Kindergarten Entry Assessment

Slides:



Advertisements
Similar presentations
Independent Work Time minutes.
Advertisements

Revision on Multiplication concept Our Dear parents: Kindly you are asked to guide your little son/daughter throughout the slide show by pressing the.
W ELCOME TO S ECOND G RADE !! Ms. Padron Ahoy Little Pirates!
Unit 5 RL.K.9 Comparing & Contrasting the Experiences and Adventures of Characters in Familiar Stories.
Describe how you feel when your schedule is different from the usual.
Conquering Classroom Management (CM) April 8, :00-4:30 Please Reflect on the : “Classroom Management STOIC” checklist.Classroom Management STOIC.
Mark’s Daily Routines. Every morning I walk from Kids West to Miss Custer’s classroom. As I walk in the hallway, I think about how I’m going to have a.
Grade One News December January 2009 Reading In grade one, the students are using some of these tools to help them “build words, sentences and stories.”
Cafeteria – “The Way to Be”. Cafeteria Expectations Walk into the cafeteria in a “bee line” to get milk with a Voice Limit of 0.
Working with a Partner Here is how I will sign PARTNER Literally it means SHARE+PERSON, The person you share with! Here are 2 other signs for partner you.
High Frequency Words August 31 - September 4 around be five help next
Geometry Lesson Spatial Sense Lesson QUIZ Where can we find these shapes in our environment? Introduction and Directions Introduction and Directions.
MEASUREMENTS Janeth Giron Yanet Renteria Mariaelena Avila Ana Herrera Janeth Rodriguez Flor Olague.
A: Your supervisor is explaining the protective gear you need. B: The signs hanging above show you the type of protective gear you need in each area.
How to Write a Book Review. Before You Begin Remember, there is no right way to write a book review. Book reviews are highly personal and reflect the.
BUYING TIME TO THINK What is “buying time”? Why is it important? How can you “buy time” before answering a question? Copyright © 2015 The Teacher Writing.
Welcome to Robins.
Identifying Your Learning Style
Foundation Literacy and Maths Meeting
Reading at Home Grade One
I Can Show What I Know When I Gotta Go! (…to the Bathroom)
Middle School Classroom Procedures
How I Improved My Teaching Using Differentiation Techniques and Technology by Julie Murray –
INTRODUCTORY ACTIVITIES KINDERGARTEN
The Heart of Writing Workshop
Granite School District
Goldie tells us how to STOP
Four English Skill Areas
Judy was organizing her post-it notes by color
Point of View, Myth, and Discovering the Theme
GRAPHING GO BACK TO ACTIVITY SLIDE GO TO TEACHER INFORMATION SLIDE 6
Reading Comprehension Strategies
Give your children the gift of reading every day, and you will change their lives. Let’s work together towards making our children become lifelong readers.
To high school and beyond! – Grad lightyear
Ready 4 Kindergarten: Maryland’s Early Childhood Comprehensive Assessment System Kindergarten Readiness Assessment App.
EDL/Reading.
Give your children the gift of reading every day, and you will change their lives. Let’s work together towards making our children become lifelong readers.
Building Skills for High School & College Success
Elementary Science Leaders Sept
I Can Show What I Know When I Gotta Go! (…to the Bathroom)
I’m good at… and I’d like to be better at…
Assessment and Instructional Planning
What Gives Stories Their Power?
Don’t Be a Rude Dude (or Dudette)! Good Manners and Being Polite
Objective: Examine “Coming of Age in the Dawnland” and “Indian Boy Love Song” to analyze the author’s choices about how to structure specific parts of.
Objective: Examine “Coming of Age in the Dawnland” and “Indian Boy Love Song” to analyze the author’s choices about how to structure specific parts of.
Welcome to Kindergarten
Appropriate Cellphone use, during class time is...
What Happened Long Ago? Year 1 History / Even Year.
Two-Digit Addition and Subtraction
Diversity Practicum Tonya M. Isabell EDU /2/14.
Personalize Practice with Accelerated Math
I Can Follow Directions!
By Ms. Plunkett and Mrs. Ports
I Can Read Body Language!
“The First Day” By Edward P. Jones.
Don’t Be Rude…Be a Dude! Good Manners and Being Polite
I know that what I say and do can affect my friends
Creating a Vision for a Caring School Community
Text Graffiti – Connector
Session 1, Program Introduction and Overview
Session 2, Modified Jigsaw
Lingua e Cultura Inglese, L-19, a.a. 2018/2019 Prof.ssa A.STETA
Ready for Kindergarten: Ohio’s Early Childhood Comprehensive Assessment System Kindergarten Readiness Assessment App.
Miss Boeck’s Second Grade Shields Valley Elementary School
ELA PL LEADERSHIP March 10 and 11, 2015
April 17th to 21st Mrs. Camarano’s Classes
Writing a Summary Say- Now we are going to write a summary of the story I just read- The Wall by Eve Bunting.
Guest Teacher.
I am going to Kindergarten!
Presentation transcript:

Kindergarten Entry Assessment Following Directions Situations

Step 1: Read the situation

Situation #1 During part of a daily routine, the teacher asks children to follow a one-step direction in order to prepare for book reading with a partner. The teacher has previously assigned partners and asks children to meet with their partners to begin the book sharing activity. The teacher says, “Please sit next to your book reading partner.” As the children transition to meeting with their partners, the teacher observes the children, watching to see which children remember the direction, which children quickly complete the direction without redirection, and which children need support in completing the direction.

