KINDERGARTEN Checklist

Transcription

1 Los Angeles Unified School District KINDERGARTEN Checklist Administration Guide Kindergarten Checklist Administration Guide: updated Page 1

2 Why a Kindergarten Checklist? Traditionally, kindergarten teachers use informal checklists to assess the abilities of their students. We check for letter and number recognition, and listen to how, and how high, the students count. This assessment codifies what is informally going on across the district, so that we can have common conversations about where our students are and how we can move them along the learning progressions. Why is the same Checklist given three times throughout the year? This is a formative assessment that gives teachers information on where the children are, so that we know next steps for instruction. Students come into kindergarten at all different levels. For some, this is their first school experience. For others, this may be their third year of school. Some students may accurately complete the assessment the first time, others may not accurately complete it the third time. They will make progress at different speeds throughout the year. For this reason, a formative assessment can help guide the teacher in planning the next steps for the students. The new Checklist also contains two new features, from the domains of Operations and Algebraic Thinking, and Geometry, to include for the second and third rounds. And once a student successfully completes an item, they are no longer assessed on that item. When are my students expected to master the CCSS kindergarten standards in Counting and Cardinality? The California Preschool Learning Foundation provides math expectations for children at around 48 months (age 4) and around 60 months (age 5, entering kindergarten). These are referenced in the Appendix at the end of this document, along with the Common Core kindergarten standards. Children are not expected to master the kindergarten standards until the end of kindergarten. By using the Appendix, you can share valuable information with parents on where their children are at these snapshots in time and where they need to go by the end of the year. Teachers knowledge of the learning progressions as reflected in the Appendix can help in the delivery of just right instruction to the students. Kindergarten Checklist Administration Guide: updated Page 2

3 Kindergarten Formative Assessment Common Core State Standards Checklist Items Writing Numbers Oral Counting Number Identification Common Core State Standards for Content K.CC.3 Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). K.CC.1 Count to 100 by ones and by tens. CA Preschool Learning Foundations: PK1.2 Recognize and know the names of some written numerals. K.CC.4a When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object. Counting Objects Scattered Configuration K.CC.4b Understand that the last number name said tells the number of objects counted. The number of objects is the same regardless of their arrangement or the order in which they were counted. K.CC.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.4a When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object. Counting Objects Arranged Configuration K.CC.4b Understand that the last number name said tells the number of objects counted. The number of objects is the same regardless of their arrangement or the order in which they were counted. K.CC.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. Comparing Quantities K.CC.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. Kindergarten Checklist Administration Guide: updated Page 3

4 Kindergarten Formative Assessment Common Core State Standards Checklist Items Comparing Numerals Common Core State Standards for Content K.CC.7 Compare two numbers between 1 and 10 presented as written numerals. Recommended for Assessments #2 and/or #3 only: How Many Are Hiding? K.OA.3 Decompose numbers less than or equal to 10 into pairs in more than one way, e.g., by using objects or drawings to represent the problem. K.OA.5 Fluently add and subtract within 5. Recommended for Assessment #3 only: Geometric Shapes K.G.3 Identify shapes as two-dimensional (lying in a plane, flat ) or three-dimensional ( solid ). NOTE: These items are to be considered a menu of choices for the recommended assessment windows. We encourage the teachers in a grade level to discuss which elements they will collectively assess, so that there is uniformity at a school site. When the student completes a Checklist Element without any errors, then they no longer need to take that portion again. Kindergarten Checklist Administration Guide: updated Page 4

5 Common Core State Standards for Mathematical Practice (MP) Explanations and Examples for Kindergarten (from the California Mathematics Framework, 2014) Standards for Mathematical Practice MP1: Makes sense of problems and persevere in solving them Explanation and Examples In kindergarten, students begin to build the understanding that doing mathematics involves solving problems and discussing how they solved them. Students explain to themselves the meaning of a problem and look for ways to solve it. Real-life experiences should be used to support students ability to connect mathematics to the world. To help students connect the language of mathematics to their everyday life, ask students questions such as How many students are absent? or have them gather enough blocks for the students at their table. Younger students may use concrete objects or pictures to help them conceptualize and solve problems. They may check their thinking by asking themselves, Does this make sense? or they may try another strategy. MP2: Reason abstractly and quantitatively MP3: Construct viable arguments and critique the reasoning of others MP4: Model with mathematics Younger students begin to recognize that a number represents a specific quantity and to connect the quantity to written symbols. Quantitative reasoning entails creating a representation of a problem while attending to the meanings of the quantities. For example, a student may write the numeral 11 to represent an amount of objects counted, select the correct number card 17 to follow 16 on a vertical calendar with days arranged in tens, or build a pile of counters depending on the number drawn. In addition, kindergarten students begin to draw pictures, manipulate objects, or use diagrams or charts questions, such as, How do you know? which reinforces their reasoning and understanding, and helps students develop mathematical language. Younger students construct arguments using actions and concrete materials, such as objects, pictures and drawings. They begin to develop their mathematical communication skills as they participate in mathematical discussions involving questions like How did you get that? and Why is that true? They begin to develop the ability to reason and analyze situations as they consider questions such as, Are you sure?, Do you think that would happen all the time?, and I wonder why? In early grades, students begin to represent problem situations in multiple ways (e.g., using numbers, words, or mathematical language, objects, acting out, making a chart or list, drawing pictures, or creating equations). For example, a student may use cubes or tiles to show the different number pairs for 5, or place three objects on a ten frame and then determine how may more are needed to make a ten. Students rely on manipulatives (or other visual and concrete representations) while solving tasks and record an answer with a drawing or equation. Kindergarten Checklist Administration Guide: updated Page 5

