Assignment 3Excel for Data Driven Decision Making

Jennifer Kukalski

Using Integrated Software across the Curriculum

Spring 2009

This assessment and scoring rubric is for a PreK class. The standards that are being assessed are from the New Jersey Dept. of Education Preschool Teaching & Learning Standards. (http://www.nj.gov/education/ece/code/expectations/standards/ptls.pdf )

Preschool Learning OutcomesStandard 1.1 Begin to develop a concept of number, for counting numbers at least through 20, and for ordinals through fifth (including first and last).

Standard 2.2 Explore and talk about basic shapes in the environment (e.g. circle, square, triangle, rectangle, rhombus).

Standard 2.3 Explore three dimensional shapes by building with blocks and other materials.

Standard 2.4 Explore connections between two-dimensional and three-dimensional forms (e.g. sphere and circle)

Standard 2.6 Use simple shapes to make designs, patterns and pictures (e.g. tangrams).

Math 1Beginning

2Approaches

3Meets

4Exceeds

Counting by ones to 20

Counts by ones to 10

Counts by ones to 15

Counts by ones to 20

Counts by ones higher than 20

Geometric Shapes (2D & 3D)

Recognizes shapes with guidance

Recognizes one, two, or more 2D and 3D shapes

Recognizes 4 or more shapes

Recognizes and describes 2D and 3D shapes

Recognizes all 2D and 3D shapesDemonstrates how they relate

Patterns Begins to recognize patterns with guidance

With guidance, identifies the repeating unit of the pattern

Independently identifies, extends, and creates patterns

Identifies, extends and creates more complex patterns

Assessment: In small groups, the teacher will hand out a piece of construction paper and several cut-out shapes to be glued in a pattern. The teacher will create a pattern on her paper using the shapes and asked the students to continue the pattern on their paper. The students will have to count how many shapes are in the pattern. The teacher will repeat this activity using three-dimensional shapes from the Math Center. The teacher will ask the children to create and extend their own pattern using the 3D shapes. If the children are not able to create their own pattern, the teacher will start a pattern and ask them to continue. The students will also have to count the total number of shapes when they are done completing the pattern. The teacher will do other activities which are similar during the following weeks. Also, the teacher will observe and note the skills being performed throughout the day while doing different activities. (Examples: Counting the calendar at circle time, continuing patterns with shapes cards, playing shapes bingo etc.)