pre-k assessments for readiness, writing, literacy & … • understand the purpose of informal...

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Pre-K Assessments for Readiness, Writing, Literacy & Math:A Systematic Approach

Objectives

• Understand the purpose of informal assessments in addition to maintaining student portfolios.

• Examine and learn to implement three informal assessments for readiness, writing, literacy, and math.

• Learn observational skills needed to assess students in the classroom.

• Use the collected information to focus on instruction and effectively communicate to the families and others involved in the child’s education.

© 2016 Get Set for School®

© 2016 Get Set for School® 1

Readiness & Writing Assessment

1. Pictures

2. Colors

3. Color 2 Pictures

4. Crayon Grip

5. Name and Trace Shapes

6. Shapes

7. Draw a Person

8. Name 10 Letters

9. Name 10 Numbers

10. Write Name

© 2016 Get Set for School®2 © 2012 Get Set for School®getsetforschool.com/assessments

Get Set for School®Readiness & Writing: Observation Checklist

1. Participates Participates in songs, finger plays, and class activities

mark

date

2. Demonstrates Demonstrates self care skills and desire for independence (washes hands)

mark

date

3. Plays Plays cooperatively, using words to resolve most conflicts (sharing)

mark

date

4. Follows Follows direction for class routines and transitions

mark

date

5. Says Says the alphabet and counts to 10+

mark

date

6. Uses Uses names for colors, shapes, letters, and numbers in play and conversation

mark

date

7. Establishes Establishes hand preference and uses correct grip for coloring and writing

mark

date

8. Holds Holds paper with helping hand when coloring, drawing, and writing

mark

date

9. Traces Traces and copies shapes, letters, and numbers, using correct formation habits

mark

date

10. Draws Draws generally recognizable pictures using simple shapes and lines

mark

date

11. Writes Writes name with left-to-right directionality

mark

date

12. Writes Writes letter-like forms, letters, or scribbles to represent words and ideas

mark

date

Child

’s Nam

eDirections:1. Fill in child’s name.2. Fill in observation date.3. Mark child’s progress.

Progress Marks

— early, emerging

3 growing

3+ meets expectation

© 2016 Get Set for School® 3 © 2012 Get Set for School®

CHECK READINESS (See Readiness & Writing Pre–K Teacher’s Guide)1. Name 6 Pictures Ask, “What is this?” Apple_____ Carrot_____ Banana_____ Tree_____ Jeans/pants_____ Grapes_____2. Name 6 Colors Ask, “What color is this crayon?” Red_____ Orange_____ Yellow_____ Green_____ Blue_____ Purple_____3. Color 2 Pictures Child uses “fill in” coloring: Yes_____ Somewhat_____ Not yet_____ Attempts to stay in lines: Yes_____ Somewhat_____ Not yet_____4. Crayon Grip Standard_____ Alternate_____ Palm_____ Hand preference L_____ R_____ ?____________ Holds paper while coloring Yes_____ Sometimes_____ No_____

5. Name and Trace Shapes Ask, “What is this?” line_____ line_____ circle_____ cross_____ square_____ triangle_____6. Copy Shapes Tell child, “Copy this here.” line_____ line_____ circle_____ cross_____ square_____ triangle_____

Get Set for School®

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© 2016 Get Set for School®4 © 2012 Get Set for School®

7. Draw a Person Use a blank page. Name and date the page. Say, “Draw a picture of you or someone else. Draw the whole person.” Head_____ Eyes_____ Nose_____ Mouth_____ Ears or hair_____ Body_____ Arms_____ Hands_____ Legs_____ Feet_____ Extras? _______________________________________

8. Name 10 Letters Ask, “What letter is this?” E_____ O_____ A_____ T_____ N_____ S_____ H_____ I_____ L_____ R_____

9. Name 10 numbers Ask, “What number is this?” 3_____ 5_____ I_____ 4_____ 8_____ 2_____ 10_____ 6_____ 7_____ 9_____

E O A T N S H I L R

3 5 1 4 8 2 10 6 7 910. Try to Write Name—Say, “Write your name here. Use capital letters.” Put a dot where child begins each letter.



