azstandards4

ARIZONA STATE STANDARDS
Quarter 4

Kindergarten:
We will test the following standards toward the end of grading period 4.
(R-R4, R-R5, W-R2, W-R3, 1M-R4, 2M-R3, 4M-R2, 5M-R1, 5M-R2, 5M-R3, 6M-R1, 6M-R2, 3M-R2, 1SC-R5, 1SC-R6, 4SC-R3)

R-R4 Use phonetic skills to decode words. CRT

R-R5 Comprehend the meaning of simple written selections, using prior knowledge,
letter sound relationships and pictures. OCL

W-R2 Spell simple words. TMT

W-R3 Write the 26 letters of the alphabet. TMT

1M-R4 Recognize relationships between: Concrete representations (e.g., understand that
three rocks can be represented as three circles), Number names (e.g., understand the numeral 3)
Symbolic representations of numbers (e.g., the word three) OCL

2M-R3 Construct concrete displays of data; read and interpret elementary tables,
graphs and charts. CRT

3M-R2 Recognize that the same patterns can emerge from a variety of manipulative
and real-world situations. OCL

5M-R1 Recognize that a single object has different attributes, (e.g., length, color, size, texture)
that can be measured in different ways. CRT

5M-R2 Order object according to observable attributes. OCL

5M-R3 Use a variety of puzzles and games involving counting. OCL

6M-R1 Sort and classify objects according to observable attributes. CRT

6M-R2 Justify their answers and reasoning process. OCL

1SC-R5 Perform simple measurement and comparisons through various means
such as pictographs, pictures, models and words. TMT

1SC-R6 Communicate observations and comparisons through various means
such as pictographs, pictures, models and words. TMT

4SC-R3 Recognize and distinguish similarities and differences in diverse species. TMT

OCL: Observable Check List
TMT: Teacher Made Test
CRT: Criterion Referenced Test

CRT A Criterion-Referenced Test is an assessment of student performance which is measured against a predetermined criterion or standard and has a predetermined difficulty level which is usually set by a publisher. Success is measured by whether the student can or cannot perform the task or answer the questions correctly. Questions found on standardized tests are considered criterion-referenced--the student either knows the answer or he/she doesn't, and there is no teacher judgment needed. Examples: end-of chapter tests, spelling or vocabulary tests.

TMT The Teacher-Made-Test is designed by the teacher for everyday classroom use, using materials, problems or tasks from a variety of resources. This test has clearly defined criteria for success. The desired outcome of the completion of the assessment is determined most often by the teacher. This outcome flows from the requirements of the activities presented during instruction. A TMT can be criterion-referenced; the difference is predetermined by an outside source. Examples: assessment activities integrated into thematic units, student reports, and art or music products.

OCL An Observation Check List is used when a student is asked to construct, present or perform to show what they know and are able to do on an assessment. Successful completion of the task is observable and can be matched to clearly defined criteria. There generally is not a product upon completion of the task, so the assessment consists of following steps or completing a task involving use of manipulatives. Examples: learning center activities, making patterns with manipulatives, completing a cooperative learning activity or participating in a play, debate, speech, or experiment.

PBA A Performance-Based Assessment requires the student to perform certain tasks rather than just provide oral or written answers on a test. Performance is observed and judged against predetermined criteria. The criteria for successful completion of the task is presented to the student beforehand so the student can tailor the levels of competency according to defined criteria at each level. Examples: writing an essay or story, giving a speech, performing in a play, solving a math problem focusing on explanation of the process of the solution and not solely on the answer.

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R-R4	Use phonetic skills to decode words. CRT
R-R5	Comprehend the meaning of simple written selections, using prior knowledge, letter sound relationships and pictures. OCL
W-R2	Spell simple words. TMT
W-R3	Write the 26 letters of the alphabet. TMT
1M-R4	Recognize relationships between: Concrete representations (e.g., understand that three rocks can be represented as three circles), Number names (e.g., understand the numeral 3) *Symbolic representations of numbers (e.g., the word three)* OCL**
2M-R3	Construct concrete displays of data; read and interpret elementary tables, graphs and charts. CRT
3M-R2	Recognize that the same patterns can emerge from a variety of manipulative and real-world situations. OCL
5M-R1	Recognize that a single object has different attributes, (e.g., length, color, size, texture) that can be measured in different ways. CRT
5M-R2	Order object according to observable attributes. OCL
5M-R3	Use a variety of puzzles and games involving counting. OCL
6M-R1	Sort and classify objects according to observable attributes. CRT
6M-R2	Justify their answers and reasoning process. OCL
1SC-R5	Perform simple measurement and comparisons through various means such as pictographs, pictures, models and words. TMT
1SC-R6	Communicate observations and comparisons through various means such as pictographs, pictures, models and words. TMT
4SC-R3	Recognize and distinguish similarities and differences in diverse species. TMT

CRT	A Criterion-Referenced Test is an assessment of student performance which is measured against a predetermined criterion or standard and has a predetermined difficulty level which is usually set by a publisher. Success is measured by whether the student can or cannot perform the task or answer the questions correctly. Questions found on standardized tests are considered criterion-referenced--the student either knows the answer or he/she doesn't, and there is no teacher judgment needed. Examples: end-of chapter tests, spelling or vocabulary tests.
TMT	The Teacher-Made-Test is designed by the teacher for everyday classroom use, using materials, problems or tasks from a variety of resources. This test has clearly defined criteria for success. The desired outcome of the completion of the assessment is determined most often by the teacher. This outcome flows from the requirements of the activities presented during instruction. A TMT can be criterion-referenced; the difference is predetermined by an outside source. Examples: assessment activities integrated into thematic units, student reports, and art or music products.
OCL	An Observation Check List is used when a student is asked to construct, present or perform to show what they know and are able to do on an assessment. Successful completion of the task is observable and can be matched to clearly defined criteria. There generally is not a product upon completion of the task, so the assessment consists of following steps or completing a task involving use of manipulatives. Examples: learning center activities, making patterns with manipulatives, completing a cooperative learning activity or participating in a play, debate, speech, or experiment.
PBA	A Performance-Based Assessment requires the student to perform certain tasks rather than just provide oral or written answers on a test. Performance is observed and judged against predetermined criteria. The criteria for successful completion of the task is presented to the student beforehand so the student can tailor the levels of competency according to defined criteria at each level. Examples: writing an essay or story, giving a speech, performing in a play, solving a math problem focusing on explanation of the process of the solution and not solely on the answer.