These are great to have in your classroom from the beginning of the year to help track your students’ progress!
In my classroom, I like to collect data!
I like to do this without making my students feel like they are just taking tests all the time. In order to help me assess my students and save time, I created these ?quick checks.? Each of these assessments are no more than 3 questions long and they all align directly to a Kindergarten grade Common Core Standard.
I give my students these quick checks at different times throughout the year. Before teaching a concept/standard I will give a quick-check as a pre-assessment. After teaching the concept, I will give the same quick-check as a post-assessment.
For my struggling students, I also use these quick-checks to re-assess as needed throughout the year.
I find that these quick assessments are short, but also precise! They let me check in on my students? progress without taking up too much time! It?s a win-win for me and my students!
In this unit:
– How I use these checklists and quick-checks in my own classroom
– Mastery checklists to record scores for each student and each standard
– Progress checks: more in-depth recording sheets for each student and each standard
– Quick check assessments for each of the following Common Core Standards:
RF.K.1d: Recognize and name all upper- and lowercase letters of the alphabet.
RF.K.2a: Recognize and produce rhyming words.
RF.K.2b: Count, pronounce, blend, and segment syllables in spoken words.
RF.K.2c: Blend and segment onsets and rimes of single-syllable spoken words.
RF.K.2d: Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three-phoneme (consonant-vowel-consonant, or CVC) words.
RF.K.2e: Add or substitute individual sounds (phonemes) in simple, one-syllable words to make new words.
RF.K.3a: Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary sound or many of the most frequent sounds for each consonant.
RF.K.3b: Associate the long and short sounds with the common spellings (graphemes) for the five major vowels.
RF.K.3c: Read common high-frequency words by sight.
RF.K.3d: Distinguish between similarly spelled words by identifying the sounds of the letters that differ.
K.CCA.1: Count to 100 by ones and by tens.
K.CCA.2: Count forward beginning from a given number within the known sequence.
K.CCA.3: Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20.
K.CCB.4a: 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.
K.CCB.4b: Understand that the last number name said tells the number of objects counted.
K.CCB.4c: Understand that each successive number name refers to a quantity that is one larger.
K.CC.B5: Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle.
K.CC.C6: Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group.
K.CC.C7: Compare two numbers between 1 and 10 presented as written numerals.
K.OA.A1: Represent addition and subtraction with objects, fingers, mental images, drawings.
K.OA.A2: Solve addition and subtraction word problems, and add and subtract within 10.
K.OA.A3: Decompose numbers less than or equal to 10 into pairs in more than one way.
K.OA.A4: For any number from 1 to 9, find the number that makes 10 when added to the given number.
K.OA.A5: Fluently add and subtract within 5.
K.NBT.A1: Compose and decompose numbers from 11 to 19 into ten ones and some further ones.
K.MD.A1: Describe measurable attributes of objects, such as length or weight.
K.MD.A2: Directly compare two objects with a measurable attribute in common, to see which object has “more of”/”less of” the attribute, and describe the difference.
K.MD.B3: Classify objects into given categories; count the numbers of objects in each category and sort the categories by count.
K.G.A1: Describe objects in the environment using names of shapes, and describe the relative positions of these objects.
K.G.A2: Correctly name shapes regardless of their orientations or overall size.
K.G.A3: Identify shapes as two-dimensional (lying in a plane, “flat”) or three-dimensional (“solid”).
K.G.B4: Analyze and compare two- and three-dimensional shapes, in different sizes and orientations, using informal language to describe their similarities, differences, parts (e.g., number of sides and vertices/”corners”) and other attributes.
K.G.B5: Model shapes in the world by building shapes from components and drawing shapes.
K.G.B6: Compose simple shapes to form larger shapes.
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