Language & Literacy Assessment

1. Name Capitals

2. Name Lowercase Letters

3. Describe and Compare

4. Nursery Rhymes and Rhyming

5. Words

6. Word Parts


Get Set for School®Language & Literacy: Observation Checklist

1. Listens Listens and responds to directions and questions

mark

date

2. Engages Engages in conversations using sentences

mark

date

3. Uses Uses words to express feelings and needs

mark

date

4. Understands Understands important signs in our environment

mark

date

5. Recognizes Recognizes parts of a book (front cover, back cover, title, pictures, words)

mark

date

6. Imitates Imitates reading books (front to back, turns pages 1 by 1)

mark

date

7. Recognizes Recognizes own name and/or names of friends and family in print

mark

date

8. Predicts Predicts what will happen next in a story

mark

date

9. Retells Retells a familiar story (beginning, middle, end)

mark

date

10. Tells Tells steps for a simple activity (take a bath, make a sandwich)

mark

date

11. Chooses Chooses books for areas of interest and uses specific vocabulary to talk about them

mark

date

12. Uses Uses pictures and play writing to express words and ideas

mark

date

Child

’s Nam


Progress Marks

— early, emerging

3 growing



L U C D M P H G K

E A R I O T N S

Y F W B Q V X J Z

1. Name CAPITALS Capital letters are the first letters children recognize and name. Naming these letters in random order demonstrates both skills.

Preparation (Print to 100% scale)• Fold on the dotted lines. • Next, unfold and use paper clips on the ends

to make a triangular display. • This printing will be folded inside. The display will

show just one line of letters at a time.

Directions• Say, Tell me the names of these letters.

(Point to E, A, etc.)• If the child cannot name letters, look for

an earlier skill, letter recognition. Ask, Which one is R? Which one is A? This shows letter recognition, but not name recall.

© 2012 Get Set for School®getsetforschool.com/assessments

Get Set for School® Language & Literacy: 1:1 Assessment

Fold

Fold

Fold

© 2016 Get Set for School®8 © 2012 Get Set for School®

u b a y h g v j r

c w x t o s k z

m d e i p n f q l

2. Name lowercase let ters The first lowercase letters children can name are in their names or letters that look like capitals. Naming lowercase letters in random order shows both recognition and letter name memory.

Directions• Say, Tell me the names of these letters.

(Point to c, w, etc.)• If the child cannot name letters, look for

an earlier skill, letter recognition. Ask, Which one is w? Which one is x? This shows letter recognition, but not name recall.

Preparation (Print to 100% scale)• Fold on the dotted lines. • Next, unfold and use paper clips on the ends

to make a triangular display. • This printing will be folded inside. The display will

show just one line of letters at a time.


Get Set for School® Language & Literacy: 1:1 Assessment

Fold

Fold

Fold


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3. D

escr

ibe

Whe

n w

e te

ll ch

ildre

n ho

w th

ings

look

, sou

nd, f

eel,

taste

, and

smell

, we’

re te

achi

ng th

em to

des

crib

e.

De

scrib

ing

wor

ds (b

ig, b

umpy

, fur

ry) a

re a

djec

tives

.

Com

pare

W

hen

we

desc

ribe

how

two

thin

gs a

re a

like

or d

iffer

ent,

we’

re te

achi

ng c

hild

ren

how

to c

ompa

re.

Co

mpa

rison

s req

uire

not

icing

the

sam

e at

tribu

te (l

ike si

ze) t

hat t

wo

thin

gs sh

are.

Opp

osite

s are

a

won

derfu

l way

to in

trodu

ce c

ompa

ring.

Look

at t

his

elep

hant

. Loo

k at

the

bird

, too

. Let

’s co

mpa

re th

em.

•

The

elep

hant

is b

ig. T

he b

ird is

(pau

se).

• Th

e el

epha

nt p

icks

up

thin

gs w

ith it

s tr

unk.

The

bird

pic

ks u

p th

ings

with

its

(pau

se).

• Th

e el

epha

nt’s

trun

k is

long

. The

bird

’s be

ak is

(pau

se).

• Th

e el

epha

nt h

as 4

legs

. The

bird

has

(pau

se).

• Th

e el

epha

nt is

hea

vy. T

he b

ird is

(pau

se).

• Th

e el

epha

nt c

an w

alk.

The

bird

can

(pau

se).

•

The

elep

hant

mak

es a

big

trum

pet s

ound

. The

bird

mak

es a

(pau

se).

Fold

© 2016 Get Set for School®10

Get

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sses

smen

tN

urse

ry rh

ymes

are

a d

eligh

tful w

ay to

dev

elop

voca

bula

ry, m

emor

y, an

d sp

eech

soun

d aw

aren

ess.

They

end

ure

beca

use

of th

eir a

ppea

ling

cont

ent,

rhyt

hm, a

nd rh

yme.

Fami

liarit

y wi

th n

urse

ry rh

ymes

ofte

n ind

icate

s a la

ngua

ge-ric

hho

me

and

scho

ol e

nviro

nmen

t.

