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Description: This informal assessment can be used to gather a quick estimate of the average math grade level and abilities of your student.  To begin you print out and give the pre-assessment to your student along with a piece of scratch paper.  When the student completes as much as they can on the assessment, compare their correct answers with the corresponding grade level using the included key.
Age Level: Kindergarten-8th Grade
Skill Intended to Measure: Math Comprehension, Average Math Grade level, Math Fluency, Math Accuracy
CDE State Standard:  Math- Kindergarten, Standard 1. Number and Quantity

Grade Level Expectation: K.CC. A. Counting & Cardinality: Use numbers and the count sequence.

Evidence Outcomes: Students can

a.  Count to 100 by ones and by tens (CCSS:K.CC.A.1)

Note:There are multiple standards this assessment could align with depending on grade.
Where this tool can be found: Teachers Pay Teacher or accessing this link: https://www.resourcesfromrachel.com/informal-math-assessments-for-special-education/
Strengths:  This is a quick and simple assessment to help capture data without overwhelming the student.  This resource includes a data sheet that can help as documentation for IEPs, progress monitoring, and baseline data.
Recommendations for Improving the Tool:  In order to get the full benefit of this tool you would also need to purchase the full version of the assessments.  This only give you a glimpse into the student's current grade level.  It would be helpful if the questions were grouped in terms of the skill (e.g. fluency, comprehension) so you could better categorize the data.

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Description: These exit tickets are designed to help you quickly and efficiently check to see if your students have grasped the content you are teaching.  After completing the coordinating math unit give each student an exit ticket to complete and then collect them.  Based on your finding, you will know which students may need more time and instruction.
Age Level:  This particular exit ticket is designed for K-1st grades.
Skill Intended to Measure: Rote counting, number lines, number charts, and ten frames.
CDE State Standard:  Math- Kindergarten, Standard 1. Number and Quantity

Grade Level Expectations: K.CC.A. Counting and Cardinality: Use number names and count sequence.

Evidence Outcomes: Students can

b. Count forward beginning form a given number within the know sequence (instead of having to begin at 1). (CCSS: K.CC.A.2)

Where this tool can be found:  TeacherspayTeachers.com and by going to this link:
https://www.teacherspayteachers.com/Product/Numbers-in-Base-Ten-Exit-Ticket-Sampler-Freebie-1NBT-5461885
Strengths:   These exit tickets are ink savers meaning they have more than one assessment on the template so you use less paper.  You can use them though out the unit to inform instruction.  There are different assessments for each skill and number set.
Recommendations:  Currently these exit tickets are set up to align with the common core standards.  It would be beneficial for teachers to edit and or notate the Colorado Standard too.

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Exit tickets, summarizing strategies, quick checks, formative assessments, and the list goes on. All of these are "buzz words" in education that mean the same thing: stopping throughout a unit to check for understanding. Stopping through a unit instead of waiting for the test to see if students got it makes a lot of sense. But planning out and creating exit tickets can be time-consuming. That is where this awesome product comes in.

I have taken all of the NBT standards for 1st grade and broken them down into smaller skills. This sampler freebie gives you 2 tickets from each standard. I have each standard available individually or in a discounted bundle with all 141 tickets.

The bundle is great because you can review standards throughout the year. Each standard is broken into skills and each skill has multiple versions of that exit ticket to assess if students got it or not. These exit tickets are half a page so they save you copies and should take students less than 5 minute s. The best part if you can quickly look and see if students got what you were teaching that day or not.
★Time-Saving
Teachers never have enough time to get it all done! This product is here to help you with that. This resource supplements any lesson or unit you're teaching on Numbers in Base Ten.
★Features Ink Saver
-Two tickets to a page

-Black and White
Standards-Based
-Standard is listed at the top of each exit ticket
Quick
-Each ticket should take students less than five minutes to complete
Chunks
-You don't teach all of a standard in one day, so these tickets take each standard and break them into chunks
Differentiated
-Multiple Tickets per skill

-Each skill/standard has multiple versions of that ticket
★Teacher Tips
While these are classified as "exit tickets" I use them in a variety of other ways including:

