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# Every person should teach kindergarten for a year before being permitted to have children.

## Presentation on theme: "Every person should teach kindergarten for a year before being permitted to have children."— Presentation transcript:

Every person should teach kindergarten for a year before being permitted to have children.

HOW TO DO IT A SIMPLE IDEA

I wish our school had their playground. I am sure that their playground makes kids want to be there and learn stuff.

Assessment is on-going. A continuum of learning exists. Other tools may be used.

Midway ISD Kindergarten Assessment Guide For CAMT, these assessment tools were re- ordered by the student expectation coding…

K.2 NUMBER AND OPERATIONS. The student applies mathematical process standards to understand how to represent and compare whole numbers, the relative position and magnitude of whole numbers, and relationships within the numeration system. The student is expected to: K.2(G) Compare sets of objects up to at least 20 in each set using comparative language. TEKS Statement Student Expectation

K.2G Compare Sets (0-5) Use set cards.  Provide student with set comparison card. Point to a pair of sets. “Tell me about the number of (apples, butterflies, bees, birds) in these sets.” (You may need to prompt student to use comparative language for the first set.) Teacher’s Guide (in blue ink)

K.2G Compare Sets (0-10) Use set cards.  Provide student with set comparison card. Point to a pair of sets. “Tell me about the number of (apples, butterflies, bees, birds) in these sets.” (You may need to prompt student to use comparative language for the first set.) Repeats with greater magnitude

A new tool for each level

Cards follow TEKS, SE, & instructions.

Cover sheet for binder

A SPECIAL RECTANGLE Special Rectangle Cartoons

Number strips for counting forward and backward

Midway ISD Kindergarten Assessment Guide For CAMT, these assessment tools were re- ordered by the student expectation coding…

K.2 NUMBER AND OPERATIONS. The student applies mathematical process standards to understand how to represent and compare whole numbers, the relative position and magnitude of whole numbers, and relationships within the numeration system. The student is expected to: K.2(G) Compare sets of objects up to at least 20 in each set using comparative language. TEKS Statement Student Expectation

K.2G Compare Sets (0-5) Use set cards.  Provide student with set comparison card. Point to a pair of sets. “Tell me about the number of (apples, butterflies, bees, birds) in these sets.” (You may need to prompt student to use comparative language for the first set.) Teacher’s Guide (in blue ink)

K.2G Compare Sets (0-10) Use set cards.  Provide student with set comparison card. Point to a pair of sets. “Tell me about the number of (apples, butterflies, bees, birds) in these sets.” (You may need to prompt student to use comparative language for the first set.) Repeats with greater magnitude

A new tool for each level

Cards follow TEKS, SE, & instructions.

Cover sheet for binder

A SPECIAL RECTANGLE Special Rectangle Cartoons

Number strips for counting forward and backward

Number line templates

Common Core Correlation

K.2 NUMBER AND OPERATIONS. The student applies mathematical process standards to understand how to represent and compare whole numbers, the relative position and magnitude of whole numbers, and relationships within the numeration system. The student is expected to: K.2(B) Read, write, and represent whole numbers from 0 to at least 20 with and without objects or pictures. K.2(C) Count a set of objects up to at least 20 and demonstrate that the last number said tells the number of objects in the set regardless of their arrangement or order. K.2B, K.2C Read, Write, & Represent Numbers (Numbers 0-5) Use number cards, set worksheet, and bear counters.  Point to a number (0-5). “What number is this?” (Student says the number.)  Show a set. “Write the number of (ladybugs, turtles, or ducks) in the set.”  Provide bear counters. “Show me a set of (0 to 5) bears.” K.2 NUMBER AND OPERATIONS. The student applies mathematical process standards to understand how to represent and compare whole numbers, the relative position and magnitude of whole numbers, and relationships within the numeration system. The student is expected to: K.2(B) Read, write, and represent whole numbers from 0 to at least 20 with and without objects or pictures. K.2(C) Count a set of objects up to at least 20 and demonstrate that the last number said tells the number of objects in the set regardless of their arrangement or order. K.2B, K.2C Read, Write, & Represent Numbers (Numbers 0-5) Use number cards, set worksheet, and bear counters.  Point to a number (0-5). “What number is this?” (Student says the number.)  Show a set. “Write the number of (ladybugs, turtles, or ducks) in the set.”  Provide bear counters. “Show me a set of (0 to 5) bears.” Read, write, represent, count

. The student applies mathematical process standards to understand how to represent and compare whole numbers, the relative position and magnitude of whole numbers, and relationships within the numeration system. The student is expected to: K.2(B) Read, write, and represent whole numbers from 0 to at least 20 with and without objects or pictures. K.2(C) Count a set of objects up to at least 20 and demonstrate that the last number said tells the number of objects in the set regardless of their arrangement or order. K.2B, K.2C Read, Write, & Represent Numbers (Numbers 0-5) Use number cards, set worksheet, and bear counters.  Point to a number (0-5). “What number is this?” (Student says the number.)  Show a set. “Write the number of (ladybugs, turtles, or ducks) in the set.”  Provide bear counters. “Show me a set of (0 to 5) bears.” al process standards to understand how to represent and compare whole numbers, the relative position and magnitude of whole numbers, and relationships within the numeration system. The student is expected to: K.2(B) Read, write, and represent whole numbers from 0 to at least 20 with and without objects or pictures. K.2(C) Count a set of objects up to at least 20 and demonstrate that the last number said tells the number of objects in the set regardless of their arrangement or order. K.2B, K.2C Read, Write, & Represent Numbers (Numbers 0-5) Use number cards, set worksheet, and bear counters.  Point to a number (0-5). “What number is this?” (Student says the number.)  Show a set. “Write the number of (ladybugs, turtles, or ducks) in the set.”  Provide bear counters. “Show me a set of (0 to 5) bears.” Read, write, represent, count

. The student applies mathematical process standards to understand how to represent and compare whole numbers, the relative position and magnitude of whole numbers, and relationships within the numeration system. The student is expected to: K.2(B) Read, write, and represent whole numbers from 0 to at least 20 with and without objects or pictures. K.2(C) Count a set of objects up to at least 20 and demonstrate that the last number said tells the number of objects in the set regardless of their arrangement or order. K.2B, K.2C Read, Write, & Represent Numbers (Numbers 0-5) Use number cards, set worksheet, and bear counters.  Point to a number (0-5). “What number is this?” (Student says the number.)  Show a set. “Write the number of (ladybugs, turtles, or ducks) in the set.”  Provide bear counters. “Show me a set of (0 to 5) bears.” Subitizing

Collect, sort, organize, create, interpret…

Three Options

Two Options

Paper version

Requires Objects

Could be done with objects…

Three Levels

Numbers only!

Two Levels

Use Counters.

Four Sets

Students point to card.

Can be done as a class.

debbie.perry@midwayisd.org Share your email address with me so that I can send you the two documents: Kindergarten Assessment Tools Kindergarten Extras

Do you have any questions?

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