreeorfourrelatedquestions. Documentwhatthestudentdidandsaid inthenarrative,andusetherubricfortheoverallscoreforeachset.
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
Rubric Score: TimeElapsed:
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.
Whatdidthestudentdo?
Whatdidthestudentsay?
1.
2.3.
69
TopicB:Decompositionsof6,7,and8intoNumberPairs
RubricScore: TimeElapsed:
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.?)
Whatdidthestudentdo?
Whatdidthestudentsay?
1.
2.
3.
70
TopicC:AdditionwithTotalsof6,7,and8
RubricScore: TimeElapsed:
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.
Whatdidthestudentdo?
Whatdidthestudentsay?
1.2.3.
71
TopicD: SubtractionfromNumbersto8
RubricScore: TimeElapsed:
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.
Whatdidthestudentdo?
Whatdidthestudentsay?
1.2.3.
72
Mid-ModuleAssessmentTaskStandardsAddressed
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.
EvaluatingStudentLearningOutcomes
AProgressionTowardMastery isprovidedtodescribeandquantify stepsthat illuminate thegraduallyincreasingunderstandingthatstudentsdevelopontheirwaytoproficiency. Inthischart,thisprogress ispresentedfromleft(Step1)toright(Step4). ThelearninggoalforstudentsistoachieveStep4mastery.ThesestepsaremeanttohelpteachersandstudentsidentifyandcelebratewhatthestudentsCANdonowandwhattheyneedtoworkonnext.
74
AProgression TowardMastery
▪ 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.
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.
Whatdidthestudentdo?
Whatdidthestudentsay?
1.
2.
80
TopicF:AdditionwithTotalsof9and10
Rubric Score: TimeElapsed:
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.
Whatdidthestudentdo?
Whatdidthestudentsay?
1.
2.
3.
81
TopicG: Subtractionfrom9and10
Rubric Score: TimeElapsed:
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.
Whatdidthestudentdo?
Whatdidthestudentsay?
1.
2.
3.
82
TopicH: PatternswithAdding0and1andMaking10
Rubric Score: TimeElapsed:
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.
Whatdidthestudentdo?
Whatdidthestudentsay?
1.
2.
3.
4.
5.
83
End-of-ModuleAssessmentTaskStandardsAddressed
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.
EvaluatingStudentLearningOutcomes
AProgressionTowardMastery isprovidedtodescribeandquantify stepsthat illuminate thegraduallyincreasingunderstandingthatstudentsdevelopontheirwaytoproficiency. In thischart,thisprogress ispresentedfromleft(Step1)toright(Step4). ThelearninggoalforstudentsistoachieveStep4mastery.ThesestepsaremeanttohelpteachersandstudentsidentifyandcelebratewhatthestudentsCANdonowandwhattheyneedtoworkonnext.
85
AProgression TowardMastery
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
AProgression TowardMastery
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.
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.
Withineachassessment,there isasetofproblemstargetingeachtopic. Eachsetcomprisesthreeorfourrelatedquestions. Documentwhatthestudentdidandsaid inthenarrative,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,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.)
Whatdidthestudentdo?
Whatdidthestudentsay?
TopicB:ComposeNumbers11–20from10OnesandSomeOnes;RepresentandWriteTeenNumbers
RubricScore TimeElapsed
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.
Whatdidthestudentdo?
Whatdidthestudentsay?
93
TopicC:DecomposeNumbers11–20,andCounttoAnswer“HowMany?”QuestionsinVariedConfigurations
RubricScore TimeElapsed
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?
Whatdidthestudentdo?
Whatdidthestudentsay?
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Mid-ModuleAssessmentTaskStandardsAddressed
TopicsA–C
Knownumbernamesandthecountsequence.
K.CC.1 Countto100byonesandbytens.
K.CC.3 Writenumbersfrom0to20. Representanumberofobjectswithawrittennumeral0–20(with0representingacountofnoobjects).
Counttotellthenumberofobjects.
K.C .4 Understand the relationship betweennumbersandquantities; connect counting tocardinality.
b. Understandthatthe lastnumbernamesaidtellsthenumberofobjectscounted.Thenumberofobjectsisthesameregardlessoftheirarrangementortheorderinwhich theywere counted.
c. Understandthateachsuccessivenumbernamereferstoaquantitythat isone larger.
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.
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.