· Exit Tickets

· Intervention binder

· Small group Aides

· Remediation

· Enrichment

· Scoot

· Task Cards
★What's included in the bundle:
1.NBT.1

27 Exit Tickets

-10 tickets for numbers 1-20 (includes rote counting, number lines, and number charts, and tens frames)

-6 tickets for numbers 1-50 (includes rote counting, number lines, and number charts)

-7 tickets for numbers 1-100 (includes rote counting, hundreds charts, and number charts)

-4 tickets for numbers 1-150 (includes rote counting and number charts)

1.NBT.2

20 Exit Tickets

-4 exit tickets making a ten/groups of ten with counters

-2 exit tickets filling in a tens frame

-2 exit tickets using color code to determine the place value

-3 exit tickets place value picture, identify the number

-2 exit tickets explaining the difference in numbers with the same digits in different places (i.e. 91 vs. 19)

-2 exit tickets identifying place value

-2 exit tickets given a number draw a place value picture

-2 exit tickets given tens and ones to identify the number

-1 exit ticket given base ten blocks then give more tens then identify the number

1.NBT.3

18 Exit Tickets

-4 tickets on determining if an equation is true or false

-1 ticket deciding which number is bigger using base 10 blocks

-3 tickets choosing which number is bigger or smaller out of 3 numbers

-2 tickets creating a true equation using <, >, or = between two-digit numbers in number form

-2 tickets creating a true equation using <, >, or = between two-digit numbers in various number forms

-1 ticket creating a true equation using <, >, or = between two-digit numbers in base ten form

-3 tickets filling in a number to make true equations based on a given number and symbol

-2 tickets matching number form to base ten form

1.NBT.4

16 Exit Tickets

-3 tickets drawing two-digit numbers (1 ticket has multiples of ten only)

-2 tickets drawing models to add two-digit numbers to one-digit numbers or multiple of 10

-2 tickets using ten frames to add two-digit number to a one-digit number

-1 ticket using ten frames to add two-digit number to a multiple of 10

-1 ticket using number lines to add two-digit to one-digit

-1 ticket using number lines to add two-digit to multiple of 10

-4 tickets using a hundred chart to add a two-digit number to a one-digit number

-2 tickets using a hundred chart to add a two-digit number to a multiple of 10

1.NBT.5

19 Exit Tickets

-3 exit tickets finding +10 pattern

-1 exit ticket finding +10 pattern then answering what number would come next in the pattern

-2 exit tickets fill in the blank (1 adding by 10, 1 subtracting by 10)

-2 exit tickets finishing +/-10 pattern then explaining how they know

-2 exit tickets ten more/less, one more/less charts

-4 spin a number and add charts (two adding, two subtracting)

-2 exit tickets matching numbers that add 10

-1 exit ticket given a number plus base ten blocks find the sum

-1 exit ticket given a number subtract base ten blocks to find difference

-1 exit ticket given a number mixed practice (add/subtract) base ten blocks to find the answer

1.NBT.6

21 Exit Tickets

-2 exit tickets comparing subtracting a single digit with its' multiple of 10 & writing prompt (i.e. 7-3 = 4 sp 70-30 = 40)

-2 exit tickets comparing addition doubles to reverse doubles of subtraction (i.e. 20 + 20 = 40 so 40 - 20 = 20)

-1 exit ticket comparing addition to subtraction with answer provided in addition problem (i.e. 30 + 50 = 80 so 80 - 50 = ___)

-2 exit tickets comparing addition to subtraction without answer provided in either problem (i.e. 50 + __ = 70 so 70 - 50 = __)

-2 exit tickets using a hundreds charts to subtract 10s

-2 exit tickets given place value blocks and subtract a multiple of 10

-2 exit tickets using place value block pictures w/ tens marked out

-2 exit tickets where students are asked to draw models to solve

-2 exit tickets using tens frames to subtract multiples of ten

-2 exit tickets where students are asked to use a strategy of their choice to subtract multiples of ten

-2 exit tickets using a blank number line to subtract multiples of ten

1.NBT.7

20 exit tickets

-4 exit tickets spin a number and write the number word and draw a place value picture

-4 exit tickets where students fill in a tens frame to make a given number

-2 exit tickets matching number to number word

-3 exit tickets writing number from number word

-2 exit tickets students have to find number from a picture

-3 exit tickets writing number from number word (1 single digit, 1 multiples of ten, 1 two-digit numbers)

-2 exit tickets writing number from place value picture
★Why Buy the Bundle?
Each individual product costs $3-5 which means you are getting way more bang for your buck.

