every person should teach kindergarten for a year before being permitted to have children
TRANSCRIPT
Every person should teach
kindergarten for a year before being permitted to have
children.
G NA TEDKI RR
NE-Assessmen
t Tools for >NEW<
Standards
APLAN Adopt Early
Create New Standards Integration
TeamsIntegration Team led in numerous ways…
Studied Standards
Led Summer PD
Found Lessons, Correlated CC
Surveyed Team
Built Assessments
Empowered Us
HOW TO DO IT
A SIMPLE IDEA
I wish our school had their playground. I am sure that their playground makes
kids want to be there and learn stuff.
Assessment is on-going.
A continuum of learning
exists.
Other tools
may be used.
MISDKindergarten Assessment
Midway ISD Kindergarten
Assessment GuideFor CAMT, these
assessment tools were re-ordered by the
student expectation coding…
K.2 NUMBER AND OPERATIONS. The student applies mathematical process standards to understand how to represent and compare whole numbers, the relative position and magnitude of whole numbers, and relationships within the numeration system. The student is expected to:
K.2(G) Compare sets of objects up to at least 20 in each set using comparative language.
TEKS Statement
Student Expectation
K.2G Compare Sets (0-5) Use set cards.
Provide student with set comparison card. Point to a pair of sets. “Tell me about the number of (apples, butterflies, bees, birds) in these sets.” (You may need to prompt student to use comparative language for the first set.)
Teacher’s Guide (in blue ink)
K.2G Compare Sets (0-10) Use set cards.
Provide student with set comparison card. Point to a pair of sets. “Tell me about the number of (apples, butterflies, bees, birds) in these sets.” (You may need to prompt student to use comparative language for the first set.)
Repeats with greater
magnitude
A new tool for each
level
Cards follow TEKS, SE, & instructions.
There is also a file called “extras.”
Cover sheet for binder
A SPECIAL RECTANGLESpecial Rectangle Cartoons
Number strips for counting forward
and backward
Midway ISD Kindergarten
Assessment GuideFor CAMT, these
assessment tools were re-ordered by the
student expectation coding…
K.2 NUMBER AND OPERATIONS. The student applies mathematical process standards to understand how to represent and compare whole numbers, the relative position and magnitude of whole numbers, and relationships within the numeration system. The student is expected to:
K.2(G) Compare sets of objects up to at least 20 in each set using comparative language.
TEKS Statement
Student Expectation
K.2G Compare Sets (0-5) Use set cards.
Provide student with set comparison card. Point to a pair of sets. “Tell me about the number of (apples, butterflies, bees, birds) in these sets.” (You may need to prompt student to use comparative language for the first set.)
Teacher’s Guide (in blue ink)
K.2G Compare Sets (0-10) Use set cards.
Provide student with set comparison card. Point to a pair of sets. “Tell me about the number of (apples, butterflies, bees, birds) in these sets.” (You may need to prompt student to use comparative language for the first set.)
Repeats with greater
magnitude
A new tool for each
level
Cards follow TEKS, SE, & instructions.
There is also a file called “extras.”
Cover sheet for binder
A SPECIAL RECTANGLESpecial Rectangle Cartoons
Number strips for counting forward
and backward
Number line templates
Common Core Correlation
Let’s explore a few
assessment tools.
K.2 NUMBER AND OPERATIONS. The student applies mathematical process standards to understand how to represent and compare whole numbers, the relative position and magnitude of whole numbers, and relationships within the numeration system. The student is expected to:K.2(B) Read, write, and represent whole numbers from 0 to at least 20 with and without objects or pictures.K.2(C) Count a set of objects up to at least 20 and demonstrate that the last number said tells the number of objects in the set regardless of their arrangement or order. K.2B, K.2C Read, Write, & Represent Numbers (Numbers 0-5) Use number cards, set worksheet, and bear counters.