6 Standards for Mathematical Practice MP5: Use appropriate tools strategically MP6: Attend to precision MP7: Look for and make use of structure MP8: Look for and express regularity in repeated reasoning Explanation and Examples Younger students begin to consider the available tools when solving a mathematical problem and decide when certain tools might be helpful. For instance, kindergarteners may decide to use linking cubes to represent two quantities, and then compare the two representations sideby-side, or later, make math drawings of the quantities. Students decide which tools may be helpful to use depending on the problem or task, and explain why they use specific mathematical tools. Kindergarten students begin to develop precise communication skills, calculations, and measurement. Students describe their own actions, strategies, and reasoning using grade-level appropriate vocabulary. Opportunities to work with pictorial representations and concrete objects can help students develop understanding and descriptive vocabulary. For example, students analyze and compare two- and three-dimensional shapes and they sort objects based on appearance. While measuring objects iteratively (repetitively), students check to make sure that there are no gaps or overlaps. During tasks involving number sense, students check their work to ensure the accuracy and reasonableness of solutions. Students should be encouraged to answer questions such as, How do you know your answer is reasonable? Younger students begin to discern a pattern or structure in the number system. For instance, students recognize that = 5 and = 5. Students notice patterns in counting strategies to build fluency in facts to five. Teacher might ask, What do you notice when? Students may use various strategies to attain fluency such as counting on, counting all, and taking away. In the early grades, students notice repetitive actions in counting, computations, and mathematical tasks. For example, the next number in a counting sequence is one more when counting by ones and ten more when counting by tens (or one more group of ten). Students should be encouraged to answer questions such as What would happen if? in the task. For example, in this task: There are 8 crayons in the box. Some are red and some are blue. How many crayons could there be of each color? Kindergarten students realize 8 crayons could include 4 of each color (8 = 4 + 4), or 5 of one color and 3 of another (8 = 5 + 3), etc. For each solution, students repeatedly engage in the process of finding two numbers to join together to equal 8. Kindergarten Checklist Administration Guide: updated Page 6

7 Item Kindergarten Formative Assessment Materials Needed Quantity Needed Details Administration Guide 1 Set Directions for: Writing Numbers Oral Counting Number Identification Counting Objects Scattered Configuration Counting Objects Arranged Configuration Comparing Quantities Comparing Numerals How Many Are Hiding? Geometric Shapes Appendix: Connecting the Data to the Maps Alignment between California Preschool Learning Foundations and CCSS Kindergarten Student Pages 1 Set Place each of the student pages together in order: 1. Number Identification Sample 2. Number Identification Level 1 3. Number Identification Level 2 4. Number Identification Level 3 5. Counting Objects Arranged Configuration 6. Comparing Numerals Sample 7. Comparing Numerals 8. Geometric Shapes Recording Forms 1 per Student The two pages can be copied onto single sheets, double-sided. Writing Numbers Assessment 1 per Student Single-sided Blank Paper for Writing, Counting Objects 1 per Student Blank paper Manipulatives 10 cubes of one color Nine cubes will be used for Counting Objects Scattered Configuration. Ten cubes will be used for How Many Are Hiding? 13 cubes The cubes will be used for Comparing Quantities (6 in Kindergarten Checklist Administration Guide: updated Page 7

