PORTFOLIOS AND MEANINGFUL ASSESSMENTS

Probably the last thing you want to hear about right now is ASSESSMENT. I think we focus too much on a test score and number, and not enough on the whole child. Drawings, work samples, observations, checklists, rubrics, and journals can all be used to demonstrate what children are learning. They are perfect for parent conferences because they are a personal assessment of each child.

Portfolio
Individualize children’s growth by collecting samples of their work each month and saving the work samples in a portfolio. You can use grocery sacks or clasp envelopes and date each month. Collect a writing sample, self-portrait, small motor activity, math page, etc. You could bind these together and present them to parents at your end of year conference.

Four Square Assessment
At the beginning of each month, have children fold a piece of paper into fourths. Ask them to write/draw the same thing in each square every month. You might have them draw a picture of themselves, write their name, write letters of the alphabet, numbers, shapes, write a story, etc. Adapt to your age level and standards. Date and save for a “reliable” picture of the child’s progress throughout the year.

Interest Inventory
In addition to saving writing samples and self-portraits in a “portfolio” each month, have children complete an “interest inventory” by filling in sentences similar to the ones below:

I am good at______.
I like to _____.
I want to work on _____.
My favorite book is _____.
I wish _____.

Hint! Younger children could just dictate their responses to an adult.

Color Coded
This isn't very high tech, but it's very visual and can be very meaningful. Find an assessment with basic skills you will be focusing on during the year such as upper and lowercase letters, numerals, shapes, sight words, sounds, math facts, etc. Each month assess children and color in the squares they have mastered with a different color of crayon. For example, color what they know in September in red, October - orange, November - brown, etc. It will give a "colorful" picture of the child's learning journey.

Observations
Write down what you observe children doing as they play with classmates, complete assignments, cooperate in group activities, and every day routines.

Hint! Add photos for a visual "insight" into how children are performing.


I AM PROUD!
Let children decorate a folder with their name. Store these in a special tub in the classroom. Encourage the children to save work that they are "proud" of in their folder. 

Hint! If you did this with an illustration and writing sample at the beginning of each month they could “revisit” past work and see how they are improving.

THE SPOT

I titled this blog “The Spot” because a teacher told me she called her art center “The Spot.” I thought that was rather clever and perfect for these simple, open-ended projects. These creative activities are another way for children to SHOW WHAT YOU KNOW and can be tied into many different skills and standards.

*Remember, it’s the process and not the product. Children will be using problem-solving and small motor skills as they do these projects.

Pop Up Scene
Skills: comprehension, setting
Materials: construction paper, crayons, markers, scissors, glue, scrap box
Directions: Prepare pop-ups ahead of time by folding the construction paper in half. Cut two slits from the fold 3 ½” from each side and 2 ½” down as shown. Bend the tab in so when you open there will be a 3-dimensional tab. Have children close their eyes and make a picture from a book you have read in their brain. Have them draw the setting of the scene on the inside of the pop-up. Finally, have them draw the main character and glue it to the pop-up.
*Pop ups are perfect for habitat studies or scenes from history. 

Triarama
Skills: comprehension, setting, habitats
Materials: paper, scissors, crayons, markers, stapler
Directions: Cut the paper into a square by making a diagonal fold and cutting off the bottom. Children draw a scene on the top half of the square as shown. Cut in half-way on the diagonal crease, fold under, and staple to make a stand up scene. 

Pipe Cleaner People
Skills: book characters, famous people, retelling a story
Materials: pipe cleaners, scrap box, cloth, scissors, glue
Directions: Demonstrate how to make a stick person from two pipe cleaners. Children can then add a face, clothing, and other details. Let them retell a story with their pipe cleaner people.

Pinwheel
Skills: vocabulary words, spelling words, math facts, 4 facts learned, etc.
Materials: paper, scissors, hole punch, colored pencils, play dough
Directions: To make a square, fold a sheet of paper diagonally and cut off the end. Fold in half diagonally again. Cut in on diagonal lines stopping 1” from the center. Hole punch every other corner and in the middle. Insert holes on a pencil or straw and put a little play dough on the end. 

