ELA Assessment Plan

Anchor Standard: Reading Standards: Foundational SkillsGrade specific standard: 3. Know and apply grade-level phonics and word analysis skills in decoding words.

a. Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary or many of the most frequent sound for each consonant.b. Associate the long and short sounds with common spellings (graphemes) for the five major vowels.c. Read common high-frequency words by sight (e.g. the, of, to, you, she, my, is, are, do, does).d. Distinguish between similarly spelled words by identifying the sounds of the letters that differ. (K.RF.3)

*Please note: ALL anecdotal notes will be recorded in a spiral notebook used for assessment data only unless mentioned otherwise. The voice recordings will be taken on a password-protected iPad. The photographs will only be saved on this password-protected iPad or password protected iPhone. Pseudonyms will be used for all data.

Assessment #1 Focus: a. Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary or many of the most frequent sound for each consonant.

b. Associate the long and short sounds with common spellings (graphemes) for the five major vowels.Bloom’s Revised Taxonomy: List (Remembering, factual)Integration: NoneFrequency of the assessment: Once a semesterDescription: School’s Required Assessment, DIBELS. This is a timed, formal assessment. The child is taken outside of the classroom with whoever is proctoring the test. They will be tested on initial sound fluency, letter naming fluency, phoneme segmentation fluency, and nonsense word fluency. They must produce and recognize sounds and letters. The results will be marked down on a checklist form (provided by the formal assessment) by the teacher or proctor of the test. The checklist looks like this:

Assessment #2Focus: a. Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the

primary or many of the most frequent sound for each consonant.b. Associate the long and short sounds with common spellings (graphemes) for the five major vowels.

Bloom’s Revised Taxonomy: Respond (Applying, Factual)Integration: Fine Motor SkillsFrequency of the assessment: Once a weekDescription: Children at a center are given a basket of small plastic letters about an inch tall and wide. The plastic letters match the size of letters shown on a worksheet. The worksheet provides individual letters in boxes comprised into three letter words. These words fall into a” word family” (words with the same ending such as mat, bat, sat). There is a picture clue to the left of each word. The child must sift through the basket to find the correct letters then place them onto the corresponding letters on the sheet. After they have placed them all on the sheet, they sit with the teacher and segment and blend the letter sounds, eventually producing the word. The teacher will observe the child and take notes on which letters they produce correctly and which letters they should continue to work on. The notes may look like this:

Letters Produced Correctly Letters To Work onA DB PC G …. (Etc.)

Assessment #3Focus: c. Read common high-frequency words by sight (e.g. the, of, to, you, she, my, is, are, do, does).Bloom’s Revised Taxonomy: Carry out (apply, procedural) Integration: NoneFrequency of the assessment: Once a weekDescription: Child will read aloud their sight-word books. These books change every couple of weeks (for example, the “We Go” book). Children are focusing on recognizing “we” and “go”. There are picture clues on the pages for the different words that go along with the sight words (i.e., Rabbits go.) The teacher will take an audio recording of this reading. Have the child read the book aloud, pointing to each word as he or she reads. The teacher will also take anecdotal notes, marking important times in the recording (i.e., 1:30), whether or not the child pointed from word to word, following along, or any other important, relevant information.

Assessment #4Focus: Reflection on:

a. Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary or many of the most frequent sound for each consonant.b. Associate the long and short sounds with common spellings (graphemes) for the five major vowels.c. Read common high-frequency words by sight (e.g. the, of, to, you, she, my, is, are, do, does).d. Distinguish between similarly spelled words by identifying the sounds of the letters that differ. (K.RF.3)

Bloom’s Revised Taxonomy: Reflect (evaluate, meta-cognitive)Integration: Writing, MathFrequency of the assessment: Once at the beginning of the yearDescription: The teacher will create a survey to send home to the family. (A letter will be sent home initially to describe the survey). The top half will be for the child to answer, and the bottom half will be for the parent. They will be asked to fill this out together, but the top half is expected to have the child’s writing with the help of the parent. The parent will go over the letters and have the child make the sounds, then telling them to circle it if it was right. When they finish that, the parent will count the amount circled with the child. The parent will then have the child count as high as they can without error, then they will help the child write that number down. The parent will then speak to the child about what they would like to learn and help them write or draw their answer in that space. On the second half, the parent will reflect on what they’ve noticed about their child’s learning and their hopes and feelings. The survey will look like this:

Math Assessment Plan

Mathematics StandardDomain: Counting and CardinalityStrand:

A. Know number names and the count sequenceB. Count to tell the number of objectsC. Compare numbers

Grade Specific Standards: K.CC.A.1. – Count to 100 by ones and by tensK.CC.A.2 – Count forward beginning from a given number within the known sequence (Instead of

having to begin at 1)K.CC.A.3 – Write numbers from 0-20. Represent a number of objects with a written numeral 0-20

(with 0 representing a count of no objects). K.CC.B.4 – Understand the relationship between the numbers and quantities; connect counting to

cardinality.K.CC.B.5 – Count to answer “how many?” questions about as many as 20 things arranged in a line, a

rectangular array or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects.