8 2 Pencils (6 of one color and 7 of another color) 1/Teacher 1/Student one group, 7 in another group). To complete Recording Form for teacher, writing for student WRITING NUMBERS Small Group (at beginning of year) Whole Group (later in year) Materials Needed for Writing Number Assessment, 1-20: ü Recording Forms ü Writing Numbers Assessment One per Student ü Pencil or Pen 1. Distribute the Writing Numbers Assessment 2. Say these specific directions to student(s): Directions: Complete the chart by writing the numbers, beginning with 1, as far as you can go. When you get to the end of the row, go to the next row (demonstrate by pointing). Stop when you get to 20. Correct responses include: Numbers written correctly Incorrect responses include: Numbers written incorrectly Numbers skipped by the student Writing Numbers: Scoring Guidelines Note: Numbers written backwards are acceptable (i.e., the number 2 is facing the wrong direction). However, if the digits in a two-digit number are reversed (i.e., 12 is written 21), that is incorrect. To calculate a Writing Numbers score, the examiner: - Counts up all numbers that the student attempted to write and - Subtracts the number of errors from the total of numbers attempted - The resulting figure is the number of correct numbers written Kindergarten Checklist Administration Guide: updated Page 8

9 THE FOLLOWING ASSESSMENTS ARE DONE ONE-ON-ONE BY TEACHER ORAL COUNTING Materials Needed for Oral Counting Assessment: ü Recording Form ü Pencil or Pen Directions: 1. Place the recording form on a clipboard and position so the student cannot see what the examiner records. 2. Say these specific directions to the student: When I say start, I want you to start counting aloud from 1 like this: 1, 2, 3, until I tell you to stop. If you come to a number you don t know, I ll tell it to you. Be sure to do your best counting. Are there any questions? Ready, start. 3. If the student fails to say 1 after 5 seconds, say 1 and continue. 4. If the student hesitates for 5 seconds after any number, say the next number. 5. Let the student keep counting until they cannot go on, or reach If the student starts to repeat numbers, goes backwards, or says random numbers, record the behavior and score up to the last correct number stated in order. 7. Follow along on the examiner copy. Put a slash ( / ) through any incorrect. 8. Counting by 10 s. Teacher will record student incorrect responses by circling the numbers the student says incorrectly in order. Say these specific direction to the student: When I say start, I want you to start counting aloud by 10 s, as high as you can go, stop when you reach 100. Ready, start. Oral Counting: Scoring Guidelines Correct responses include: Numbers said correctly Numbers said incorrectly, but corrected by the student within 3 seconds Incorrect responses include: Numbers said incorrectly Numbers said correctly after hesitations of 4-5 seconds or longer Numbers skipped by the student Kindergarten Checklist Administration Guide: updated Page 9

10 To calculate a Writing Numbers score, the examiner: - Counts up all numbers that the student said correctly in order and - Subtracts the number of errors from the highest number stated correctly - The resulting figure is the number of correct numbers said NUMBER IDENTIFICATION Materials Needed for Oral Counting Assessment: ü Recording Form ü Student Page 1: Number Identification Sample ü Student Pages 2-4: Number Identification Levels 1-3 ü Pencil or Pen Directions: 1. Place the Student Page 1: Number Identification Sample in front of the student 2. Place the recording form on a clipboard and position so the student cannot see what the examiner records. 3. Say these specific directions to the student: Look at the paper in front of you. It has a number on it (demonstrate by pointing). What number is this? Example 1 CORRECT RESPONSE Good. The number is 7. Look at the number next to 7 (demonstrate by pointing). What number is this? Example 2 CORRECT RESPONSE Good. The number is 3. (Turn the page) INCORRECT RESPONSE This number is 7 (point to 7). What number is this? Good. Let s try another one. Look at the number next to 7 (demonstrate by pointing). What number is this? INCORRECT RESPONSE This number is 3 (point to 3). What number is this? Good. (Turn the page) Place Student Page 2: Number Identification Level 1 in front of the student. The paper in front of you has rows of numbers. When I say start, I want you to tell me what the numbers are. Start here and go across the page. When you come to the end of the row, go to the next row (demonstrate by pointing). If you come to a number you don t know, I ll tell you what to do. Are there any questions? Put your finger on the first one. Ready, start. 4. If the student fails to answer the first problem after 5 seconds, tell the student to Try the next one. Kindergarten Checklist Administration Guide: updated Page 10

11 5. Follow along on the examiner copy. Put a slash ( / ) through any incorrect. 6. The maximum time for each is 5 seconds. If a student does not provide an answer within 5 seconds, tell the student to Try the next one. (If necessary, the examiner points to the next number as a student prompt.) 7. If the student scores 8 or greater, go to the next level. Otherwise, stop this portion of the assessment. Number Identification: Scoring Guidelines Correct responses include: Numbers read correctly Numbers read incorrectly but corrected by the student within 5 seconds Incorrect responses include: Numbers read incorrectly Numbers read correctly after hesitations of 5 seconds or longer Numbers skipped by the student Kindergarten Checklist Administration Guide: updated Page 11

