Diagnostics

Diagnostics

I wanted to comment on diagnostics for grade one. At the beginning of the year, when a teacher is trying to assess student's levels in language, I think the best procedure would be to have the student choose a book from the classroom (assuming there are many to choose from), have them look at or read the book to themselves, and then either to the teacher or a partner. Using an observation sheet, the teacher could assess varying reading levels. Some students will pick up a book and try to read it upside down, some will choose a book with very few simple words, some will choose to read a book near grade two reading level. By listening to the students read, the teacher can pick up many details, such as whether the student is 'reading the pictures' in the book, or actually reading the correct words. The teacher can also notice speech delays or impediments (or suspect hearing difficulty). One of my practicum teachers had each student come to her under the excuse of showing her which book they liked, and she had them read a small part of the book to her. It was very efficient because her chart was handy, and students were eager at that age to line up to show her what they liked.

To assess a grade 1 class at the beginning of school for Geometry and Spacial Sense, I would first check the kindergarten expectations to see what level students should be at when they finish kindergarten. The overall expectations for Geometry and Spacial Sense are as follows: describe, sort, classify, and compare two-dimensional shapes and three-dimensional figures, and describe the location and movement of objects through investigation. In groups or partners, students could perform various activities. They would be asked to sort manipulatives, and then each group would describe their sorting criteria. Each group would be given certain manipulatives to compare and discuss. This could be done with both two-dimensional shapes and three-dimensional figures. Using an observation chart, the teacher could make notes or check off items, adding comments if a students learning seems delayed or ahead. In this manner the teacher would find a 'starting' point at which to begin teaching.