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Blackline Masters, English Language Arts, Kindergarten Louisiana Comprehensive Curriculum, Revised 2008
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When I Read:
1. I start in the front of the book. 2. I read from the top to the bottom. 3. I read from left to right. 4. I point to each word. 5. I get my mouth ready to say the word.
Blackline Masters, English Language Arts, Kindergarten Louisiana Comprehensive Curriculum, Revised 2008
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Choose a short book from your class that has large enough print and the words are far enough apart that one can easily see where the student is pointing. The book needs to have a variety of punctuation marks also. Check all correct responses. Make notes of incorrect responses (actions or words) that will help you understand the student. Yes No/Comments 1. Show me the front of the book. 2. Show me the title and author. 3. Show me where I would start reading on this page. (Print contains message) 4. Where would I go? (directionality) 5. Where would I go next? (return sweep) 6. You point to the words while I read them. (one to one matching) 7. Show me the bottom of the picture. 8. Point to a sentence and then say: Show me the first part of the story. Show me the last part of the story. (first and last concept) 9. Point to a question mark and ask: What is this for? 10. Point to a period and ask: What is this for? 11. Point to a comma and ask: What is this for? 12. Point to quotation marks and ask: What is this for? 13. Show me one letter. Show me two letters. 14. Show me one word. Show me two words. 15. Show me a capital letter.
Blackline Masters, English Language Arts, Kindergarten Louisiana Comprehensive Curriculum, Revised 2008
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Blackline Masters, English Language Arts, Kindergarten Louisiana Comprehensive Curriculum, Revised 2008
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Team Puzzle
Blackline Masters, English Language Arts, Kindergarten Louisiana Comprehensive Curriculum, Revised 2008
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1. Cut a strip of large paper about 8 inches high and as long as you like. The longer the strip, the more dolls you will end up with. 2. Fold the strip of paper accordion style, making each panel about 4 inches or so wide. 3. You may draw a doll shape or use the pattern below to trace the doll on the top panel making sure that parts of the body (hands, feet etc) touch the sides of the panel. Extend them if necessary. 4. Cut around the figure, but dont cut along the folds where the parts of the body touch or the chain will not link. 5. Unfold the chain of dolls and then decorate with markers and crayons or use glue and stick on all sorts of marvelous clothes.
Blackline Masters, English Language Arts, Kindergarten Louisiana Comprehensive Curriculum, Revised 2008
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Uses developmental spelling Uses inventive spelling Dictates ideas to the teacher Uses drawings to support writing or dictation Demonstrates an understanding of letter placement in text by writing letters and words from left-to-right and top-to-bottom Prints letters and words with proper figure grounding on a line Leaves appropriate spaces between letters and words
Uses developmental spelling Uses inventive spelling Dictates ideas to the teacher Uses drawings to support writing or dictation Demonstrates an understanding of letter placement in text by writing letters and words from left-to-right and top-to-bottom Prints letters and words with proper figure grounding on a line Leaves appropriate spaces between letters and words
Blackline Masters, English Language Arts, Kindergarten Louisiana Comprehensive Curriculum, Revised 2008 Page 7
Blackline Masters, English Language Arts, Kindergarten Louisiana Comprehensive Curriculum, Revised 2008
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When I Write:
1. I start on the left. 2. I go to the right. 3.
4. I leave spaces between words. 5. I use a punctuation mark at the end of a sentence.
Blackline Masters, English Language Arts, Kindergarten Louisiana Comprehensive Curriculum, Revised 2008
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Front of the book Left-right direction Return sweep Meaning of a period Meaning of a question mark Meaning of an exclamation point Meaning of a comma Meaning of quotation marks Concept of a letter Concept of a word One to one matching Concept of a sentence
Blackline Masters, English Language Arts, Kindergarten Louisiana Comprehensive Curriculum, Revised 2008
Students
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Makes at least one prediction Identifies characters Describes characters Identifies events Identifies problem Identifies solution Identifies one similarity among stories Identifies one difference among stories Accurately recalls a sequence Makes one text to self connection Makes one text to text connection Makes one prediction
Blackline Masters, English Language Arts, Kindergarten Louisiana Comprehensive Curriculum, Revised 2008
Students
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Name: _____________________________ Directions: We are going to play a rhyming game. I am going to say two words that rhyme. Dog and log rhyme, which means they sound the same at the end. Listen, Dog- log. Now you say them. Can you tell me a word that rhymes with dog and log? Wait for a response. If the student does not respond or a wrong response is given, say Hog and frog rhyme with dog and log. If the student does not understand the concept, give another example and then continue with the assessment. Write student response in the box. Date fell, sell lake, rake top, stop rug, bug heat, beat Date Date Date
Blackline Masters, English Language Arts, Kindergarten Louisiana Comprehensive Curriculum, Revised 2008
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Date
Blackline Masters, English Language Arts, Kindergarten Louisiana Comprehensive Curriculum, Revised 2008
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Blackline Masters, English Language Arts, Kindergarten Louisiana Comprehensive Curriculum, Revised 2008
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Blackline Masters, English Language Arts, Kindergarten Louisiana Comprehensive Curriculum, Revised 2008
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Student
Date
Blackline Masters, English Language Arts, Kindergarten Louisiana Comprehensive Curriculum, Revised 2008
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Characters:
Setting:
Title:
Problem:
Solution:
Blackline Masters, English Language Arts, Kindergarten Louisiana Comprehensive Curriculum, Revised 2008
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Blackline Masters, English Language Arts, Kindergarten Louisiana Comprehensive Curriculum, Revised 2008
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Accurately retells sequence of events Uses vocabulary from the story Identifies characters in the story Uses props to retell the story Recreates setting from the story with props Communicates thoughts using complete sentences Communicates feelings using complete sentences
Blackline Masters, English Language Arts, Kindergarten Louisiana Comprehensive Curriculum, Revised 2008
Students
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Blackline Masters, English Language Arts, Kindergarten Louisiana Comprehensive Curriculum, Revised 2008
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Student
Blackline Masters, English Language Arts, Kindergarten Louisiana Comprehensive Curriculum, Revised 2008
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Blackline Masters, English Language Arts, Kindergarten Louisiana Comprehensive Curriculum, Revised 2008
Students
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uses complete sentences recalls factual information recalls information about the characters, setting, and events stays on topic relates _____ to life experience
Blackline Masters, English Language Arts, Kindergarten Louisiana Comprehensive Curriculum, Revised 2008
Anecdotal Notes
Students
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Blackline Masters, English Language Arts, Kindergarten Louisiana Comprehensive Curriculum, Revised 2008
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Habitat
Diet
Predators Animal
Prey
Blackline Masters, English Language Arts, Kindergarten Louisiana Comprehensive Curriculum, Revised 2008
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Blackline Masters, English Language Arts, Kindergarten Louisiana Comprehensive Curriculum, Revised 2008
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Name: ___________________________________ Circle the writing stage: Scribble Beginning Sounds Emerge Transitional Phases
Date: ____________________________
Place a + if writing contains evidence or if writing does not contain evidence Writes from left to right Writes from top to bottom Letter/sound correspondence Spaces between words Punctuation at the end of sentences Student used classroom resources Text contains complete sentences Text contains descriptive information
Notes
Blackline Masters, English Language Arts, Kindergarten Louisiana Comprehensive Curriculum, Revised 2008
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