Name: Date:
Grade 1
DiagnosticChecklist
During Launch activities, use this form to note observations about children who appear to have difficulty.
Name / Estimates, measures, and describes the passage of time (e.g., that events have duration) / Uses simple language related to time (e.g., winter/summer, day/night, longer/shorter) / Describes relative temperature (warmer/colder) / Predicts sequence or order of events (e.g., what happened before/after)Grade 1
Diagnostic Conference
for Selected Children
This outline is intended for use with children whose progress is a concern at the midway point of the unit (e.g., Lesson 3). It can be used with an individual child or a small group of children who appear to be having difficulty with basic concepts and procedures.
CATEGORIES / OBSERVATIONS AND COMMENTSKnowledge and Understanding
Prepare a set of 4 or 5 pictures that show a sequence of events or activities that are familiar to the children. If possible, provide a sequence that includes some clues as to time of day or season. You can use LM 3: Buddy Takes a Bath. Display the pictures one at a time, and ask:
•What’s happening in this picture?
•Do you think this happened in the daytime or at night? Why? What else can you tell me about when it might have happened?
Select two of the pictures and ask:
•Which of these happened first? How did you decide?
•Which of these took longer? or Did they take about the same time? Tell me about your thinking.
Add the remaining pictures, one a time, asking the child to place them in order and talk about which took longest, and, if there are time clues, when the event happened. You may also ask the child to compare the length of one of the events to a familiar routine, such as brushing his or her teeth.
Notice the child’s confidence and ability to
•identify events and associate them with a specific time of day
•sequence events
•associate events with particular times
Thinking
Say:
•Look at the pictures again. Is there another way you could put them in order that would make sense? How would that work?
Notice the child’s confidence and ability to
•adjust to the new problem
•generate a possible option
Application
Choose one of the pictures, and set your clock to show an appropriate time when the activity may have happened. Say:
•I’ve set my clock to show when this happened. What time does my clock show? How do you know?
•Show me the same time on your clock.
Notice the child’s confidence and ability to
•read and display time to the hour on an analog clock
Communication
Say:
•Let’s make a list together of what we did.
Notice the child’s confidence and ability to
•use number words orally (including ordinals)
•use appropriate language (e.g., before/after; o’clock)
Grade 1
Ongoing Observations
Checklist
Name / sequences daily events / relates tempera-tures to experi-ences of the seasons / compares, describes, and orders objects / names, orders weekdays / uses ordinals to 10 / estimates passage of time / compares duration of events / uses language of time
Grade 1
Ongoing Observations
Checklist
Name / reads, uses analog clock / reads, writes time in numerals / uses language of time / explains value of coins / identifies and describes coins to $2 / uses language related to money when discussing coins / combines different coins for same value / applies knowledge of and makes connections to real- life contexts
Grade 1
Performance Task Rubric
Level 1 / Level 2 / Level 3 / Level 4Thinking
•uses critical/creative processes (e.g., makes and carries out a plan) using a variety of strategies to select the smallest number of coins to buy an item /
needs one-to-one guidance to use critical/creative processes to select the smallest number of coins to buy an item, using limited strategies / with limited prompting,uses critical/creative processes to select the smallest number of coins to buy an item, using some appropriate strategies /
uses critical/creative processes to select the smallest number of coins to buy an item, using appropriate strategies /
uses critical/creative processes to select the smallest number of coins to buy an item, using innovative strategies
Knowledge and Understanding
•demonstrates understanding of measurement and money concepts by:
–placing events in reasonable order
–selecting which 2 items to buy / demonstrates very limited understanding of:
–placing events in reasonable order
–selecting which 2 items to buy / demonstrates partial understanding of:
–placing events in reasonable order
–selecting which 2 items to buy / demonstrates understanding of:
–placing events in reasonable order
–selecting which 2 items to buy / shows in-depth understanding, in a variety of contexts, of:
–placing events in reasonable order
–selecting which 2 items to buy
Application
•with accuracy:
–chooses the number of coins for each item
–determines how much the 2 items cost / with limited effectiveness:
–chooses the number of coins for each item
–determines how much the 2 items cost / with some effectiveness:
–chooses the number of coins for each item
–determines how much the 2 items cost / with considerable effectiveness:
–chooses the number of coins for each item
–determines how much the 2 items cost / with a high degree of effectiveness:
–chooses the number of coins for each item
–determines how much the 2 items cost
Communication
•uses mathematical language to explain strategies and results (e.g., cents, pennies, dime) / may be unable to explain strategies and results / with prompting, explains strategies and results, with some clarity / clearly explains strategies and results / clearly and confidently explains strategies and results
Grade 1
Time, Temperature,
and Money Rubric
This rubric can be used to assess and summarize children’s achievement of the outcomes associated with this unit.
Level 1
/ Level 2 / Level 3 / Level 4Thinking
•makes and carries out a plan to solve oral problems related to time and money in the daily environment, using a variety of strategies / needs 1:1 help to make and carry out a plan to solve oral problems related to time and money in the daily environment, using limited strategies / with some help, makes and carries out a plan to solve oral problems related to time and money in the daily environment, using some appropriate strategies / makes and carries out a plan to solve oral problems related to time and money in the daily environment, using a variety of strategies, usually successfully / makes and carries out a plan to solve oral problems related to time and money in the daily environment, using often innovative strategies successfullyKnowledge and Understanding
•demonstrates understanding of measurements and money concepts by:–comparing duration of activities
–making reasonable estimates about passage of time
–relating temperature to daily activities
–describing the value of coins and coin combinations to 10 cents / with assistance, shows very limited understanding when:
–comparing duration of activities
–making reasonable estimates about passage of time
–relating temperature to daily activities
–describing the value of coins and coin combinations to 10 cents / shows partial understanding when:
–comparing duration of activities
–making reasonable estimates about passage of time
–relating temperature to daily activities
–describing the value of coins and coin combinations to 10 cents / shows understanding when:
–comparing duration of activities
–making reasonable estimates about passage of time
–relating temperature to daily activities
–describing the value of coins and coin combinations to 10 cents / shows in-depth understanding, in a variety of contexts, when:
–comparing duration of activities
–making reasonable estimates about passage of time
–relating temperature to daily activities
–describing the value of coins and coin combinations to 10 cents
Application
•accurately completes and records sequences and basic measurements of time, temperature, and money / with limited effectiveness:–orders events
–names weekdays, seasons
–measures the passage of time in non-standard units
–reads analog clocks to the hour
–identifies coins and states their value
–represents money amounts using groupings of coins / with some effectiveness:
–orders events
–names weekdays, seasons
–measures the passage of time in non-standard units
–reads analog clocks to the hour
–identifies coins and states their value
–represents money amounts using groupings of coins / with considerable effectiveness:
–orders events
–names weekdays, seasons
–measures the passage of time in non-standard units
–reads analog clocks to the hour
–identifies coins and states their value
–represents money amounts using groupings of coins / with a high degree of effectiveness:
–orders events
–names weekdays, seasons
–measures the passage of time in non-standard units
–reads analog clocks to the hour
–identifies coins and states their value
–represents money amounts using groupings of coins
Communication
•uses measurement terms to describe time, temperature, and money / rarely uses mathematical terminology to describe time, temperature, and relative amounts of money / uses some mathematical terminology to describe time, temperature, and relative amounts of money / uses mathematical terminology to describe time, temperature, and relative amounts of money / clearly and confidently uses mathematical terminology to describe time, temperature, and relative amounts of money1
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