SOCIAL STUDIES

READING

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Part of the Early Intervention Reading (EIR) - Assessment in Shared Curriculum folder

Inform parents, via progress reports, which letters to work on.

E = not available
S = 26
P = 13-25
N = 12 and below

Part of the Early Intervention Reading (EIR) - Assessment in Shared Curriculum folder

Inform parents, via progress reports, which letters to work on.

E = unavailable

S = 26
P = 13-25
N = 12 and below

E = not available

S = all 28
P = 14-27
N = fewer than 14

E = not available

S = 8

P = Shows significant progress (several more) from Jan. to June

N = 0-2

WRITING

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Upper-Case and Lower-Case Writing Assessments

OR

Print the Alphabet Writing Assessment

The order is the critical learning. The cases must be correct, too.

E = not available

S = 48-52

P = 20-47

N = 0-19

A sentence dictation.
Sentence for both Winter and Spring: "The cat sat on Jill's bed." (16 points total)

E = 16 points and capital, spaces, and period are correct

S = 12-15

P = 5-11

N = 0-4

LISTENING

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SPEAKING

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MATH

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E = over 125

S = 125 without help

P = 50 and above

N = 49 and below or no progress from Jan.

E = from any number above 25

S = 25

P = from 10

N = Unable or no progress from Jan.

E = 100+

S = 100

P = 50- 99

N = 0-49 or no progress since Jan.

S = 8 correct

P = 4-7

N = 0-3 or no progress since Jan.

E = can identify all numbers and numbers over 100

S = identifies all the numbers pointed to up to 100

P = identifies most of the numbers but has trouble with the teens

N = identifies 0-10 and not more or has made no progress from Jan.

E = independently creates patterns beyond ABC, AB and AABB and labels the pattern
S = successfully create ABC pattern
P = can't progress
N = unable

Shape Graph Assessment - Each student receives a bag of objects and creates a graph.

Students orally answers questions about the graph.

Mark in the Spring only:

E = Correctly makes and explains most, least, equal, more than and less than

S = Correctly makes and explains most, least and equal

P = Makes but cannot explain the graph

N =

Science

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Teacher observation of students interacting with and describing things.

Given living and non-living things, describe them, using appropriate sensory words.

Given a body part, what sense is that used for?

E = Teacher discretion; caution: ability to use senses, not descriptive language

S = Consistently uses appropriate descriptions

P = Inconsistently identifies and describes using sensory words

N = Unable to

Social Studies

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ART:

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Teacher observation of students doing the following things during art activities:

Holds and uses scissors to cut a variety of shapes (square, rectangle, circle, etc.)

Uses adhesives (paste, glue, glue sticks, etc.) properly - applies to back of piece to be pasted with little or no seepage

Holds (grasps) and uses paint brushes in an appropriate manner (brushes, not mashes)

Cleans brushes thoroughly

Systematically fills in areas while using dry color media (crayons, colored pencils, markers, etc.)

E: Demonstrates eye-hand coordination sufficient to complete activities independently and consistently

S: Demonstrates eye-hand coordination sufficient to complete activities with little direction

P: Needs assistance to complete activities some of the time

N: Needs assistance to complete activities a majority of the time

HEALTH

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E = More than three

S = 3 correct

P = 1-2

N = 0

LIBRARY MEDIA

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MUSIC

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E: Always sings in tune  

S: Consistently uses singing voice, matching pitch   

P:   Attempting the use of a singing voice, not matching pitch

N: Does not attempt to sing. No evidence of a singing voice.  

E: Plays changing tempo

S: Consistently plays a steady beat  

P: Attempts a steady beat; inconsistent

N: Does not recognize the beat or does not attempt