4. N

urse

ry R

hym

e Re

peat

(no

pict

ures

) Sa

y w

hat I

say

. One

, tw

o, ti

e m

y sh

oe (p

ause

) . Th

ree,

four

, shu

t the

doo

r, (p

ause

).___

____

_Ja

ck a

nd Ji

ll, w

ent u

p th

e hi

ll, (p

ause

).H

umpt

y Du

mpt

y sa

t on

a w

all,

(pau

se) H

umpt

y Du

mpt

y ha

d a

grea

t fal

l, (p

ause

).

Rhym

ing

wor

ds h

ave

the

sam

e en

ding

soun

d. N

otici

ng w

heth

er w

ords

hav

e th

e sa

me

or d

iffer

ent e

ndin

g so

unds

is p

art

of p

hono

logi

cal a

war

enes

s.

Rhym

e O

r N

ot (n

o pi

ctur

es)

Pig,

dig

rhym

e. T

hey

have

the

sam

e en

ding

sou

nds:

ig.

Pig,

hat

do

not r

hym

e. T

hey

have

diff

eren

t end

ing

soun

ds: i

g, a

t. •

Do b

ear a

nd d

og rh

yme?

•

Do c

hair

and

cat r

hym

e?•

Do b

ear a

nd c

hair

rhym

e?

• Do

cha

ir an

d be

ar rh

yme?

Rhym

e Fi

nd (u

se p

ictur

es)

Wha

t is

this?

(poi

nt to

bea

r, do

g, c

hair,

cat

):•

Whi

ch o

ne rh

ymes

with

hat

? ca

t

• W

hich

one

rhym

es w

ith h

air?

bea

r and

/or c

hair

•

Whi

ch o

ne rh

ymes

with

frog

? do

g

• W

hich

one

rhym

es w

ith m

at?

cat

• W

hich

one

rhym

es w

ith lo

g? d

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5. W

ords

To

dev

elop

lang

uage

, chi

ldre

n ne

ed to

hea

r peo

ple

talki

ng fr

om th

e tim

e th

ey’re

bab

ies.

They

nee

d pe

ople

to ta

lk an

d re

ad to

them

. The

mor

e w

ords

the

bette

r as s

poke

n w

ords

gra

dual

ly ta

ke o

n m

eani

ng.

W

ords

(Use

pict

ures

) W

hat i

s th

is? _

____

____

_car

_

____

____

ban

ana

__

____

___

back

pack

_

____

____

_jac

ket

W

ords

in a

cat

egor

y •

Whi

ch o

ne d

o pe

ople

driv

e? (p

ause

) car

•

Whi

ch o

ne is

use

d fo

r car

ryin

g th

ings

? (p

ause

) bac

kpac

k •

Whi

ch o

ne c

an p

eopl

e ea

t? (

paus

e)_ba

nana

W

hat f

oods

do

you

eat?

(pau

se)

• W

hich

one

do

peop

le w

ear?

(pau

se)_j

acke

t W

hat c

loth

es d

o yo

u w

ear?

(pau

se)

6. W

ord

Part

s (N

o pi

ctur

es)

Spok

en w

ords

hav

e m

eani

ng, b

ut th

ey a

lso h

ave

soun

d pa

rts. T

he a

bilit

y to

hea

r and

man

ipula

teso

unds

is c

alled

pho

nolo

gica

l aw

aren

ess.

This

asse

ssm

ent l

ooks

at h

ow c

hild

ren

blen

d so

unds

toge

ther

. I w

ill s

ay w

ord

part

s. Y

ou p

ut th

e pa

rts

toge

ther

.I h

ave

the

wor

d fis

h. I

have

the

wor

d bo

wl.

I put

them

toge

ther

, fish

bow

l.

Com

poun

d w

ord

parts

ho

t + d

og =

(pau

se) h

otdo

g

back

+ p

ack

= (p

ause

) bac

kpac

k

cup

+ ca

ke =

(pau

se) c

upca

ke

S

yllab

les

ap +

ple

= (p

ause

) app

le c

ar +

toon

= (p

ause

) car

toon

ja

ck +

et =

(pau

se) j

acke

t

Ons

et- r

ime

/s

/+ it

= (p

ause

) sit

/r/

+ u

n =

(pau

se) r

un

/k/

+ ar

= (p

ause

) car

© 2

012

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Get

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cy: 1

:1 A

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t


5. W

ords

To

dev

elop

lang

uage

, chi

ldre

n ne

ed to

hea

r peo

ple

talki

ng fr

om th

e tim

e th

ey’re

bab

ies.

They

nee

d pe

ople

to ta

lk an

d re

ad to

them

. The

mor

e w

ords

the

bette

r as s

poke

n w

ords

gra

dual

ly ta

ke o

n m

eani

ng.

