Kinder-Connections, December 2008 1

Play

Do, Show and Tell: Assessing and Evaluating the Young Learner Today’s educational climate necessitates that teachers find ways to create a wide range of learning options and paths, so that all students have the opportunity to learn as much as they can, as deeply as they can and as efficiently as they can beginning in Kindergarten. Assessment and Evaluation have the following purposes: Assessment for Learning provides teachers with information about what their students know and can do or identify gaps they may have. It is designed to give teachers information to modify and differentiate teaching and learning activities. Examples of assessment for learning in Kindergarten include observation, reading and writing conferences, direct communication, demonstrations and running records. Assessment of Learning refers to what students know, demonstrate and whether or not they have met curriculum expectations or goals. It is designed to provide summative evidence of achievement to parents, other educators, the students and outside groups. Examples of assessment of learning in Kindergarten include: performance tasks, portfolios and retelling. Assessment as Learning is the process whereby students become adept at personally monitoring what they are learning, and use what they discover to make adjustments, adaptations, and even major changes to their thinking. With teacher guidance students develop, practise, and become comfortable with reflection, and critical analysis of their own learning. Opportunities for assessment as learning can take place in Kindergarten with learning journals provided at centres, self-assessment, peer assessment and portfolio assessment.

The purpose dictates how assessment is constructed and used. It is very difficult, and sometimes impossible, to serve three different assessment purposes at the same time. It is important for teachers to understand the three purposes, recognize the need to balance among them, know which one they are using and why, and use them all wisely. For the Kindergarten teacher, observation plays the most important role of assessment and must be integral in all assessment strategies. Students demonstrate their learning by doing, showing and telling. Teachers watch, listen and interact with their students, (continued on page 2…)

Do, Show and Tell: Assessing and Evaluating the Young Learner

1

Focus on Faith: Who are We Assessing?

3

Assessing Oral Language 4

The Power of Portfolios 7

Assessing English Language Learners in Kindergarten

8

Finding Time for Assessment 9

Stop Look and Listen! 10

The Early Development Instrument

12

Hopping on One Foot 13

Playing Around with Assessment 14

Assessment Resources Worth Investigating

15

Assessment Tips from K Teachers 16

The Teaching-Learning Critical Pathway in Kindergarten

18

Assessment and the Kindergarten Math Program

20

Parents and Report Cards 21

What’s New in the Early Years? 22

An Apple Goes to… 23

The Book Nook 24

For additional copies of this newsletter please contact: Dolores Cascone, Early Years Lead Toronto Catholic District School Board 80 Sheppard Ave. East, Toronto, ON (416) 222-8282 ext. 2571 dolores.cascone@tcdsb.org

TORONTO CATHOLIC DISTRICT SCHOOL BOARD Fall 2008

In this Issue

Vincent Citriniti, Coordinator of Science and Assessment for Learning

sometimes as participants, sometimes as spectators. In either role the teacher gains insight into the child’s strengths, understandings, and progress in attaining the learning expectations. Assessment and evaluation in the Kindergarten classroom is continual, ongoing and based in the everyday classroom experiences using a variety of tools and strategies.

Kinder-Connections, December 2008 2

The reporting phase relies on continuous communication with parents. Keeping them informed of the programming and learning expectations; explaining assessment techniques; giving feedback; discussing strategies to promote growth and exchanging information in order to meet the individual student’s needs. Thus, it is essential that

teachers communicate with parents in a variety of ways both in an informal setting and not solely on the more formal “report card meeting night.” The following documents provide direction and support to the TCDSB community on assessment, evaluation and reporting issues.

Assessment of Student Achievement in Catholic Schools (TCDSB 2001) is a resource developed to assist teachers in putting into daily action effective assessment principles and practices. It was developed as part of the Assessment Resource Kit provided to every elementary school in TCDSB. Assessment, Evaluation and Reporting in the Kindergarten Program (TCDSB 2006) provides an overview reporting in Kindergarten and outlines developmentally appropriate assessment practices. A variety of assessment methods and recording tools are provided. Growing Success Assessment , Evaluation and Reporting: Improving Student Learning (www.ocup.org/resources/#gr

owpdf) is the Ministry of Education’s new draft policy doument for K to Grade 12. A

final version is expected September 2009.

A Vision for Kindergarten In our Kindergartens… We celebrate the wonder and awe of childhood as a trace of God.

