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Mid-Year Checkup K-2 Number

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You Need To Know… 1. February ….. Work groups 2. March …. Math Facilitator Conference! Theme: EOG Prep that doesn't s uck! 3. Money….. FINALLY! 4. K.Rich/AMC- email me!

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KR Implementation o 2 nd Semester Assessments o Setting SMART Goals o Linking Assessment to Instruction

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2 ND S EMESTER A SSESSMENTS Where are we headed?

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Kindergarten ❑ Number Arrangements (#4) ❑ More/Less Trains (#3)(#3) ❑ Hiding Assessment (#6)

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In the Thick of Things Kindergarten students are measuring and comparing. At the end of the unit, how will teachers know what students understand? Compare numbers. 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. 1 7. Compare two numbers between 1 and 10 presented as written numerals. 1 Include groups with up to ten objects.

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How Is This Assessed? More/Less Trains (#3)(#3) As you watch, consider - what does the student know about more/less - how does he determine how many more/less

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Read page 33 in the red book

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How would students in your kindergarten classes do on this assessment?

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District Data Of the 400 kindergarten students assessed on More/Less Trains so far… 85% can NOT use one train to determine another 89% can NOT tell how many more is this an issue?

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L INKING ASSESSMENT TO INSTRUCTION We have assessed now what?

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Supporting Teachers / Supporting Students At your table... 1. Engage in the lesson/activity with a partner (that means DO IT)

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Supporting Teachers / Supporting Students At your table, engage again, and... 2. Be prepared to share with the entire group... A. Briefly explain the activity/lesson B. Identify 2-3 things teachers need to ask/observe to ensure students understand what the CCSS requires C. Relate the activity/lesson to the assessment

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For Your Information Activities are: Kathy Richardson Stack, Tell, Spin and Win More or Less Spin-It Number Cards Investigations One More, One Fewer Build It, Change It

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1 st Grade ❑ Combination Trains (#5) ❑ Hiding Assessment (#6)

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2 nd Grade ❑ Grouping Tens (#8)(#8) ❑ Two-Digit Addition/Subtraction

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Grouping Tens We learn 3 things from this assessment: what are they? (Read the bottom of page 177 in your blue book) Grouping Tens (#8)(#8)

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Grouping Tens How do you think students in your school will do on this?

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S ETTING SMART G OALS How are we going to get there?

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3 rd Quarter Goals

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Collect and Analyze Data What is the most pressing need at your school regarding K-2 students? Using reports to drive instruction- what’s most helpful to you as a facilitator?

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Connecting to Investigations 1st Grade - Tens Plus

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Reflection What does core instruction sound like in your building? ❑ Kindergarten ? ❑ 1 st Grade? ❑ 2 nd Grade?

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I NTERVENTION / ENRICHMENT Done that now what?

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Assessing what “Counts”. Hunter at the end of Kindergarten He can count to 100 and he knows all of his shapes. His teacher says, “He’s doing great in.

Assessing what “Counts”. Hunter at the end of Kindergarten He can count to 100 and he knows all of his shapes. His teacher says, “He’s doing great in.

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