12 COUNTING OBJECTS SCATTERED CONFIGURATION Materials Needed for Counting Objects Scattered Configuration ü Recording Form ü 9 Cubes of One Color ü Pencil or Pen ü Student Pencil ü Blank sheet of paper Directions: 1. Place 9 cubes of one color in front of the student in a scattered arrangement. Place blank paper to the side for student to write their count. 2. Place the recording form on a clipboard and position so the student cannot see what the examiner records. 3. Ask the student: How many cubes are there? 4. You may tell the student that he/she may touch the cubes. 5. Check the cardinality. After the student counts, ask the student: How many cubes are there? Please write the number of cubes on this paper. Cardinality is the number of elements in a given set. If a student restates total, circle yes. If student recounts, circle no. 6. Check for One-to-One Correspondence One-to-One correspondence is the ability to match numbers to objects or object to object; for example, the numbers one to five matching five blocks, or matching one sock to one shoe. If the student says one number as they touch each cube, circle yes. If the student touches multiple cubes for each number or says multiple numbers for each cube, circle no. 7. Mark strategies used by student. Kindergarten Checklist Administration Guide: updated Page 12

13 COUNTING OBJECTS ARRANGED CONFIGURATION Materials Needed for Counting Objects Arranged Configuration ü Recording Form ü Student Page 5: Counting Objects Arranged Configuration (3-by-6 array of printed stars) ü Pencil or Pen ü Blank Paper ü Student Pencil Directions: 1. Place Student Page 5: Counting Objects Arranged Configuration (3-by-6 array of printed stars) in front of the student. Place sheet of blank paper to the side. 2. Place the recording form on a clipboard and position so the student cannot see what the examiner records. 3. Ask the student: How many stars are there? 4. Check for cardinality. After the student counts, ask the student: How many stars are there? Please write the number of stars on this paper. If the student restates the total, circle yes. If student recounts, circle no. 5. Check for One-to-One Correspondence. One-to-One correspondence is the ability to match numbers to objects or object to object; for example, the numbers one to five matching five blocks, or matching one sock to one shoe. If the student says one number as they touch each star, circle yes. If the student touches multiple stars for each number or says multiple numbers for each star, circle no. 6. Mark strategies used by student. Counting Objects: Scoring Guidelines Correct count is scored one point. Correctly written number is scored one point. It is possible to correctly write an incorrectly counted number for one point. Kindergarten Checklist Administration Guide: updated Page 13

14 COMPARING QUANTITIES Materials Needed for Counting Objects Arranged Configuration ü Recording Form ü Set of 6 Cubes of One Color and Set of 7 Cubes of Another Color ü Pencil or Pen Directions: 1. Place two sets of cubes in front of the student one with 6 cubes of one color, the other with 7 cubes of another color. 2. Place the recording form on a clipboard and position so the student cannot see what the examiner records. 3. Ask the student: Which group has more cubes? 4. You may tell the student that he/she may touch the cubes. 5. If you cannot determine the strategy used, say: Tell me how you know. 6. Mark strategies used by the student. Correct response is scored one point. Comparing Quantities: Scoring Guidelines Kindergarten Checklist Administration Guide: updated Page 14

15 COMPARING NUMERALS Materials Needed for Comparing Numerals Assessment: ü Recording Form ü Student Page 6: Comparing Numerals Sample ü Student Page 7: Comparing Numerals ü Pencil or Pen Directions: 1. Place the Student Page 6: Comparing Numerals Sample in front of the student. 2. Place the recording form copy on a clipboard and position so the student cannot see what the examiner records. 3. Say these specific directions to the student: Look at the paper in front of you. The box in front of you has two numbers in it (demonstrate by pointing). Which number is greater or more? Example 1 CORRECT RESPONSE Good. The greater number is 8. Now look at this box (demonstrate by pointing). It has two numbers in it. Tell me the number that is greater or more. Example 2 CORRECT RESPONSE Good. The greater number is 5. (Turn the page) INCORRECT RESPONSE The greater number is 8. You should have said 8 because 8 is greater than 2. Now look at this box (demonstrate by pointing). It has two numbers in it. Tell me the number that is greater or more. INCORRECT RESPONSE The greater number is 5. You should have said 5 because 5 is more than 4. (Turn the page) Place the student copy in front of the student. The paper in front of you has boxes on it. In the boxes are two numbers. When I say start, I want you to tell me the number in the box that is greater or more. Start here and go down the page. When you come to the end of the column, stop (demonstrate by pointing). If you come to a box and you don t know which number is greater, I ll tell you what to do. Are there any questions? Put your finger on the first one. Ready, start. NOTE: If the student has difficulties with speech production, the examiner can use this alternate wording for directions: When I say, start, point to the number that is greater or more in each pair. 4. If the student fails to answer the first problem after 5 seconds, tell the student to Try the next one. 5. Follow along on the examiner copy. Put a slash ( / ) through any incorrect. Kindergarten Checklist Administration Guide: updated Page 15

