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This is a number informal assessment for children in kindergarten. This assessment is meant to measure counting skills when children come into kindergarten. Students will sit with the teacher and count out loud. The assessment starts out counting by 1's to 120. The student gets a score of 1 each time they guess the right number. The assessment moves on to counting by 5's, the score is out of 40. The last assessment is counting by 10's, the score is out of 10.

CDE Standard:
The expectation is counting and cardinality: use number names and the count sequence,CCSS: K.CC.A.1- Count to 100 by ones and by tens,CCSS: K.CC.A.2- Count forward beginning from a given number within the known sequence (instead having to begin at 1.),CCSS: 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)

Where I found the tool:
https://www.teacherspayteachers.com/Product/Number-Assessment-Oral-Counting-8129134?st=55429d61a39868881a0da2c6b75ef55d

Two Strengths for the Tool:
This tool is a great tool to assess the level of counting skills students come in with to kindergarten. One strength is the various intervals of counting (1's, 5's, 10's). This can tell an educator the numbers students recognize and which ones they do not. Have they been exposed to other intervals of counting? Another strength is the shortness of the assessment. It is quick so the students wouldn't get frustrated with it or want to stop the assessment.

Improvements on the assessment:
This tool has a very high number to count to in the first part of the assessment. I think that it should stop at 50 - 80. If the child can count higher, maybe there should be a space for the teacher to write that number down.

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This assessment is designed to test shapes, numbers and colors. The assessment is designed for children in kindergarten. Students are meant to identify shapes and color them the color stated. Identifying shapes is a simple geometry skill. They are also supposed to count the shapes and out how many in the box next to the shape. The way this assessment is scored is by looking at if the shapes are colored the right color and the correct amount of shapes is notated in the box.

CDE Standard:
K.G.A. Geometry: Identify and describe shapes (squares, circles, triangles, rectangles, hexagons, cubes, cones, cylinders, and spheres). CCSS: K.G.A.1- Describe objects in the environment using names of shapes, and describe the relative positions of these objects using terms such as above, below, beside, in front of, behind, and next to, CCSS: K.G.A.2- Correctly name shapes regardless of their orientations or overall size, CCSS: K.G.A.3- Identify shapes as two-dimensional (lying in a plane, "flat") or three-dimensional ("solid").

Where I found the tool:
https://www.teacherspayteachers.com/Product/Color-by-Shape-and-Number-1547410?st=e47ee0cf2a32b7329b093f61d605fcac

Two Strengths of the tool:
One strength of this tool is the way the student doing it gets to be creative. They can use their love of coloring to complete the assignment. Another strength is the fun and easy way the shapes are organized on the page. This also makes for it to be easy to count the shapes when needed.

Improvements of the tool:
This tool has too much going on. Not only do the students have to identify the shapes, but also color them and count them. That amount of attention on one assignment is a lot to ask of a student in kindergarten.

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This assessment is used for assessing students on their ability to write their name. This assessment is used for students in kindergarten. Students will have to be able to identify letters and how to write them. They need to write 1 letter per box on the top. They are also supposed to count the letters in their name and write that down as well. The way this is scored is that the educator will look at the work done and see if the name was spelled correctly and if the correct number was imputed on the paper.

CDE Standard:
Use appropriate mechanics and conventions when creating simple texts. CCSS: L.K.1a- Print many upper- and lowercase letters, CCSS: L.K.2- Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing, CCSS: L.K.2a- Capitalize the first word in a sentence and the pronoun I.

Where I found the tool:
https://www.teacherspayteachers.com/Product/How-Many-Letters-In-My-Name-Beginning-of-the-Year-Letter-Activity-1946276?st=299098264aad24e5261141db5799fd9f

Two strengths for the tool:
This tool gives the students the opportunity to be personal. This can start out a students writing experience positively by writing something they know and are familiar with. Another strength is the use of math with this assessment. The students get the opportunity to count the letters in their name as well as write it correctly.

Improvements for the tool:
The worry is that there are not enough boxes for students names. Some names are much longer than others. Would the students fell frustration that there are not enough boxes for their name?

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This tool is meant for beginning writing. This would be used for students that are in kindergarten. This is a assignment a teacher can use to assess writing abilities of students coming into kindergarten. This has a big space for a drawing and some lines underneath to write some sentences. This assignment is meant to talk about students summer vacation.  If a student does not know how to write anything they still have the option of drawing about their summer. The teacher will be able to see if any student can write anything. They will be able to assess the level of writing, if any, is present or if there is not any writing present. This gives the teacher a place to start writing lessons.

CDE Standard:
Expectation: Write real or imagined narratives using labels, dictation, and drawing. CCSS: W.K.3- Use a combination of drawing, dictating, and writing to narrate a single event or several loosely linked events, tell about the events in the order in which they occurred, and provide a reaction to what happened.