We encourage the development of the whole child.

We offer developmentally appropriate programming to meet the varying experiences, backgrounds, abilities and needs of all children.

We believe in purposeful play as the main vehicle to promote all aspects of learning.

We create healthy learning environments that are safe, secure, stimualting and thoughtfully planned with the child in mind.

We learn through exploring, playing, talking, risk-taking, problem solving and making choices.

We use a variety of instructional strategies with the whole class, small groups and individuals.

We provide experiences that build a strong foundation for literacy and numeracy development.

We apply ongoing, authentic assessment practices that inform programming and improve learning.

We welcome parents and caregivers as valued partners in their children’s education.

We foster partnterships among the home, the school, the parish and the larger community.

Focus on Faith: Who are We Assessing? Joan Daly Martin, Catholic Teacher’s Centre Ralph Peter, Coordinator of Religious Education and Family Life When we approach assessment and evaluation in Kindergarten within the context of a Catholic School Community, the first question to ask is not “how” to assess and evaluate but “who” are we assessing and evaluating? The Kindergarten catechetical resource In God’s Image is very clear about who the Kindergarten child is- A trace of God! Thomas Groome in his book, Educating for Life, identifies the lens through which the Catholic Christian sees the human person. He names that specific lens as a “positive Christian anthropology”. The implication for an approach to assessment and evaluation in Kindergarten (and for that matter in any grade in a Catholic School Community), is that the tools, the method, the approach and the language of assessment and evaluation must be determined by this anthropology. We need to examine the various tools of assessment and evaluation that we use with this in mind. Those approaches which do not honour a Catholic Christian anthropology should not be the sole method used. In an age in which we are continually challenged to declare the distinctiveness of a Catholic school, we need to consider the tools we use and how we use them in order to determine if they honour this distinctive Catholic approach. In God’s Image supports this understanding in the way that it continually reminds us that the Kindergarten child is an image of God and that this is good. Thomas Groome emphasises that we are meant to see the human person as one who is “becoming, knowing and creating”. If this is so, then our tools for assessing and evaluating must honour this understanding.

Kinder-Connections, December 2008 3

We present this anthropology as a creed that affirms a positive Catholic Christian anthropology and our belief about who the Kindergarten child is: We believe that the Kindergarten child in our Catholic school community is: Essentially good and dignified

Though capable of being wrong, always remains in

the divine image A body and soul union and alive in God's spirit

We believe that the Kindergarten child in our Catholic school community is: A partner with God and filled with God’s grace

A partner and member of the Catholic educational

community We believe that the Kindergarten child in our Catholic school community is: A person with freedom, rights and responsibilities

A person who is becoming, knowing and creating

A person with the divine law written in their nature

We believe that the Kindergarten child in our Catholic school community is: A person who can make history

A person made from love and for love

A person with an eternal destiny

Understanding who the Kindergarten child is, directs the how and the what of assessment and evaluation. This resonates authentically with the manner in which the Teacher, Jesus modeled his approach to assessment and evaluation. The story of the rich young man in Mark’s Gospel (10:21) is an insightful example. In that story, before Jesus assesses the young man’s answer to the question, “What must I do to inherit eternal life?” Jesus “looked at him, loved him” and then and only then did the assessment begin.

Kinder-Connections, December 2008 4

Assessing Oral Language Isabelle Giuliani, Speech Language Pathologist Good oral language skills are the foundation for later academic success. As educators in Kindergarten, you help lay that foundation and ensure that it is sturdy enough to build upon. But how do you know that your students are proficient oral communicators? How do you assess their skills? Where do you begin? It is important to know that there are three areas of oral language development: language structures, language of socialization, and language of literacy and thinking (adapted from the First Steps Oral Language Continuum, Heinemann, 1994). Language of socialization refers to the student’s ability to use language for a variety of purposes (requesting, commenting, protesting, responding) and with a variety of communication partners.

Language structures refer to the form and structure of language including vocabulary, grammar, syntax, semantics, and phonemic awareness.

Language of literacy and thinking refers to oral-literate language including specialized vocabulary, text structures, and higher-order thinking skills like inferring, predicting and making connections.