16 6. If a student does not provide an answer within 5 seconds, tell the student to Try the next one. (If necessary, the examiner points to the next box as a student prompt.) Comparing Numerals: Scoring Guidelines Correct responses include: Comparing Numerals read correctly Comparing Numerals read incorrectly but corrected by the student within 5 seconds Incorrect responses include: The student reading the lesser number in the number pair Correct responses given after hesitations of 5 seconds or longer The student s calling out a number other than what appears in the number pair Response items skipped by the student Kindergarten Checklist Administration Guide: updated Page 16

17 HOW MANY ARE HIDING? Materials Needed for How Many Are Hiding? Assessment: ü Recording Form ü 10 Small Base Ten Cubes of One Color ü Pencil or Pen Directions: Part 1: 1. Ask the student to hand you two counters. Alternatively, the cubes can be placed on the tabletop, and hidden cubes covered with one hand. 2. Close your hand around the counters and confirm that the student knows how many are hidden there. 3. Then remove one and show the other in the palm of your other hand. 4. Ask the student, How many are hiding? 5. Once the student gives you a response, record the response. 6. Throughout, ask, How do you know? and mark the strategy(ies) the student uses. 7. Repeat with different amounts removed and for all combinations of that number. 8. Continue with three counters if the student was able to give correct responses quickly and confidently for all combinations of two. Repeat Steps Continue with numbers, adding one more cube until you have determined what number combinations the child knows quickly and easily ( mastered ) and which number combinations the child is figuring out. Evidence of the student figuring out the combinations might be using fingers, nodding with head, long pause, etc. When the student has missed two combinations, stop. Record the target number. That is the target number at which the student will need continued opportunities for number sense work. Kindergarten Checklist Administration Guide: updated Page 17

18 Materials Needed for Geometry Assessment: ü Recording Form ü Student Page 8: 2-D Shapes ü Student Page 9: 3-D Shapes ü Pencil or Pen GEOMETRY Directions: 1. Place Student Page 8: 2-D Shapes in front of the student. 2. Place the recording form copy on a clipboard and position so the student cannot see what the examiner records. 3. Say these specific directions to the student: Look at the paper in front of you. Please name the shapes as I point to them. If you do not know the name of the shape, say I don t know yet. 4. Point to each shape, #1-6, checking off correct responses on the recording sheet. If a student does not provide an answer within 5 seconds, tell the student to Try the next one. (If necessary, the examiner points to the next box as a student prompt.) 5. Place Student Page 9: 3-D Shapes in front of the student. 6. Say these specific directions to the student: Look at the paper in front of you. Please name the shapes as I point to them. If you do not know the name of the shape, say I don t know yet. 7. Point to each shape, #1-4, checking off correct responses on the recording sheet. If a student does not provide an answer within 5 seconds, tell the student to Try the next one. (If necessary, the examiner points to the next box as a student prompt.) Correct response is scored one point. Geometry: Scoring Guidelines Kindergarten Checklist Administration Guide: updated Page 18

19 7 3 Number Identification Sample Student Page 1 Revised

20 Number Identification Level Student Page 2 Revised

21 Number Identification Level Student Page 3 Revised

22 Number Identification Level Student Page 4 Revised

23 COUNTING OBJECTS Arranged Configuration ó ó ó ó ó ó ó ó ó ó ó ó ó ó ó ó ó ó Student Page 5 Revised

24 Comparing Numerals Sample Student Page 6 Revised

25 Comparing Numerals Student Page 7 Revised

26 Identify 2-D Shapes Student Page 8 Revised

27 Identify 3-D Shapes Student Page 9 Revised

28 Kindergarten Checklist Recording Form (Teacher Selection of Items) Name Date WRITING NUMBERS 1-20 # Attempted # of Errors = Score ORAL COUNTING: by 1 s (slash incorrect 1 s) and by 10 s (circle incorrect 10 s) 1 s # Attempted # of Errors = Score 10 s # Attempted - # of Errors = Score NUMBER IDENTIFICATION Level Score: /10 Level Score: /10 Level Score: /10 COUNTING OBJECTS Scattered Configuration: Writes Number # of cubes stated: (Correct answer: 9, 1 point correctly written, 1 point) Score: / 2 Strategies used (please mark): Keeps track while counting: Points to each cube Lines them up Moves objects to another pile Other: Cardinality (please circle): Yes No One-to-one Correspondence (please circle): Yes No Skips cubes Recounts cubes Errors: Skips numbers when counting Other: Recording Form Page 1 Revised