K.CC.C.6 – Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies (Include groups with up to 10 objects).

K.CC.C.7 – Compare two numbers between 1 and 10 presented as written numerals.

Assessment #1Focus: -K.CC.A.1. Count to 100 by ones and by tens.

-K.CC.A.2. Count forward beginning from a given number within the known sequence (instead of having begin at 1)-K.CC.B.4 – Understand the relationship between the numbers and quantities; connect counting to cardinality.K.CC.B.5 – Count to answer “how many?” questions about as many as 20 things arranged in a line,

a rectangular array or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects.

Bloom’s Revised Taxonomy: List (remembering, factual)Integration: NoneFrequency of the assessment: Once per quarterDescription: This is the “Kindergarten Priority Number Assessment Interview”. It is a formal interview assessment, but not required by the teacher or school. This interview is given to children individually, preferably outside of the classroom or in a quiet space where the child can focus, either by a teacher or assistant. There are two parts to this interview.

The first: Have the child count. Write the number to which they counted without error. Note whether the child had difficulty remembering the pattern change at decades. Then ask the child to count to 100 by tens. The teacher will take an audio recording and fill out a checklist. The checklist will contain boxes “Could the child count by ones? ___” , “Number by ones the child counted to without error ___” , “Could the child count by tens? ___”, and “Number by tens the child counted to without error ___” . The boxes should be filled out with ‘Y’ for Yes and ‘N’ for No.

The second part: Place 8 counters in a row. Make sure the child knows there are 8 counters. Place one more counter in the row. Ask, “Now how many are there?” Do this for 2 more. The teacher will audio record with iPad as well as mark checklist for question “Part 2: Did the child count on or count all for addition of one counter? ___ For two counters? ____” These boxes will also be answered with ‘Y’ for Yes and ‘N’ for No.

Assessment #2Focus: K.CC.C.6 – Identify whether the number of objects in one group is greater than, less than, or equal to

the number of objects in another group, e.g., by using matching and counting strategies (Include groups with up to 10 objects).K.CC.B.5 – Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects.

Bloom’s Revised Taxonomy: Judge (evaluate, procedural)Integration: WritingFrequency of the assessment: Once a week or however often time allows. (Choose a different child each time) Description: Discuss the lunch count as a whole group. Have children move to different sides of the circle or form two separate lines one in front of the other to represent which of the two lunch choices they made. Ask the specific child to count how many children are in each group. Child must write number amount on the white board (can use number chart to count to find numeral representation). Then ask the child to circle which lunch choice had the greater amount of people. The teacher will take a picture of what the child wrote and circled on the board, and quickly jot anecdotal notes of important and relevant details.

Assessment #3Focus: K.CC.A.3. Write numbers from 0–20. Represent a number of objects with a written numeral 0–20

(with 0 representing a count of no objects).K.CC.C.7 – Compare two numbers between 1 and 10 presented as written numerals.

Bloom’s Revised Taxonomy: Determine (evaluate, conceptual)Integration: Fine Motor SkillsFrequency of the assessment: Once a weekDescription: The child will take out a handful of counters from a bucket. Then they will count the amount they have and write the numeral representation down on the drawing of a hand (there are 9) shown on the paper. They will repeat until all of the hands on the paper are full. The teacher will sit with the group and observe counting and writing. The teacher will ask questions when they finish to compare their numbers as written numerals on their papers. “Did you have more the first or second handful? Which handful did you

get the highest amount?” “Circle the highest amount you grabbed with a yellow crayon.” The teacher will take short notes on post-its and collect the work samples when they are finished, putting the post its onto the samples and saving them in records or portfolios.

Assessment #4Focus: K.CC.A.2 – Count forward beginning from a given number within the known sequence (Instead of

having to begin at 1) K.CC.B.4 – Understand the relationship between the numbers and quantities; connect counting to cardinality.K.CC.B.5 – Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects.

Bloom’s Revised Taxonomy: Use (apply, meta-cognitive)Integration: Fine motor skillsFrequency of the assessment: Once a week Description: The child will be sitting at a table with a small group of four or five. The teacher will be sitting at the table to help facilitate the activity called “Race to Ten”. There will be a stack of cards (not playing cards) in the center of the table with numbers 1-9 on them as well as a basket of base ten counters. Each child will take a turn selecting a card. They will take as many counters as the card says and build their blocks into a stick. They will keep selecting cards until the first person gets to ten blocks. The children must keep track of how many counters they have, either counting up or on. I will observe, ask questions such as “what number is on the card?”, “how many counters do you need to take?” “how many counters do you have now?” and take notes on answers.

Assessment #5Focus: K.CC.A.1. – Count to 100 by ones and by tens

K.CC.A.3 – Write numbers from 0-20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects).K.CC.B.5 – Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects.

Bloom’s Revised Taxonomy: Reflect (evaluate, meta-cognitive)Integration: Writing, ELAFrequency of the assessment: Once at the beginning of the yearDescription: Student-Family Survey. Described under Assessment #4 for ELA assessment plan. Refer to pages 3 and 4 of this document.