Classroom Assessment Tools and Procedures in Nursery Year ...

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Classroom Assessment Tools and Procedures in Nursery Year 1 and 2

TABLE OF CONTENTS

Page

Acknowledgements

Introduction 1

Steps in Assessment Process 6

How, When, What to observe 7

Observation Notes 9

Checklists 12

Port folios 22

Assessment items based on Literacy and Numeracy Standards Nursery Year 1 and 2 29

Literacy Standards - Nursery Year 1 49

Literacy Standards - Nursery Year 2 52

Attainment Targets Mathematics - Nursery Year 1 55

Attainment Targets Mathematics - Nursery Year 2 58

Guidelines for the Administration of Literacy and Numeracy Assessment 61

Recording of Assessments 62

ACKNOWLEDGEMENTS

Thanks are extended to the following persons for their involvement in the preparation of the Classroom Assessment Tools and Procedures for Nursery Year 1 and 2.

1. Professor Jaipaul Roopnarine - Department of Child and Family Studies Unit Syracuse University New York

2. Mr. Mohandatt Goolsarran -

Director-National Centre for Educational Resource Development

3. Ms. Bibi Ali - National Advisor, Student Testing and Continuous Assessment

4. Ms. Juliet Sowdagar

5. Ms. Alexia Kwang

6. Ms Ingrid Trotman

7. Ms. Ingrid Barker

Former Lecturer, University of Guyana

Former Lecturer, Cyril Potter College of Education

Lecturer, University of Guyana

Head (ag.) Curriculum Development and Implementation Unit

8. Ms. Shondell Hercules Senior Mistress, Anna Regina Nursery School, Region 2

9. Ms. Christina Persaud Headmistress No. 2 Nursery School Canje Region 6

10. Ms. Banmattie Persaud Nursery Field Officer, Region 4

11. Ms. Edris Mingo Headmistress, Starters Nursery Georgetown

12. Ms Bernadette Azeez Headmistress, St. Agnes Nursery, Georgetown

13. Ms. Shirley Madray Headmistress, South Road Nursery

In collaboration with Florence Sukhdeo National Curriculum and Materials Advisor Basic Education Access and Management Support Programme

11

INTRODUCTION

What is this document about?

This document describes the purpose and process of Classroom

Assessment Tools and Procedures in Nursery Year 1 and 2.

The document also provides sample classroom assessment tools and

suggested methods of administration.

What is Assessment in the Nursery School?

Assessment is the ongoing process of observing and recording the

work children do and how they do it in order to make an evaluation

of the child's performance so as to take some form of action.

Assessment can serve many different purposes e.g.

• Assessment to identify special needs.

• Assessment for programme evaluation.

• Assessment for school accountability.

• Assessment to support learning.

Why is Assessment so important in the Nursery School? Assessment is important because it provides information that can be

used to:

■ diagnose a child's strengths and weaknesses.

■ provide feedback on learning and teaching.

■ inform and guide instruction.

■ provide a basis for evaluating the child.

2

Types of Assessment in the Nursery School. The fact that there are no Formal Assessments in the nursery

school is in no way diminishes the importance of informal

assessments.

What are Informal Assessments? Informal Assessments are strategies for gathering information about

learning that you frequently use during classroom activities. They

are meant to provide you with information that is critical for you to

know at that moment.

3

Informal assessments may include a variety of techniques including; ■ questioning a child.

■ listening to a child recite a nursery rhyme.

■ talking with a child.

■ observing a child during different activities.

■ observing a child's work.

Record Keeping

Recording is an integral part of assessment and teachers should use

recording tools that give feedback on a regular basis.

Some examples of recording tools.

• Observation Notes

• Checklists

■ Port folios

■ Interviews with probes

■ Child Development Index Card

■ Entry Profile

Steps in the Assessment process.

There are three essential steps to the assessment process.

1. Collecting Data.

2. Analysing and evaluating the collected data.

3. Making recommendations for improvement.

Collecting Data The first step in assessing children is collecting data.

One very effective way to do this is by

Ongoing Observation

What is Ongoing Observation? Ongoing Observation is an objective look at what a child does and

says. Teachers should observe children regularly to find out what are

their needs in order to plan experiences that will enable every child to

grow and develop.

6

How, When, What to Observe?

The purpose of observing children is to get to know children. Initial

observations may be very informal.

Most observations can occur naturally during the day as you work

with children and take note of what they do and say.

You are likely to see behaviours that relate to specific curriculum

objectives.