Where I found the tool:
https://www.teacherspayteachers.com/Product/Summer-Writing-Class-Book-2033247?st=299098264aad24e5261141db5799fd9f

Two strengths of the tool:
This tool is great for students to display their strengths and weaknesses without making the student feel unsuccessful. One strength is the able space it gives the student to draw their ideas. Some students will not be able to write at all so this space will help them show their ideas instead of writing them. Another strength is the wide lines for students to write out their responses. Beginning writing skills need a lot of space to work it out and this assignment gives students this capability.

Improvement on tool:
This tool should have more options for a student to express their ideas. Maybe some cut out shapes or pictures. Most students will not be able to write out their ideas so it can be hard for them to express their ideas in picture form.

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This assessment is meant to test reading comprehension. This assessment is meant for students in kindergarten. The way this assessment works is there is a passage of writing, like a story. The students have a set of questions that are being asked about the story. The students will have to circle the answer to each question that is being asked. The assessment not only tests comprehension of the story but also the student reading the story. This assessment has a score sheet attached for the teacher. The score sheet includes how many words the student got wrong when reading, how many words read, how long did it take to read, and how many questions after the reading did the student got right. This way the teacher can see if their lessons are being comprehended.

CDE Standard:
Expectation: Develop and apply the concepts of print and comprehension of literary texts. CCSS: RL.K.1- With prompting and support, ask and answer questions about key details in a text, CCSS: RL.K.2- With prompting and support, retell familiar stories, including key details, CCSS: RL.K.3- With prompting and support, identify characters, settings, and major events in a story.

Where I found the the tool:
https://www.teacherspayteachers.com/Product/Reading-Comprehension-Assessments-FREEBIE-1st-4192322?st=e22cf1e7a6ef9e47813784e934c77c1c

Two strengths of the tool:
This tool is great at assessing comprehension for simple stories. One strength is the multiple tests this assessment is testing. This assessment not only tests comprehension but also reading ability. That is very important in reading comprehension. Another strength is the simplistic questions. The questions about the story are not hard and complicated. This allows the students to most likely get the answer right. This gives the students confidence and success.

Improvements of the tool:
There should be more than one story. This assessment is so cool and really helpful for students. Having more than one allows for the students to complete different stories so they can think independently and have the opportunity to come up with their own ideas.

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This assessment is meant for students in kindergarten. This assessment is pretty easy to complete once the student understands the instruction. This assessment is meant to test the ability of students to read words. The student rolls a dice and reads out the words under that number on the dice. The teacher can sit with the student and assess how many words they can read or if they are having trouble reading the words. The way this assessment is scored is by observation by the teacher. The teacher also has the option to write down how many words each student got right when completing this assessment.

CDE Standard:
Expectation: Develop basic reading skills through the use of foundational skills. CCSS: RF.K.1- Demonstrate understanding of the organization and basic features of print,  CCSS: RF.K.2- Demonstrate understanding of spoken words, syllables, and sounds (phonemes), CCSS: RF.K3- Know and apply grade-level phonics and word analysis skills in decoding words.

Where I got the tool:
https://www.teacherspayteachers.com/Product/Roll-and-Read-CVCe-Fluency-FREEBIE-1763353?st=e22cf1e7a6ef9e47813784e934c77c1c

Two strengths of the tool:
This tool is great for assessing reading skills being taught in the classroom. One strength is the manipulative being used while students are assessing their reading skills. I also think that this makes the activity fun for the students completing it. Another strength is the easy way the teacher can assess each student. The pure observation of this assessment can tell the teacher if the lessons being taught are working in the classroom.

Improvement of the tool:
The general idea of this assessment is clear and makes sense. There are no written instructions that come with this assessment. There should be more instructions to explain the best way to assess the students. Is it better for the student to only read one word at a time after rolling or should the student read the whole list of words?

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This assessment test sorting abilities, along with being able to identify insects versus animals. This assessment can also be used to test motor skills because of the cutting out part of this assignment. This assessment is for students in kindergarten. The students will be able to cut out pictures of animals and insects. They will take these insects and sort them by putting them into column insect or column not a insect. Students will do this based on their knowledge of insects. The teacher will score this assessment by observing the efficiency of the sorting each student does. The teacher will also be able to assess motor skills with the cutting out of pictures.

CDE Standard:
Expectation: To live and grow, animals obtain food they need from plants or other animals, and plants need water and light. K-LS1-1- Use observations to describe patterns of what plants and animals (including humans) need to survive.

Where I found it:
https://www.teacherspayteachers.com/Product/Insect-Column-Sort-167622?st=838e02408739b6d127aa3b221423dc4d

Two strengths of this tool:
This tool is a fun way to incorporate science into curriculum. One strength is the hands on opportunities this assessment presents. Each student will be provided with this handout and be able to complete their own work. Another strength is the skills they have to use when doing this assessment. They  will have to use their knowledge of sorting and what that means. They will have to take the lesson on insects and be able to use their sorting ability to apply it to insects. They will also have to use their motor skills to be able to cut out each insect or animal.