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★Common Core Standards
{This product was designed for the North Carolina Core but those standards were taken from the Common Core so they are almost identical.)

1st Grade

*1.NBT. 1 Count to 150, starting at any number less than 150.

*1.NBT. 2 Understand that the two digits of a two-digit number represent amounts of tens and ones:

Unitize by making a ten from a collection of ten ones.

Model the numbers from 11 to 19 as composed of a ten and one, two, three, four, five, six, seven, eight, or nine ones.

Demonstrate that the numbers 10, 20, 30, 40, 50, 60, 70 8-, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens, with 0 ones.

*1.NBT.3 Compare two two-digit numbers based on the value of the tens and ones digits, recording the results of comparisons with the symbols >, <, and =.

*1.NBT. 4 Using concrete models or drawings, strategies based on place value, properties of operations, and explaining the reasoning used, add, within 100, in the following situations

A two-digit number and a one-digit number

A two-digit number and a multiple of 10

*1.NBT.5 Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count, explain the reasoning used

*1.NBT.6 Subtract multiples of 10 in the range of 10-90 from multiple of 10 in the range of 10-90, explaining the reasoning, using:

Concrete models and drawings

Number lines

Strategies based on place value

Properties of operations

The relationship between addition and subtraction

*1.NBT. 7 Read and write numerals, and represent a number of objects with a written numeral, to 100.

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★Customer Tips: How to get TPT credit to use on future purchases:
* Please go to your My Purchases page (you may need to login). Beside each purchase, you'll see a Provide Feedback button. Simply click it and you will be taken to a page where you can give a quick rating and leave a short comment for the product. Each time you give feedback, TPT gives you feedback credits that you use to lower the cost of your future purchases. I value your feedback greatly as it helps me determine which products are most valuable for your classroom so I can create more for you. ☺

Be the first to know about my new discounts, freebies, and product launches:

* Look for the green star next to my store logo and click it to become a follower. Voila! You will now receive email updates about this store. ☺

*****************************************************************************

Beth Coble

Scooting Through Second

scootingthroughsecond@gmail.com

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Numbers in Base Ten Exit Ticket Sampler Freebie {1.NBT}

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Exit tickets, summarizing strategies, quick checks, formative assessments, and the list goes on. All of these are "buzz words" in education that mean the same thing: stopping throughout a unit to check for understanding. Stopping through a unit instead of waiting for the test to see if students got ...

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Description: Use a letter/sound recognition template to assess the students ability to recognize letters and sounds.  To do this you will show the students one letter at a time and ask:

Can you tell me what letter this is? (Record their response)

Can you tell me what sound it makes (Record their response)

Age Level: Kindergarten-1st Grade
Skill Intended to Measure: Alphabetic Principle.  Students ability to recognize letters and sounds.
CDE State Standard:  Reading, Writing, and Communicating- Kindergarten, Standard 2. Reading For All Purposes

Grade Level Expectations 3.  Develop basic reading skills through the use of foundational skills.

Evidence Outcomes: Students can

a. Demonstrate understanding of the organization and basic features of print (CCSS: RF.K.1)

Recognize and name all upper and lowercase of the alphabet (CCSS:RF.K.1d)

Where this tool can be found:  You can create your own template of letters or use one from Aimsweb or other online tools.  The following link gives you a template to track letter/sound data across multiple dates:
https://www.teacherspayteachers.com/Browse/Price-Range/Free/Search:letter+sound+assessment+data+sheet
Strengths:  This is a quick and easy way to track students alphabet recognition.  Depending on what template you use, you can identify which letters students are struggling with and which letters they have mastered.  This can easily be. paired with Colorado State approved assessments in reading but allow for more than just the required 3 (beginning, middle, and end of year) assessments.
Recommendations:  It is important to a number of templates that include all the letters of the alphabet so that you can accurately record which letters students may need more support with.