W

ords

(Use

pict

ures

) W

hat i

s th

is? _

____

____

_car

_

____

____

ban

ana

__

____

___

back

pack

_

____

____

_jac

ket

W

ords

in a

cat

egor

y •

Whi

ch o

ne d

o pe

ople

driv

e? (p

ause

) car

•

Whi

ch o

ne is

use

d fo

r car

ryin

g th

ings

? (p

ause

) bac

kpac

k •

Whi

ch o

ne c

an p

eopl

e ea

t? (

paus

e)_ba

nana

W

hat f

oods

do

you

eat?

(pau

se)

• W

hich

one

do

peop

le w

ear?

(pau

se)_j

acke

t W

hat c

loth

es d

o yo

u w

ear?

(pau

se)

6. W

ord

Part

s (N

o pi

ctur

es)

Spok

en w

ords

hav

e m

eani

ng, b

ut th

ey a

lso h

ave

soun

d pa

rts. T

he a

bilit

y to

hea

r and

man

ipula

teso

unds

is c

alled

pho

nolo

gica

l aw

aren

ess.

This

asse

ssm

ent l

ooks

at h

ow c

hild

ren

blen

d so

unds

toge

ther

. I w

ill s

ay w

ord

part

s. Y

ou p

ut th

e pa

rts

toge

ther

.I h

ave

the

wor

d fis

h. I

have

the

wor

d bo

wl.

I put

them

toge

ther

, fish

bow

l.

Com

poun

d w

ord

parts

ho

t + d

og =

(pau

se) h

otdo

g

back

+ p

ack

= (p

ause

) bac

kpac

k

cup

+ ca

ke =

(pau

se) c

upca

ke

S

yllab

les

ap +

ple

= (p

ause

) app

le c

ar +

toon

= (p

ause

) car

toon

ja

ck +

et =

(pau

se) j

acke

t

Ons

et- r

ime

/s

/+ it

= (p

ause

) sit

/r/

+ u

n =

(pau

se) r

un

/k/

+ ar

= (p

ause

) car

© 2

012

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Set

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Get

Set

for

Scho

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© 2016 Get Set for School®12

© 2

012

Get

Set

for S

choo

l®ge

tsetfo

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ts

Get

Set

for S

choo

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Lang

uage

& L

itera

cy: 1

:1 A

sses

smen

t Rec

ord

Nam

e __

____

____

____

____

____

____

____

____

____

_ D

OB _

____

____

____

____

___

Dat

e __

____

____

____

____

_

1. N

ame

Capi

tals

EA

RI

OT

NS

LUC

D

MP

HG

K YF

W

BQV

XJZ

Not

es _

____

____

____

____

____

____

____

____

____

____

____

____

____

____

_

2. N

ame

Low

erca

se L

ette

rs

cw

xt

os

kz

uba

yhg

vj

r m

de

ipn

fql

Not

es _

____

____

____

____

____

____

____

____

____

____

____

____

____

____

_

3. D

escr

ibe

and

Com

pare

Elep

hant

is b

ig, b

ird _

____

____

____

us

es tr

unk,

bird

____

____

____

____

trunk

is lo

ng, b

ird’s

beak

____

____

__

has 4

legs

, bird

___

____

____

____

is he

avy,

bird

____

____

____

____

____

ca

n w

alk,

bird

____

____

____

____

_ tru

mpe

t sou

nd, b

ird _

____

____

____

_

Not

es _

____

____

____

____

____

____

____

____

____

____

____

____

____

____

_

4. N

urse

ry R

hym

es &

Rhy

min

gRe

peat

q

One

, tw

o, ti

e m

y sh

oe

q Ja

ck a

nd Ji

ll

q H

umpt

y Du

mpt

yRh

yme

or n

ot q

bea

r/ d

og

q b

ear/

chai

r q

chai

r/ca

t q

chai

r/be

arRh

yme

find

q h

at

q fr

og

q lo

g q

hai

r q

mat

Not

es _

____

____

____

____

____

____

____

____

____

____

____

____

____

____

_

5. W

ords

Wha

t is t

his?

q

car

q b

anan

a q

bac

kpac

k q

jack

et

Whi

ch o

ne d

o pe

ople

drive

? W

hich

one

is u

sed

for c

arry

ing

thin

gs? _

____

____

____

____

____

____

____

_

Whi

ch o

ne c

an p

eopl

e ea

t? _

____

____

____

____

____

____

____

____

____

__W

hat f

oods

do

you

eat?

