Rachel Nail

Mrs. Clements- Kindergarten

PreAssessment
Iwantyoutocountashighasyoucanforme!
Startingfrom3,howhighcanyoucount?
Afterplacingthechildsphonenumberinfrontofthem,askthemtoidentify
thenumbersintheirphonenumber.
Givechildrenthenumbers2,4,and5andaskthemtowriteit.Forthosethat
areslightlymoreadvanced,askthemtowritethenumber9.
Givechildrenacertainamountofobjectsandaskthemtocountthem.(5)
Givechildrentwodifferentgroupsofobjectsandaskwhichonehasmore.
(Groupsof4&5)

Standards

Know number names and the count sequence.

CCSS.MATH.CONTENT.K.CC.A.1

Count to 100 by ones and by tens.

CCSS.MATH.CONTENT.K.CC.A.2

Count forward beginning from a given number within the known

sequence (instead of having to begin at 1).
CCSS.MATH.CONTENT.K.CC.A.3

Write numbers from 0 to 20. Represent a number of objects with

a written numeral 0-20 (with 0 representing a count of no
objects).
Count to tell the number of objects.
CCSS.MATH.CONTENT.K.CC.B.4

Understand the relationship between numbers and quantities;

connect counting to cardinality.
CCSS.MATH.CONTENT.K.CC.B.4.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.
CCSS.MATH.CONTENT.K.CC.B.4.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.

CCSS.MATH.CONTENT.K.CC.B.4.C

Understand that each successive number name refers to a

quantity that is one larger.
CCSS.MATH.CONTENT.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 1-20, count out that many objects.
Compare numbers.
CCSS.MATH.CONTENT.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. 1
CCSS.MATH.CONTENT.K.CC.C.7

Compare two numbers between 1 and 10 presented as written

numerals.
Answer Key:
As far as an answer key, there is not a specific right answer but
specifically how high a student can count is the given answer.
Student Samples:
Kaleb: Counted to 69, counted from 3-39, recognized the
numbers in his phone number, wrote the numbers 2,4,5, and 9.
He wrote a 9 but it was backwards. He counted 5 teddy bears
and then identified it as having more than the other given group.
Braden: Counted to the number 10. Didnt understand counting
after 3. Recognized 1,2,3,4. Didnt notice 7. He wrote 2,4, and 5
but wrote a backwards 2. He recognized that 5 has more.

Taylor: Counted to 3. She didnt know the numbers after 3. She

recognized the numbers 1 and 3. Identified 0 as a number. She
wrote a 2 but backwards. She wrote 4 after being reminded. She
understands one-to-one correspondence, 1,2,3,4,7. She did
identify the group that had more.
Chart Title
100%
0.04
0.11
0
90%
0.15
0
80%
0.7
70%
60%
50%
40%
30%
20%
10%
0%

0.03
0
0.08
0.03
0.08
0.78

0.04
0.04
0.13

0.01
0.03
0.06
0.33

0.21
0.17

0.01
0.03
0.09
0.48

0.04
0
0.12
0.42

0.07
0.07
0.14

0.03
0.03
0.08
0.03
0.3

0.29
0.58

0.42

0.06
0.06
0.06
0.18
0.29

0.54
0.37

0.42

0.21
0.21

Counting

Count on

Know #'s

Write #s

Count Obj.

