every person should teach kindergarten for a year before being permitted to have children

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 stude

nt applies 

mathemati

cal process

standards t

o understa

nd how to 

represent a

nd 

compare w

hole numbers,

 the relativ

e position 

and magnit

ude of who

le number

s, and 

relationshi

ps within t

he numeratio

n system. T

he 

student is e

xpected 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 te

lls 

the number o

f objects in

 the set reg

ardless of 

their arran

gement or orde

r.

K.2B, K.2C  Re

ad, Write, &

 Represent

 Numbers 

(Numbers 0

-5)  Use nu

mber cards

, set 

worksheet

, and bear

 counters.

Point to a 

number (0-

5).  “What 

number is this?

”  (Student 

says the nu

mber.)

Show a set

.  “Write th

e number o

f 

(ladybugs, t

urtles, or d

ucks) in th

e set.”

Provide be

ar counter

s.  “Show m

e 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.

debbie.perry@midwayisd.org

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?