These areas of development are age dependent. Children starting junior kindergarten at age 3 or 4 will have very different expectations than children leaving senior kindergarten at age 5 or 6. Your students need to have age-appropriate skills in all three areas to be effective communicators. The checklist on the next page gives examples of what your students should be able to know and do at each age range in each of these areas of oral language development. Difficulties in any one of these areas may impact on their ability to access the curriculum and they will need your support to continue to develop along the continuum. The checklist also provides you with teaching strategies to use within your classroom especially with those students who seem to be having difficulty. Set aside some time to observe your students. When observing, look for age-appropriate language in social settings, comprehension of spoken language,

age-appropriate expressive language skills (e.g., grammar and syntax), vocabulary use, organization of ideas and age-appropriate speech-sound development. Use the checklist below to guide those observations for your students. Observations of students’ language of socialization and language structures can occur at learning-based play centres, during discussions, during cooperative group activities, etc. For example, at the home and drama centre, you can observe whether your students are using tone and gesture during role-play, initiating conversations with peers and using specialized vocabulary (indicators for ages 4-5). Observations of students’ language of literacy and thinking can occur before, during or after reading and writing activities. For example, during and after a read aloud, you can determine whether your students are able to predict outcomes based on the story, sequence events from the story and tell a story (indicators for ages 5-6). Often one or two short observations per student will give you enough information to determine if his/her oral language is developing well or is in need of assistance. It may also be a good idea to revisit these checklists more than once to determine if your students are moving along the continuum or to determine if the students with needs have shown growth. For students who are learning English, you will need to discuss with parents whether language development in their first language is typical or delayed. Students with no difficulties in acquiring their first language should develop along the continuum but typically will have language skills in English at a lower age level. For these students, it may be appropriate to ask parents to report on their first language skills using the checklist indicators as a guide. The information you have gathered on your students using the checklist will help guide small group and individual instruction, help you support language development through corresponding teaching strategies and allow you to provide valuable developmental information when consulting with speech-language pathology staff or other support staff. Providing a Kindergarten program rich in oral language will help your students with later reading comprehension skills, writing skills and overall academic success. As Kindergarten educators, you are entrusted with the responsibility to lay the building blocks that will help your students’ be lifelong learners.

Kinder-Connections, December 2008 5

Kinder-Connections, December 2008 6

The Power of Portfolios Dolores Cascone, Early Years Lead How do you involve even your youngest learners in a collaborative assessment process that fosters ownership and encourages reflection? Consider engaging your Kindergarten students in portfolio assessment- an assessment strategy that provides a multi-dimensional view of a child’s development. A portfolio is much more than a file of work. It is a purposeful collection of student work that allows for the documentation of student growth and progress over time. A collection of work doesn’t become a portfolio until the student engages in self-assessment. The student participates in establishing the criteria for selection, selecting and reflecting on the entries.

Kinder-Connections, December 2008 7

Get ready… Begin by establishing the purpose and focus for the portfolios. It may be a showcase portfolio that highlights best work or a growth portfolio or perhaps a combination. You may want to focus on a specific program area (e.g. literacy or mathematics) or have it reflect learning from all program areas.

Introduce the concept of portfolios through a study of collections. Inform students that a portfolio is a special collection of their work and learning for the year.

Get Set… Consider the portfolio container that will be used. You may wish to use a folded piece of bristol board, a pizza box, a scrapbook, an accordion file or stapled file folder. Make it special by inviting

students to personalize their portfolio with pictures, photographs or handprints.

Ensure that the portfolios are stored in a location that is accessible to both the teacher and the students. Begin collecting student work and other evidence of learning. Consider such items as: artwork, photographs of creations, audiocassettes, writing samples, graphs, book logs etc.

Go… Establish criteria with students for selecting entries. This can be written and used as an anchor chart. Provide feedback on learning throughout the year using the anchor chart.

Once per term, sit with each student to select the entries for his/her portfolio based on the criteria. Portfolio reflection cards can be used and stapled to each entry. Talk to the student about his/her thinking and decisions.

Celebrate… Once per term, invite students to share their

portfolios with each other and their parents at parent-teacher conferences. Teach students how to talk about their work and progress with others and how to give constructive feedback.

At the end of the year, invite each student to look

though and reflect on his/her portfolio. Invite them to talk about how they feel about their portfolio in general, what they are proud of and what areas may require further attention.

At the end of the year, consider inviting parents

and caregivers to a portfolio party to showcase and celebrate the learning!