SHOW WHAT YOU KNOW

Elementary age children are in the “age of industriousness.” Erik Erikson is a psychologist that I studied in college who made a lot of sense to me. He identified a series of eight stages that individuals go through from infancy through late adulthood.

Erikson viewed the elementary school years as critical for the development of self-confidence. Ideally, elementary school provides many opportunities to achieve the recognition of teachers, parents and peers by producing things—drawing pictures, solving addition problems, writing sentences, and so on. If children are encouraged to make and do things and are then praised for their accomplishments, they begin to demonstrate industry by being diligent, persevering at tasks until completed, and putting work before pleasure. (Wikipedia.org)

It’s interesting to me (after being at this rodeo for many years) that I see similar concepts in the “executive function.” Children need the opportunity to start and complete a task and they need to develop delayed gratification. Concrete challenges where they can express themselves and develop mastery will encourage this.

All of the above help justify the need for art and creative activities in the elementary classroom. Let’s look beyond a computer assessment and paper and pencil test to let children SHOW WHAT YOU KNOW!

Puppets (stick, paper bag, paper plate, sock, coat hanger, envelope)
Provide children with the materials to make puppets of their favorite character from a story. They could also make a puppet of animals studied, famous historical figures, and so forth. The puppet will give them a fun way to share information with classmates. 

        

Sculpture (mold with clay or play dough)
Children can make something that they learned from reading a book, watching a video, etc.

Create a Board Game
Challenge children to make a game to review information from a unit of study. They could do this independently or with a partner.

Poster, Collage, or Mural
Divide children into small groups and let them create a visual about what they’ve learned.

Mini Museum
Children take a shoebox and make a small “museum” with a collection of objects (found or made) that represent what they’ve learned.

Class Chef
Foodies are growing in number with school age children. They’ll have fun preparing and serving foods from different regions, cultures, food groups, etc.

LET'S HAVE A CONFERENCE

Ready or not, it will be time for parent conferences before you know it! I used to dread conferences because many of the parents didn’t want to talk about their child. They wanted to talk about the neighbor’s kid or their “ex” or whatever. Once I started using this questionnaire my conferences became much more meaningful for me and for the parents.

A week before conferences I’d ask the children, “Would you like me to give your parents some homework? Well, here is something they need to fill out and bring to our conference next week.”

Note! If parents show up without the form, simply smile and say, “I’ll give you a few minutes to fill this out before we get started.”

CONFERENCE QUESTIONNAIRE

Please fill out this form and bring it to your conference on __________________at _________________.

Child’s name__________________________

1. My child’s favorite activity at school is________________

2. My child expresses concern about_____________________

3. My child’s strong qualities are__________________________

4. Areas I feel my child needs to work on are_____________

5. Something I would like to see my child do at school is _______

6. Is there any special information about your child that you think we should know about?

https://drive.google.com/file/d/0B1SnEagA4jljYWFnNXNybFdyZVE/view?usp=sharing

Cheers and Goals
Here’s another idea for conference time. Ask parents to write down three things positive (cheers) about their child and three goals that they have for their child. This will give the teacher insight as to what is important to parents. It will also provide the teacher with the opportunity to say, “This is what I can do at school to help your child accomplish these goals. What can you do to help at home?”

Student Led Conferences
I must admit I never did these, but many schools are now using this approach and find if very successful. You can find videos and other useful information about student led conferences on the internet.


Conference Tips
Sit beside the parent at a table, rather than behind a desk.

Keep the conversation focused on the child.

Have samples of the child’s work to share with the parents. Focus on the total child, including intellectual, physical, social, and emotional development.

If there is a problem, brainstorm solutions and develop a plan for action.

End the conference on a positive note by reassuring the parents and thanking them for their support.

Provide an interpreter for parents who do not speak English.