For example in a Large Group Discussion on a Topic — 'Animals We

Have at Home'

You can note which children can actively participate in the discussion,

and which children do not participate or respond to questions.

It is advisable to keep some note cards handy so you can jot down

what you see and hear at the time.

You may observe one child over a period of time and jot down

behaviours you observe.

Later you can reflect on how these behaviours relate to Curriculum

Objectives.

7

Observations should be objective

■ To use observations to assess children's learning teachers should

write them down.

■ To be useful, observation notes should be objective and factual

e.g. — descriptions of an action.

- quotations of language — what the child actually said

- descriptions of a creation drawing painting collage model

■ Objective and accurate notes include only the facts about what

you see and hear.

8

Samples of observation Notes

from a nursery school on the East Coast of Demerara

YEAR 1

Jason 07/01/25

Points to his name on

Name Chart and says

`That is my name'.

Takes his name card

and copies his name correctly.

This note was written during Arrival and Free Play.

Jason can recognise his own name from among others and can copy

letters and words.

YEAR 2

Andrea 07/01/25

Draws a tree and

says:Trees have leaves.

Trees have flowers.

Trees have fruits.

This note was written during Small Group Activity. Andrea can

illustrate and describe her drawing.

9

YEAR 1

Devon 07/01/25

Groups plastic corks by colour.

This note was written during small group activity.

Devon can classify objects according to colour.

YEAR 2

Nafeeza 07/01/25

Counts the number of children

in her group and collects six place

mats, one for each child.

This note was written during snack time.

Nafeeza can count and use one-to-one correspondence.

10

You will notice that these sample notes include the facts of what the

children did and said.

Writing observation notes takes practice.

The more aware teachers are of what objective notes look like, the

more skilled they will become at writing them.

11

In addition to documenting your observations by keeping written

notes, another tool is using a checklist.

The following checklists for Nursery Year 1 and 2 reflect the following

developmental areas.

■ Literacy Development

■ Numeracy Development

■ Social and Emotional Development

■ Creative Development

■ Physical Development

12

NURSERY YEAR 1

OBSERVATIONAL CHECKLIST

AGES: 3 years 9 months - 4 years 9 months

Name of School:

Teacher's Name:

Child's Name:

Date of Birth: SEX: M F

KEY: A - Acquired NA -Not Acquired IP - In Progress

13

NURSERY YEAR 1


AGES: 3 years 9 months — 4 years 9 months

LITERACY DEVELOPMENT

Speaks in 3-5 word sentences Tells age Tells sex Tells address Tells parents' names Listens to and follows two-step oral directions Listens to short stories and recalls details Recites nursery rhymes, finger plays Sings alphabet and other songs Retells a familiar story Handles books and turns pages correctly Recognizes own name in print Draws people Draws objects Talks about his drawings Paints people Paints objects Talks about his paintings Traces name Traces words and numerals Copies words, numerals Copies sentences Matches individual letters to name Matches individual letters to words Identifies some letters of the alphabet Identifies basic colours (red, yellow, blue, green) Identifies rhyming sounds Identifies same beginning sounds

A NA IP

14

A NA IP

Reads picture-word cards Reads picture-word books Reads labels in classroom Reads Daily Chart Reads Weather Chart

NUMERACY DEVELOPMENT Identifies objects which are the same Identifies objects which are different Identifies basic shapes (circle, triangle, square, rectangle) Identifies sizes (big, little) Identifies heights (tali — short) Identifies whole and half Rote counts to ten Identifies numerals 1 — 5 Counts sets of objects 1 — 5 Matches the correct numeral to represent 1 — 5 objects Recognises numerals 1 — 5 Recognises currency $1, $5, $10 coins, $20 note Identifies spatial relationships in-out, up-down, over-under

SOCIAL AND EMOTIONAL DEVELOPMENT Practises healthy habits Co-operates with adults Co-operates with peers Eats snack independently Uses toilet facilities independently Begins to share and take turns Respects and cares for personal property Respects and cares for school property Practises simple courtesy-Please, Thank You, Excuse me, Greetings — Good Afternoon, Good Morning

15

CREATIVE DEVELOPMENT Enjoys sonas and musical activities

Expresses musical interpretation through creative

movement

Builds three dimensional models

Creates a picture using a variety of art materials

Role plays

Experiments with a variety of home-made percussion

instruments

PHYSICAL DEVELOPMENT

Fastens and unfastens a zipper

Fits puzzles together easily (6 — 8 pieces)