29 Kindergarten Checklist Recording Form (Teacher Selection of Items) Name Date COUNTING OBJECTS Arranged Configuration: Writes Number # of stars stated: (Correct answer: 18, 1 point, correctly written, 1 point) Score: / 2 Strategies used (please mark): Cardinality (please circle): Yes No One-to-one Correspondence (please circle): Yes No Keeps track while counting: Counts left to right Counts top to bottom Counts in zigzag pattern Other: Errors: Skips stars Recounts stars Skips numbers when counting Other: COMPARING QUANTITIES 6 cubes 7 cubes Score: / 1 Strategies used (please mark): Counts Matches Guesses Other: COMPARING NUMERALS Score: /4 Recording Form Page 2 Revised

30 Kindergarten Checklist Recording Form (Teacher Selection of Items) Name Date HOW MANY ARE HIDING? (Additional Item for Mid-Year and End-of-Year) Scoring Directions: The numbers in bold are the numbers being assessed. The numbers shown below each number being assessed are the number of counters to show to the student. Mark the numbers the student answers incorrectly. When the student makes two incorrect responses, stop, record that Target Number. Part 2, ask the student, How do you know? Check off the strategies the student uses. Strategies: Counting all (fingers/nodding) Counting on Skip counting Counting back Addition Facts Subtraction Facts Other: 9 TARGET NUMBER Recording Form Page 3 Revised

31 Kindergarten Checklist Recording Form (Teacher Selection of Items) Name Date GEOMETRY 2-D and 3-D Shape Identification (Additional Item for End-of-Year) Identify 2-D Shapes rectangle triangle circle hexagon oval square Score: /6 Identify 3-D Shapes cylinder cube cone sphere Score: /4 Recording Form Page 4 Revised

32 Student Name: Date: Kindergarten Checklist Writing Numbers 1-20

33 Kindergarten Checklist Appendix Connecting the Kindergarten Assessment to the Curriculum Maps Resources: Counting and Cardinality Center Resources: Developing Number Concepts, Book 1, by Kathy Richardson If students need one- to- one correspondence, use: Teacher- Directed: 1-1 Slide and check 1-2 Count and Dump 1-3 Making Towers 1-4 Counting Stories, Level Creations 1-6 Finger Counting 1-7 Grab- Bag Counting 1-8 Grow and Shrink, Level Hide It 1-10 Hunt for It, Level Peek and Count, Level Find a Match, Level 1 Independent Activities: 1-21 Counting Boards, Level Creation Station 1-23 Cover the Dots, Level Counting with the Number Shapes, Level Roll- A- Tower Race (1-6), Level 1 If students need work with numeral recognition, use: Teacher- Directed: 1-8 Grow and Shrink, Level Counting Stories, Level Find a Match, Level Hunt for It, Level Tall and Short, Level 2 Independent Activities: 1-21 Counting Boards, Level Roll- a- Tower Race (1-6), Level 2,(4-9) Level Make- a- Train Race, Level Build- a- Staircase, Level 1-28 Build a City, Level Grab- Bag Counting Station, Level Shape Puzzles, Level Line Puzzles, Level Pick a Number

34 Kindergarten Checklist Appendix If students need practice in writing numerals, use: Teacher- Directed: 1-4 Counting Stories, Level Peek and Count, Level Give and Take, Level Hiding One More 1-19 Hiding One Less Independent Activities: 1-21 Counting Boards, Levels 3 and Grab- Bag Counting Station, Level Shape Puzzles, Level Line Puzzles, Level Grab a Handful 1-34 Hide- It Station 1-35 Give and Take Station 1-36 How Long Is It? 1-37 How Many Does It Hold? 1-38 Sorting Colors 1-39 Sorting Collections If students need practice in determining which of two groups is more and which is less, and in recording the results, use: Teacher- Directed: 3-1 Is It More or Is It Less? Level Stacks, Level Two- Color Grab Bag, Level Spin and Peek, Level Graph and See 3-6 Number Cards, Level More- or- Less Spin It, Level More- or- Less Counting Stories, Level More or Less 3-12 Roll and Spin Independent Activities 3-13 Stack, Tell, Spin and Win 3-14 Two- Color Grab Bag Station, Level Comparing Lengths, Level Comparing Shape Puzzles, Level Comparing Line Puzzles, Level Comparing Handfuls, Level Comparing Containers, Level Sort and Compare Colors 3-21 Comparing Numbers 3-22 Counting Boards: Changing Numbers

