English numeracy (Prep)

Transcription

1 English numeracy (Prep) Example short assessment In the Australian Curriculum, numeracy is one of the general capabilities embedded across all learning areas. Students become numerate as they develop the knowledge and skills to use mathematics confidently across all learning areas at school and in their lives more broadly. They need to recognise that mathematics is constantly used outside the mathematics classroom and that numerate people apply mathematical skills in a wide range of familiar and unfamiliar situations. Numeracy involves students in recognising and understanding the role of mathematics in the world and having the dispositions and capacities to use mathematical knowledge and skills purposefully. 1 Assessment format Written: sequencing Targeted indicators Calculating and estimating CE P ii Indicate the ordinal position in a sequence as first, second, third CE P viii Match, copy and write familiar numerals and connect number names, numerals and quantities to 10 and beyond. Identify the word zero with its quantity and numeral Using measurement M P iii Arrange aspects of daily routines in sequence Context This assessment provides an English context for children to demonstrate numeracy knowledge, understanding and skills by arranging events in sequence, indicating ordinal position and writing and matching numerals and number names. This assessment could be linked to Australian Curriculum English content: Literature Examining literature - Identify some features of texts including events and characters and retell events from a text (ACELT1578) 1 Australian Curriculum v5.0, accessed 27 Jun 2013, < R1

2 Literacy Interpreting, analysing, evaluating - Use comprehension strategies to understand and discuss texts listened to, viewed or read independently (ACELY1650). This assessment could also be linked to Australian Curriculum Mathematics content: Number and Algebra Number and place value - Connect number names, numerals and quantities, including zero, initially up to 10 and then beyond (ACMNA002). Students should be provided with multiple opportunities to demonstrate numeracy knowledge, understanding and skills. Teacher information This assessment is an example of one way that teachers may gather evidence of a child s ability to demonstrate the highlighted sections of the targeted indicators. Children need to know and understand numbers, ordinal positioning and sequencing to be able to engage with texts that retell events. This assessment provides an opportunity for children to arrange events in sequence, indicating ordinal position. Children write familiar numerals and match the corresponding number names. Prior to this assessment, children should have engaged with a variety of sequential texts to develop familiarity with ordinal position and sequencing. Children should have learned how to write numerals and connect number names. This assessment may be differentiated by making adjustments to teaching, learning and assessment by: providing extra time for some students who are reluctant readers and need adjusted time scheduling the assessment at an appropriate time to maximise learning rereading the counting rhyme to the children providing a visual representation of each number using a number line providing modelling and examples to scaffold the assessment allowing for alternative response modes if necessary, e.g. spoken/signed allowing for individual ability levels through an open-ended response. 2 English numeracy (Prep) Example short assessment

3 Implementation Some key points regarding the implementation of this assessment are outlined in the table below. Please adjust to cater for the unique needs of the children in your class. The teacher Asks the children to listen to the order of events that occur in the counting rhyme. Reads the stimulus Counting rhyme to the children. Discusses the sequencing of events in the counting rhyme (refer to bold font). Asks questions about the sequence of events and number of items in the counting rhyme, e.g. What did Tom count first? How many did he count? Models how to sequence the first picture, colour in the number of items, write a numeral and match the word on the recording sheet Tom s counting sequence. Children Listen to the order of events in the counting rhyme as the teacher reads it aloud. Participate in class discussion about the counting rhyme. Answer questions about the order of events and number of items in the counting rhyme. Complete the recording sheet Tom s counting sequence. Resources For the teacher: one copy of the stimulus Counting rhyme one copy of the recording sheet Tom s counting sequence, with at least one picture from the resource Pictures to cut out and at least one colouring pencil. For each child: one copy of: - the recording sheet Tom s counting sequence - one set of pictures from the resource Pictures to cut out (pre-cut) colouring pencils. Gathering evidence Evidence of student demonstrations of the indicators can be recorded on the Monitoring Maps. Teachers analyse the evidence to inform decisions about ongoing teaching and learning. Queensland Studies Authority September

4 Stimulus: Counting rhyme A little boy named Tommy Green Just loved to count all day He d count at school, he d count at home He d rather count than play Tom woke and saw some tiny bees All buzzing round their hive They moved so fast, he tried to count But only got to five Then off to school Tom saw some cows They plodded through the gate Some moved so slow that he could count And this time there were eight At school when you are really good A star-chart is by the door Tom counted all the stars he s earned And so far he s got four Once home Tom had a job to do Hang socks upon the line Wet socks are even fun to count That s odd, there s only nine It s end of day and time to play Tom makes a cool-kid s den Mum gives him treats that he can share Yeah! lollies and there s ten 4 English numeracy (Prep) Example short assessment

5 Resource: Pictures to cut out (Two sets per page, photocopy and pre-cut as required) Queensland Studies Authority September

6 Recording sheet: Tom s counting sequence Name:... Date:... 1 st Stick the pictures in sequence, then colour how many Tom counted Write the number Match the word (Circle your choice) five four 2 nd seven eight 3 rd four three 4 th one nine 5 th two ten 6 English numeracy (Prep) Example short assessment