EvaluatingStudentLearningOutcomes
AProgressionTowardMastery isprovided todescribeandquantifystepsthat illuminate thegraduallyincreasingunderstandingsthatstudentsdevelopontheirwaytoproficiency. In thischart,thisprogress ispresentedfromleft(Step1)toright(Step4). ThelearninggoalforstudentsistoachieveStep4mastery.ThesestepsaremeanttohelpteachersandstudentsidentifyandcelebratewhatthestudentsCANdonowwhilepointingthewaytowardwhattheyneedtoworkonnext.
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Date1 Date2 Date3
TopicD
TopicE
Student Name
TopicD:ExtendtheSayTenandRegularCountSequenceto100
RubricScore TimeElapsed
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.
Whatdidthestudentdo?
Whatdidthestudentsay?
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TopicE: RepresentandApplyCompositionsandDecompositionsofTeenNumbers
RubricScore TimeElapsed
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?
Whatdidthestudentdo?
Whatdidthestudentsay?
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End-of-ModuleAssessmentTaskStandardsAddressed
TopicsD–E
Knownumbernamesandthecountsequence.
K.CC.1 Countto100byonesandbytens.
K.CC.2 Countforwardbeginningfromagivennumberwithintheknownsequence(insteadofhavingtobeginat1).
K.CC.3 Writenumbersfrom0to20. Representanumberofobjectswithawrittennumeral0–20(with0representingacountofnoobjects).
Counttotellthenumberofobjects.
K.C .4 Understand the relationship betweennumbersandquantities; connect counting tocardinality.
b. Understandthatthe lastnumbernamesaidtellsthenumberofobjectscounted.Thenumberofobjects isthesameregardlessoftheirarrangementortheorderinwhich theywere counted.
c. Understandthateachsuccessivenumbernamereferstoaquantitythat isone larger.
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.
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.
EvaluatingStudentLearningOutcomes
AProgressionTowardMastery isprovided todescribesteps that illuminate thegradually increasingunderstandingsthatstudentsdevelopontheirwaytoproficiency. In thischart, thisprogress ispresentedfromleft(Step1)toright(Step4). ThelearninggoalforstudentsistoachieveStep4mastery. ThesestepsaremeanttohelpteachersandstudentsidentifyandcelebratewhatthestudentsCANdonowandwhattheyneedtoworkonnext.
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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.
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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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End-of-ModuleAssessmentTaskStandardsAddressed
TopicsA–B
Counttotellthenumberofobjects.
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?”
EvaluatingStudentLearningOutcomes
AProgressionTowardMastery isprovided todescribesteps that illuminate thegradually increasingunderstandingsthatstudentsdevelopontheirwaytoproficiency. In thischart, thisprogress ispresentedfromleft(Step1)toright(Step4). ThelearninggoalforstudentsistoachieveStep4mastery. ThesestepsaremeanttohelpteachersandstudentsidentifyandcelebratewhatthestudentsCANdonowandwhattheyneedtoworkonnext.
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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
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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.
(100%accuracywithoutassistanceorprompts)
pencil calendar rainbow cap kangaroo
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FirstNineWeekSkillscon’t Readsightwords.(3outof4)
I like the and
Writefirstname: Writenameusedinclassroom. Capitalizefirstletteronly.
Exceptionwillincludenamesthatarecasesensitive.(Ex.LaRhonda)
122
SecondNineWeeksELASkills
Identifystoryelements:characterNameall26uppercaselettersinrandomorderNameall26lowercaselettersinrandomorderProducerhymingwords ReadsightwordsIdentifybeginningsoundsIdentifylettersounds(uppercaseandlowercase):
Mm,Ss,Aa,Tt,Cc,Pp,NnWritetheletterforeachsound(seeabove)WritefirstandlastnamecorrectlyCorrectlyformupper-andlowercaseletters:Mm,Ss,Aa,Tt,Cc,Pp,NnDraw/dictate/writetogiveinformationorexplainFormpluralnounsIdentifyopposites
123
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:
(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
____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.
(100%accuracywithoutassistanceorprompts)
A (short , long) T C P NMS
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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)
128
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
3rdNineWeeksSkillscon’t.
Legiblyformupperandlowercaseletters:Theteacherwillcalloutlettersinrandomorderfrom1st,2nd,and3rdnine weeks.Studentswillwritetheupperandlowercaseletterinthesame box. N0Models.Theorderisteacher’schoice.
133
3rdNineWeeksSkillscon’t.
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
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.
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
143
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
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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
145
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.