Jessica Quezada

TTE 357
October 23, 2014
Assessment Plan: Kindergarten
Math Kindergarten Standard
Counting and Cardinality
Know number and name and the count sequence
Count to tell the number of objects
Compare Numbers
K.CC.A.1. Count to 100 by ones and by tens.
K.CC.A.2. Count forward beginning from a given number within the known sequence (instead
of having to begin at 1).
K.CC.A.3 Write numbers firm 0-20. Represent a number object with a written numeral 0-20
(with 0 representing a count of no objects)
K.CC.B.4. Understand the relationship between numbers and quantities; connect counting to
cardinality
a. When counting objects, say the number names in the standard order, pairing each
object with one and only one number name and each number name with one and only one
object.
b. Understand that the last number name said tells the number of objects counted. The
number of objects is the same regardless of their arrangement or the order in which they
were counted.
c. Understand that each successive number name refers to a quantity that is one larger.
K.CC.B.5. Count to answer how many? questions about as many as 20 things arranged in a
line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a
number from 120, count out that many objects.
K.CC.C.6. Identify whether the number of objects in one group is greater than, less than, or
equal to the number of objects in another group, e.g., by using matching and counting strategies.
(Include groups with up to ten objects)
K.CC.C.7. Compare two numbers between 1 and 10 presented as written numerals.

Assessment #1: Kindergarten Assessment

Focus: K.CC.A.1. Count to 100 by ones and by tens.
Blooms Revised Taxonomy: Remembering
Integration: No
Frequency: Monthly
Description:
Once a month either my mentor teacher or I will assess the students using an assessment that my
mentor teacher has created for her Kindergarten students. While this assessment focuses on more
than just number cardinality this will be the area that I focus on more explicitly. The assessment
is done one-on-one with the student and we simply asking the student to count as high as they

possibly can. When they are counting we are not giving them any kind of support, we are just
letting them do what they can do. While they are counting we are listening for how high they can
count before they are not longer counting correctly. We mark this information on the assessment
page. We also take note of any other numbers a student might say after they are done counting
the correct segments. For example if a student counts correctly from the number 1-19 this
information will be noted, if they then go on to say 21, 23, 24, this information will also be
collected. All of this information is recorded on the kindergarten assessment sheet.
Assessment #2: Anecdotal Notes
Focus: All indicators
Blooms Revised Taxonomy: Remembering, Understanding, Applying, Analyzing, Evaluating,
Creating
Integration: Yes
This assessment can happen at anytime during the day, and therefore it can be integrated with
any other content area, or in any other setting.
Frequency: Mondays, and Wednesdays
Description:
Documentation will be a way for me to record any information that happens in an informal
setting. This documentation will occur but is not limited to the interactions that happened during
the days of the year count, and the lunch count. During these two activities I will record how
high the student is able to count in a group setting, which tends to be more confortable for
students. During these observations I will take notes on how high both students are able to count
by ones and my tens. I will write down how high the students can count before relying on the
support of their peers. Much like the kindergarten assessment I will take not of how high they are
able to count correctly. These same procedures will take place when students are observed in
other settings. The information collected will pertain to all of the indicators. This information
will be recorded, and it will be kept in an observation notebook.

Assessment #3: Work Sampling

Focus: All Indicators
Blooms Revised Taxonomy: Applying
Integration: Yes
While the majority of the samples that I will be collecting will be completed during the students
math block, there are other times during the day when students take part in mathematics. For
example during the science block, and the PBL (project based learning) period students regularly
interact with numbers. However the work sampling is not limited to these periods.
Frequency: Mondays, and Wednesdays
Description:
Samples of the students class work will be another way for me to document their knowledge
about numbers. Anytime that either student completes an assignment that relating to any of the
indicators an image of it will be taken. Some examples of these assignments include their Math
Book which is an assignment in which students focus on learning a higher number every day,
and the One-to-One Correspondence worksheets that students use to learn about the cardinality
of numbers. After taking images of these samples I will analyze them and record what
information I can gather from the samples. For example if a student draws 20 items, and is able