Kinder-Connections, December 2008 8

age after

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•

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•

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ers: demonstrating what they observe (e.g., pointing to objects during a class walk)

Assessing English Language Learners in Kindergarten Neil McGrath, ESL Resource Teacher A key principle underlying assessment in the Kindergarten program is to “encourage children to show what they know and can do, rather than focus on what they do not know or cannot do.” Ontario Ministry of Education, The Kindergarten Program, 2006, p. 9 This is a sound principle for working with English Language Learners (ELLs), since building their confidence is so important if they are to take the risks involved in becoming functioning members of their new instructional setting. When assessing ELLs, it is important for the Kindergarten teacher to consider the challenges faced by these learners. Their ability to acquire and demonstrate new knowledge may be influenced by an inability to understand or use the language of the classroom. Great care should be given to aligning assessment tools and strategies with the cultural and linguistic characteristics of the children. They need sufficient time to adjust to the social, cognitive, and physical demands of a new classroom and school environment. The teacher should gather as much information about the child’s literacy abilities in his or her first language as possible. The teacher should be aware that a variety of factors can impact on the language learner’s lack of response to an oral question or request. These factors could include: a lack of English language proficiency needed to

understand the question; an inability to access the knowledge or skill; an inability to formulate a response; culturally influenced reluctance to speak in the

presence of adults in positions of authority. Assessment should allow ELLs to demonstrate what they can do with limited or no English. Assessment should take into account the entire context in which the child is learning and developing, and should address the “whole child,” not just the child’s ability to acquire language. The Kindergarten Program lists the strategies to be used in assessing progress of all children as observation, listening, and asking probing questions.

When ELLs are at the early stages of acquiring English, asking probing questions may be unproductive. Initially, observation will be the most useful strategy to use, but the other two strategies will come into play as the children’s understanding and production of more complex English increases. The following are suggestions for assessing English Language Learner’s learning if they cannot tell you what they know. In the area of Personal and Social Development, observe English Language Learners: • in large and small groups, at learning centres, during routines, and while interacting with others

• using materials to show what they know and can do • trying new things • taking turns In the area of Language, observe English Language Learners: awarenes• s of book and print conventions

• ability to model the rhythm of languhearing read-alouds and singing songs tracking print in familiar poems dureading writing sa

• vocabulary recognition (e.g., pointing towords) ability tclassroom materials interactions with computer software.

n the area of Mathematics, oILanguage Learners: • ability to sort and pattern used math manipulatives

bility to point to w• a hat comes next while the teacheis modelling a more complex pattern;

• voting on a class graph; using different counting strategies objects, counting in their place setting for each person in the home centre); building with pattern blocks and geometric shapes, watching to see if they are learning about the blocand shapes’ attributes making decisions about the materials (e.g., putting more sand in a scoop)

In the area of Science and Technology, observe nglish Language LearnE

•

Kinder-Connections, December 2008 9

e

In the area of Health and Physical Activity, observe

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• king in their artwork (e.g., Do they mix colours? Do they use different textures?)

n exts often participate in songs and chants

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.

• putting their hands under objects to test if they arfloating or sinking)

• beginning to use contextualized language, such as, it do this or look

English Language Learners: • development of small and large muscles, spatial sense, and bala

• participate in activities or games outside or in the gym

• use of equipment (e.g., climbing apparatus, balls,sand tools)

In the area of the Arts, observe English Language Learners: • use of various materials decision-ma

• during music activities, since children who are silent iother cont

• ability to follow actions eunderstand the words

The source for the information in this article comes rom the Ministry of Education publication Supporting

en: AEnglish Language Learners in Kindergartpractical guide for Ontario educators. (OME 2007) his document is T

administrators, and other school staff as they support English Language Learners in achieving the overall expectations of the Kindergarten program. It provides a rich source of research findings, practices, and strategies that can be put to immediate use in the school and the classroom.