Follow-up with the parents after the conference.

CHECK OUT MY VIDEO

WINNING WAYS WITH FAMILIES

http://bit.ly/FamilyDrJean

DISTURBED! DO NOT TEST!

"The primary purpose of being four is to enjoy being four—

of secondary importance is to prepare for being five.” 

Jim Trelease (Author of THE READ ALOUD HANDBOOK)

and I would add to that...

The primary purpose of being in kindergarten is

to enjoy being in kindergarten.

The secondary purpose is to prepare for first grade.

Doesn't that quote make you pause and think, WHY AM I DOING THIS? Many of you are so busy assessing and collecting data that you don't have time to TEACH! If I were in charge of the world I’d just give all children “A” for effort and say that they were performing at “99%” of their ability. But, I’m not in charge of the world, so here are some suggestions for gathering informal data that will provide a more personal/individualized record of children's growth and development. 

Portfolio 

Individualize children’s growth by collecting samples of their work each month and saving them in a portfolio. You can use clasp envelopes or gallon zip bags and date each month. Collect a writing sample, self portrait, small motor activity, math page, etc.

                                

Four Square Assessment 

At the beginning of each month, have children fold a piece of paper into fourths. Ask them to write/draw the same thing in each square every month. You might have them draw a picture of themselves, write their name, write letters of the alphabet, numbers, shapes, write a story, etc. Adapt to your age level and standards. Date and save for a “reliable” picture of the child’s progress throughout the year.

Interest Inventory 

In addition to saving writing samples and self-portraits in a “portfolio” each month, have children complete an “interest inventory” by filling in sentences similar to the ones below: 

I am good at______.
I like to _____.
I want to work on _____.
My favorite book is _____.
I wish _____.

Hint! Younger children could just dictate their responses to an adult.




Color Coded

This isn't very high tech, but it's very visual and can be very meaningful. Find an assessment with basic skills you will be focusing on during the year such as upper and lowercase letters, numerals, shapes, sight words, sounds, math facts, etc. Each month assess children and color in the squares they have mastered with a different color of crayon. For example, color what they know in September in red, October - orange, November - brown, etc. It will give a "colorful" picture of the child's learning journey.

Observations
Write down what you observe children doing as they play with classmates, complete assignments, cooperate in group activities, and every day routines.

Hint!  Add photos for a visual "insight" into how children are performing.

I AM PROUD!
Let children decorate a folder with their name. Store these in a special tub in the classroom. Encourage the children to save work that they are "proud" of in their folder.
              

Hint! If you did this with an illustration and writing sample at the beginning of each month they could “revisit” past work and see how they are improving.

One teacher told me she made a sign that said “Testing! Do Not Disturb” and put it on her door when she didn’t want any visitors to see how much fun her class was having. Another teacher told me she wrote: “Disturbed! Do Not Test!” and put it on her door!

P.S. The Massachusetts Department of Early Education provides an excellent overview of the WHAT and WHY for childhood assessment:

http://resourcesforearlylearning.org/fm/early-childhood-assessment/

THE SPOT

I titled this blog “The Spot” because a teacher told me she called her art center “The Spot.” I thought that was rather clever and perfect for these simple, open-ended projects. These creative activities are another way for children to SHOW WHAT YOU KNOW and can be tied into many different skills and standards.

*Remember, it’s the process and not the product. Children will be using problem-solving and small motor skills as they do these projects.

Pop Up Scene
Skills: comprehension, setting
Materials: construction paper, crayons, markers, scissors, glue, scrap box
Directions: Prepare pop-ups ahead of time by folding the construction paper in half. Cut two slits from the fold 3 ½” from each side and 2 ½” down as shown. Bend the tab in so when you open there will be a 3-dimensional tab. Have children close their eyes and make a picture from a book you have read in their brain. Have them draw the setting of the scene on the inside of the pop-up. Finally, have them draw the main character and glue it to the pop-up.
*Pop ups are perfect for habitat studies or scenes from history. 