to correspond each image with a number I will know that they are able to count to the number 20
independently, and pair one object with one number. In some cases it might be necessary for
students to interpret their work, or simply talk you through their thought process. Any
information that is gathered will be recorded in the observation notebook.
For any math assignment that does not have a written piece of work, I will use the documentation
assessment.
Assessment #4: Home Journals
Focus: All indicators
Blooms Revised Taxonomy: Evaluating
Integration: No
Frequency: Weekly
Description:
How a child interacts with numbers at home might be completely different from how they
interact with numbers at school. Home journals will be a way for teachers and parents to
communicate the different observations they are making in each setting. A journal will be sent
home with the students once a week along with their weekly homework. In the journal there will
be some guiding questions for the parents to reflect on and answer. While some of these
questions might pertain to specific homework assignments for the week, others might just ask
parents to reflect, and record some general information. Parents will also be given the
opportunity to reflect on their childs growth, and what they feel I could do to further their
childs development. Any of the information that is provided by the parents will be compiled and
added to the observation notebook, and a copy of this information will stay in the notebook.
Assessment #5: Math Interview
Focus: All indicators
Blooms Revised Taxonomy: Applying
Integration: No
Frequency: Monthly
Description:
The math interviews will focus not only on counting by ones, and tens, but also the relationships
between numbers. This assessment will be done one-on-one with the student. This interview
focuses on how high students can count by ones, fives, and tens. Through this math interview
they are also asked to solve problems about one-to-one correspondence, instant recognition,
number combinations, one more/one less, and number relationships. The student will be asked to
solve each problem, and afterwards asked to explain how they got their specific answers. The
interview will be video recorded, and notes will also be taken during the interview. Afterwards
the notes and video will be analyzed together. Any important data, be recorded in the observation
notebook.

Assessment #6: Self-Reflection: Math

Focus: All indicators
Blooms Revised Taxonomy: Evaluating
Integration: No

Frequency: Weekly
Description:
Every week the students will be asked to complete a self-reflection where they will be given the
opportunity to reflect on how they feel they have grow. This will also be a time for the students
to tell me how they want to be taught, and what I could be doing differently to help them learn.
Below is an example of the reflection that they will be filling out. The questions on the reflection
can be modified to fit the development of the student, or the content of the week. The student
will fill this out by select the face that best represents what they are feeling. A copy of this sheet
will be collected and placed in their portfolio.
Example:

ELA Kindergarten Standard

Anchor Standard
Read Closely to determine what the text says explicitly and make logical inferences form it; cite
specific textual evidence when writing or speaking to support conclusion drawn from the text.
Grade Specific Standard
Text Types and Purposes (K.W.1)
1. Use a combination of drawing, dictating, and writing to compose opinion pieces in which they
tell a reader the topic or the name of the book they are writing about and state an opinion or
preference about the topic or book (e.g., My favorite book is )
Assessment #1: Work Sampling with Writing Checklist Assessment
Focus: All indicators
Blooms Revised Taxonomy: Creating
Integration: Yes
While the majority of the samples that I will be collecting will come directly from the students
writing journals, there are other times during the day when students take part in writing. For
example students do writing regularly during their science periods, as well as their PBL (project
based learning) periods. However the work sampling is not limited to these periods.
Frequency: Mondays and Wednesdays
Description:
Samples of the students class work will be another way for me to document their knowledge
about text types and their purposes. When I am in the classroom I will take images of any new
work the student have added to their journal. I will also collect any samples that might have been
created at other times during the day. I will use the checklist created to assess their work.
An example of the assessment is provided below. A copy of this checklist will be added to their
portfolio.
Example:
This checklist will be used by circling or highlighting the description that best describes the work
sample. The numbers at the top of each column will be added up to produce the score. A score of
8 would mean that the students are meeting all of the indicators of the standard, and therefore is
proficient in this skill.

Assessment #2: Home Journal

Focus: All indicators
Blooms Revised Taxonomy: Evaluating
Integration: No
Frequency: Weekly
Description:
Every week a journal will be sent home with the students. In the journal the parents will be asked
to reflect on the homework assignments that the student completed throughout the week. There
will also be a couple of guiding questions that pertain to the students writing. Parents will also be
asked to reflect on how they feel their child is progressing based on my teaching and how I can
modify what I do in the classroom to help them. Any of the information that is gathered for these
journals will be added to the observation notebook.
Assessment #3: Self-Reflection: Writing
Focus: All indicators
Blooms Revised Taxonomy: Evaluating
Integration: No
Frequency: Weekly
Description:
Every week the students will be giving a self-reflection where they will be given the opportunity
to reflect on how they feel they are progressing in their writing. This reflection will also be a
place where students can tell me how feel about my teaching style, and what I can change to
make lessons better for them. Below is as example of the reflection they will be completing. The

questions can be altered depending on the childs development, as well as the focus for the week.
The student will fill this out by select the face that best represents what they are feeling. A copy
of this sheet will be collected and placed in their portfolio.
Example:

Assessment #4: Anecdotal Notes

Focus: All indicators
Blooms Revised Taxonomy: Remembering, Understanding, Applying, Analyzing, Evaluating,
Creating
Integration: Yes
This assessment can happen at anytime during the day, and therefore it can be integrated with
any other content area, or in any other setting.
Frequency: Mondays, and Wednesdays

Description:
Documentation will be a way for me to record any information that happens in an informal
setting. Any time throughout the day that students are taking part in an activity that relates to the
standards their interactions will be documented. For example if during free play time the student
decided to write about her experience in the casita, her interactions will be recorded. Any
information that is logged during this time period will be recorded in the observation notebook.