Supporting English Language Learners in Kindergarten (OME, 2007) can be viewed

at http://www.edu.gov.onca/eng/document/kindergarten/kindergartenELL.pdf

Finding Time for Assessment

n ordinary day in a Kindergarten is. Even the mostcher can struggle

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keeping tools in advance Use a focused observation recording tools that

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A classroombusy and full of activityexperienced Kindergarten teawith finding time for ongcourse of a typical day. However, thoroughpreparation and planning can support authenticassessment opportunities. Some considerationsinclude:

Focus on one or two manageable expectations ata time Prepare and organize observational checklists orrecord

outline the expectations observed and specifies“look fo Place checklists or recording tools at variouslearning centres throughout the accessibility and reference Add observation and assessment time on yourdaily plans Consider all available time during the course ofthe week including whole class, small group andindividual activities Establish classroom routines that may includeopportunities for student-lelearning logs or journals at the centres, sign inchart upon class entry, planning boards) Establish effective classroom managementprocedures that will support opportunities forindividual and small group work (e.g., post astop sign or wear a “don’t bug me hat”)

Stop, Look and Listen! Sandy Whyte, Kindergarten Teacher St. Timothy Catholic School “Stop, look and listen”, three little words kindergarten teachers use everyday to capture the attention of our youngest students. However, there is great value in these words for teachers themselves. As we seek to know our students and understand their thinking, taking time to stop and observe them affords us an opportunity to tap into their learning. This article is a reflection of my experiences in using observation as an assessment tool. Assessment is a key component of teaching at all levels as it is used to inform our practice, and ties into the expectations as outlined by the Kindergarten Program (OME, 2006). Observation as a method of assessment is particularly important in kindergarten where it is key in pinpointing students’ learning. In my senior kindergarten classes, I used observation to assess a series of lessons on dental health. These lessons were part of our Halloween unit in October, through which I wanted to show students the importance of dental health, particularly at a time when large quantities of treats were sure to be consumed.

Kinder-Connections, December 2008 10

The planning of these lessons was drawn from several resources, however, they were primarily based on the kindergarten resource guide “Wings of Discovery, Learning Unit, Volume 3, Healthy Me”. At the basis of our inquiry was the question, “Why do we brush our teeth?” To illustrate the importance of oral hygiene we placed eggs in various substances including water, vinegar, Coke, and grape juice. We used eggs because the shells contain components similar to those found in the enamel of our teeth. After we placed the eggs in each of the liquids, the children made both oral and written predictions about what would happen to the eggs. We placed the eggs at the science centre for observation for the week that followed. The children watched and waited with intense curiosity to see what would happen to the eggs. The children barely had their jackets off before they were at the science centre filled with excitement, engaging in rich conversation about what they were witnessing. As teacher, I joined the discussion by listening and asking probing questions that gave me some insight into their thinking and an understanding of their learning. The numerous comments made about

the effect of the liquids on the eggs were quite perceptive. The countless descriptors included words such as, “crackly, dirty, brownish, purple, bluish and bubbly” just to name a few. To further the experience of observation I had them touch the eggs. The list of descriptors grew even longer with words like, “soft, watery, squishy, gooey, and bumpy”. I asked the children for their hypothesis about what was happening and why? They theorized about the colour of the liquid with statements like, “the brown Coke made the egg dirty”, and “the egg is sometimes blue because blue and red make purple and the grape juice is purple”. From whole group lessons they had

learned that candy can cause cavities, and they commented, “The eggs have cavities too, just like our teeth can get if we don’t brush”. The children were also able to validate or reject their own predictions made at the onset of the experiment, stating things like, “I was right” and “I told you it would crack.” As teacher and observer, I could see the learning that was taking place on so many levels. The students were able to build an understanding of dental health by

identifying, describing, observing and comparing. They were also developing a variety of skills in the process of asking questions, making predictions, observing and formulating theories.

Kinder-Connections, December 2008 11

These lessons illustrate the importance of using observation as an assessment tool in both fostering students’ development and in informing teachers’ programming. The students experienced the power of observation to discover what would happen to their teeth. In addition, as teacher I was able to observe their learning. According to the Reggio Emelia philosophy on teaching and learning, observation reveals a wealth of information about students, their development and about your own work as a teacher. From this perspective, it is only by practicing observation as an assessment strategy that teachers can begin to critique their own ability to observe and engage with students. Observation also allows us to watch children’s growth over time, reflect on this growth, and predict the future of this growth. Observation helps teachers develop a detailed picture of students’ development while at the same time revealing information about their own skills and teaching methods.

References: “Let’s Talk Science”. 2006. Wings of Discovery, Volume 3 Healthy Me. Toronto: GTK Press. Wurm, Julianne P. 2005. Working in the Reggio Way: A Beginner’s Guide for American Teachers. St. Paul, Minnesota: Redleaf Press.

