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Los Angeles Unified School District

KINDERGARTENChecklist

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Kindergarten ChecklistAdministration Guide Spanish: updated

8.18.15P a g e | 1

Why a Kindergarten Checklist?

Traditionally, kindergarten teachers use informal checklists to assess the abilitiesof their students. We check for letter and number recognition, and listen to how, and how high, the students count. This assessment codifies what is informally going on across the district, so that we can have common conversations about where our students are and how we can move them along the learning progressions.

Why is the same Checklist given three times throughout the year?

This is a formative assessment that gives teachers information on where thechildren are, so that we know next steps for instruction. Students come into kindergarten at all different levels. For some, this is their first school experience. For others, this may be their third year of “school.” Some students may accurately complete the assessment the first time, others may not accurately complete it the third time. They will make progress at different speeds throughout the year. For this reason, a formative assessment can help guide the teacher in planning the next steps for the students. The new Checklist also contains two new features, from the domains of Operations and Algebraic Thinking, and Geometry, to include for the second and third rounds. And once a student successfully completes an item, they are no longer assessed on that item.

When are my students expected to master the CCSS kindergarten standards in Counting and Cardinality?

The California Preschool Learning Foundation provides math expectations for children at around 48 months (age 4) and around 60 months (age 5, entering kindergarten). These are referenced in the Appendix at the end of this document, along with the Common Core kindergarten standards. Children are not expected to master the kindergarten standards until the end of kindergarten. By using the Appendix, you can share valuable information with parents on where their children are at these “snapshots in time” and where they need to go by the end of the year. Teachers’ knowledge of the learning progressions as reflected in the Appendix canhelp in the delivery of “just right” instruction to the students.

Kindergarten ChecklistAdministration Guide Spanish: updated

8.18.15P a g e | 2

Kindergarten Formative AssessmentCommon Core State Standards

with a written numeral 0-20 (with 0 representing a count of no objects).

names of some written numerals.

Kindergarten ChecklistAdministration Guide: updated 8.18.15

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Checklist Items Common Core State Standards for Content

Writing Numbers K.CC.3 Write numbers from 0 to 20. Represent a number of objects

Oral Counting K.CC.1 Count to 100 by ones and by tens.

Number Identification CA Preschool Learning Foundations: PK1.2 Recognize and know the

Counting Objects – Scattered Configuration

K.CC.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.CC.4b 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.

K.CC.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 as10 things in a scattered configuration; given a number from 1-20, count out that many objects.

Counting Objects – Arranged Configuration

K.CC.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.CC.4b 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.

K.CC.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 as10 things in a scattered configuration; given a number from 1-20, countout that many objects.

Comparing QuantitiesK.CC.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.

Kindergarten Formative AssessmentCommon Core State Standards

numerals.

three-dimensional (“solid”).

NOTE: These items are to be considered a menu of choices for the recommendedassessment windows. We encourage the teachers in a grade level to discuss which elements they will collectively assess, so that there is uniformity at a school site. When the student completes a Checklist Element without any errors, then they no longer need to take that portion again.


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Checklist Items Common Core State Standards for Content

Comparing Numerals K.CC.7 Compare two numbers between 1 and 10 presented as written

Recommended for Assessments #2 and/or #3

only:How Many Are Hiding?

K.OA.3 Decompose numbers less than or equal to 10 into pairs in more than one way, e.g., by using objects or drawings to represent the problem.K.OA.5 Fluently add and subtract within 5.

Recommended for Assessment #3 only:

Geometric Shapes

K.G.3 Identify shapes as two-dimensional (lying in a plane, “flat”) or

Common Core State Standards for Mathematical Practice (MP)Explanations and Examples for Kindergarten(from the California Mathematics Framework, 2014)

connect the language of mathematics to their everyday life, ask students

enough blocks for the students at their table. Younger students may use

different number pairs for 5, or place three objects on a ten frame and


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Standards for Mathematical

PracticeExplanation and Examples

MP1: Makes sense of problems and persevere in

solving them

In kindergarten, students begin to build the understanding that doing mathematics involves solving problems and discussing how they solved them. Students explain to themselves the meaning of a problem and look for ways to solve it. Real-life experiences should be used to support students’ ability to connect mathematics to the world. To help students

questions such as “How many students are absent?” or have them gather

concrete objects or pictures to help them conceptualize and solveproblems. They may check their thinking by asking themselves, “Doesthis make sense?” or they may try another strategy.

MP2: Reason abstractly and quantitatively

Younger students begin to recognize that a number represents a specific quantity and to connect the quantity to written symbols. Quantitative reasoning entails creating a representation of a problem while attending to the meanings of the quantities. For example, a student may write the numeral “11” to represent an amount of objects counted, select the correct number card “17” to follow “16” on a vertical calendar with days arranged in tens, or build a pile of counters depending on the number drawn. In addition, kindergarten students begin to draw pictures, manipulate objects, or use diagrams or charts questions, such as, “How do you know?” which reinforces their reasoning and understanding, and helps students develop mathematical language.

