Directions for Administering Kindergarten Assessment

Directions for Administering Kindergarten Assessment – ’11-‘12 TIP: Use a different color marker or pencil each time you assess and mark the date in that color on the top of the assessment tool. Baseline - red / 1st MP - blue / 2nd MP - green / 3rd MP - black *Indicates not on the report card

Language Arts/Reading Identifies Upper and Lower Case Letters with Automaticity Using Prompt 1 (random letter list), say: Here are some letters (point to Prompt 1). Tell me the names of as many letters as you can. When I say, “Begin,” start here (point to the first letter), and go across the page (point). Point to each letter and tell me the name of that letter. If you come to a letter you don’t know, I will tell it to you. Put your finger on the first letter. Ready, begin. If the student is unable to recognize the letter after 3 seconds, move on to the next letter. Continue to the end for all students. 1/ <13 2/ 13-25 3/ 26 Produces Letter Sounds with Automaticity Using Prompt 1, (lowercase random letter list), say: Here are some letters (point to Prompt 1). Tell me the sounds of as many letters as you can. When I say, “Begin,” start here (point to the first letter), and go across the page (point). Point to each letter and tell me the sound of that letter. If you come to a sound you don’t know, I will tell it to you. Put your finger on the first letter. Ready, begin. If the student is unable to produce the sound after 3 seconds, tell them the sound and move on to the next letter. Continue to the end for all students. Note: Do not give the student the name of the letter. 1/ <12 2/ 12-25 3/ 26-33 Reads Sight Words with Automaticity - 2nd & 3rd MP only Using Prompt 2 or 3 (word list or flashcards), ask students to read the words. If the student is unable to produce the word after 3 seconds, move on to the next word. 1/ <15 2/ 15-24 3/ 25-40

Demonstrates Concepts of Print All of these skills should be modeled and taught during teacher read aloud, shared reading, shared writing, morning message, etc. An authentic assessment of these skills can be done during any of these times. If it is not possible to do an authentic assessment, use prompt 4 to assess. If a student has not mastered these skills, they should be taught during targeted instruction time. 1/ <5 2/ 5-9 3/ 10-12 Demonstrates Phonological Awareness Following the table below, use Journey’s Benchmark/Unit Tests, to assess students throughout the year on their phonological awareness skills. MP Unit Test Pages 1st 1 1-3 2nd 3 27-28 3rd 5 59-61

1/ <5 2/ 6-8 3/ 9-10 Blends Letter Sounds to Read Words - 2nd and 3rd MP only Following the table below, use Journey’s Benchmark/Unit Tests to assess students on their ability to blend sounds to read words. MP Unit Test Pages 2nd 3 35-37 3rd 5 68-70 1/ <5 2/ 6-8 3/ 9-10 Demonstrates Understanding of Stories Read - 2nd & 3rd MP only This is not to be assessed until the end of the 2nd marking period. There are 2 options for this assessment. Option 1 Teachers can choose books to use for assessment that they have a clearly defined character and setting and use the prompts on the assessment checklist to question students. Before reading the book say to the students: “I am going to read you a story. When I am finished I will ask you to tell me about the story, so be a good listener!” When you are finished reading the story, say to the student: “Tell me what the story was about.” Assess students individually and record student responses. Teacher prompts are allowed Suggested literature to use with the comprehension assessment includes: Corduroy for modeling 2nd MP- It’s Mine 3rd MP- Harry the Dirty Dog Note: Teachers who use ‘Text Talk’ should not use the above read-alouds whole group until after individual assessment.

Option 2 Teachers can use the Listening Comprehension section of the Journeys Benchmark/Unit Tests and should read the questions and answers to students so it is a true test of their comprehension skills and not their decoding skills.

MP Unit Test Pages 2nd 3 38-40 3rd 5 71-73 Rubric is the same for both options 1/ 1 correct response 2/ 2-3 correct responses 3/ 4-5 correct responses Math Identifies Geometric Shapes Using Prompt 5 (shape and number sheet) point to each shape and ask the student to identify each shape. 1/ <3 2/ 3 3/ 4-7 Recognizes and Names Numerals Using Prompt 5 (shape and number sheet) say: Here are some numbers (point to number prompt). Tell me the names of as many numbers as you can. When I say, “Begin,” start here (point to the first number), and go across the page (point). Point to each number and tell me the name of that number. Put your finger on the first number. Ready, begin. 1/ <10 2/ 10-20 3/ 21 Counts Sets of Objects Give student 20 objects to count. Student will place objects in a cup as they count. Stop at 20 or as soon as the student skips or repeats a number. 1/ <10 2/ 10-19 3/ 20 Understands Pattern Give an assortment of colors of cubes to the student. Ask student to make a pattern. If student is able to make and name a pattern (red, blue, red, blue or ABAB), they receive a 3. If the student is unable to make a pattern, show the student three cube trains - one is a pattern and the others are not. Ask the student to identify which one is a pattern. If correct, ask student to extend (add on to) the pattern. If correct the student receives a 2. 1/ unable to recognize pattern 2/ recognizes and extends a pattern 3/ creates and names an AB pattern Connects Numerals to Sets of Objects-2nd & 3rd MP only Students must be able to connect numerals to a set of objects to 20. Optional support materials are included with the assessment prompts. 1/ connects 0-10 sets 2/ connects 11-17 sets 3/ connects 18-21 sets Organizes and Compares Data - 2nd & 3rd MP only Students will sort objects and organize data. Teachers should use Prompt 6. After the student has organized the data say to the student: “Tell me about your graph.” Comparisons include more, less, same/equal, and numerical comparisons. 1/ unable to record 2/ records correctly 3/ records correctly and interprets data using 1 comparison Describes and Compares Measurable Attributes - 2nd & 3rd MP only Teachers should use Prompt 7 to assess student understanding of length, volume and weight. 1/ understands 0-1 concept 2/ understands 2 concepts 3/ understands 3 concepts Solves Word Problems Within 10-2nd & 3rd MP Teachers should use Prompt 8 to assess student progress. 1/ solves 0-1 word problems within 10 2/ solves 2 word problems within 10 3/ solves 3 word problems within 10

Writing Using recent writing samples, determine what skills or behaviors the student is consistently and independently exhibiting on the writing continuum. Gross Motor* While not on the report card, please indicate any weakness you see on the comment section. This is often an indicator of potential difficulties. Meeting Benchmark When marking the report card, use the following criteria to determine if not meeting Kindergarten benchmarks: 1st marking period – 7 or more 1s 2nd marking period – 5 or more 1s 3rd marking period – 3 or more 1s