Chapter Title: Systematic Assessment: An End of Prekindergarten

Checkup
Presenters: Maria Trav and Alexa Maldonado
DESCRIPTION OF PRESENTATION: The presentation started with an
introduction to the chapter and what a Prekindergarten Checkup could
involve. We showed a video of students being assessed in several
areas. Then, we asked teachers to turn over to appendix F where
developmental stages are described. They discussed how much were
those stages similar to the ones seen in our students. We concluded
that there are many similarities, but we have to consider the culture
our students have been raised in and also the bilingual program they
have at school.
What type of assessments do you do for end of the year
checkup?
N1
We analyze the midyear results and focus on the areas that
need extra work. We focus on those areas first and then we
move on. We dont need to assess every student in all areas,
just those where the teacher is not sure about their progress.
We are constantly assessing our students (examples: center
work with games and cutting paper independently.)
N2
We assess students through games!
Reading and writing: letter sound and name memory game,
flash cards to identify rhyming words, printed settings of Oliver
Jeffers stories to see if they can place the characters in the
correct story, and writing words with magnetic letters and
helping them identify the difference between words and letters.
Math: Unifix cube towers to assess numbers and colors.
Portfolio: Comparing August and May drawings, patterns,
cutting, and name writing. The portfolio gives you a great idea
of the progress and growth theyve had.
PK4
Initial sounds: we spread the yellow bean bags with letter all
over the classroom and make students look for the letter the
teacher asks out aloud.
Stone soup story: students wrote the ingredients they needed
to make the soup.
They are trying to label material in the classroom, so you can
see them pasted all around the classroom.
PK5
We use games all the time.
Also, we use handbooks and ask the students to find a friends
letter and underline it with blue (we do the same with numbers,
words, etc.) Show me the words, the letters
K7
We use a checklist to visually see what I need to reassess. It
helps you see the pattern of the child. Some areas that we

assess are: one to one correspondence, cvc words (we use a

worksheet and ask them to write the words of the pictures they
choose), sight words, decoding words, etc.
PK-K 8 We used bingo with cvc words: it requires them to read a word
as they see the picture. First they just were able to identify the
initial sounds, and now they are able to read and decode the
different words.
Rhyming with Dr. Seuss books: we read the books and they are
always aware of the rhyming (Green Eggs and Ham.)
Concepts of Print: Students are aware of punctuation,
exclamation marks, and intonation.
We also assessed high frequency words.
PK9
Writing samples are the greatest tool. We use writing samples
to assess their drawings, how much can they speak about
details, phonological awareness, spacing, and writing.
Fathers Day Cards: assess if they can write independently or
with support.
Reading one on one to assess their real ability. Some of the
students are able to do shared reading.
Beginning sounds with flash cards.
Letter sounds, sight words.
Reading their friends names.
K10
I use the end of the year assessments to analyze their growth.
The writing samples and writing entries help a lot to study their
progress. I show them their different entries so they can see
how much theyve improved during the year.
I also assess capital and lower case letters.
PK-K
We asses everyday and we involve the children to assess
11
themselves (self assessment.)
We have all their writing and drawing activities since the
begging of the year and we showed it to them and some said
things like: I did this?, I was so little. They are impressed by
their progress.
We asked them what they want to learn next year, they
answered the secret to draw better.
Spani Focus on the drawings: details, colors, see if they erase (this
sh
tells you a lot about their personalities.)
For report cards I asked (to encourage self assessment): What
have you learned about making books?