MP3: Construct viable arguments and critique the

reasoning of others

Younger students construct arguments using actions and concrete materials, such as objects, pictures and drawings. They begin to develop their mathematical communication skills as they participate in mathematical discussions involving questions like “How did you get that?” and “Why is that true?” They begin to develop the ability to reason and analyze situations as they consider questions such as, “Are you sure…?”, “Do you think that would happen all the time…?”, and “I wonder why…?”

MP4: Model with mathematics

In early grades, students begin to represent problem situations in multiple ways (e.g., using numbers, words, or mathematical language, objects, acting out, making a chart or list, drawing pictures, or creating equations). For example, a student may use cubes or tiles to show the

then determine how may more are needed to “make a ten.” Students rely on manipulatives (or other visual and concrete representations) while solving tasks and record an answer with a drawing or equation.

five. Teacher might ask, “What do you notice when…?” Students may

the task. For example, in this task: “There are 8 crayons in the box.

each color?” Kindergarten students realize 8 crayons could include 4 of


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Standards for Mathematical

PracticeExplanation and Examples

MP5: Use appropriate tools strategically

Younger students begin to consider the available tools when solving a mathematical problem and decide when certain tools might be helpful. For instance, kindergarteners may decide to use linking cubes to represent two quantities, and then compare the two representations side- by-side, or later, make math drawings of the quantities. Students decide which tools may be helpful to use depending on the problem or task, and explain why they use specific mathematical tools.

MP6: Attend to precision

Kindergarten students begin to develop precise communication skills, calculations, and measurement. Students describe their own actions, strategies, and reasoning using grade-level appropriate vocabulary. Opportunities to work with pictorial representations and concrete objects can help students develop understanding and descriptive vocabulary.For example, students analyze and compare two- and three-dimensional shapes and they sort objects based on appearance. While measuring objects iteratively (repetitively), students check to make sure that there are no gaps or overlaps. During tasks involving number sense, students check their work to ensure the accuracy and reasonableness of solutions. Students should be encouraged to answer questions such as, “How do you know your answer is reasonable?”

MP7: Look for and make use of structure

Younger students begin to discern a pattern or structure in the number system. For instance, students recognize that 3 + 2 = 5 and 2 + 3 = 5. Students notice patterns in counting strategies to build fluency in facts to

use various strategies to attain fluency such as counting on, counting all, and taking away.

MP8: Look for and express regularity in repeated

reasoning

In the early grades, students notice repetitive actions in counting, computations, and mathematical tasks. For example, the next number in a counting sequence is one more when counting by ones and ten more when counting by tens (or one more group of ten). Students should be encouraged to answer questions such as “What would happen if …?” in

Some are red and some are blue. How many crayons could there be of

each color (8 = 4 + 4), or 5 of one color and 3 of another (8 = 5 + 3), etc.For each solution, students repeatedly engage in the process of findingtwo numbers to join together to equal 8.

Kindergarten Formative AssessmentMaterials Needed

Comparing Numerals•

double-sided.

Scattered Configuration. Ten cubes will be used for


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Item QuantityNeeded Details

Administration Guide 1 Set

Directions for:• Writing Numbers• Oral Counting• Number Identification• Counting Objects – Scattered Configuration• Counting Objects – Arranged Configuration• Comparing Quantities

• How Many Are Hiding?• Geometric ShapesAppendix:• Connecting the Data to the Maps• Alignment between California Preschool Learning

Foundations and CCSS Kindergarten

Student Pages 1 Set

Place each of the student pages together in order:1. Number Identification Sample2. Number Identification – Level 13. Number Identification – Level 24. Number Identification – Level 35. Counting Objects – Arranged Configuration6. Comparing Numerals Sample7. Comparing Numerals8. Geometric Shapes

Recording Forms 1 per Student The two pages can be copied onto single sheets,

Writing NumbersAssessment 1 per Student Single-sided

Blank Paper for Writing, Counting Objects 1 per Student Blank paper

Manipulatives10 cubes of one

color

Nine cubes will be used for Counting Objects –

“How Many Are Hiding?”

13 cubes The cubes will be used for Comparing Quantities (6 in

student

Materials Needed for Writing Number Assessment, 1-20:üü

Recording FormsWriting Numbers Assessment – One per StudentPencil or Pen

Directions:

Distribute the Writing Numbers Assessment1.

2. Say these specific directions to student(s):

“Termina la gráfica. Escribe los números, empezando con uno, lo mas que puedes. Cuando llegas al final de la fila, sigue en la próxima fila (demonstrate by pointing). Para cuando llegues al número 20.”

Writing Numbers: Scoring Guidelines

Correct responses include:Numbers written correctly•

Incorrect responses include:Numbers written incorrectlyNumbers skipped by the student

••

Note: Numbers written backwards are acceptable (i.e., the number 2 is facing the wrongdirection). However, if the digits in a two-digit number are reversed (i.e., 12 is written 21), that is incorrect.

To calculate a Writing Numbers score, the examiner:---

Counts up all numbers that the student attempted to write andSubtracts the number of errors from the total of numbers attemptedThe resulting figure is the number of correct numbers written


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WRITING NUMBERS Small Group (at beginning of year)

Whole Group (later in year)

(6 of one color and7 of another color)

one group, 7 in another group).