More/Less

0.35

0.07
0.21
0
0.71

PreAssessment
Section1:PreAssessmentDescription
Goal:
Thegoalofthisassessmentwastotargettheskillsthatchildrenknew
andtoseewhatneededtobeworkedonindividuallyandasaclass.The
standardsthatthisassessmentisfocusingonisthatofcountingand
cardinality,includingrecognizingthenumbers19,understandingmorethan
andlessthan,andalsoincludesonetoonecorrespondence.Myplanfor
usingthisdataistodeterminewhatchildrendontknow,needtoworkon,
andtoalsoseewhattheydoknow.
Reliability,Validity,andBias:
Ifeelthatthepreassessmentgavemealotofinformationabouteach
individualchildintheclassroom.IfeelthattheinformationIobtainedwas
reliableandallowsformetoknowwhatIwanttoworkonasaclass,aswell
ashowtodifferentiatelearningtoaccommodateotherchildrenaswell.
Ifeelthatthistestisvalidinthatitgavemeinformationabouteach
childsstrengthsandweaknesses.Icouldhavedonemoretoassessfor
validityandmakesurethatthetestconditionswerethesameforeachchild.
IfeelthatthewaythatItestedmaybeslightlybiasedbecauseIdid
notcreateascriptofthewordsthatIwouldusetoassesseachchild.Iasked
thesamequestionstoeverychildbutIdidnotusethesamewordingforall
ofthem.ThisistheonlypartthatIfeelwouldbebias.Therewasalsoabit
ofdistraction.Havingthechildrenclosertome,helpedthemtofocusonthe
questionsmorebutwithsomeofthechildren,theysatacrossfromme.I
couldntcontinuallymaintaintheirattentionforasolidamountoftime.It
wasalsoalongassessmentandcouldhavebeenshortertogaugechildrens
learning.
AdministrationConditions:
Thispreassessmentwasadministeredorallytoindividualchildren.Iasked
themseveralquestionsthattheyrespondedto.Ihelpedthemtobe
comfortableandknowthatitwasntahardthingthatIwasaskingthemto
do.Thistestwasadministeredintheafternoon1:1withchildren.Ididnt
givechildrenaspecifiedamountoftimetocompletethetestbuttookas
longasthechildrenneeded.Ithinkthatthetimewasadequatebecauseeach

childisonadifferentlevelandneeddifferentamountoftimestocomplete
tasks.IfeelthatImeasuredforindividualneedsofchildrenandmadesure
toevaluatetomakesureIunderstood.
Standards
Whendesigningtheassessment,Imadesuretoincludeallthe
standards.Ilookedattheindividualstandardsandwhatwasmygoal
toteach.Fromthis,Idecidedtoassesswhatchildrenknewandwhere
Ineededtospendalittlemoretimeexplaining.Astandardthat
childrenwillworkonistocountfrom1100.Iassessedthisbysimply
askingchildrentocountashighastheycould.Ialsocheckedoneto
onecorrespondencebygivingchildrenasetofobjectsandaskedthem
tocountit.
Section2:
DataAnalysis/Summary
Theinformationgatheredinthisassessmentdoesshowme
whatstudentsneedtomaster.Ifeelthatthechildrenknowalotinthis
classbutthereisalotofinformationthatchildrenneedtobetaught.
Thefirstquestionwassimplyaskingchildrentocountashighasthey
could.Thechildrenaveragedatabout20butoneofthehigher
childrenintheclasscountedto69.Istoppedthemwhentheystarted
torepeatandmakeupnumbersbecausetheydidntknow.One
questionthatwasconfusingforchildrenwastoaskthemtocounton
fromagivennumber.Outofthe10childrenintheclass,only2of
themunderstoodwhatwasbeingasked.Iputthephonenumbersof
childreninfrontofthemandaskedthemtoidentifythenumbersin
theirphonenumber.Onechildrecognizeditaslettersbutseveral
couldidentifyatleast3numbersintheirphonenumber.Another
questionwastohavechildrenidentifywhatgrouphadmoregiventwo
groups.Severalchildrenidentifiedagroupandsomejustguesseda
pileandwereright.Iaskedchildrentoexplainwhythegrouphad
moreandtheyexplainedwhyithadmore.Ifeelthatthisassessment
givesmeenoughtoworkwiththegivenstandardsIwillbeteaching.
Ithelpsmetoknowwherethechildrenarestrugglingandwherethey
needmorehelp.

UnitDesign:
FromtheinformationthatIcollectedforthisunit,IfeelthatI
mayneedtoreformatmylessonstoincludethegatheredinformation.
Ineedtocreatesomedifferentiationforeachlesson,giventhateach
individualchildhasdifferentstrengthsandweaknesses.
Iwillusedifferentlessonstoteachdifferentstandards,
includingcooperativelearning,aswellasselfdirected.Childrenneed
avarietyofwaystolearnandIwillprovidethemwitharich
experiencetolearntheinformationbeingtaught.Thechildrendoneed
moreoneononehelpandIneedtodesignthelessoninawaythat
giveschildrenanequalopportunitytolearn.