Tears paper

Uses scissors to cut paper

Runs without falling

Throws a large ball

Catches a large bounced ball with both hands

Jumps with both feet together

Balances on one foot for 5 seconds

Makes objects with play dough

AI NA IP

16

NURSERY YEAR 2


AGES: 4 years 9 months - 5 years 9 months

Name of School:

Teacher's Name:

Child's Name:

Date of Birth: SEX: M T1F

KEY: A - Acquired NA - Not Acquired IP - In Progress

17

A NA IP

NURSERY YEAR 2


AGES: 4 years 9 months — 5 years 9 months

LITERACY DEVELOPMENT

Speaks clearly in 4 — 6 word sentences Tells first and last names Tells age Tells sex Tells address Tells telephone number Tells parents' names Listens to and follows two and three step oral directions Listens to short stories and recalls details Recites nursery rhymes, finger plays Sings alphabet and other songs Handles books and turns pages correctly Names parts of the book Names some favourite books Identifies 15 — 20 upper and lower case letters Writes his/her name Produces words that rhyme with a given word Produces words with same beginning sound Reads pictures-word cards Reads picture-word books Reads some high frequency words Reads some sight words from Big Books Reads picture-sentence books Reads labels in classroom

18

GO Reads environmental print STOP Reads Daily Chart Reads Weather Chart Reads Birthday Chart Writes upper and lower case letters Copies words Copies name Copies sentences Writes simple words Write sentences Answers

NUMERACY DEVELOPMENT Identifies objects which are the same Identifies objects which are different Identifies sizes (big, little) Identifies heights (tall, short) Identifies lengths (long, short) Identifies tall, taller, tallest Identifies short, shorter, shortest Identifies long, longer, longest Rote counts to twenty Identifies numerals 1— 10 Counts sets of objects 1 - 10

A NA IP

Who? What? Why? Where? When? How? Questions on stories and nursery rhymes read or told.

Identifies basic colours (red, yellow, blue, green)

19

A NA IP Matches the correct numeral to represent 1— 10 objects Recognises numerals 1— 10 Identifies whole, half, quarter Identifies days of the week Names months of the year Recognises currency coins $1, $5, $10 coins, notes $20, $100 Identifies spatial relationships in-out, up-down, over-under, in front of-behind Recognises shapes A n [

Social and Emotional Development Practises healthy habits Co-operates with adults Co-operates with peers Eats snack independently Uses toilet facilities independently Shares and takes turns Respects and cares for personal property Respects and cares for school property Practises courtesy rules-Please, Thank you, Excuse me Practises greetings — Good Morning, Good Afternoon

CREATIVE DEVELOPMENT Enjoys songs and musical activities Expresses musical interpretation through creative movement Builds three dimensional models Creates a picture using a variety of art materials Role plays Experiments with a variety of home-made percussion instruments

20

Fastens and unfastens a zipper Fastens and unfastens a button Fits puzzles together easily (6 — 8 pieces) Holds and cuts paper with scissors Runs without falling Throws a ball or bean bag Catches a bounced ball with both hands Jumps with both feet together Balances on one foot for 10 seconds Laces a shoe

A NA IP

21

PORT FOLIOS IN THE NURSERY SCHOOL

In addition to documenting observations on Written Notes and using

Checklists, another useful way to collect information about children

over time is to keep Portfolios.

What is a Portfolio in the Nursery School?

A Portfolio is a system for organising samples of a child's work to

document progress over time. It is a purposeful collection containing

items such as dated samples of:

1) a child's drawings, paintings, collages, weavings.

2) a child's writing e.g. scribbles, labels, letters, words, numerals.

3) stories dictated to the teacher and illustrated by the child.

The items in a portfolio are concrete and representative examples of

a child's efforts, achievements and approaches to learning.

22

At the beginning of Year 1 and Year 2 teachers should collect two or

three items such as writing samples or drawings that would be good

for documenting development in particular areas and collect these

about four or five times for the year.

Completed work samples can be compared over time to monitor the

child's growth and development.

It is easy to see a child's progress when we compare the drawings

the child made in the first term to the ones he made in the last term.

23

Year 2 Term 1

Child's attempt at drawing himself.

24

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411c 0 1 we rts floveel•

Year 2 Term 2

Child's attempt at copying teacher's writing.

Year 2 Term 3

Child's attempt at illustrating number concepts, writing numerals and words.

26

Assessments should be closely linked with the standards, and

objectives of the curriculum.