Every elementary school in TCDSB received the Wings of Discovery™ science resource in the fall of 2007. The complete program includes: a teacher’s guide, 12 learning units, a set of photo cards and a CD of assessment tools.

The Early Development Instrument– A Teacher-Based Measure of Children’s Readiness to Learn in Grade 1 Marla Endler and Marina Vanayan Educational Research Team All children are born ready to learn. The experiences during the first five years of life are considered fundamental; both in the development of individual children and subsequently their readiness to achieve in school. The Early Development Instrument (EDI) is a community-based measure that is completed by Kindergarten teachers in Ontario on a three-year cycle; it is not intended to be used at the level of the individual student. The EDI survey has been implemented province-wide to bridge the gap in knowledge between birth and the first provincial-wide measure (EQAO in Grade 3). It provides an overview of child outcomes (birth – 5 years of age) prior to Grade One. The term “school readiness”, as measured by the EDI, includes five developmental domains (physical health and well-being, social competence, emotional maturity, language and cognitive development, and communication skills and general knowledge) and provides a general indication of children’s levels of strength and need to help inform planning. Physical Health and Well-Being includes: physical readiness for the school day physical independence gross and fine motor skills

Kinder-Connections, December 2008 12

Social Competence includes: overall social competence responsibility and respect approaches to learning readiness to explore new things

Emotional Maturity includes: pro-social and helping behaviour anxious and fearful behaviour aggressive behaviour hyperactivity and inattention

Language and Cognitive Development includes: basic literacy

Interest in literacy/numeracy and memory advanced literacy and numeracy skills

Communication Skills and General Knowledge includes: general communication skills general knowledge

In Ontario, all publicly funded schools implement the EDI. The data from all schools within a region are aggregated to create summaries for geographic areas (e.g., neighbourhoods, ridings, city) to help inform community planning. Additionally, school level reports are generated. In Toronto, riding level reports include both the EDI results and demographic data (Statistics Canada) to offer context. These reports enable community groups to plan together to implement programs so that children are provided with high quality experiences prior to entering school. The goal is to ensure that all children have access to equal opportunities to enhance their potential for learning. Additionally, the rationale behind completing the EDI on a regular basis is to provide a baseline and to gauge change over time. In January and February, 2008 Senior Kindergarten teachers from across Toronto (Toronto Catholic District School Board, Toronto District School Board, Conseil Scolaire District Catholique de Centre Sud, and Conseil Scolaire District du Sud-Ouest) completed the EDI for all Senior Kindergarten children in their classes. This is the second board-wide implementation for the TCDSB; the first implementation was in 2005. Results of the 2008 implementation were disseminated in October 2008 at school/community presentations. During these sessions, results for the City of Toronto, ridings and neighbourhoods, as well as school results were presented to Senior Kindergarten teachers, Principals and community members. Copies of the 22 riding reports for Toronto are found at www.mothercraft.ca. Additional sources of information include: Offord Centre: http://www.offordcentre.com/readiness/EDI_viewonly.htmlhttp://www.offordcentre.com/readiness/pubs/publications.html Mothercraft: www.mothercraft.cawww.torontodacs.net

Kinder-Connections, December 2008 13

Hopping On One Foot Marilyn Rodrigues-Wright Senior Manager of Child Care, ARC and Nutrition Services hop Can you ^ on one foot? What relevance does this have in terms of a child’s development and who would want to know? In the vast field of Early Childhood—whether child care centres, parenting programs, drop-ins, private schools and school-based facilities—there is a general consensus that a preschool-aged child should be capable of hopping on one foot by at least age five or 6. If this is not happening, then an early learning professional may want to evaluate whether the child is having difficulty with balance, coordination, other motor skills or even comprehending language and following basic instructions. But how does this professional know that the preschooler may be falling behind developmentally? The answer varies considerably because although programs such as Kindergarten have a provincially mandated program within Ontario; other early learning programs do not. As a result, early childhood staff depend upon a spectrum of tools (formal and informal) when developing programs for children and in evaluating the success of those programs via the early learner. Most recently, in December 2006, the Early Learning for Every Child Today—A Framework for Ontario Early Childhood Settings (ELECT) was completed by the Best Start Panel on Early Learning and released by the Province. It has provided, for the first time, a guideline for early learning and care teams to align pedagogy and assessments of children through a continuum of development—which describes predictable sequences of development within broad domains. Currently, the majority of child care organizations develop their own developmental checklists based upon existing information. The purposes of these checklists are to gain a general understanding of a child’s readiness for school, to share progress with the child’s parents, to potentially spot particular special needs and to assist in terms of future program planning for the individual and the group. These types of assessments range from a one-page overview to more detailed points. In addition, most child care programs punctuate