35 Appendix Table 1.9 Detailed View of the Alignment Between the Mathematics Domain and the Common Core State Standards California Preschool Learning Foundations Domain: Mathematics 1.0 Children begin to understand numbers and quantities in their everyday environment. 1.1 Recite numbers in order to ten with increasing accuracy. 1.0 Children expand their understanding of numbers and quantities in their everyday environment. 1.1 Recites numbers in order to twenty with increasing accuracy. Mathematics Common Core State Standards Kindergarten Strand: Number Sense Counting and Cardinality Operations and Algebraic Thinking Number and Operations in Base Ten At around 48 months At around 60 months By the end of kindergarten 1.2 Begin to recognize and name a few written numerals. 1.3 Identify, without counting, the number of objects in a collection of up to three objects (i.e., subitize). 1.2 Recognize and know the name of some written numerals. 1.3 Identify without counting the number of objects in a collection of up to four objects (i.e., subitize). Counting and Cardinality Know number names and the count sequence. Count to tell the number of objects. Know number names and the count sequence. 1. Count to 100 by ones and by tens. 2. Count forward beginning from a given number within the known sequence (instead of having to begin at 1). Know number names and the count sequence. 3. Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). Extracted from Preschool Learning Foundations: 75

36 1.4 Count up to five objects, using one-to-one correspondence (one object for each number word) with increasing accuracy. 1.5 Use the number name of the last object counted to answer the question, How many? 1.4 Count up to ten objects, using one-to-one correspondence with increasing accuracy. 1.5 Understand, when counting, that the number name of the last object counted represent the total number of objects in the group (i.e., cardinality) Count to tell the number of objects. 4. Understand the relationship between numbers and quantities; connect counting to cardinality. a. When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each name with one and only one object. 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. Count to tell the number of objects. 4. Understand the relationship between numbers and quantities; connect counting to cardinality. b. Understand that the last number name said tells the number of objects counted. The number of objects is the same regardless of their arrangement or the order in which they were counted. c. Understand that each successive number name refers to a quantity that is one larger. 2.0 Children begin to 2.0 Children expand their Counting and Cardinality understand number understanding of number Compare Numbers relationships and operations relationships and operations Operations and Algebraic Thinking in their everyday in their everyday Understand addition as putting and adding to, and environment. environment. understand subtraction as taking apart and taking from. At around 48 months At around 60 months By the end of kindergarten 2.1 Compare visually (with or without counting) two groups of objects that are obviously equal or nonequal and communicate, more or same 2.1 Compare, by counting or matching, two groups of up to five objects and communicate, more, same as, or fewer (or less ). Compare Numbers 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. 7. Compares two numbers between 1 and 10 presented as written 76

37 2.2 Understand that adding to (or taking away) one or more objects from a group will increase (or decrease) the number of objects in the group. 2.2 Understands that adding one or taking away one changes the number in a small group of objects by exactly one. numerals. Understand addition as putting and adding to, and understand subtraction as taking apart and taking from. 1. Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., clap), acting out situations, verbal explanations, expressions, or equations. 2.3 Understand that putting two 2.3 Understand that putting two 2. Solve addition and subtraction word problems, and add and groups of objects together will groups of objects together subtract within 10, e.g., by using objects or drawings to make a bigger group. will make a bigger group and that a group of objects can be taken apart into smaller groups. represent the problems. 2.4 Solve simple addition and subtraction problems nonverbally (and often verbally) with a very small number of objects (sums up to 4 or 5). 2.4 Solve simple addition and subtraction problems with a small number of objects (sums up to 10), usually by counting. 3. Decompose numbers less than or equal to 10 into pairs in more than one way, e.g., by using objects or drawings, and record each decomposition by a drawing or equation (e.g., 5 = and 5 = 4 + 1). 4. For any number from 1 to 9, find the number that makes 10 when added to the given number, e.g., by using objects or drawings, and record the answer with a drawing or equation. 5. Fluently add and subtract within 5. Number and Operations in Base Ten Work with numbers to gain foundations for place value. Work with numbers to gain foundations for place value. 1. Compose and decompose numbers from 11 to 19 into ten ones and some further ones, e.g., by using objects or drawings, and record each composition or decomposition by a drawing or equation (such as 18 = ); understand that these numbers are composed by ten ones and one, two, three, four, five, six, seven, eight, or nine ones. 77

38 Strand: Algebra and Functions (Classification and Patterning) Measurement and Data At around 48 months At around 60 months By the end of kindergarten 1.0 Children begin to sort and 1.0 Children expand their Measurement and Data classify objects in their understanding of sorting and Classify objects and count the number of objects in each everyday environment. classifying objects in their category. everyday environment. 1.1 Sort and classify objects by one attribute into two or more groups, with increasing accuracy. 1.1 Sort and classify objects by one or more attributes, into two or more groups, with increasing accuracy (e.g., may sort first by one attribute and then by another attribute).* 2.0 Children begin to recognize 2.0 Children expand their simple, repeating patterns. understanding of simple, repeating patterns. 2.1 Begin to identify or recognize 2.1 Recognizes and duplicates a simple repeating pattern. simple repeating patterns. 2.2 Attempt to create a simple 2.2 Begin to extend and create repeating pattern or simple repeating patterns participate in making one. 3. Classify objects into given categories, count the numbers of objects in each category and sort the categories by count. *The footnote that appears in the published version of this foundation has been omitted so that the alignment can be highlighted. 78