The following samples of Assessment items in Literacy and Numeracy

were developed from the Standards and objectives from the

Curriculum Guides for Nursery Year 1 and 2.

The main purpose of these assessments is to inform the teacher of

what she must teach or reteach.

27

LITERACY

NURSERY YEAR 1

Standard 1 Listening and Speaking

Standard 1:1 Listens to acquire Standard English vocabulary and

sentence structures.

Instructions for Administration

1. I will ask you some questions.

2. Listen carefully and answer in a sentence.

Direction for Scoring

One mark for each correct response.

Questions

1. What is your name?

My name is

2. How old are you?

I am years old.

3. Where do you live?

I live in

28

ti y.

LITERACY

NURSERY YEAR 1

Standard 2 Concepts of Print Standard 2:1 Identifies likenesses and differences in forms

and symbols. (Pictures)

Instructions for Administration 1. Look at the pictures. 2. Point to the picture that is different in each row.

Direction for Scoring One mark for each correct response.

29

LITERACY

NURSERY YEAR 1

Standard 2: Concepts of Print and Phonemic Awareness. Standard 2:8 Recognizes own name in print.

Instructions for Administration 1. Look at a set of 4 name cards. (The child's name included) 2. Select your name card.

Example:

John IJavecil

Ann

Anand

Direction for Scoring

One mark for each correct response.

30

LITERACY NURSERY YEAR 1

Standard 2: Concepts of Print and Phonemic Awareness Standard 2:11 Identifies likenesses and differences in sounds

(Rhyming sounds)

Instructions for Administration 1. Say the names of the pictures. 2. Point to the pictures which end with the same sound.


31


Standard 2: Concepts of Print and Phonemic Awareness Standard 2:11 Identifies likenesses and differences in sounds

(beginning sounds)

Instructions for Administration 1. Say the names of the pictures. 2. Point to the pictures which begin with the same sound.


32


Standard 3: Word Analysis Fluency and Vocabulary Development Standard 3:2 Readily identifies 10-15 alphabet letters out of

sequence.

Instructions for Administration 1. Read the letters from left-to-right in each row.


A E la o f

r IN A m

33


Standard 5 Writing Conventions of Standard English Standard 5:4 Traces Teacher's Writing

Instructions for Administration

1. Look at the picture. 2. Read the word. 3. Trace the word with your finger.

Direction for Scoring One mark for the correct response.

i 34

2 1

Aa. 5

* * 5

NUMERACY NURSERY YEAR 1

Number Concepts (and Sets) 1. Matches the correct numeral to represent 1 - 5 objects.

Instructions for Administration 1. Count each set. 2. Point to the correct number in each box


it

3 2

35


MASS (SIZES, BIG-LITTLE) 1. Compares sizes of objects using the appropriate vocabulary.

Instructions for Administration 1. Look at the picture. 2. Point to the little tree.


36


SHAPES (CIRCLE, SQUARE, TRIANGLE, RECTANGLE) 1. Identifies simple geometric shapes.

Instructions for Administration 1. Look at the shapes. 2. Name them.


0 A

37


MEASUREMENTS (HEIGHTS —TALL — SHORT) 1. Compares height of objects using the appropriate vocabulary.

Instructions for Administration 1. Look at the two dolls. 2. Point to the short doll.


38


Standard 2:1 Identifies likenesses and differences in forms and symbols (letters).

Instructions for Administration 1. Look at the letters. 2. Point to the letter that is the same as the one in the box.


b dh p b

39


Standard 2 Concepts of Print and Phonemic Awareness. Standard 2:20 Produces another word that rhymes when

given a spoken word.

Instructions for Administration Teacher points to word and says the word. The child repeats the word after the teacher and then says another word that rhymes with the given word.

Direction for. Scoring One mark for each correct response.

SCORE

mat bun hen pet fish

Total

40


Standard 3 Word Analysis, Fluency and Vocabulary Development Standard 3:6 Sounds out regular one-syllable sight word

Instructions for Administration 1. Look at the words. 2. Read them.


dog duck cat pig

41


Standard 3 Word Analysis, Fluency and Vocabulary Development Standard 3:6 Sounds out together one-syllable sight word

Instructions for Administration 1. Look at the words. 2. Read them.


see look like

42


Standard 5 Writing Conventions of Standard English

Standard 5:4 Traces Teacher's Writing

Instructions for Administration 1. Look at the picture. 2. Read the sentence. 3. Trace the sentence with your finger.


This is a goat 43

7

• • • • • • • • 8 9


Number Concepts (and Sets) 1. Matches the correct numeral to represent 1-10 objects.