Triarama
Skills: comprehension, setting, habitats
Materials: paper, scissors, crayons, markers, stapler
Directions: Cut the paper into a square by making a diagonal fold and cutting off the bottom. Children draw a scene on the top half of the square as shown. Cut in half-way on the diagonal crease, fold under, and staple to make a stand up scene. 

      

       
                           

Pipe Cleaner People
Skills: book characters, famous people, retelling a story
Materials: pipe cleaners, scrap box, cloth, scissors, glue
Directions: Demonstrate how to make a stick person from two pipe cleaners. Children can then add a face, clothing, and other details. Let them retell a story with their pipe cleaner people.

SHOW DOWN

We all have shopping, decorating, and a "holiday mindset," but academics still exist. Here are some activities you can use the next few weeks to reinforce skills.  All of your children will be engaged and you can quickly see who has mastered a skill and who needs additional work.  Take a look and you'll see how easily they can be adapted to different levels and content

Yes/No
Each child has two index cards. One says “yes” and the other says “no.” As you ask questions, children respond by holding up the card with their response. For example: “Our state is Arizona.” “Fish has the short 'i' sound.” “Blue and glue rhyme.”

*Cut an envelope in half. Write “yes” on one side and “no” on the other.

*Teach children signs for “yes” (shake fist forward) and “no” (extend fingers from thumb and then close. They can quickly answer questions without any props. If they know the signs for alphabet letters they can respond to a phonics review.

Pinch Cards
Cut construction paper or heavy paper into 8 ½ “ x 5 ½” rectangles. Down the left side write the numerals 0-10. Write the very same numerals on the reverse side. As the teacher calls out math problems the children pinch the correct answer and hold up their cards.
 
*Make pinch cards for words, numeral recognition 10-20, phonics, etc.

Zip It
Write letters, words, numbers, etc. on the left side of a sheet of paper as shown and insert the paper in a zip bag. Call out a question, and children “zip” to the correct answer and then hold up their bag.
              
*If you write numerals horizontally you can use it like a number line.

Note! Cardstock works best. I had to trim my paper a little to fit snugly into the zip bag.

Wipe Off Boards

Children write letters, words, or numerals on wipe off boards and hold them up. Erase with a sock and you’re ready to go again.

Hint! White plastic plates or laminated white card stock are great substitutes for white boards.

PHONE A FRIEND

Here are a few more strategies to get your students to THINK, THANK, THUNK!!!

Phone a Friend 

If children don’t know the answer, allow them to phone a friend (place hand by mouth and ear like a phone) for help.
*They could also “ask the audience” for help with an answer.

Pick Sticks 

Ask each child to write his/her name on a large craft stick. Color one end green and one end red. Place the red end in the bottom of a can. Ask a question, and then choose a stick. That child gets to answer the question. Return their stick to the can with the red end up.

                        

Think Partners 

Divide children up into pairs and let them discuss answers.
Children can also review information by “teaching” a friend what they have learned.


Written Response

Ask children to write the answer to a question.


Illustrated Response 

Have children draw the answer to a question.


Choral Response 

Children answer in unison.


Brainstorm

Brainstorm as a large group, small group, or individually.

KWL 

Know, Want to Know, Learned – When introducing a new theme or concept make a list of what the students already know about the topic and what they want to learn about the topic. During the study they can be encouraged to write what they are learning.
*KWL can be done as a class or individually.


Question of the Day 

Write a thought-provoking question on the board each day. Take time to listen to children’s responses at the end of the day.


Student Created Questions – Let students generate their own questions for a review.

SMART ANSWERS!

Have you ever heard of the 20-80 principal? About 20% of your effort at something yields 80% of the results. In other words, you can teach smarter doing some simple things that can impact learning in a big way. You might want to try one of these questioning strategies each day and then reflect on the children’s responses.

1-2-3 Tell 

Ask a question and then slowly count, “1, 2, 3.” When you say, “Tell,” the children all say the answer.