____

____

____

____

____

____

____

____

____

____

__

Whi

ch o

ne d

o pe

ople

wea

r? _

____

____

____

____

____

____

____

____

____

_W

hat c

loth

es d

o yo

u w

ear?

___

____

____

____

____

____

____

____

____

____

6. W

ord

Part

s Co

mpo

und

wor

ds q

hot

+ d

og

q b

ack

+ pa

ck

q c

up +

cak

eSy

llabl

es

q a

p +

ple

q ca

r + to

on

q ja

ck +

et

Ons

et –

Rim

e q

/s/

+ it

q

/r/

+ u

n q

/k/

+ a

r

Not

es _

____

____

____

____

____

____

____

____

____

____

____

____

____

____

_

E A

R I

O T

N S

c w

x t

o s

k z


Numbers & Math Assessment

1. Name Shapes

2. Rote Counting

3. Name Numbers

4. Object Counting and Comparing

5. Positions

6. Ordinal Numbers

7. Size

8. AB Pattern

9. Measuring


Get Set for School®Numbers & Math: Observation Checklist

1. Builds Builds with blocks or construction toys

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2. Completes Completes shape puzzles up to ___ pieces

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3. Uses Uses position words (top, bottom, front, back, etc.)

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4. Uses Uses time of day and sequence words (morning, night, before, etc.)

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5. Sorts Sorts objects by attributes (color, size, shape, type)

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6. Shares Shares using strategies (1 for you, 1 for me, divide dough in half)

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7. Compares Compares 2 objects (length, height, width, weight, capacity)

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8. Counts Counts a set of objects accurately up to ___

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9. Makes Makes a set of objects to match a number

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10. Matches Matches numerals and quantities (matches 5 with picture of 5 birds)

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11. Takes away Takes away____ objects from a set of ____ and counts how many are left

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12. Writes Writes numbers from 1-10 that start at the top and face correctly

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Child

’s Nam


Progress Marks

— early, emerging

3 growing


3 2 5 9 1 4 8 10 7

Name Shapes

Name Numbers

Object Counting and Comparing Positions

Ordinal Numbers

Size


Fold

Fold

Fold

Get Set for School® Numbers & Math: 1:1 Assessment Fold and tape to make a triangular display. getsetforschool.com/assessments


3 2 5 9 1 4 8 10 7

Name Shapes

Name Numbers

Object Counting and Comparing Positions

Ordinal Numbers

Size


Fold

Fold

Fold

Get Set for School® Numbers & Math: 1:1 Assessment Fold and tape to make a triangular display. getsetforschool.com/assessments


Get Set for School® Numbers & Math: 1:1 Assessment MaterialUse for Numbers & Math 1:1 Assessment items 8. AB Pattern and 9. Measuring Preparation. Cut out 4 gray and 4 white squares. Places pieces randomly to begin item 8.

© 2016 Get Set for School® 17© 2012 Get Set for School®getsetforschool.com/assessments

Get Set for School® Numbers & Math: 1:1 Assessment Record

Name _______________________________________________________ DOB ____________________________ Date ____________________________Adapt this for nonverbal, English language learners, or children who can’t say names of shapes and numbers. Check their receptive understanding by letting them point to their answers. Say the names of the shapes or numbers in random order. Indicate all adaptations to the assessment. Materials: For items 1-7: Make Student Assessment Display (fold and tape to make a triangular display); For items 8 and 9: Cut out 4 gray and 4 white squares.

1. Name Shapes What shape is this? q circle q heart q square q star q triangle q rectangle q crescent q diamond q octagon q oval (moon) (stop sign)

2. Rote Counting (no form) q Count up to 5 q Can you count to 10? q to 20?

3. Name Numbers What number is this? 3 6 2 5 9 1 4 8 1 0 7

4. Object Counting _____________ 5. PositionsHow many ladybugs _____________ Point to the block q in the middle. How many bees _________________ q on top.How many bugs all together _______ q on the bottom.

Notes ________________________________________ Which animal is on top of the blocks? q ant______________________________________________ in front of the blocks? q bird behind the blocks? q turtle beside the blocks? q bear

6. Ordinal NumbersFive animals are walking. Which animal is q first q second And now, which is q fourth q third q fifth7. Size Five animals are here. Which one is the biggest? ______________ Which one is the smallest? _____________Which animal is bigger? q elephant q bear Which animal is smaller? q turtle q cat___

8. AB Pattern Watch me start a pattern. Can you add to my pattern? q Y q N (If N, you may do together to teach.)

9. Measuring Now use squares to measure. How long is this paper? This paper is ______ squares long.

3 6 2 5 9 1 4 8 10 7

Shapes

Number naming

Object counting and comparing Positions

Ordinal numbers

Size

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