Summative Assessment
How will I know that the students in my class have mastered the basic skills highlighted in each of the activities in this Unit? Below you will find summative assessments, with the teacher meeting regularly with individual students during the "Teacher Station Time" to assess their progress with each skill.
Review of SOL topics addressed in the Unit Activities:
SOL 1.1 The student will
a) count from 0 to 100 and write the corresponding numerals; and
b) group a collection of up to 100 objects into tens and ones and write the corresponding numeral to develop an understanding of place value.
SOL 1.2 The student will count forward by ones, twos, fives, and tens to 100 and backward by ones from 30.
Broad Assessment of These Skills
Many of the skills included in this Unit plan can be assessed together, namely counting by ones to 100 (including the first several activities - counting to 10, 20, 50, and 100), skip counting, and counting backward. Here are assessments for each of these categories:
1) Counting and writing numbers to 100: The students will fill in a 100 chart and then count the numbers aloud to the teacher. Blank 100 Chart attached.
2) Skip counting by 2's, 5's, and 10's: The students will complete the following worksheet as an assessment of whether they understand the skill of skip counting in the groupings we have studied in this unit (2's, 5's, and 10's), Skip Counting by 2's, 5's, and 10s Worksheet
3) Place Value: The students will complete the following worksheet as a summative assessment of this skill, Place Value Worksheet.
4) Counting Backward: The students will complete the following worksheet and then count the numbers backward from 30 to 1 aloud to the teacher. Counting Backward Worksheet
Assessment of These Skills Addressed in Each Station/Activity:
With so many different and important skills for the children to master, in addition to the broad assessments above, I have broken the assessments down by category as well. What follows is a breakdown of the skill addressed in the various stations in this unit and how they will be assessed, mostly by individual meetings with the teacher.
Station 1: Counting to Ten
Because the first skill and activity highlighted (Caterpillar Counting) pertains to a students' ability to count to ten orally and show an understanding of one-to-one correspondence, the assessment for this will involve the teacher meeting with each student individually but not a separate worksheet or evaluation. The teacher will prepare an assessment checklist and ask the students to assemble the caterpillar (with Velcro pieces) in the correct order and to count aloud from 1-10. (SOL 1.1 a and 1.2)
Station 2: Counting and Writing to 20
After observing the students as they complete the "Frog Build, Count and Write Activity", the teacher will meet with the students individually during Teacher Station Time and have them read the numbers 1-20 from the worksheet, attached, and fill in the top part (teacher will go over these later, after class, to assess the students' understanding). (SOL 1.1a and 1.2)
Station 3: Counting to 50
While the stair counting activity will be a fun way to engage the students and give them an opportunity to practice counting to 50 orally, this will not be a great setting for assessment. The teacher will be able to observe to see if any students are particularly struggling with this skill, but the individual assessment will again come during the station time with the teacher. At this time, the teacher will have an assessment checklist to go over as the students count to 50, orally. The students will also complete a dot-to-dot worksheet from 1-50, which the teacher will go over after class. See attached. (SOL 1.1a and 1.2)
Station 4: Counting to 100
The assessment for this skill, counting to 100, will again follow several classes of activities like the one highlighted in Station 4 of this website. In order to determine that the students have mastered this skill, the teacher will meet with them individually during Teacher Station Time and ask that they count to 100, orally, showing one-to-one correspondence by pointing to individual objects as they count. (Teacher will use one of the books from the 100th Day of School Literature Station: 100 Days of Cool, The Night Before the 100th Day of School, or 100 Days of School.) (SOL 1.1a and 1.2)
Station 5: Skip Counting by 2's
After the sock activity, the student will complete a worksheet and write the numbers from 2 - 30 or 2- 60 by two's to demonstrate their ability to skip count (see activity page). The teacher will evaluate the students' understanding individually during Teacher Station Time by going over this worksheet with the students and asking them to skip count aloud. (Teacher will have a checklist prepared in advance for evaluation of these skills.) At the end of several classes on skip counting, the teacher will use the following skip counting activity to assess the students understanding of the concept: Visualizing Skip Counting by Two's. (SOL 1.1a and 1.2)
Station 6: Skip Counting by 5's
The worksheet accompanying the "Climbing the Ladder" activity provides students the opportunity to practice skip-counting by 2's and 5's (and 10's, for those who need the additional challenge). This worksheet will serve as a summative assessment, as the teacher reviews what the students have written down in each column. (See worksheet.)
(SOL 1.1a and 1.2)
Station 7: Skip Counting by 10's
The assessment for this skill, skip counting by 10's, will have several components. The first will be the students' ability to put together the "Ice Cream Towers", which require that the students can place the numbers from 10 to 100 in the correct order. Another form of summative assessment the teacher will be to meet with the students individually during Teacher Station Time, as usual, to assess their ability to skip count by tens. Lastly, the students will complete the following worksheet by writing in the correct sequence, which the teacher will use to determine the students' ability to count and write by 10's. (Skip Counting by 10's Worksheet for Summative Assessment -- or an alternative worksheet for students who need more of a challenge.) (SOL 1.1 a & b and 1.2)
Station 8: Place Value
This activity provides the students the chance to place things in groups and start to understand place value. The song that accompanies it continues to develop this skill. The teacher will spend several other classes and activities working with the students in this area. To assess whether the students can "group a collection of up to 100 objects into tens and ones and write the corresponding numeral to develop an understanding of place value" (SOL 1.1 b), the teacher will meet with the students individually during station time and conduct a structured evaluation. The teacher will have a checklist to fill out for each student and questions to ask that will determine their understanding (or lack thereof) for this skill. (SOL 1.1 b)
Station 9: Counting Backward by Ones
Both the Station 9 activity, "Blast Off", and the Computer Station (#11) provide the students opportunities to practice this skill of counting backward by ones from 30. However, in order to assess whether the students fully understand and have mastered this ability, the teacher will meet with them individually during station time to conduct a review of the material. The teacher will ask the students to count down from 30 to 1 by ones and record their capability on a pre-prepared recording form and also ask them to complete the following counting backward worksheet, for later review by the teacher.