Point to a number (0-5). “What number is this?” (Student says the number.)Show a set. “Write the number of (ladybugs, turtles, or ducks) in the set.”Provide bear counters. “Show me a set of (0 to 5) bears.”
K.2 NUMBER AND OPERATIONS. The student applies mathematical process standards to understand how to represent and compare whole numbers, the relative position and magnitude of whole numbers, and relationships within the numeration system. The student is expected to:K.2(B) Read, write, and represent whole numbers from 0 to at least 20 with and without objects or pictures.K.2(C) Count a set of objects up to at least 20 and demonstrate that the last number said tells the number of objects in the set regardless of their arrangement or order. K.2B, K.2C Read, Write, & Represent Numbers (Numbers 0-5) Use number cards, set worksheet, and bear counters.
Point to a number (0-5). “What number is this?” (Student says the number.)
Show a set. “Write the number of (ladybugs, turtles, or ducks) in the set.”
Provide bear counters. “Show me a set of (0 to 5) bears.”
Read, write, represent, count
. The stud
ent applie
s mathema
tical proce
ss
standards
to underst
and how to
represen
t and
compare w
hole numb
ers, the re
lative positi
on
and magnit
ude of who
le number
s, and
relationsh
ips within
the numer
ation syste
m. The
student is
expected
to:
K.2(B) Read, wr
ite, and re
present wh
ole
numbers fr
om 0 to at
least 20 w
ith and wit
hout
objects or
pictures.
K.2(C) Count a s
et of objec
ts up to at
least 20
and demon
strate that
the last nu
mber said
tells
the numbe
r of object
s in the se
t regardles
s of
their arran
gement or
order.
K.2B, K.2C Re
ad, Write, &
Represen
t Numbers
(Numbers
0-5) Use n
umber card
s, set
workshee
t, and bear
counters.
Point to a
number (0
-5). “What
number is
this?” (St
udent says
the numbe
r.)
Show a s
et. “Write t
he number
of
(ladybugs
, turtles, o
r ducks) in
the set.”
Provide
bear coun
ters. “Sho
w me a
set of (0 to
5) bears.”
al process standards to understand how to represent
and compare whole numbers, the relative position
and magnitude of whole numbers, and relationships
within the numeration system. The student is
expected to:K.2(B) Read, write, and represent whole numbers
from 0 to at least 20 with and without objects or
pictures.K.2(C) Count a set of objects up to at least 20 and
demonstrate that the last number said tells the
number of objects in the set regardless of their
arrangement or order.
K.2B, K.2C Read, Write, & Represent Numbers
(Numbers 0-5) Use number cards, set worksheet,
and bear counters.Point to a number (0-5). “What number
is this?” (Student says the number.)Show a set. “Write the number of
(ladybugs, turtles, or ducks) in the set.”
Provide bear counters. “Show me a set of
(0 to 5) bears.” Read, write, represent, count
. The student applies mathematical process standards to understand how to represent and compare whole numbers, the relative position and magnitude of whole numbers, and relationships within the numeration system. The student is expected to:K.2(B) Read, write, and represent whole numbers from 0 to at least 20 with and without objects or pictures.K.2(C) Count a set of objects up to at least 20 and demonstrate that the last number said tells the number of objects in the set regardless of their arrangement or order. K.2B, K.2C Read, Write, & Represent Numbers (Numbers 0-5) Use number cards, set worksheet, and bear counters.
Point to a number (0-5). “What number is this?” (Student says the number.)Show a set. “Write the number of (ladybugs, turtles, or ducks) in the set.”Provide bear counters. “Show me a set of (0 to 5) bears.”
Subitizing
Collect, sort, organize, create, interpret…
Three Options
Two Options
Paper version
Requires
Objects
Could be
done with
objects…
Three Levels
Numbers
only!
Two Levels
Use Counters.
Four Sets
Students point to card.
Can be done as a
class.
Share your email address with me so that I can send you the two documents:
• Kindergarten Assessment Tools
• Kindergarten Extras
Do you have any questions?