Instructions for Administration 1. Count each set. 2. Point to the correct numeral in each box.


0 0 • 7

44


Number Concepts (and Sets) 1. Matches the correct numeral to represent 1-10 objects.

Instructions for Administration 1. Count each set. 2. Point to the correct number in each box.


*** 7 8

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6 5

El El El El El

El I=]

9 10

8 9

45

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Spatial and positional Relationships Understands and uses spatial or positional relationships.

Instructions for Administration 1. Look at the picture. 2. Answer the question. Where is the cat?

Expected response The cat is in the hat


et

46


Spatial and positional Relationships Understands and uses spatial or positional relationships.

Instructions for Administration 1. Look at the picture. 2. Answer the question. Where is the cat?.

Expected response The cat is under the hat


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Spatial and Positional Relationships Understands and uses spatial or positional relationships.

Instructions for Administration 1. Look at the picture. 2. Answer the question. Where is the cat?

Expected response The cat is behind the hat


7‘N.

• .:.

48

NURSERY YEAR ONE

LITERACY

STANDARD BENCHMARKS / LEARNING OUTCOMES

STANDARD I Demonstrates grade or Age Appropriate Receptive and Expressive Language Skills.

LISTENING AND SPEAKING > LISTENING

Listens to acquire standard English vocabulary and sentence structure.

1.2 Listen attentively in a group I.3 Listens attentively to what is read by the teacher.

Follows simple directions and instructions.

> SPEAKING I.5 1.6 I.7

Articulates speech sounds accurately. Repeats what is heard. Uses first language for various kinds of reporting as appropriate. I.8Uses polite conventions such as 'Please' "Thank you", "Excuse me"

Speaks politely in a group. Participates in discussions to practise spoken English. Builds oral vocabulary independently.

STANDARD II

Demonstrates Emergent Reading Skills in Phonemic Awareness and Concepts ofPm' t.

STANDARD II (Cont'd)

CONCEPTS OF PRINT AND PHONEMIC AWARENESS

A PRINT 2.1 Identifies likenesses. and differences in forms and

symbols. 2.2 Distinguishes between drawing and writing. 2.3 Pretends to read. 2.4 Scans left to right when being read to. 2.5 Handles books and turns pages appropriately. 2.6 Knows some parts of a book and their purposes

(cover, tide, pages) 2.7 Knows that alphabet letters are a special category of

symbols that have names. 2.8 Recognises own name in print.

49

ST.‘NDARD

STANDARD II (Cont'd) Demonstrates Emergent Reading Skills in Phonemic Awareness and Concepts of Print.

BENCHMARKS / LEARNING OUTCOMES

➢ PHONEMIC AWARENESS 2.9 Participates in rhyme chant and song activities. 2.10 Knows that alphabet letters represent the sounds

in speech. 2.11 Identifies likenesses and differences in sounds. 2.12 Recognises that speech is composed of

individual sounds. 2.13 Separates simple oral sentences into individual

spoken words.

STANDARD III Demonstrates Proficiency in Applying Relevant Decoding and Word Recognition Strategies to the Reading Process and Uses this Knowledge to become a Fluent Reader.

WORD ANALYSIS, FLUENCY AND VOCABULARY DEVELOPMENT

3.1 Recognises local environmental print such as STOP GO.

3.2 Readily identifies 10-15 alphabet letters out of sequence, especially those in own name.

3.3 Understands that individual letters represent individual sounds.

3.4 Demonstrates appropriate use of vocabulary in own speech.

STANDARD IV Comprehends Interprets and Evaluates a Understanding of Narrative and Informative Text Appropriate to the Grade Level.

READING COMPREHENSION

4.1 Recognises that print conveys meaning. 4.2 Demonstrates appropriate book orientation when

"reading" 4.3 Understands and follows two to three step oral

directions. 4.4 Retells parts of a story told orally. 4.5 Identifies some sequence of events in stories. 4.6 Demonstrates understanding of literal meaning

of a story. 4.7 Answers 'who', 'what"how', `when' where'

questions about stories read or read aloud by the teacher.

4.8 Predicts and justifies what happens next in stories.

50

STANDARD BENCHMARKS I LEARNING OUTCOMES

> READING LITERATURE 4.9 Answers 'why' and 'what if' questions to

discuss text. 4.10 Relates story information to real-life

experiences. 4.11 Understands that there are different types of

texts such as fact and fantasy.