2 Pencils 1/Teacher1/Student

To complete Recording Form for teacher, writing for

THE FOLLOWING ASSESSMENTS ARE DONE ONE-ON-ONE BY TEACHER

Materials Needed for Oral Counting Assessment:üü

Recording FormPencil or Pen

Directions:Place the recording form on a clipboard and position so the student cannot see what the examiner records.

1.

2. Say these specific directions to the student:

“Cuando diga empieza, quiero que empieces contando en voz alta hasta que diga para. Si encuentras un número que no sabes, yo te lo voy a decir. Haz lo mejor que puedas en contar. ¿Tienes alguna pregunta? Listo, empieza.”

3. If the student fails to say “1” after 5 seconds, say “1” and continue.

4. If the student hesitates for 5 seconds after any number, say the next number.

5. Let the student keep counting until they cannot go on, or reach 100.

6. If the student starts to repeat numbers, goes backwards, or says random numbers, record thebehavior and score up to the last correct number stated in order.

7. Follow along on the examiner copy. Put a slash ( / ) through any incorrect.

8. Counting by 10’s. Teacher will record student incorrect responses by circling the numbersthe student says incorrectly in order. Say these specific direction to the student:

“Cuando diga empieza, quiera que empieces contando en voz alta por 10, lo mas que puedas. Quiero que pares cuando llegues a 100. Listo, empieza.”

Oral Counting: Scoring Guidelines

Correct responses include:Numbers said correctlyNumbers said incorrectly, but corrected by the student within 3 seconds

••

Incorrect responses include:Numbers said incorrectlyNumbers said correctly after hesitations of 4-5 seconds or longerNumbers skipped by the student

•••


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ORAL COUNTING

To calculate a Writing Numbers score, the examiner:---

Counts up all numbers that the student said correctly in order andSubtracts the number of errors from the highest number stated correctlyThe resulting figure is the number of correct numbers said

Materials Needed for Oral Counting Assessment:üüü

Recording FormStudent Page 1: Number Identification SampleStudent Pages 2-4: Number Identification Levels 1-3Pencil or Pen

Directions:Place the Student Page 1: Number Identification Sample in front of the student1.

2. Place the recording form on a clipboard and position so the student cannot see what theexaminer records.


“Mira el papel en frente de ti. Hay un número en el papel (demonstrate by pointing).¿Cuál número es éste?”

Example 1

Example 2

Place Student Page 2: Number Identification – Level 1 in front of the student.

“El papel en frente de ti tiene filas de números. Cuando diga empieza, quiero que medigas que números son. Empieza aquí y vé al otro lado de la página. Cuando llegues al fin de la fila, vé a la próxima fila (demonstrate by pointing). Si encuentras un número que no sabes, te lo voy a decir. ¿Tienes alguna pregunta? Pon el dedo en el primero. Listo, empieza.”

4. If the student fails to answer the first problem after 5 seconds, tell the student to “intenta la próxima.”


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CORRECT RESPONSE “Muy bien. El número es tres.” (Turn the page.)

INCORRECT RESPONSE“Este número es tres (point to 3). ¿Cuál número es

este? Muy bien.” (Turn the page.)

CORRECT RESPONSE“Muy bien. El número es siete. Mira el número al lado del 7 (demonstrate by pointing). ¿Cuál número

es éste?”

INCORRECT RESPONSE“Este número es siete (point to 7). ¿Cuál número es este? Muy bien. Intentemos otro. Mira el número

al lado de 7 (demonstrate by pointing). ¿Cuál número es este?”

NUMBER IDENTIFICATION

5. Follow along on the examiner copy. Put a slash ( / ) through any incorrect.

6. The maximum time for each is 5 seconds. If a student does not provide an answer within 5seconds, tell the student to “intenta la próxima.” (If necessary, the examiner points to thenext number as a student prompt.)

7. If the student scores 8 or greater, go to the next level. Otherwise, stop this portion of theassessment.

Number Identification: Scoring Guidelines

Correct responses include:Numbers read correctlyNumbers read incorrectly but corrected by the student within 5 seconds

••

Incorrect responses include:Numbers read incorrectlyNumbers read correctly after hesitations of 5 seconds or longerNumbers skipped by the student

•••


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Materials Needed for Counting Objects – Scattered Configurationüü ü

Recording Form9 Cubes of One ColorPencil or PenStudent PencilBlank sheet of paper

Directions:Place 9 cubes of one color in front of the student in a scattered arrangement. Place blankpaper to the side for student to write their count.

1.


3. Ask the student:

“¿Cuántos cubos hay?”

4. You may tell the student that he/she may touch the cubes.

5. Check the cardinality. After the student counts, ask the student:

“¿Cuántos cubos hay?” “Por favor escribe el número de cubos en este papel.”

Cardinality is the number of elements in a given set.

If a student restates total, circle yes. If student recounts, circle no.

