Topic A The student shows little The student shows The student correctly The student correctly: evidence of identifying evidence of beginning identifies both sets of Identifies the two and/or explaining to identify similarities bears, but provides a large bears as being K.MD.3 similarities or and differences, but is partial explanation of identical. differences. Almost unable to explain those how the bears are Identifies similarities non-responsive. similarities or similar or different. by attribute (size, differences using Or, the student can color, type, etc.). words. explain the similarities Explains using words and differences, but how the two bears cannot identify one of differ either based the sets of bears. on size or (ELLs may point to color/shade. express their insights and gain a score of 3 if you feel assured of their understanding.) Topic B The student shows little The student shows a The student correctly The student correctly: evidence of beginning sorts the pictures into Sorts the pictures understanding how to understanding of how two clearly distinct K.CC.4a into two distinct sort, or what to sort (with some categories, but cannot categories. K.CC.4b reasonable categories misplaced items), and provide a reasonable Provides a K.MD.3 might be. demonstrates early explanation of the reasonable explanation skills with categories or why the The student is unable explanation outlining incomplete reasoning. items belong. to respond “3” or count the sorting correctly. The students recounts Or, the student categories and why to answer “1,2,3.” provides a reasonable the items belong explanation of the (i.e., things we keep categories, but sorts at home, things we incorrectly. need to bring to The student is able to school). answer “3” without The student is able recounting. to answer ‘3’ without recounting.
Topic A K.MD.3 The student shows little evidence of identifying and/or explaining similarities or differences. Almost non-responsive. The student shows evidence of beginning to identify similarities and differences, but is unable to explain those similarities or differences using words. The student correctly identifies both sets of bears, but provides a partial explanation of how the bears are similar or different. Or, the student can explain the similarities and differences, but cannot identify one of the sets of bears. (ELLs may point to express their insights and gain a score of 3 if you feel assured of their understanding.) The student correctly: Identifies the two large bears as being identical. Identifies similarities by attribute (size, color, type, etc.). Explains using words how the two bears differ either based on size or color/shade. Topic B K.CC.4a K.CC.4b K.MD.3 The student shows little evidence of understanding how to sort, or what reasonable categories might be. The student is unable to respond “3” or count correctly. The student shows a beginning understanding of how to sort (with some misplaced items), and demonstrates early explanation skills with incomplete reasoning. The students recounts to answer “1,2,3.” The student correctly sorts the pictures into two clearly distinct categories, but cannot provide a reasonable explanation of the categories or why the items belong. Or, the student provides a reasonable explanation of the categories, but sorts incorrectly. The student is able to answer “3” without recounting. The student correctly: Sorts the pictures into two distinct categories. Provides a reasonable explanation outlining the sorting categories and why the items belong (i.e., things we keep at home, things we need to bring to school). The student is able to answer ‘3’ without recounting.
gk-m1-mid-module_assessment.docx