,

STANDARD V Uses conventions of written Standard English at grade level to compose and organize in coherent text for a variety of purposes.

WRITING CONVENTIONS OF STANDARD ENGLISH 5.1 Creates recognizable forms such as lines and

circles in a variety of media. 5.2 Uses a pencil effectively. 5.3 Pretends to write (scribbles) messages. 5.4 Traces teacher's writing.

STANDARD VI Reads to Locate select and Use Information from a Variety of Sources.

RESEARCH AND STUDY 6.1 Sorts, groups, and sequences a variety of items. 6.2 Locates and interprets information on a calendar,

or simple chart. 6.3 Records information in a variety of formats such

as picture, drawings, charts.

51

LITERACY STANDARDS NURSERY

NURSERY YEAR TWO

STANDARD

STANDARD 1 Demonstrates Grade or

BENCHMARKS /LEARNING OUTCOMES

LISTENING AND SPEAKING > LISTENING

Age Appropriate 1.1 Listens to acquire standard English Receptive and Language vocabulary and sentence structure. Skills. 1.2 Listens attentively in group.

1.3 Listens attentively to what is read by the teacher.

1.4 Follows increasingly complex directions and instructions.

➢ SPEAKING 1.5 Articulates speech sounds accurately. 1.6 Repeats what is heard. 1.7 Participates in discussions to practise spoken

English. 1.8 Uses polite conventions such as "Please",

"Thank You", "Excuse me". 1.9 Speaks politely in a group. 1.10 Builds oral vocabulary independently. 1.11 Participates in meaningful activities that

promote new language learning.

STANDARD II CONCEPTS OF PRINT AND PHONEMIC Demonstrates Emergent AWARENESS Reading Skills in > PRINT Phonemic Awareness 2.1 Identifies likenesses and differences in forms and Concepts of Print. and symbols.

2.2 Distinguishes between drawing and writing.

2.3 Scans left to right when being read to. 2.4 handles books and turns pages

appropriately.

52

STANDARD BENCHMARKS / LEARNING OUTCOMES

STANDARD II (contd) Demonstrates Emergent Reading Skills in Phonemic Awareness and Concepts of Print.

2.5 Knows some parts of a book and their purposes (cover, title, author, pages)

2.6 Names some favourite book titles. 2.7 Identifies 15-20 upper and lower case letters

fluently. 2.8 Knows that alphabet letters are special

category of symbols that have names. 2.9 Recognises own name in print. 2.10 Participates in rhyme, chant and song

activities. 2.11 Knows that alphabet. 2.12 Recognises that speech is composed of

individual sounds. 2.13 Separates simple oral sentences into

individual spoken words.

STANDARD III Demonstrates Proficiency in Applying Relevant Decoding and Word Recognition Strategies to the Reading Process and Uses this Knowledge to become a Fluent Reader.

WORD ANALYSIS, FLUENCY AND VOCABULARY DEVELOPMENT

3.1 Recognises local environmental print such as STOP GO.

3.2 Readily identifies 10-15 alphabet letters out of sequence, especially those in own name.

3.3 Understands that individual letters represent individual sounds.

3.4 Demonstrates appropriate use of vocabulary in own speech.

STANDARDS IV Comprehends Interprets and Evaluates an Understanding of Narrative and Informative Text Appropriate to the Grade Level.

READING COMPREHENSION > READING — COMPREHENSION 4.1 Recognises that print conveys meaning. 4.2 Demonstrates appropriate book orientation

when 'reading'. 4.3 Understands and follows two to three step

oral directions. 4.4 Retells parts of a story told orally. 4.5 Identifies sequence of events in simple stories. 4.6 Demonstrates understanding of literal

meaning of a story.

53

STANDARD

STANDARDS IV (cont'd)

BENCHMARKS /LEARNING OUTCOMES

4.7 Answers 'who', 'what', 'how', 'when', 'where' questions about stories read or read aloud by

Comprehends Interprets the teacher and Evaluates an 4.8 Predicts and justifies what happens next in Understanding of stories. Narrative and Informative Text ➢READING — LITERATURE Appropriate to the 4.9 Answers 'why' and 'what if questions to Grade Level. discuss text.

4.10 Relates story information to real—life experiences.

Standard V WRITING: CONVENTIONS OF STANDARD Uses Conventions of ENGLISH Written Standard 5.1 Creates recognisable forms such as lines and English at Grade Level circles in a variety of media. to Compose and 5.2 Uses a pencil effectively. Organize in Coherent 5.3 Pretends to write (Scribbles) messages. Text fora Variety of 5.4 Traces teacher's writing. Purposes.