Thumbs Up Thinking

Tell children to stick up their thumb next to their chest if they have learned something. Stick up fingers for each additional thing you’ve learned.

Whisper & Release 

Children whisper the answer in their fists. When the teacher says, “Release,” the students open their fists.


Right Now! Right Now! Right Now! 

Children stop and freeze. Teacher asks, “Who can tell me something right now that they’ve learned that they didn’t know when they came to school this morning?”


Sign Language (Yes/No) 

Teach children the signs for “yes” (wiggle fist in the air) and “no” (touch index and middle finger to thumb like a mouth closing). You can also use cards with “Yes” and “No” written on them.


How Much Do You Know? 

Children hold up on their fingers from 1-5 to indicate how much they know about a particular topic.


Engage All Students 

Call on students who raise their hands as well as those who don’t.

WHY ASK QUESTIONS?

One of the most powerful teaching strategies isn't something you buy or plug in. It's the ability to ask GOOD questions that make children think. Over the next few days I'll try to give you some practical tips and strategies.

Why ask questions?
*Spark children’s interest
*For assessment
*To evaluate teaching effectiveness
*To see where students are to set new goals
*Evaluate children’s level of understanding
*Motivate students to seek information
*To encourage children to see new relationships
*To challenge children to think critically
*To help students make personal connections with the information
*To encourage communication and learning among students
*To summarize and evaluate


I studied Bloom’s Taxonomy in graduate school 5 decades ago, but it’s as valid today as it was in the 70’s. Benjamin Bloom developed a hierarchy of assessing thinking that gives you insight into the student’s processing and depth of understanding.

Level One: Knowledge – Ask students to identify and recall information.
Level Two: Comprehension – Ask students to organize information or put it in another form.
Level Three: Application – Have students use facts, rules, and principles.
Level Four: Analysis – Ask students to break information into parts.
Level Five: Synthesis – Invite students to compile information in a new way.
Level Six: Evaluation – Ask students to develop an opinion or make judgments.

Many times when teachers are evaluated they are criticized for not using higher order questions. I’ve created these prompt cards that may help you improve in this area. You can download them and then cut out the ones that are most appropriate for your grade level. Glue them to index cards, punch a hole, and attach them to a book ring.

https://drive.google.com/file/d/0B1SnEagA4jljVTNCemZnbUJVMVk/view?usp=sharing&resourcekey=0-n2sk1JhhwMTdf0rxDX2Y2Q      

*Hint! Color code the different levels. For example, you could outline level one questions with a green marker. Outline level two with a blue marker, and so forth.

GOOD IDEA #23

Here are some quick games that will keep those little hands busy.

Sign Language
Teach children sign language for “yes” (make a fist and nod it up and down) and “no” (extend middle and index finger from thumb and open and close. As you ask questions, children respond with the appropriate sign.

                         

VIRTUAL CLASSROOM

WOW!  Just think of all the ways that you could use this to review information!  Glance around the screen and you can easily see who needs more help.

Rhyme Detectives
Tell the children that they will get to be detectives andlisten for words that rhyme. You say a word, and they put their pinkies up if they hear a word that rhymes with it. Pinkies down if it doesn’t rhyme.
For example: Cat - hat (pinkies up), run - dog (pinkies down).


VIRTUAL CLASSROOM

You could adapt this for phonics, math, and other concepts.


Name Rhymes (Nicole Cracco)
Think of a silly rhyme with each child's name.

VIRTUAL CLASSROOM
This would be a silly rhyming activity for any age. Say a rhyme and see if the children can identify who it is.
 
Class Names

Sing the children's names to "Ten Little Indians."

Aiden, Grayson, Hugh, Jack 
Jacob, Jayden, Mac, Maddie 
Nicholas, Oliver, Samuel, Willa - 
these are the kids in our class. 

                                                                  
VIRTUAL CLASSROOM
Ask the children to wave or make a silly motion online when you sing their name.