6. Check for One-to-One Correspondence

One-to-One correspondence is the ability to match numbers to objects or object to object; forexample, the numbers one to five matching five blocks, or matching one sock to one shoe.

If the student says one number as they touch each cube, circle yes. If the student touchesmultiple cubes for each number or says multiple numbers for each cube, circle no.

7. Mark strategies used by student.


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COUNTING OBJECTS – SCATTERED CONFIGURATION

Materials Needed for Counting Objects – Arranged Configurationüü ü

Recording FormStudent Page 5: Counting Objects – Arranged Configuration (3-by-6 array of printed stars) Pencil or PenBlank PaperStudent Pencil

Directions:Place Student Page 5: Counting Objects – Arranged Configuration (3-by-6 array of printedstars) in front of the student. Place sheet of blank paper to the side.

1.


3. Ask the student:

“¿Cuántas estrellas hay?”

4. Check for cardinality. After the student counts, ask the student:

“¿Cuántas estrellas hay?” “Por favor escribe el número de estrellas en este papel.”If the student restates the total, circle yes. If student recounts, circle no.

5. Check for One-to-One Correspondence.

One-to-One correspondence is the ability to match numbers to objects or object to object; forexample, the numbers one to five matching five blocks, or matching one sock to one shoe.

If the student says one number as they touch each star, circle yes. If the student touchesmultiple stars for each number or says multiple numbers for each star, circle no.

6. Mark strategies used by student.

Counting Objects: Scoring Guidelines

Correct count is scored one point. Correctly written number is scored one point. It ispossible to correctly write an incorrectly counted number for one point.


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COUNTING OBJECTS – ARRANGED CONFIGURATION

Materials Needed for Counting Objects – Arranged Configurationüü

Recording FormSet of 6 Cubes of One Color and Set of 7 Cubes of Another ColorPencil or Pen

Directions:Place two sets of cubes in front of the student – one with 6 cubes of one color, the other with7 cubes of another color.

1.


3. Ask the student:

“¿Cuál grupo tiene mas cubos?”

4. You may tell the student that he/she may touch the cubes.

5. If you cannot determine the strategy used, say:

“Enseñame como lo entendiste.”

6. Mark strategies used by the student.

Comparing Quantities: Scoring Guidelines

Correct response is scored one point.


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COMPARING QUANTITIES

Materials Needed for Comparing Numerals Assessment:üü ü

Recording FormStudent Page 6: Comparing Numerals SampleStudent Page 7: Comparing NumeralsPencil or Pen

Directions:Place the Student Page 6: Comparing Numerals Sample in front of the student.1.

2. Place the recording form copy on a clipboard and position so the student cannot see what theexaminer records.


“Mira el papel en frente de ti. La caja en frente de ti tiene dos números adentro(demonstrate by pointing). ¿Cuál número es mas grande o mas?”

Example 1

Example 2

Place the student copy in front of the student.

“El papel en frente de ti tiene cajas. En las cajas hay dos números. Cuando digoempieza, quiero que me digas el número en la caja que es mas grande o mas. Empieza aquí y sigue hasta el fondo de la página. Cuando llegues al fin de la columna, para (demonstrate by pointing). Si encuentras una caja y no sabes cual número es mas grande, te diré que hacer. ¿Tienes alguna pregunta? Pon el dedo en el primero. Listo, empieza.”

NOTE: If the student has difficulties with speech production, the examiner can use thisalternate wording for directions: “Cuando digo empieza, señala el número que es más grande o mas en cada pareja.”

4. If the student fails to answer the first problem after 5 seconds, tell the student to “Intenta lapróxima.”

Follow along on the examiner copy. Put a slash ( / ) through any incorrect.


5.

CORRECT RESPONSE “Muy bien. El número mas grande es cinco.” (Turn

the page.)

INCORRECT RESPONSE“El número mas grande es cinco. Deberías haber dicho cinco porque cinco es mas grande que cuatro.” (Turn the page.)

CORRECT RESPONSE“Muy bien. El número mas grande es 8. Ahora

mira esta caja (demonstrate by pointing). Tiene dos números adentro. Dime el número que es mas

grande o mas.”

INCORRECT RESPONSE“El número mas grande es 8. Deberías haber dicho

ocho porque ocho es mas grande que dos. Ahora mira esta caja (demonstrate by pointing). Tiene dos

números adentro. Dime el número que es mas grande o mas.”

COMPARING NUMERALS

6. If a student does not provide an answer within 5 seconds, tell the student to “Intenta lapróxima.” (If necessary, the examiner points to the next box as a student prompt.)

Comparing Numerals: Scoring Guidelines

Correct responses include:Comparing Numerals read correctlyComparing Numerals read incorrectly but corrected by the student within 5 seconds

••

Incorrect responses include:The student reading the lesser number in the number pairCorrect responses given after hesitations of 5 seconds or longerThe student’s calling out a number other than what appears in the number pairResponse items skipped by the student

••••


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Materials Needed for “How Many Are Hiding?” Assessment:üü

Recording Form10 Small Base Ten Cubes of One ColorPencil or Pen

Directions:Part 1:

1. Ask the student to hand you two counters. Alternatively, the cubes can be placed on thetabletop, and hidden cubes covered with one hand.