STANDARD VI RESEARCH AND STUDY Reads to Locate, Select 6.1 Sorts, groups and sequences a variety of items. and Use Information 6.2 Locates and interprets information on a from a Variety of calendar or simple chart. Sources. 6.3 Records information in a variety of formats

such as pictures, drawings, charts.

54

LEARNING OUTCOMES/ATTAINMENT TARGETS

NURSERY YEAR 1

MATHEMATICS

NUMBER CONCEPTS AND SETS

1. Counts objects in a given set (up to 5)

2. Sorts, groups and matches objects according to shape, size,

colour.

3. Matches the members of one set with the members of

another set.

4. Compares sets that are equal.

5. Matches the correct numeral to represent 1-5 objects.

6. Rote counts (1-10).

7. Recognises and makes sets with 1-5 objects.

8. Draws/paints/models 1-5 objects.

9. Recognises numerals 1-5.

COMMON FRACTIONS

Identifies the whole and a half of an object.

MEASUREMENTS (LENGTHS AND HEIGHTS)

1. Arranges objects in height/size, order.

2. Compares lengths and heights of objects using the

appropriate vocabulary (tall—short, big—small).

55

3. Estimates and measures lengths of objects using non—

standard units (handspan, footstep, blocks).

4. Draws/paints/models, big—small, tall—short.

CAPACITY

1. Uses appropriate vocabulary (holds more than, holds less

than) to compare capacity of various containers.

2. Compares the capacity of various containers using non—

standard units (butter-containers)

3. Arranges containers in order of capacity.

TIME

1. Matches the time on a clock to an event (arrival, snack—time,

dismissal)

2. Identifies the calendar as a means of telling time name of

the day)

SPATIAL OR POSITIONAL RELATIONSHIPS

1. Recognises the currency of their country ($1, $5, $10, $20)

2. Understands and uses the relationship between the value of

$1, $5 and $10 coins.

SHAPES

1.

Recognises and describes similarities and differences among

shapes.

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2. Uses shapes to make models of other objects.

3. Manipulates shapes.

4. Identifies and makes/draws/paints shapes.

(circle, triangle, square, rectangle)

5. Cuts outlines of shapes.

6. Pastes bits of paper in outlines.

STATISTICS

1. Classifies objects according to attributes e.g. shape, colour,

texture.

2. Uses pictures to make pictographs and reads information

from pictographs.

3. Uses pictures and drawings to represent objects.

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LEARNING OUTCOMES/ATTAINMENT TARGETS

NURSERY YEAR 2

MATHEMATICS

NUMBER CONCEPTS AND SETS

1. Counts objects in a given set (up to 10)

2. Sorts, groups and matches objects according to shape, size,

colour.

3. Matches the members of one set with the members of

another set.

4. Compares sets that are equal and unequal.

5. Matches the correct numeral to represent 1-10 objects.

6. Rote counts (1-20).

7. Recognises and makes sets with 1-10 objects.

8. Draws/paints/models 1-10 objects.

9. Uses number names.

10. Recognises numerals 1-10.

11. Counts beyond 10 (moving objects while counting)

12. Uses number language such as "more", "less", "more than",

"less than"

13. Recognises and reads number names up to 10.

14. Uses ordinal forms 1st to 5th.

15. Names combinations of sets of 9.

16. Makes and breaks sets to the value of 9.

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COMMON FRACTIONS

1. Identifies the whole and a half of the whole.

2. Identifies half of an object.

MEASUREMENTS (LENGTHS AND HEIGHTS)

1. Compares lengths and heights of objects using the

appropriate vocabulary (tall, taller, tallest, long, longer,

longest, short shorter, shortest).

2. Estimates and measures lengths of objects using non—

standard units (hand spans, foot—steps, blocks).

3. Arranges objects in height/length/size order.

4. Draws/paints/models, tall, taller, tallest, short, shorter,

shortest, long, longer, longest.

CAPACITY

1. Uses appropriate vocabulary (holds more than, holds less

than, holds the same as).

2. Compares the capacity of various containers using non—

standard units (butter—containers, ice cream containers)

3. Arranges containers in order of capacity.

MASS

1. Uses appropriate vocabulary (heavy, heavier, light, lighter,

heavier than, lighter than) to compare mass of objects.

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TIME

1. Matches the time on a clock to an event (arrival, snack—time,

dismissal)

2. Identifies the calendar as a means of telling time (name of

the day, name of the month).