Improvements of this tool:
This tool could use more exploration to the subject of insects. This would be better used in a larger science experiment. This could also be improved by allowing the use of a manipulative representing different insects or animals for better understanding.

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This assessment is meant to test the students understanding of weather patterns. This means sun movement throughout the day, daily weather each morning, etc. This assessment is meant for students in kindergarten. Students will be able to observe the sky during the school day. They will cut out the 5 suns at the bottom of the page. The students will also have the opportunity to color/decorate the suns. They will go outside in the morning, midmorning, lunch, mid afternoon, etc. They will glue the sun where they see it in the sky. The teacher will score this assessment by observing the students complete this activity.

CDE Standard:
Expectation: Patterns are observed when measuring the local weather, including how humans and other organisms impact their environment. K-ESS2-1- Use and share observations of local weather conditions to describe patterns over time.

Where I found it:
https://www.teacherspayteachers.com/Product/Track-the-Suns-Path-Across-the-Sky-4033865?st=bb0ed4732de093d1cf8351e193b79b5e

Two strengths with this tool:
This tools is great for weather awareness. One strength is the constant motion for the student. This assessment gets the student outside and moving around. Student will not be stuck inside with this assessment. Another strength is collaboration. This assessment would be best being talked about among classmates to figure out where to put the sun. This will get them using teamwork and conversing with others.

Improvements on this tool:
This tool should have more weather components to it, like clouds, rain, wind, etc. Maybe this assessment is done in the fall or winter, the weather is not always sunny but it can change to different things like snow. This assessment would be more effective if students were able to depict that in a picture.

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This assessment is to understand emotions and where the originate from. This assessment is meant for students in kindergarten. Students will have to use their knowledge of colors and emotions to complete this assessment. They will have to think about emotions and where they feel them in their bodies. They will use the different colors displayed to show where the emotion is located. The scoring for this assessment is observation of the activity being completed and looking at each assignment after it was completed. The teacher can pick out social/emotional problems if they see intense anger, sadness, etc. in this assessment.

CDE Standard:
Expectations:  Recognize the relationship between emotions and actions. Evidence Outcomes: Identify a variety of emotions, and Recognize that feelings influence actions

Where I found it:
https://www.teacherspayteachers.com/Product/Emotions-Body-Scan-Learn-about-emotions-in-your-body--7254450?st=0123d733e9cf5c0ba4660c4b1a40babf

Two Strengths in the tool:
This assessment is easy to do. One strength is that this is very simple for children in kindergarten that might not be able to read yet. The teacher could explain the instructions so they understand and they will be able to complete the assessment by themselves. Another strength is that it is creative. The students get to use their creative skills for this assessment.

Improvements on the tool:
This tool could be better if it was more focused on each emotion separately. The students could pinpoint the exact points in the body when they feel a certain emotion. They could also utilize colors to show emotions. For example, if the students were asked to show anger, some might color their hands or their head.

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This assessment is for acknowledging behavior during the day and with certain activities. This assessment is meant to be done with kindergarten students. This assessment can be done at all at one time or to can be done at various times during the day. If chosen to do this all at once, the teacher can instruct the students to color or circle the happy or sad face to show how they feel during that activity. This can go into a larger assessment and have the teacher tally the amount of sad and happy faces for each activity. The discussion will lead into how to cope with sad, upset, or mad feelings and what can be done to overcome them. The scoring will be more of a whole class score. After the teacher tally's the score on each activity they can see where they have to do work in helping better behaviors or emotions.

CDE Standard:
Expectations: Recognize the relationship between emotions and actions. Evidence Outcomes: Identify and demonstrate appropriate ways to express emotions and cope with strong feelings, identify a variety of emotions, and  Recognize that feelings influence actions.

Where I found it:
https://www.teacherspayteachers.com/Product/Editable-Individual-Behavior-Sheets-Quick-easy-effective-intervention-8334821?st=0123d733e9cf5c0ba4660c4b1a40babf

Two strengths of the tool:
This is great to see what activities students find hard to do. One strength is the way the teacher can edit the activities to fit the needs of the class. If there is a problem area the teacher can ask the students how they feel about it by using this assessment. Another strength is the the general nature of this assessment. You can easily use this assessment in other assignments or a bigger assignment. This can be a bigger part of the school day as a daily activity. It can be also used to reflect on new activities being introduced.

Improvement on the tool:
This activity should have more faces than happy and sad. It would more well rounded if there were more emotions the students could choose from. This might give the teacher better understanding of what emotions are of concern in the class.