Planning Formative Assessments for Pre-K Learning Objective.

Getting use to routines is one very important aspect of starting school.  Routines and Rules can be tough to get use to yet are essential to learning and success in life.  In this Blog I will be discussing three formative assessments that will help me plan and support my student’s outcome.  Formative Assessments will let me know where students are with understanding.  These assessments are age appropriate and encourage high order thinking for my pre-kindergarten students. 

Student will be able to understand and follow routines of the school with the use of center discovery and small and whole group activities.    I will dictate which formative assessment is most appropriate for my students based on the need of the student and the knowledge I want to interpret.  Observations and anecdotal notes will also be conducted during these assessments. 

Here is the standard:  SED.2.2.3  Understand and follow classroom routines and rules, and know what to do during transitions.

Center Time Assessments

Pre-Kindergarten students learn a lot through play and teaching them the culture of your classroom can be overwhelming.  Students like to explore and learn on their own and you want an environment that allows a good balance of discovery and teacher lead activities.  Students need rules and structure to keep them safe, in the classroom, and in the community. However taking on pretend roles and home-related routines are beneficially and help students make those real world connections. Both the Dramatic Play and Block area serves as that purpose.  Teacher and student will discuss good choices during centers.  These are areas in the classroom that will be able to assess my students without them noticing. 

Teachers will be surprised about how much you can find out about your student with the use of props and dramatization.  I will look for examples of students sharing, making connections between school and home, and following classroom rules.  I chose this formative assessment because this also allows me to bond and get to know my students.  It sets the tone of our relationship and it allows me to get better understanding of my student's interest.


Call and Response

I chose call and response because I  think its a great way for students to be able to reinforce looking and listening to teachers.  We will practice call and response for getting attention in whole and/or small group setting.  Students will be able to respond with "yes" when an adult calls the child by first name, within 2 seconds. With prompting, student will answer questions about classroom rules. With this Call and Response Chant " Teacher "1 2 3 all eyes on me" Student "1 2 eyes on you".  I will call a students name and then a task will be asked of  an individual student and or group to reinforce looking and listening to teachers. 

These call and response chants are great assessments for my group. I can focus on which students are able to stop what they are doing and transition to the next activity or room.  Timing is everything and transitions should take no more then 3 minutes.  I will also check for how long students take to clean and focus on me and to check for understanding by asking about the classroom rules.  Transitions can be tough so making them fun, catchy, and intentional is rewarding to both me and my students.  Call and Responses are also excellent for field trips and very large groups.  Its a great way to get your student attention quickly and smoothly.  


Good Choice/Bad Choice Chart

I decide on this activity because it supports the development of personal social-emotional skills. It helps introduce and act out situations arising in the classroom and outside of the classroom. Student will be asked a series of questions about things and have to decide whether it is a "good choice or bad choice."  Children will learn sorting skills and have a better understanding of rules and safety.  For differentiation, my high achievers will be able to do an individual sorting worksheet.  High Achievers can cut and paste the picture under either good or poor choice to check for understanding. 

"We-do" Large/Small Group

"You Do" for High Achievers

Following one/multi-step directions (Differentiation as needed)

I will be sure to have explicit directions for students.  I will explain to students that we are doing to practice following teacher directions.  I will call their name and ask them to do something.  I will ask what should you do when I call your name?  I will reply yes.  Say yes right away!  Let me show you. I will model with one child or another teacher.  Practice Throughout the day reinforces this compliance skill in different components such as snack and centers. 

I will be sure that during this lesson that I am clear with my request and it is a statement not a question. For example, I will say pick up the block.  Not, Can you pick up the block?  I will explain to the class that we are practicing following teacher directions.  While you are playing, I am doing to call your name and give you a direction.  I'll then ask "What should you do when I call your name?  I will record if children were able to complete my directives within 3 seconds.  We will continue to practice preferred behavior.

Sources:
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