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Description: Some students enter kindergarten with an understanding of print concepts, but other students must receive instruction in this area.  To determine which students need specific print awareness skills, utilize this checklist at the beginning and end of the year.
Age Level: Preschool-Kindergarten
Skill Intended to Measure: Concepts of Print Awareness- print has meaning, words have meaning, print can be used for different purposes, there is a difference between words and sentences, punctuation purposes, parts of a book, text is read from left to right, etc.
CDE State Standard: Reading, Writing, and Communicating- Kindergarten, Standard 2. Reading For All Purposes

Grade Level Expectations

3. Develop basic reading skills through the use of foundational skills.

Evidence Outcomes: Students Can

Demonstrate understanding of organization and basic features of print (CCSS.RF.K.1)

Follow words from left to right, top to bottom, and page by page.  (CCSS:RF.K.1a)

Where this tool can be found:  https://www.pinterest.com/pin/assessment-this-is-a-concepts-of-print-checklist-for-teachers-to-use-when-assessing-students-in-a-oneonone--810577632911590577/
Strengths:  The checklist is easy to follow and covers all the concepts required for print awareness. This tool includes a section for the teacher to include notes and details regarding the various questions around print awareness.  This can be beneficial to include notes about what instruction should look like, and notes for the next assessment.  This assessment directly correlates to Colorado Read Plan and foundational skills needed to be successful in reading.
Recommendations:  This checklist includes assessment and questions regarding letter recognition.  It would be more beneficial to keep all the questions based around print and words awareness rather than alphabetic principle.  For example, have a question that asks to point to a word and have the student explain how they know it is a word and what the spaces between the words indicate.

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5-Step Model for Observation of Writing Process

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5-Step Model for Observation of Writing Process

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Description: This diagnostic assessment can help to determine reasons for student's who are experiencing writing problems and help to analyze their writing process.  By using this 5-step writing acronym checklist, teachers and students can see where they need more support.  The assessment of the writing process can be done through observation of students as they go through the steps of writing.  This assessment can be used to identify student's strengths and weaknesses, inform instruction, monitor their performance, and report student progress.
Age Level:  1st-6th grade
Skill Intended to Measure: Student's writing process- the steps students go through and strategies they use as the work at writing.
CDE State Standard:  Reading, Writing, and Communicating- Third Grade, Standard 3. Writing and Composition

Grade Level Expectation:

4.  Use a recursive process to plan, draft, revise, and edit writing, applying knowledge of conventions of grammar, capitalization, punctuation, and spelling.

Evidence Outcomes: Students can

d.  With guidance and support from adults, produce writing in which development and organization are appropriate to task and purpose (CCSS: W.3.4)

Where this tool can be found:  This tool can be found at http://omheitt9192.weebly.com/uploads/5/8/8/3/58839015/power_looking_at_how_i_write.pdf
You can also read more about how to use this tool from ReadingRockets.org.
https://www.readingrockets.org/article/simple-ways-assess-writing-skills-students-learning-disabilities
Strengths:  Each step can be modified to assess substeps and strategies.  This assessment can also be used for a variety of writing types and grades.  Not only can teachers use this assessment but students can too.  Having students  assess their own writing process which reflect on their writing, ensure that they met all the steps, and helps them internalize and mentally practice various strategies.
Recommendations:  To utilize this assessment appropriately, it would be beneficial to have a guide that gives more details on what each step and expectation entails.  For example, the first line is "I choose a good topic."  This can be broken down and explained further with examples to help the assessor and or student better judge if the topic is "good."

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Description: For many students, writing instruction begins with smaller units of discourse and learning what a paragraph is and how to write one.  This assessment allows the teacher to assess three parts: topic sentence, supporting sentences, and clincher sentence.  The teacher will score each part based on its existence, form (grammatical correctness), and its function (relevance to the topic).  Both topic sentence and clincher sentence can earn only one point for each of the three criteria, but up to three supporting sentences can be scored for existence, form, and function
Age Level: Kindergarten - 5th grade
Skill Intended to Measure:  Writing Content- Paragraph formation
CDE State Standard:  Reading, Writing, and Communicating- Second Grade Standard 3.  Writing and Composition

Grade Level Expectations-

1.  Write pieces on a topic or book that state opinions and give supporting reasons.

Evidence Outcomes: Students can

a.introduce the topic or book they are writing about (CCSS: W.2.1)