2. Close your hand around the counters and confirm that the student knows how many arehidden there.

3. Then remove one and show the other in the palm of your other hand.

4. Ask the student, “¿Cuantos estan escondidos?”

5. Once the student gives you a response, record the response.

6. Throughout, ask, “¿Como lo sabes?” and mark the strategy(ies) the student uses.

7. Repeat with different amounts removed and for all combinations of that number.

8. Continue with three counters if the student was able to give correct responses quickly andconfidently for all combinations of two. Repeat Steps 1-6.

9. Continue with numbers, adding one more cube until you have determined what numbercombinations the child knows quickly and easily (“mastered”) and which numbercombinations the child is figuring out. Evidence of the student figuring out the combinations might be using fingers, nodding with head, long pause, etc. When the student has missed two combinations, stop. Record the target number. That is the target number at which thestudent will need continued opportunities for number sense work.


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“HOW MANY ARE HIDING?”

Materials Needed for Geometry Assessment:üüü

Recording FormStudent Page 8: 2-D ShapesStudent Page 9: 3-D ShapesPencil or Pen

Directions:Place Student Page 8: 2-D Shapes in front of the student.1.

2. Place the recording form copy on a clipboard and position so the student cannot see what theexaminer records.

3. Say these specific directions to the student: “Mira el papel en frente de ti. Por favor nombra las figuras cuando yo las señale. Si no sabes el nombre de la figura, quiero que digas, todavía no lo se.”

4. Point to each shape, #1-6, checking off correct responses on the recording sheet. If a studentdoes not provide an answer within 5 seconds, tell the student to “Intenta lapróxima.” (If necessary, the examiner points to the next box as a student prompt.)

5. Place Student Page 9: 3-D Shapes in front of the student.

6. Say these specific directions to the student: “Mira el papel en frente de ti. Por favornombra las figuras cuando yo las señale. Si no sabes el nombre de la figura, quieroque digas, todavía no lo se.”

7. Point to each shape, #1-4, checking off correct responses on the recording sheet. If a studentdoes not provide an answer within 5 seconds, tell the student to “Intenta lapróxima.” (If necessary, the examiner points to the next box as a student prompt.)

Geometry: Scoring Guidelines

Correct response is scored one point.


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GEOMETRY

Number Identification SampleStudent Page 1Revised 8.18.15

7 3

Number Identification – Level 1

Student Page 2Revised 8.18.15

5 3 0 8 2

4 1 7 6 9



13 10 16 12 18

17 14 19 15 11



72 20 64 100 31

49 90 80 26 50

COUNTING OBJECTS – Arranged Configuration


Comparing Numerals Sample


8 2 4 5

Comparing Numerals


2 59 64 87 3

Identify 2-D Shapes


65

43

21

Identify 3-D Shapes


3

4

1

2

Kindergarten ChecklistRecording Form (Teacher Selection of Items)

Name Date

WRITING NUMBERS 1-20 # Attempted − # of Errors = Score

ORAL COUNTING: by 1’s(slash incorrect 1’s) and by10’s (circle incorrect 10’s)

1’s # Attempted − # of Errors = Score 10’s # Attempted - # of Errors = Score

NUMBER IDENTIFICATION

Level 1 Score: /10

Level 2 Score: /10

Level 3 Score: /10

COUNTING OBJECTS – Scattered Configuration: Writes NumberScore: / 2

Strategies used (please mark): Cardinality (please circle): Yes NoOne-to-one Correspondence (please circle): Yes No

Keeps track while counting:

Points to each cube

Lines them up

Moves objects to another pile

Other:

Errors:

Skips cubes

Recounts cubes

Skips numbers when counting

Other:

Recording Form Page 1Revised 8.18.15

# of cubes stated: (Correct answer: 9, 1 point correctly written, 1 point)

72 20 64 100 31 49 90 80 26 50

13 10 16 12 18 17 14 19 15 11

5 3 0 8 2 4 1 7 6 9

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20

21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40

41 42 43 44 45 46 47 48 49 50 51 52 53 54 55 56 57 58 59 60

61 62 63 64 65 66 67 68 69 70 71 72 73 74 75 76 77 78 79 80

81 82 83 84 85 86 87 88 89 90 91 92 93 94 95 96 97 98 99 100


Name Date

COUNTING OBJECTS – Arranged Configuration: Writes Number

Score: / 2

Strategies used (please mark): Cardinality (please circle): Yes No

One-to-one Correspondence (please circle): Yes No

Keeps track while counting:

Counts left to right

Counts top to bottom

Counts in zigzag pattern

Other:

Errors:

Skips stars

Recounts stars

Skips numbers when counting

Other:

COMPARING QUANTITIES

Score: / 1

Strategies used (please mark):

Counts Matches Guesses Other:

COMPARING NUMERALS

Score: /4


2 5

9 6

4 8

7 3

6 cubes 7 cubes

# of stars stated: (Correct answer: 18, 1 point, correctly written, 1 point)


Name Date

HOW MANY ARE HIDING? (Additional Item for Mid-Year and End-of-Year)

Scoring Directions: The numbers in bold are the numbers being assessed. The numbers shown beloweach number being assessed are the number of counters to show to the student. Mark the numbers thestudent answers incorrectly. When the student makes two incorrect responses, stop, record that TargetNumber.