3. Differentiates between times of the day, (at school in the

morning, go home in the afternoon.

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GUIDELINES FOR THE ADMINISTRATION OF LITERACY AND NUMERACY ASSESSMENTS

In order to get accurate results from the assessments you need to

follow the guidelines below.

■ Familiarise yourself with the assessment materials before

administration.

■ Read instruction on administration carefully.

■ Assessments should be administered to individual children

rather than given to the whole class.

■ Conduct assessments at your desk or in some arranged area so

that other children do not listen to other children's interview.

■ Record the results of the assessments accurately on your record

sheets and then transfer to the Child Development Index

Cards.

■ You should keep a record for Literacy and one for Numeracy.

■ Use the results of the assessments to plan appropriate

enrichment activities or reteach.

■ Feedback on assessments should be given to parents so they

know how their children are progressing at school and can

support and assist them at home.

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RECORDING OF ASSESSMENTS

■ You should record each child's name date of birth, date of

assessment the type of assessment and intended actions to be

taken.

■ We should not compare children with one another otherwise

the principal purpose of assessment would seem to be

competition rather than personal improvement.

■ If a group of children are low—achievers you can reteach them

in a group with multi—sensory teaching materials while the

others are engaged in enrichment activities.

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SAMPLE OF CHILDREN'S RECORD SHEET

LITERACY

NURSERY YEAR 1

SCHOOL: ••• •• • ••• ••• ••• ••• ••• ••• •• • • •• ••• ••• ••• ••• • •• ••• ••• ••• • ••

DATE: ••• ••• ••• ••• ••• ••• ••• ••• • •• ••• ••• ••••

NAMES DATE OF BIRTH

STANDARDS 1:1 2:8 TOTAL

COMMENTS

Brown John 02 06 20 3 1 4 Give enrichment 3 activities

Singh Meena 02 08 15 1 0 1 Reteach 3

Standard 1:1 Listens to acquire Standard English vocabulary and sentence structures.

Questions

1. What is your name?

My name is (1 mark)

2. How old are you?

I am years old (1 mark)

3. Where do you live?

I live in (1 mark)

Standard 2:8 Recognises own name in print. Select your name card

John Meenal Jason) Mary) (1 mark)

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(1 mark each)

2 1


NUMERACY

NURSERY YEAR 1

SCHOOL: •••••• ••• fi• • ••••••••• • • • ••• •• • •• • • ••• ••• ••• ••• •• • • •• • • •

DATE: •• • •• • •• • ••• ••• ••• ••• •• • ••• ••• S• • ••0110

NAMES DATE OF BIRTH


COMMENTS

Brown John 02 06 20 4 4

4 4

8 Give enrichment activities

Singh Meena 02 08 15 4

1 4

3 Reteach

Number Concepts 1- 5.

(1 mark each)

Count the cherries and point to the correct numeral in the box.

Shapes

0 A Name the shapes.

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LITERACY

NURSERY YEAR 2

SCHOOL: •••••••••••• ••••••••• ••• ••• ••• ••• ••• ••• ••• ••• ••• ••• ••• •• •

DATE: •••••••••••• •••••••••••••••••••••••••

NAMES DATE OF BIRTH


COMMENTS

All Asraf 01 10 18 5 4 9 Give enrichment 5 4 activities

Barker Joan 01 05 21 0 1 1 Reteach 5 4

Standard 2:20 Produces another word that rhymes when given a spoken word. hen

fish

cat

sun

wet

Standard 3:6 Sounds out regular one — syllable sight word. Look at the words. Read them. dog (1 mark) duck (1 mark) cat (1 mark) pig (1 mark)

(1 mark)

(1 mark)

(1 mark)

(1 mark)

(1 mark)

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NUMERACY

NURSERY YEAR 2

SCHOOL: • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • •

DATE: • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • •

NAMES F BIRTH

SP

AT

IA

L

RE

LA

TIO

N-

SH

IP

S

E-4 0 E-i

COMMENTS

Ali Asraf 01 10 18 4 4

3 3

7 Give enrichment activities

Barker Joan 01 05 21 2 4

1 3

3 Reteach

Number Concepts 1 — 10. Count the cherries and point to the correct numeral in the box

**it* *so. 5 6 7 8 8 9 9 10

Spatial Relationships

Where is the cat?

(1 mark each)

Under in behind (1 mark each) (1 mark each) (1 mark each)

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Classroom Assessment Tools and Procedures in Nursery Year ...

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