Kindergarten Assessments & Data Tracking for the Year (w/ Digital Tracker)

This is a Common Core driven baseline assessment that will help drive instruction and help you progress monitor for the entire year. Track students progress & plan RTI each quarter to assess their growth, strengths and weaknesses all in one spot. Paper and digital trackers are included! The digital tracker is structured to make your life SUPER EASY. Input how many each student got correct for each skill and the tracker will automatically pre-populate the information into a year long spreadsheet. The spreadsheet converts the information into a percentage that is color coded to make it visually easy for you to analyze the data. Detailed instructions for using the tracker are included! Please read the instructions included on how to MAKE A COPY of the tracker. This will allow you to have full accessto the tracker. Without doing this, you will not have access. It’s very easy to do and I’ve laid it all out in the directions for you!

This download is customizable, so you can pick and choose the skills you wish to assess. It is a great tool to use in the first weeks of school to help see where students stand academically; serving to drive future instruction based on your classes specific needs. Continue to use at the end of each marking period throughout the year. You can use this to group students for all future assignments based on the data collected from this assessment.

This is a zip file that contains the PDF of the baseline and pre-made tracker. It also has a blank editable powerpoint version of the tracker with text boxes and the link for the google drive tracker. You must have a google account to access the tracker. Google accounts are free and easy to set up!

Why Baseline Assessments Are Important

~Get an idea of where your students are academically from the very start of the year

~Craft instruction & small groups based on the results

~Have clear results that identify strengths and weaknesses of each individual

~Track growth throughout the year

~Progress monitor for students with IEP’s or special needs

~Provide straight forward data to be used in parent-teacher conferences and IEP meetings

~Help prepare report cards and give specific information about each student’s needs in the comments

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Covered in this Assessment:

*Letter Identification (upper case and lower case)

*Letter Sounds

*Reading CVC Words

*Writing CVC Words

*Sight Words (Fry’s First 100 & and Editable Sheet)

*Syllables

*Rhyming Words

*Writing: Name Writing & Sentence Dictation

*Calendar Work: Days of the Week & Months of the Year

*Color Identification

*Two Dimensional Shapes

*Number identification (numbers 1-30)

*Ordering Numbers (Before, In Between & After)

*Skip Counting by 10’s

*Counting Objects to 10

*Measurement

*Patterns

*Writing numbers 1-20

You do not have to use every page of the assessment. Select the skills that are important and create your own assessment. You can use the pre-made recording sheet or edit it to meet your needs.

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Who Could Benefit From This Product

*General Education Teachers

*Intervention Specialists

*Special Education Teachers

*Tutors

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*Please do not send an email requesting access to the tracker. You will not be granted access to the originaltracker. Rather, follow the step by step directions for making a copy of the tracker. This will give you full access to your very own copy*

Common Core Standards Addressed in this Assessment:

CCSS.ELA-LITERACY.RF.K.1.D

Recognize and name all upper- and lowercase letters of the alphabet.

CCSS.ELA-LITERACY.RF.K.2.A

Recognize and produce rhyming words.

CCSS.ELA-LITERACY.RF.K.2.B

Count, pronounce, blend, and segment syllables in spoken words.

CCSS.ELA-LITERACY.RF.K.2.D

Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three-phoneme (consonant-vowel-consonant, or CVC) words.1 (This does not include CVCs ending with /l/, /r/, or /x/.)

CCSS.ELA-LITERACY.RF.K.3

Know and apply grade-level phonics and word analysis skills in decoding words.

CCSS.ELA-LITERACY.RF.K.3.A

Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary sound or many of the most frequent sounds for each consonant.

CCSS.ELA-LITERACY.RF.K.3.C

Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does).

CCSS.ELA-LITERACY.L.K.2

Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

CCSS.ELA-LITERACY.L.K.2.A

Capitalize the first word in a sentence and the pronoun I

CCSS.ELA-LITERACY.L.K.2.B

Recognize and name end punctuation.

CCSS.ELA-LITERACY.L.K.2.C

Write a letter or letters for most consonant and short-vowel sounds (phonemes).

CCSS.ELA-LITERACY.L.K.2.D

Spell simple words phonetically, drawing on knowledge of sound-letter relationships.

CCSS.MATH.CONTENT.K.CC.A.1

Count to 100 by ones and by tens.

CCSS.MATH.CONTENT.K.CC.A.2

Count forward beginning from a given number within the known sequence (instead of having to begin at 1).

CCSS.MATH.CONTENT.K.CC.A.3

Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects).

CCSS.MATH.CONTENT.K.CC.B.4.A

When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object.

CCSS.MATH.CONTENT.K.CC.B.5

Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects.

CCSS.MATH.CONTENT.K.CC.B.4

Understand the relationship between numbers and quantities; connect counting to cardinality.

Directly compare two objects with a measurable attribute in common, to see which object has “more of”/”less of” the attribute, and describe the difference. For example, directly compare the heights of two children and describe one child as taller/shorter.

CCSS.MATH.CONTENT.K.G.A.2

Correctly name shapes regardless of their orientations or overall size.

CCSS.MATH.CONTENT.K.G.A.3

Identify shapes as two-dimensional (lying in a plane, “flat”) or three-dimensional (“solid”).