Where this tool can be found: For more information on how to utilize this tool you can go to:
https://www.readingrockets.org/article/simple-ways-assess-writing-skills-students-learning-disabilities
You can also access this tool and learn more about the research behind it by going to this article:
https://www.semanticscholar.org/paper/Informal-Assessment-of-Idea-Development-in-Written-Scott-Vitale/dcf37a6d223035dc90b435d2471e2979c520a2a5
Strengths:  This assessment scale can be used to evaluate almost any kind of paragraph and various grade level standards.  The rating scale is simple and does not require a lot of time and effort on the teacher or accessor in order to establish inter rater reliability.  This assessment chart also includes a section where the teacher can keep track of notes and reasoning of score.  For example, the teacher could input "The 3rd Sentence does not support the topic" or the 4th sentence if not grammatical.)
Recommendations:  This type of assessment scale does not have a section to indicate growth.  It would be helpful for the teacher or instructor to compile these rating scales over a semester and create a tracking sheet that demonstrates whether or not the student has grown and is strengthening their paragraph composition skills.

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Informal Assessment of paragraph Composition

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Description: This is a one-page language screener.  It includes syntax,  morphology, and pragmatics.  It references specific skills in language and can be used for observational data to gain a snapshot of a student's language skills and create a baseline to work on next behavior targets.
Age Level:  Not Grade Specific.  Could be used preK-12
Skill Intended to Measure:  Language skills including syntax, morphology, pragmatics, as well as social skills such as ability to greet others and play skills.
CDE State Standard:  Reading, Writing, and Communicating- First Grade, Standard 1.  Oral Expression and Listening.

Grade Level Expectations:

1.  Communicate using verbal and nonverbal language to express and receive information.

Evidence Outcomes:

Students Can: Participate in collaborative conversations with diverse partners about grade 1 topics and text with peers and adults in small and large groups.  (CCSS:SL.1.1)

Where this tool can be found:  You can find this tool by going to teachers pay teachers
https://www.teacherspayteachers.com/Product/FREE-Language-Sample-Checklist-Informal-Assessment-Speech-Therapy-7211228?st=c9e301101c7d8ebc4fe60d7ad53af67b
Strengths:  This is a simple one page document that could be easily accessed and added to throughout the semester.  It would be easy to create a system to include an assessment page for each student.  For example, placing the forms in alphabetical order and having them on a clip board.  This allows the teacher to check off certain skills without writing verbatim what the student said.  Includes a note section for more detailed and applicable information.
Recommendations:  This is not a topic specific assessment but gives more of an overview of a student's language abilities.  It would be beneficial to have this broken down into receptive and expressive skills so the teacher can better identify areas of concern.

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Description: This is an informal questionnaire that can be given to parents or filled out by the teacher after.  observation.  It can help provide insight into social skills that are areas of concern.  A teacher would use this form prior to starting students in small group social skill lessons as a guide to help prepare lessons.  It can also be uses to as a progress monitor tool to determine student growth and help identify further needs of support.
Age Level: PreK- 12
Skill Intended to Measure:  Various social skills such as making friends, peer interactions, saying please and thank you.
CDE State Standard:  Comprehensive Health- Kindergarten, Standard 3.  Social and Emotional Wellness.

Grade Level Expectations:

2.  Demonstrate how to effectively communicate and cooperate with others.

Evidence Outcomes:  Students can

a. Demonstrate effective listening skills.

b.Demonstrate effective verbal and nonverbal communication skills.

c. Demonstrate sharing with peers.

d. Demonstrate strategies to cooperate with others.

Where this tool can be found:  https://www.teacherspayteachers.com/Product/Informal-Social-Skills-Assessment-932622?st=ea38b9728243f8b7d6db9df1a25624df
Strengths:  It is quick and utilizes a simple rating scale.  By including 24 questions the assessment can help to identify and narrow down specific behaviors of concern with students.  It can be used for any grade level and can be a great way to gain parent input.
Recommendations:  In addition to having the parent and or teacher complete the questionnaire, it would be helpful to supplement the evaluation with a a student questionnaire to better prepare the students IEP.  For example you could use the one from this link:  https://www.teacherspayteachers.com/Product/Pragmatic-Checklists-Informal-Assessment-Forms-1752612