Part 2, ask the student, “¿Como lo sabes?” Check off the strategies the student uses.

2

1

0

2

3

2

1

3

0

4

2

3

0

1

4

5

3

2

1

4

5

0

6

3

1

5

0

6

4

2

7

4

6

0

1

7

2

5

3

8

5

2

0

6

8

4

1

3

7

9

6

1

7

4

9

3

8

2

5

0

10

5

7

0

3

10

6

1

4

8

2

9

Strategies:

Counting all (fingers/nodding) Counting back

Counting on Addition Facts

Skip counting Subtraction Facts

Other:


TARGET NUMBER


Name Date

GEOMETRY – 2-D and 3-D Shape Identification (Additional Item for End-of-Year)

Identify 2-D Shapes

Score: /6

Identify 3-D Shapes

Score: /4


cylinder cube cone sphere

rectangle triangle circle hexagon oval square

Student Name: Date:

Kindergarten Checklist – Writing Numbers 1-‐20

Kindergarten Checklist Appendix

Connecting the Kindergarten Assessment to the Curriculum Maps Resources: Counting and Cardinality Center Resources: Deve l o p i ng N umb er Co n ce pt s , B oo k 1 , by Kathy Richardson If students need one-‐to-‐one correspondence, use: Teacher - ‐ Directed : 1-‐11-‐21-‐31-‐41-‐51-‐61-‐71-‐81-‐91-‐101-‐111-‐12

Slide and check Count and Dump Making Towers Counting Stories, Level 1 Creations Finger Counting Grab-‐Bag Counting Grow and Shrink, Level 1 Hide It Hunt for It, Level 1 Peek and Count, Level 1 Find a Match, Level 1

In de p e n de nt Ac t ivi t ies : 1-‐21 Counting Boards, Level 1 1-‐22 Creation Station 1-‐23 Cover the Dots, Level 1 1-‐24 Counting with the Number Shapes, Level 1 1-‐25 Roll-‐A-‐Tower Race (1-‐6), Level 1 If students need work with numeral recognition, use: Teacher - ‐ Directed : 1-‐8 1-‐4 1-‐131-‐10 1-‐14

Grow and Shrink, Level 3 Counting Stories, Level 2 Find a Match, Level 3 Hunt for It, Level 3 Tall and Short, Level 2

In de p e n de nt Ac t ivi t ies : 1-‐21 1-‐25 1-‐26 1-‐27 1-‐28 1-‐29 1-‐30 1-‐31 1-‐32

Counting Boards, Level 2 Roll-‐a-‐Tower Race (1-‐6), Level 2,(4-‐9) Level 2 Make-‐a-‐Train Race, Level 2 Build-‐a-‐Staircase, Level Build a City, Level 2 Grab-‐Bag Counting Station, Level 1 Shape Puzzles, Level 1 Line Puzzles, Level 1 Pick a Number

8.18.15

Kindergarten Checklist Appendix

If students need practice in writing numerals, use:Teacher - ‐ Directed :1-‐41-‐111-‐171-‐181-‐19

Counting Stories, Level 3Peek and Count, Level 2Give and Take, Level 2Hiding One More

Hiding One Less

Independent Activities :1-‐211-‐291-‐301-‐311-‐331-‐341-‐351-‐361-‐371-‐381-‐39

Counting Boards, Levels 3 and 4Grab-‐Bag Counting Station, Level 2Shape Puzzles, Level 2Line Puzzles, Level 2Grab a HandfulHide-‐It StationGive and Take StationHow Long Is It?How Many Does It Hold? Sorting ColorsSorting Collections

If students need practice in determining which of two groups is more andwhich is less, and in recording the results, use:Teacher - ‐ Directed :3-‐13-‐23-‐33-‐43-‐53-‐63-‐73-‐83-‐113-‐12

Is It More or Is It Less? Level 1Stacks, Level 1Two-‐Color Grab Bag, Level 1Spin and Peek, Level 1Graph and SeeNumber Cards, Level 1More-‐or-‐Less Spin It, Level 1More-‐or-‐Less Counting Stories, Level 1More or LessRoll and Spin

Independent Activities 3-‐133-‐143-‐153-‐163-‐173-‐183-‐193-‐203-‐213-‐22

Stack, Tell, Spin and WinTwo-‐Color Grab Bag Station, Level 1Comparing Lengths, Level 1Comparing Shape Puzzles, Level 1Comparing Line Puzzles, Level 1Comparing Handfuls, Level 1Comparing Containers, Level 1Sort and Compare ColorsComparing NumbersCounting Boards: Changing Numbers

8.18.15

Appendix

Kindergarten

Extracted from Preschool Learning Foundations: http://www.cde.ca.gov/sp/cd/re/psalignment.asp

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Table 1.9Detailed View of the Alignment Between the Mathematics Domain and the Common Core State Standards

California Preschool Learning Foundations Common Core State Standards

Domain:Mathematics MathematicsStrand:Number Sense Counting and Cardinality Operations

and Algebraic Thinking Number and Operations in Base Ten

At around 48 months At around 60 months By the end of kindergarten1.0 Children begin to understand numbers and quantities in their everyday environment.

1.0 Children expand their understanding of numbers and quantities in their everyday environment.

Counting and Cardinality Know number names and the count sequence. Count to tell the number of objects.

1.1 Recite numbers in order to ten with increasing accuracy.

1.1 Recites numbers in order to twenty with increasing accuracy.

Know number names and the count sequence.1. Count to 100 by ones and by tens.

2. Count forward beginning from a given number within the known sequence (instead of having to begin at 1).

1.2 Begin to recognize and name a few written numerals.

1.2 Recognize and know the name of some written numerals.

Know number names and the count sequence.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).

1.3 Identify, without counting, the number of objects in a collection of up to three objects (i.e., subitize).

1.3 Identify without counting the number of objects in a collection of up to four objects (i.e., subitize).

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1.4 Count up to five objects, using one-to-one correspondence (one object for each number word) with increasing accuracy.

1.4 Count up to ten objects, using one-to-one correspondence with increasing accuracy.

Count to tell the number of objects.4. Understand the relationship between numbers and quantities;

connect counting to cardinality.a. When counting objects, say the number names in the

standard order, pairing each object with one and only one number name and each name with one and only one object.

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.

1.5 Use the number name of the last object counted to answer the question, “How many…?”

1.5 Understand, when counting, that the number name of the last object counted represent the total number of objects in the group (i.e., cardinality)

Count to tell the number of objects.4. Understand the relationship between numbers and quantities;

connect counting to cardinality.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.

c. Understand that each successive number name refers to aquantity that is one larger.

2.0 Children begin to understand number relationships and operations in their everyday environment.

2.0 Children expand their understanding of number relationships and operations in their everyday environment.

Counting and Cardinality Compare Numbers

Operations and Algebraic Thinking Understand addition as putting and adding to, and

understand subtraction as taking apart and taking from.At around 48 months At around 60 months By the end of kindergarten2.1 Compare visually (with or

without counting) two groups of objects that are obviously equal or nonequal and communicate, “more” or “same”

2.1 Compare, by counting or matching, two groups of up to five objects andcommunicate, “more,” “same as,” or “fewer” (or “less”).

Compare Numbers6. 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.

7. Compares two numbers between 1 and 10 presented as written

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numerals.2.2 Understand that adding to (or

taking away) one or more objects from a group will increase (or decrease) the number of objects in the group.

2.2 Understands that adding one or taking away one changes the number in a small group of objects by exactly one.

Understand addition as putting and adding to, and understand subtraction as taking apart and taking from.

1. Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., clap), acting out situations, verbal explanations, expressions, or equations.

2. Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problems.

3. Decompose numbers less than or equal to 10 into pairs in more than one way, e.g., by using objects or drawings, and record each decomposition by a drawing or equation (e.g., 5 = 2 + 3 and 5 = 4+ 1).

4. For any number from 1 to 9, find the number that makes 10 when added to the given number, e.g., by using objects or drawings, and record the answer with a drawing or equation.

5. Fluently add and subtract within 5.

2.3 Understand that putting two groups of objects together will make a bigger group.

2.3 Understand that putting two groups of objects together will make a bigger group andthat a group of objects can be taken apart into smaller groups.

2.4 Solve simple addition and subtraction problems nonverbally (and often verbally) with a very small number of objects (sums up to4 or 5).

2.4 Solve simple addition and subtraction problems with a small number of objects (sums up to 10), usually by counting.

Number and Operations in Base Ten Work with numbers 11–19 to gain foundations for place

value.Work with numbers 11–19 to gain foundations for place value.

1. Compose and decompose numbers from 11 to 19 into ten onesand some further ones, e.g., by using objects or drawings, and record each composition or decomposition by a drawing or equation (such as 18 = 10 + 8); understand that these numbers are composed by ten ones and one, two, three, four, five, six, seven, eight, or nine ones.

*The footnote that appears in the published version of this foundation has been omitted so that the alignment can be highlighted.

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Strand:Algebra and Functions (Classification and Patterning) Measurement and Data

At around 48 months At around 60 months By the end of kindergarten1.0 Children begin to sort and classify objects in their everyday environment.

1.0 Children expand their understanding of sorting and classifying objects in their everyday environment.

Measurement and Data Classify objects and count the number of objects in each

category.

1.1 Sort and classify objects byone attribute into two or more groups, with increasing accuracy.

1.1 Sort and classify objects by one or more attributes, into two or more groups, with increasing accuracy (e.g., may sort first by one attribute and then by another attribute).*

3. Classify objects into given categories, count the numbers of objects in each category and sort the categories by count.

2.0 Children begin to recognize simple, repeating patterns.

2.0 Children expand their understanding of simple, repeating patterns.

2.1 Begin to identify or recognize a simple repeating pattern.

2.1 Recognizes and duplicates simple repeating patterns.

2.2 Attempt to create a simple repeating pattern or participate in making one.

2.2 Begin to extend and create simple repeating patterns

*The footnote that appears in the published version of this foundation has been omitted so that the alignment can be highlighted.

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Strand:Measurement Measurement and DataAt around 48 months At around 60 months By the end of kindergarten1.0 Children begin to compare and order objects.

1.0 Children expand their understanding of comparing, ordering, and measuring objects.

Measurement and Data Describe and compare measurable attributes.

1.1 Demonstrate awareness that objects can be compared by length, weight, or capacity, by noting gross differences, using words such as bigger, longer, heavier, or taller, or by placing objects side by side to compare length.

1.1 Compare two objects by length, weight, or capacity directly (e.g., putting objects side by side) or indirectly (e.g., using a third object).

1. Describe measurable attributes of objects, such as length or weight. Describe several measurable attributes of a single object.

2. 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. For example, directly compare the heights of two children and describe one child as taller/shorter.1.2 Order three objects by

size.1.2 Order four or more objects by

size.

1.3 Measure length using multiple duplicates of the same-size concrete units laid end to end.*

4 . Dem o n s t r a te an un d e rs t a n d i n g o f c o n ce p ts t i me ( e . g ., m o r n i n g , a fte rn o on , eve n i ng, t o d a y , y e s te r da y , t o m o rr o w , w e ek, y e a r ) a n d t o ol s t h at m e a s u r e t i me ( e . g ., c l o ck, c a l e n d a r ) . ( CA - St a n da r d M G 1 . 2) a . N a me t h e d a y s o f t h e w eek. ( CA - S t a n d a r d 1 . 3 ) b . Id e n t i fy t h e t i me ( t o t h e n e a r e s t ho u r ) o f eve ryda y eve n ts ( e . g . , l u n c h t i me i s 1 2 o ’ c l o ck, b e d t i me i s 8 o ’ c l o ck at n i g h t ) . ( CA - S t an da r d M G 1 . 4 ) .

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Strand:Geometry GeometryAt around 48 months At around 60 months By the end of kindergarten1.0 Children begin to identify and use common shapes in their everyday environment.

1.0 Children identify and use a variety of shapes in their everyday environment.

Geometry Identify and describe shapes (squares, circles, triangles,

hexagons, cubes, cones, cylinders, and spheres). Analyze, compare, create, and compose shapes.

1.1 Identify simple two- dimensional shapes, such as a circle and square.

1.1 Identify, describe, and construct a variety of different shapes, including variations of circle, triangle, rectangle, square, and other shapes.

Identify and describe shapes (squares, circles, triangles, hexagons, cubes, cones, cylinders, and spheres).

1. Describe objects I the environment using names of shapes, anddescribe the relative positions of these objects using terms such as above, below, beside, in front of, behind, and next to.

2. Correctly name shapes regardless of their orientations or overall size.

3. Identify shapes as two-dimensional (lying in a plane, “flat”) or three-dimensional (“solid”).

Analyze, compare, create, and compose shapes.4. 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 (e.g., having sides of equal length).

1.2 Use individual shapes to represent different elements of a picture or design.

1.2 Combine different shapes to create a picture design.

Analyze, compare, create, and compose shapes.5. Model shapes in the world by building shapes from components

(e.g., sticks and clay balls) and drawing shapes.

6. Compose simple shapes to form larger shapes. For example, “Can you join these triangles with full sides touching to make a rectangle?”

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2.0 Children begin to understand positions in space.

2.0 Children expand their understanding of positions in space.

Geometry Identify and describe shapes (squares, circles, triangles,

hexagons, cubes, cones, cylinders, and spheres).2.1 Identify positions of objects

and people in space, such as in/on/under, up/down, and inside/outside.

2.1 Identify positions of objects and people in space, including in/on/under, up/down, inside/outside, beside/between, and in front/behind.

Identify and describe shapes (squares, circles, triangles, hexagons, cubes, cones, cylinders, and spheres).

1. Describe objects in the environment using names of shapes, and describe the relative positions of these objects using terms such as above, below, beside, in front of, behind, and next to.

Strand:Mathematical Reasoning Mathematical PracticesAt around 48 months At around 60 months By the end of kindergarten1.0 Children use mathematical thinking to solve problemsthat arise in their everyday environment.

1.0 Children expand the use of mathematical thinking to solve problems that arise in their everyday environment.

Mathematical Practices

1.1 Begin to apply simple mathematical strategies to solve problems in their environment.

1.1 Identify and apply a variety of mathematical strategies to solve problems in their environment.

Mathematical Practices1. Make sense of problems and persevere in solving them.

2. Reason abstractly and quantitatively.

3. Construct viable arguments and critique the reasoning of others.

4. Model with mathematics.

5. Use appropriate tools strategically.

6. Attend to precision.

7. Look for and make use of structure.

8. Look for and express regularity in repeated reasoning.

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