Assignment Five
Differentiated Assessment
By
Ashford University

The Unit Goal that aligns with the Common Core State Standards
Kindergarten students will count from 1 to 100 by ones with at least 70% accuracy ten out of ten times by the end of the first-grading period that is usually a quarter, October 10, 2014.
Kindergarten students will count from 1-100 by tens with minimum of 70% accuracy ten out of ten times by the end of the first-grading period, October 10, 2014.
How will mastery be measured? Students will demonstrate knowledge by creating snack time refreshments for the entire room, students, staff, visitors if any, all will be the same number of crackers or grapes; even if the diabetic girls cannot eat the prepared snack. As they hand they snack which are to have ten of the main “course” to the individuals, hand them the snack plate, counting by ten as they hand the plate to the recipient. First person, they’ll say ten; next recipient they’ll say twenty; and so forth until ten people have received snack, and the student has reached the 100 by tens goal.
Specific Outcome At the end of this quarter, October 10, 2014, you will be able to: prepare snack for a classroom by equal distribution of the main food item, whether it be celery, crackers or grapes. Students’ will decide which snack will be served (motivation) (Puckett, K., 2013, p. 21). They will place ten-snack items on the snack plates for each in the classroom at snack time.
Measurable Progress/ Proficiency With 70 percent accuracy, ten out of ten times students will prepare snack for the classroom. A test by performing the described activity with a minimum of 70-% accuracy all times when requested. It is my opinion when I set accuracy standard at the minimum 70% then I have higher expectations of the number of trials.

Unique Teaching Strategies for Each Days Lesson
Day 1 – We will continue our choral unison number counting and add the following: “Talk about their Learning: Use Think-Pair-Share, Save the Last Word for Me, Take a Stand or another structured discussion strategy in order to help students process what they are learning. If students understand, they can explain it in their own words. By the students talking and using their own language to make sense of learning, students are incorporating new information into prior knowledge (Phil Wilder, 2013 para 5).” In small groups, student will meet to discuss what items they counted at their homes. Show the pictures and explain what’s happening in each picture, how and why it needs to be counted. e.g. Mom counts my socks, so we know which one's mates have for my feet, or My dad counts how many times my older brother refuses to follow his directions – that’s why in this picture my dad looks upset, my brother loses part of his allowance that why in this picture my brother is so angry. Or my sister was baking cookies and needed four eggs. . In their small groups will have the opportunity to do dot-to-dot pictures numbers 1-20, they can choose items familiar to they to assist in the sequencing; like dinosaurs, cats, dogs, houses, hats anything that the student is familiar with so they’ll which number comes next in line; this can address logical mathematics learners and naturalist learning styles During this time, students will have the opportunity to switch out partners from the assigned one to ones of their choosing. If both students agree and if staff sees no problems.
Day 2
We will be continuing with our learning centers, A-B-C mouse on the computers, art table, video and audio libraries. I will add to the list of learning activities; staff will read counting poems to students and a cloze activity__ potato, __potato, ___potato, ___!I made a batch of hot potatoes and dropped them on the floor! ___potato, ___potato, ___ potato, ___ I stomped them into mashed potatoes and plopped them on a plate. ___ potato, ___ potato can’t believe my eyes. The children ate them all now they want French Fries!!!(Aitkens, T., n.d)And offer dot-to-dot numbers 21-40
Day 3 - Students will flip with teachers if they evaluate themselves as a big old “5” and direct the activity the evaluated themselves as a five. The students that have the spatial learning modality will make a flip book using card stock drawing the needed number of items on each page, to take home for studying purposes. The bodily-kinesthetic & interpersonal will dig for buttons in the sand table; students will glue the buttons in groups of ten onto card stock. Verbal-linguistic & Intrapersonal will use dry-erase boards where the will draw ten items onto the boards turn it in and continue in the same manner for nine more boards, until each student has made the needed one hundred items, when staff will take pictures. The students who are musical will make up a song, rap, poem put to music, to teach a class, later in the day. All will have the opportunity to continuing dot-to dot; if they have been doing it numbers 41-60. These pictures can be taken home for “homework” if the student desires. During the afternoon of day three, the class will while in circle time makes their presentations, to demonstrate knowledge obtained during the activities. Groups will choose whether one individual will do a presentation to the class, and who that person will be or each within the group will do a presentation. Formative evaluations are done each day through observation by staff. On day three by the class, evaluating the products, how students explain or for the shy students; how their group leader explains, within each group they will do evaluations as to participation, contribution ideas, behavior during group time. With personalized sticky notes, which will have a snapshot of the individual, for students who don’t read English. Sticky notes will be made up in advanced like any other work paper. Students will receive their “sticky notes” in a small manila envelope; they will return in the same envelope, after the evaluations. During the school, we have discussions on note taking for grades. There is a similar copy of the sticky notes on a bulletin board on classroom walls. So I believe students even as young as these can do an evaluation on their fellow classmates.

References
Aitken, T., & Giovanni, J. S. (n.d.). Teacher Created Tools. Kindergarten Common Core Math -. Retrieved July 13, 2014, from https://gradekcommoncoremath.wikispaces.hcpss.org/Teacher+Created+Tools

Chung, M., & Nitecki, E. (2013) What is not covered by the Standards: How to support Emergent Literacy in Preschool Classroom. The Language and Literacy Spectrum, 23, 43-56.

Puckett, K (2013). Differentiating Instruction: A Practical Guide. Bridgepoint Education: San Diego, CA.

Smith, T. (2012, July 2). TeachOnline. TeachOnline. Retrieved July 12, 2014, from http://teachonline.asu.edu/tag/learning-outcomes/
Wilder, P. (2014, January 1). Teaching With Multiple Modalities - ReadWriteThink. readwritethink.org. Retrieved July 13, 2014, from http://www.readwritethink.org/professional-development/strategy-guides/teaching-with-multiple-modalities-30101.html