Step 2: Identify helpful and unhelpful probes

Situation #1 Helpful or Unhelpful? Ask various students, “Do you remember what you are supposed to do?” Repeat the direction, “Sit next to your book reading partner.” Ask and repeat, “Have you done what I asked you to do?” Repeat the direction. Point to a visual cue or picture as you say, “Sit next to your book reading partner.”

Step 3: Identify the child’s learning status

Situation #1 While observing, the teacher notices that Mia remains in her location rather than joining her partner. The teacher then points to the visual and provides the one-step direction, “Sit next to your book reading partner.” Mia then sits next to her partner. Identify Mia’s learning status.

Situation #1 After providing the direction, the teacher observes both Pablo and Paula (partners) sit next to each other. Identify Pablo and Paula’s learning status.

Step 4: Describe ways to help the student grow and improve

Step 1: Read the situation

Situation #2 During part of a daily routine, the teacher asks small groups of children to follow directions in order to prepare for lunch. Using prepared visual displays with pictures that depict the step-by-step directions, the teacher points to the display while giving the directions: 1. Place you work materials in the basket. 2. Wash your hands. 3. Line up for lunch.

Situation #2 As the children make the transition to lunch, the teacher observes the children, watching to see which children revisit the visual display to help remember the directions, which children quickly complete the three directions without redirection, and which children complete some or part of the directions but need support in completing the full directions.

Step 2: Identify helpful and unhelpful probes

Situation #2 Helpful or Unhelpful? Repeat the three-step directions and point to each visual cue. Ask, “Do you remember what you are supposed to do next?” Repeat with a loud voice, “Have you done what I asked you to do?” Create two-step directions such as “Place your work materials in the basket and wash your hands.” Point to each visual and separate the directions into two-step directions such as “Wash your hands and line up for lunch.”

Step 3: Identify the child’s learning status

Situation #2 While observing, the teacher notices that Meredith comes over and hands her work to the teacher rather than putting it in the basket. The teacher then points to each visual and provides two-step directions. “Wash your hands and line up for lunch.” Meredith then washes her hands and lines up for lunch. Identify Meredith’s learning status.

Situation #2 After providing three-step directions with visual cues, the teacher observes Peter putting his materials in the basket, washing his hands, and getting in line for lunch. Identify Peter’s learning status.

Step 4: Describe ways to help the student grow and improve

Step 1: Read the situation

Situation #3 The teacher has been reading different versions of The Three Little Pigs and has made them available for children to browse independently. Discussions during repeated readings of the story have included such topics as, in which house the children would want to live and which house might be the safest. The teacher introduces the activity by explaining that they will use different materials to build a house, like the pigs did in the different stories they’ve been reading.

Situation #3 The teacher begins by saying, “We are going to be building houses like the three pigs did in the stories we’ve been reading. Here are some of the materials that you can use.” The teacher holds up some of the choices of materials so that the children can see them. You’ll find these materials on each of our tables. She adds, “You can choose other materials from the classroom or outside if you can think of something else that you might want to use.” The teacher then explains that they will be building their house on a piece of cardboard and that the cardboard is needed so their houses can be moved carefully. Then, she gives the children two directions: 1. Choose your building materials. 2. Build your house on top of the cardboard.

Step 2: Identify helpful and unhelpful probes

Situation #3 Helpful or Unhelpful? Repeat the directions. Pointing to the cardboard, “Build your house on top of the cardboard.” Say and repeat several times, “Did you get your materials?” Pointing to the materials, “Choose what you need to build your house.” Ask students, “Did you put your house on the cardboard?”

Step 3: Identify the child’s learning status

Identify Danielle’s learning status. Situation #3 The teacher observes Danielle choosing a piece of cardboard and then selecting materials to build her house (sugar cubes, blue clay, and yellow yarn). After Danielle puts all of her selected materials in a pile, she used the materials to build her house on top of the cardboard. While observing Danielle, the teacher notes that Danielle selects her building materials and builds her house on the cardboard as directed. Identify Danielle’s learning status.

Situation #3 As the children work, the teacher observes Dan. He walks toward one of the tables and then looks back to the teacher with his eyebrows raised. He points to the building materials and asks, “What is that for?” The teacher then points to the pile of building materials and says, “Choose what you need to build your house.” Then, the teacher points to the cardboard piece and says, “Build your house on top of the cardboard.” Dan then chooses materials and begins to build his house on the cardboard. Identify Dan’s learning status.

Step 4: Describe ways to help the student grow and improve