1. Kindergarten Entry Assessment
Health & Physical Development

2. Educating the Whole Child: 5 Domains of Learning and Development
The K-3 Formative Assessment Process focuses on the whole child. This means that it addresses five domains of learning and development. Research clearly indicates the importance of attending to and supporting children’s growth and development in all of these areas especially since children’s development in one area impacts their development in other areas.
Many of our NC Standards fall within these domains. For example, Math, Science, Social Studies and the Arts fall within the Cognitive Development Domain.

3. K-3 Formative Assessment Process
Domain
Constructs
Approaches to Learning
Engagement in Self-Selected Activities
Cognitive Development
Object Counting
Emotional-Social Development
Emotional Literacy
Health & Physical Development
Fine Motor Development
Crossing Midline
Language Development & Communication
Book Orientation & Print Awareness
Following Directions
Letter Naming
While there are many aspects of each of the 5 domains that are important to student success, the NC Think Tank and the NC Assessment Design Team carefully selected these constructs, or concepts, within each domain to focus on within this formative process. The team based these decisions on various aspects including what research identified to be most critical for long term student success, what K-3 teachers found to be important, and alignment to the NCSCOS.
NOTE: This list identifies current constructs. Based on feedback from the field and other factors such as NC SCOS revisions, these constructs and the assessment tools to support this process will be revisited and enhanced over time.

4. 2015-2016 Additional Constructs
Domain
Constructs
Approaches to Learning
Engagement in Self-Selected Activities
Cognitive Development
Object Counting
Emotional-Social Development
Emotional Literacy
Health & Physical Development
Fine Motor Development
Crossing Midline
Language Development & Communication
Book Orientation & Print Awareness
Following Directions
Letter Naming
NCDPI recognizes the importance of focusing on the whole child. Therefore, during the school year, materials for other areas of development will also be available for use as determined by the district, school, and classroom teacher (Emotional Literacy, Engagement in Self-Selected Activities, Fine Motor, Following Directions, Letter Naming, & Mid-Line Motor Development).
Districts, schools, and teachers are encouraged to explore and become familiar with the other constructs during the school year so they will be well-prepared for , when Kindergarten teachers will be required to address all highlighted constructs.

5. Fine Motor Domain: Health and Physical Development
Claim: Students can demonstrate competencies in motor skills and movement patterns.
Understanding: Children are learning to coordinate muscle groups to perform fine manipulation of objects and skilled use of tools, while moving towards fine motor skills performed automatically with a focus on content and outcome.

6. Fine Motor
Grip and Manipulation
Hand Dominance

7. Fine Motor Grip and Manipulation
Grip describes the way a child holds an object.
Manipulation skills refer to the ability to move and position objects within one hand without the help of the other hand. Manipulation is used when holding a puzzle piece, keys, or scissors.

8. Fine Motor Grip and Manipulation
Read the Skill and Performance Descriptor.
Describe the action. What would you observe a child doing at this level?
Generate additional examples at home or in the classroom.
Brainstorm ways to help students improve fine motor skills.

9. Grip Fisted Grip Palmar Grasp Pincer Grip
Fist grabs crayon; uses movement from the shoulder to color
Palmar Grasp
Crayon lies across the palm of the hand; muscles from the arm and shoulder are being used to color
Pincer Grip
Crayon is held with thumb and fingers; uses whole arm movement with increased stability in shoulder movement resulting in improved finger precision and control

10. Grip

11. Fine Motor
2. Hand Dominance When one hand is consistently used more than the other hand, and one hand is more skilled at tasks than the other hand. Children begin to develop hand dominance around 2-4 years. Hand dominance should be well developed by age 5 and fully developed by age 6. Most children entering Kindergarten have established a definite hand preference.

12. Hand Dominance
Uses no established dominance for lead/dominant hand (switching still continues).
Uses established dominant hand.
Performs actions involving mirrored movements with opposing hand.
p. 25

13. Hand Dominance
Manipulates with dominant hand with assistance from other hand.
Non-dominant hand may act as a stabilizer or helper when performing tasks such as cutting or writing.

14. Analyzing Situations Read the situation and observation.
Identify each child’s learning status on the construct progression.
Describe possible ways to help the student improve his/her fine motor skills.

15. 2015-2016 Additional Constructs
Domain
Constructs
Approaches to Learning
Engagement in Self-Selected Activities
Cognitive Development
Object Counting
Emotional-Social Development
Emotional Literacy
Health & Physical Development
Fine Motor Development
Crossing Midline
Language Development & Communication
Book Orientation & Print Awareness
Following Directions
Letter Naming
NCDPI recognizes the importance of focusing on the whole child. Therefore, during the school year, materials for other areas of development will also be available for use as determined by the district, school, and classroom teacher (Emotional Literacy, Engagement in Self-Selected Activities, Fine Motor, Following Directions, Letter Naming, & Mid-Line Motor Development).
Districts, schools, and teachers are encouraged to explore and become familiar with the other constructs during the school year so they will be well-prepared for , when Kindergarten teachers will be required to address all highlighted constructs.

16. Crossing Midline Domain: Health and Physical Development
Claim: Students can demonstrate competencies in motor skills and movement patterns.
Understanding: Children are learning that crossing the midline with fine and gross motor activities enable them to perform tasks more efficiently.

17. Video: Crossing Midline https://www.youtube.com/watch?v=5zoWWn0sfiU
What is crossing the midline?
Why is it important?

18. Crossing Midline
Read the Skills and Performance Descriptors (p. 32).

19. Situation
During math workshop, the teacher moves around to various stations and observes children using different math manipulatives. The teacher notices that Mia picks up a counting bear with her right hand and places it on the right side of her desk. She picks up a unifix cube with her left hand and places it on the left side of her desk. Occasionally, she picks up an object with her right hand to place it on the left side.
B. Begins to cross the midline in some situations.

20. Exercise Videos: Crossing the Midline
Crossing Midline
Exercise Videos: Crossing the Midline
Centercourt Sports Brain Breaks: Jack Hartmann

21. Rationale Why is it important for students to develop motor skills?
Why are these skills important both in life and in the classroom?
Read the “Rationale” on p. 23/ in the NC Construct Progressions and Situations booklet.

22. Websites District FA Page on Randolph K-5 Instruction Wiki:
Regional FA Wiki:
State FA Wiki:
5 Domains Livebinder: