2/18/2021 assessment in curiosity corner & kindercorner

2/18/2021

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Assessments

Assessment in

Curiosity Corner & KinderCorner

• Please stay muted throughout the presentation until it is time to share

• Cooperative Learning via the Chat Box and Breakout Rooms

• Find the Chat Box and type your name, school, email address and component taught (CC or KC?)

• Any questions, please add them to the Chat Box

• Chat Box Questions will be monitored and addressed throughout and at end of presentation.

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Remote Learning Norms:

What are your achievement expectations for your Curiosity Corner students before entering KinderCorner?

What are your achievement expectations for Kindergarten students by the end of the school year to be prepared for First Grade?

Think- Write- Chat - Share

Now in Breakout rooms, discuss with your “Zoommates”.

When you return, please be ready to share.

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Let’s Share…

Cheer Wheel

https://wheeldecide.com/index.php?c1=Firecracker+Cheer&c2=Truck+Driver+Cheer&c3=Hamburger+Cheer&c4=Silent+Cheer&c5=Hi+Five+Cheer&c6=Micro+Wave+Cheer+&c7=Kiss+your+Brain+Cheer&c8=Cheery-O&c9=Hip+Hip+Hooray+Cheer&c10=Cheese+Grater+Cheer&c11=Lookin+Good+Cheer&c12=WoW+Cheer&c13=Round+of+Applause&c14=Shine+Your+Halo&t=Celebration+Cheers+&time=5

Desired Student Outcomes

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Think-Write-Share

What is program data?

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Why collect and use assessment Data?

Think- Write-Share

Session Goals

• Define assessment in CC & KC

• Determine data that can be collected using the Unit Record Form, Weekly Record Form -how to assess students, and when in the lesson data can be collected.

• Review other data tools used in Curiosity Corner and KinderCorner.

• Discuss how the information from the data tools can help inform instruction.

© 2015 Success for All Foundation 8

Why collect and use assessment data?

• To guide instruction

• To meet students’ needs

• To plan interventions

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Using Multiple Measures in Curiosity Corner & KinderCorner

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Observation of Process

Informally observe the student’s use of a

skill

or strategy within an authentic situation.

• Oral-language objectives

• Emergent-writing stages

• Beginning-reading objectives

• Getting Along Together objectives

• Math objectives

• Art pieces

Observation of Product

Evaluate the student product that

results

from the use of a skill or strategy.

• Theme vocabulary sentences (rubric)

• Expressive and receptive vocabulary use

• Reading, writing, and naming graphemes

• Write Away

• Journals

• Learning Labs products

• Sign-in sheet

Classroom Measures

Assess the student’s use of a skill or

strategy through formal classroom-

assessment pieces

and through a curriculum-based test.

• Structured Oral-Language Observations

• Theme vocabulary sentences (rubric)

• Observation checklist for each grading period

• Reading Roots formal assessment (end of year)

Decontextualized Measures

Assess the student’s use of a skill or

strategy

through testing outside of instruction.

• Standardized assessments

• Non-SFA inventories and checklists

Cycle of Effective Instruction

Two Main Goals of Curiosity Corner

• Oral language development*

• Social/emotional development*

• Develop all of the domain areas

Assessments in Curiosity Corner

Collecting Vocabulary – Expressive and Receptive

Collecting GAT information

Anecdotal Records

Collecting Homework

Using District and State Assessments?


KinderCorner Goal: To Develop the Whole Child (with a strong emphasis of Oral

Language, Vocabulary, Literacy Skills, Math Skills and Social-Emotional Skills)

Assessments:• SOLO (Vocabulary, Oral Expression and Theme Vocabulary Sentence)

• Observation Checklists by Domain

• Unit Objectives

• Phonological or Phonemic Awareness

• Graphemes (read, write, name)

• Beginning Reading

• Emergent Writing

• Getting Along Together

• Anecdotal Records

• Other

District/State Requirements

Math

Homework

Reading Roots Formal Assessment12

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Snapshot Student Engagement Objectivesfor Curiosity Corner & KinderCorner

• Students are familiar with routines. (1)

• Students speak in full, elaborate sentences when responding to teacher questions. (2)

• Student talk equals or exceeds teacher talk. (3)

• Students are engaged during team/partner practice and labs/plan & play activities. If needed, strategies such as talking chips or role cards are in use. (4)

• Partners assist each other effectively with difficult words and use retell every day during partner reading. (5)

• Students use rubrics to meet expectations during partner or team practice. (6)


Key Points of the CCSS: Speaking & Listening Standards for Early Childhood

Students• Participate in collaborative conversations…

• Follow agreed-upon rules for discussions…

• Continue a conversation through multiple exchanges.

• Confirm understanding…by asking and answering questions about key details and requesting clarification…

• Ask and answer questions in order to seek help, get information, or clarify…

• Describe familiar people, places, things, and events…provide additional detail.

• Add drawings or other visual displays to descriptions …

• Speak audibly and express thoughts, feelings, and ideas clearly.


Data Collected on the Unit Record Form


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Managing Classroom Data – KC2

Data Collected on the Weekly Record Form

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• Heading for unit 4

• Objectives for week 2

• List of students

• Graphemes

• Oral-language development

• Phonemic awareness

• Beginning reading

• Emergent writing

• Getting Along Together

• Math

• Homework

Vocabulary Use for Curiosity Corner

• Ten words per unit

• Wonderful Words

• theme-related words

• math words

• basic words

• Goal is to have students use 5 of the 10 words authentically over the course of the two-week unit


Oral Expression in Curiosity Corner

• Students are rated using NETSA:

• N = Nonverbal

• E = Emergent Speech

• T = Telegraphic Sentences

• S = Simple Sentences

• A = Advanced Sentences

• Measured over the course of the two-week unit

• Record the highest level that seems most prominent over the course of the unit.


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KC2: SOLO – Oral Language Development

• Measures expressive and receptive vocabulary

• Administered 1 per grading period

• One-to-one usually on Day 5 or 10 during Learning Labs

• Oral Expression- 70, 80, 90, or 100 points

• Vocabulary – 0 – 100 points

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• Theme Vocabulary Sentence – practice creating sentences with partners. Scored with rubric. Usually given during Let’s Think About It.

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Theme Vocabulary Sentence

Oral-Language Scoring Rubric

70 The student does not respond, or the response does not make sense.

80 The student responds with a word or phrase that makes sense.

90 The student responds in a complete sentence that makes sense.

100 The student responds in a complete sentence(s) that make sense and includes details.

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Rate the student sentences. Score

1. I have brains.

2. My brain helps me move my legs to run outside and play with Joey.

3. Like a remote-control car

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Phonological or Phonemic Awareness

• Students respond to a prompt to demonstrate skill

(Rhyming, Initial Sounds, Auditory Segmentation,

Auditory Sound Blending, Syllables, etc.)

Example: Auditory Segmentation: sleep pond

• Administered one–to-one

• Scored: D – Demonstrated

ND – Not Demonstrated

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Managing Classroom Data

Weekly Record Form – Unit 4, Week 2

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Graphemes Reads, Writes & Letter Names

• Administered one-to-one or during Partner Practice in Stepping Stones

• Read Sound

• Write Letter that makes Sound

• Name Letter (upper and lowercase)

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Beginning Reading

• Used to Demonstrate Concepts of Print, Reading Words or Sentences

1. Units 1-4 Concepts of Print and Book Conventions

2. Units 2-6 (Stepping Stones) Read Letter Groups from Partner Practice Booklet

3. Units 7-16 (KinderRoots) Read a few words or sentence from Shared Story

• Administered one-to-one during Stepping Stones/KinderRoots

• Scored: D-Demonstrated

ND –Not Demonstrated

Examples: Student identifies front and back of book.

Student reads the following sentence

“They were eating lots of beans.”

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Emergent Writing – Stages of Writing

• Individual Writing Conferences (*Writing Development Feedback Guide*)�The teacher records the highest stage of writing demonstrated by the student

�One-to-One during Write Away, Lab Planning, Greetings Readings and Writings

D Drawing

S Linear Scribble

LL Letterlike Shapes

RL Random Letters

AS1 Initial Attempts at Approximated Spelling

AS2 Early Approximated Spelling

AS3 Intermediate Approximated Spelling

AS4 Advanced Approximated Spelling

CS Conventional Spelling

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Writing Development Feedback GuideKinderCorner 2nd Edition Plus Manual pages 195-196

Initial steps for all stages:

1. Write the code for the most prevalent stage

represented in the upper right-hand corner of the

paper.

2. Say, “Tell me what you wrote today.”

3. Help the student put his or her response into a

complete (oral) sentence if necessary.

4. Proceed with the stage-specific steps for the most

prevalent stage represented in the student’s

writing.

Stage / Code Goals Steps

Drawing

D

• Encourage student to write with letters and

words.

• Demonstrate that written words represent

spoken words.

• Say, “You shared your idea with a picture. Let me show you what that looks like in grown-up writing.”

• Write the sentence on the student’s paper. Say each word as you write it.

• Invite the student to read the sentence with you. Point to each word as you read the sentence.

Linear Scribbles

(wavy lines or loops)

S

• Encourage student to write with letters and

words.

• Demonstrate that written words represent

spoken words.

• Model one-to-one correspondence between

spoken and written words.

• Say, “What you have written is beginning to look like grown-up writing. Let me show you a way to know how many words to

write.”

• Say the sentence and draw a line to represent each word as you say it. Say the sentence again, pointing to each line as you say

the word it represents.

• Say, “Now I will write the words.” Write one word underneath each line. Use proper capitalization and punctuation, but focus on

stressing the connection between the lines and the words.

• Have the student read the sentence with you. Point to each word as you read the sentence together.

Letterlike shapes

(attempts to form letters, but

not actual letters)

LL

• Provide guidance to establish a blank for each

word.

• Model conventional writing.

• Ask the student to help you draw a line under the marks to indicate individual words, adding blanks if needed for additional

words.

• Invite the student to say the sentence with you. Point to the blank that represents each word as you say it.

• Say, “Your writing is beginning to look like real letters. This is what the words in your sentence look like in grown-up writing.”

Write the words under the corresponding blanks.

• Invite the student to read the sentence with you. Point to each word as you read the sentence together.

Random Letters

(actual letters, but no sound-

symbol connection)

RL

• Provide guidance to establish a blank for each

word.

• Provide guidance to represent the sound-

symbol connection with one or two of the

words in the sentence.

• Model conventional writing with the other

word in the sentence.

• Ask the student to help you draw a line under the letters to indicate individual words, adding blanks if needed for additional

words.

• Help the student with letter/sound correspondence by focusing on a “word” that starts with a sound previously taught in

Stepping Stones and say, “Let’s write the first sound and draw a line to stand for the rest of word.”

• Prompt the student to write the letter for the sound and draw a line for the rest of word. Do this underneath the blank that

represents the word.

• Write the other words in the sentence underneath the lines that represent them. Invite the student to read the sentence with

you.

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Writing Development Feedback GuideInitial Attempts for

Approximated Spelling

(some initial sounds in words)

AS-1

• Encourage the student to write more initial

sounds.

• Encourage the word to identify and write some

final sounds in words.


words.

• Select a word that begins with a sound previously taught, but that does not already begin with the correct initial sound. Help the

child say the word aloud and isolate the sound. Prompt the student to recall the corresponding letter. Refer to mnemonic picture

cards if needed.

• Select a word for which the student has written the initial letter and has a familiar ending sound.

• Ask the student to identify the ending sound in the word and write the letter for the sound.

• Write the other words in the sentence underneath the lines that represent them. Invite the student to read the sentence with you.

Early Approximated Spelling

(some initial and a few ending

or medial letters for sounds in

words)

AS-2

• Encourage the student to add a missing sound

to words.


words.

• Select a word for which the student has written at least two sounds but has missed one or more.

• Rewrite the word underneath the student’s word, adding lines to represent missing sounds.

• Assist the student in sounding out and writing some of the missing middle letters on the lines.

• Invite the student to read the sentence with you. Point to each word as you read it.

Intermediate Approximated

Spelling

(two or three letters for

sounds in most words, usually

3 letters in easy CVC words)

AS-3

• Encourage the student to regularly write three

or four correct sounds.





Advanced

Approximated Spelling*

(regularly writes several

sounds in all words, some

spelling errors)

AS-4

• Encourage the student to write letters to

represent every sound in each word.

• Correct one or two spelling errors.





Conventional Spelling**

(most words written correctly)

CS

• Teacher prompts use of conventional spelling. • Draw attention to a misspelled word.

• Explain what the child has done correctly, and then state the conventional way to spell the word.

• Write the word, correctly spelled, underneath the child’s word.


Identify the Emergent Writing Stage?

29Stage? What feedback would you give to this student?

D Drawing

S Linear Scribble


RL Random Letters








D Drawing

S Linear Scribble


RL Random Letters

AS1 Initial Attempts at Approximated

Spelling





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D Drawing

S Linear Scribble


RL Random Letters








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Getting Along Together Behaviors in CC

• Eight GAT behaviors total, only two targeted in each two-week unit

• Each behavior is repeated four times throughout the year.

• Students are rated using N, P, I:

• N = not evident

• P = evident with prompting

• I = uses independently


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Getting Along Together in KC2

• Students demonstrate the understanding or use of problem-solving skills.

• Can be observed at any point during the day or during Gathering Circle.

• Scored:

D – Demonstrated

ND – Not Demonstrated

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Skills and Strategies Taught in Getting Along Together for KC21. Active Listening

2. Say-It-Back

3. Asking Questions

4. The Feelings Thermometer

5. The Feelings Tree

6. “I” Messages

7. Stop and Stay Cool Steps

8. Win-Win Solutions

9. Conflict Solvers

10. The Peace Path

Think – Write – Share

What do you notice about the sequence of the skills and strategies taught?

Which skills are most difficult for your students?

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Read and Respond

• Records the number of times the Read and Respond form is returned and signed

• Students are given a score of 0–10 (or a total number designated by the facilitator).

https://vimeo.com/channels/cchomelink

https://vimeo.com/channels/kchomelink




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Other Assessments

• Observations Across the Domains

• Unit Objectives

• Anecdotal Records

• Homework

• Reading Roots Formal Assessment

• District/State

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Activity: Managing Classroom Data

Weekly Record Form Practice

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Which students are

doing well?

How do you know?

Which students are

you concerned

about?

Why?


Weekly Record Form Results

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Weekly Record Form – Page 2

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• Graphemes

• Objectives for:

– Phonemic/phonological

awareness

– Beginning reading

– Getting Along Together

– Math

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Data to Inform Instruction in CC & KC

• Individual Teacher Use

• Small Group Instruction or for Intervention Needs

• Component use

• Parent Progress Report

Note:• No minimum benchmarks for mastery

in preschool• Students in Curiosity Corner are not

included on the Grade Summary Form.• KinderCorner mastery is not averaged into overall school mastery on Grade Summary

Form


1. How might you collect data in a hybrid setting or virtual setting?

a. whole groupb. small groupc. one-to-one

Using Data for Small Group or Intervention

Please share ideas in Breakout Rooms…

Please be ready to share with the group.

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Expectations for Collaboration Through Component Teams

• Collecting, sharing, and reviewing classroom data

• Analyzing classroom and component data

• Planning for continuous improvement through classroom implementation

• Evaluating results and looking for progress

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Success for All Resources

http://www.successforall.org/success-for-all-school-resources-for-home-use-during-covid-19/

https://members.successforall.org/login.aspx

https://resources.successforall.org/SFAFOnlineResources.aspx

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Reflection

How will you use this information to strengthen your collection and use of assessment data in your classroom?


Questions?

Thank you for your participation and attendance.

Thank you for all that you do to ensure that each and every one of your

students grow and blossom.

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2/18/2021 assessment in curiosity corner & kindercorner

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