39 Strand: Measurement Measurement and Data At around 48 months At around 60 months By the end of kindergarten 1.0 Children begin to compare 1.0 Children expand their Measurement and Data and order objects. understanding of comparing, Describe and compare measurable attributes. ordering, and measuring objects. 1.1 Demonstrate awareness that objects can be compared by length, weight, or capacity, by noting gross differences, using words such as bigger, longer, heavier, or taller, or by placing objects side by side to compare length. 1.1 Compare two objects by length, weight, or capacity directly (e.g., putting objects side by side) or indirectly (e.g., using a third object). 1. Describe measurable attributes of objects, such as length or weight. Describe several measurable attributes of a single object. 1.2 Order three objects by size. 1.2 Order four or more objects by size. 1.3 Measure length using multiple duplicates of the same-size concrete units laid end to end.* *The footnote that appears in the published version of this foundation has been omitted so that the alignment can be highlighted. 2. Directly compare two objects with a measurable attribute in common, to see which object has more of / less of the attribute, and describe the difference. For example, directly compare the heights of two children and describe one child as taller/shorter. 4. Demonstrate an understanding of concepts time (e.g., morning, afternoon, evening, today, yesterday, tomorrow, week, year) and tools that measure time (e.g., clock, calendar). (CA-Standard MG 1.2) a. Name the days of the week. ( CA-Standard 1.3) b. Identify the time (to the nearest hour) of everyday events (e.g., lunch time is 12 o clock, bedtime is 8 o clock at night). (CA-Standard MG 1.4). 79

40 Strand: Geometry Geometry At around 48 months At around 60 months By the end of kindergarten 1.0 Children begin to identify 1.0 Children identify and use Geometry and use common shapes in a variety of shapes in their Identify and describe shapes (squares, circles, triangles, their everyday environment. everyday environment. hexagons, cubes, cones, cylinders, and spheres). Analyze, compare, create, and compose shapes. 1.1 Identify simple twodimensional shapes, such as a circle and square. 1.1 Identify, describe, and construct a variety of different shapes, including variations of circle, triangle, rectangle, square, and other shapes. Identify and describe shapes (squares, circles, triangles, hexagons, cubes, cones, cylinders, and spheres). 1. Describe objects I the environment using names of shapes, and describe the relative positions of these objects using terms such as above, below, beside, in front of, behind, and next to. 2. Correctly name shapes regardless of their orientations or overall size. 3. Identify shapes as two-dimensional (lying in a plane, flat ) or three-dimensional ( solid ). 1.2 Use individual shapes to represent different elements of a picture or design. 1.2 Combine different shapes to create a picture design. Analyze, compare, create, and compose shapes. 4. Analyze and compare two- and three-dimensional shapes, in different sizes and orientations, using informal language to describe their similarities, differences, parts (e.g., number of sides and vertices/ corners ) and other attributes (e.g., having sides of equal length). Analyze, compare, create, and compose shapes. 5. Model shapes in the world by building shapes from components (e.g., sticks and clay balls) and drawing shapes. 6. Compose simple shapes to form larger shapes. For example, Can you join these triangles with full sides touching to make a rectangle? 80

41 2.0 Children begin to 2.0 Children expand their Geometry understand positions in space. understanding of positions in Identify and describe shapes (squares, circles, triangles, space. hexagons, cubes, cones, cylinders, and spheres). 2.1 Identify positions of objects 2.1 Identify positions of objects Identify and describe shapes (squares, circles, triangles, hexagons, and people in space, such as and people in space, including cubes, cones, cylinders, and spheres). in/on/under, up/down, and in/on/under, up/down, 1. Describe objects in the environment using names of shapes, and inside/outside. inside/outside, describe the relative positions of these objects using terms such beside/between, and in as above, below, beside, in front of, behind, and next to. front/behind. Strand: Mathematical Reasoning Mathematical Practices At around 48 months At around 60 months By the end of kindergarten 1.0 Children use mathematical 1.0 Children expand the use Mathematical Practices thinking to solve problems of mathematical thinking to that arise in their everyday solve problems that arise in environment. their everyday environment. 1.1 Begin to apply simple 1.1 Identify and apply a variety of Mathematical Practices mathematical strategies to mathematical strategies to 1. Make sense of problems and persevere in solving them. solve problems in their solve problems in their environment. environment. 2. Reason abstractly and quantitatively. 3. Construct viable arguments and critique the reasoning of others. 4. Model with mathematics. 5. Use appropriate tools strategically. 6. Attend to precision. 7. Look for and make use of structure. 8. Look for and express regularity in repeated reasoning. 81