the day with written observations of the children within their care (e.g. short summary of a child’s day, observational notes, etc.) Much of this is given to parents daily as well as maintained within the child’s file. Some other unique ways in which early childhood educators document a child’s learning is through a collection of sample artwork that shows a child’s progression from possibly drawing lines and circles to the formation of letters and words. Photographs that highlight a child’s achievements (e.g. an infant feeding herself cereal, a preschooler kicking a ball) are also often captured and shared. Early Childhood Educators and assistants will constantly keep sticky notes, journals or documentation about what a child has done throughout the day. More formally, a greater number of programs are implementing the use of the Nipissing District Developmental Screen for children from one month to six years of age. (www.ndds.ca). It is an easy-to-use screen for parents and caregivers/professionals that provide a basic assessment of a child’s overall development. It also helps to foster conversations between caregivers and parents because both parties complete the screen. Beyond evaluating the progress of the Early Learner, within the child care field, great importance is placed upon the quality of programming offered, the qualifications of staff, the interactions between teachers and children, the environment, the diversity and breadth of services, inclusionary practices, nutrition, emphasis on partnerships, involvement of parents, administration and governance, financial accountability and the list goes on. These aspects of best practice and quality are measured using tools such as: The City of Toronto, Children’s Service’s Operating Criteria, Toronto First Duty’s Indicators of Change and The Early Childhood Environmental Rating Scale. So, we now can see the great value of understanding the importance of hopping on one foot and about ensuring that early childhood professionals have the tools in order to document this skill. The challenge will be to join hands with our partners across the province to comprehensively blend our assessments so that we have a unified approach to guiding our young learners.

Playing Around with Assessment Toni Pucci, PLN Teacher Ask a handful of teachers about the assessment strategies they use in their classrooms and you are sure to see eyes rolling, shoulders shrugging! Conversations about assessment are not the most common lunchtime topic among most teachers. Yet, whenever professional development opportunities regarding assessment are made available to teachers, the sessions fill up quickly!

Kinder-Connections, December 2008 14

There is no doubt that assessing young children in a Kindergarten learning-based play environment has its challenges. Classroom management and time appear to be the on-going culprits. “How can I assess my students during their play time, when I am needed in so many centers?” “There isn’t enough time in a morning to do all that I want to do… how do I include assessment in what is already a super busy day?” “It’s only me and twenty children… how can I assess when children continuously need my assistance?” If we believe that young children demonstrate their learning by “doing, showing and telling”, then the real question becomes “How do I, as a Kindergarten teacher in a learning-based play environment, effectively assess my students?” We know that observation and documenting are key assessment strategies in the Kindergarten classroom. Teachers need to observe and document during the course of children’s play in the different program areas. Observations of this kind enables the child to remain at a center to pursue what is natural within the context of the on-going play activity rather than being removed from the setting to perform de-contextualized tasks. Observations should include both planned observations as well as on-the-spot observations. Play observations are key to informing practice, in working towards meeting Kindergarten expectations. These observations help teachers assess children’s interests, knowledge, strengths, developmental learning needs, behavior and systematically plan activities for next steps. Angela and Jacob are playing at the Sand Table. They are excited about building caves for their dinosaurs. “We need a small one, a big one and a medium one”, says Jacob. Angela agrees and begins to mold the sand to

represent the different sizes while Jacob begins to sort and arrange the dinosaurs accordingly. The teacher observes and records how the two classmates sort, classify and compare the dinosaurs and their caves using an at-a-glance sheet. She invites the children to record the experience in the class cooperative Sand Journal, which she will also share with parents.

Playtime allows teachers to move about, while interacting, observing and conversing with students. While conferences can be planned, they can also occur informally, during play. Melissa, John and Brad have been at the block center, eagerly building towers. Each student has built their own tower, using different block systems. They decide to label their structures, using the writing tools and paper in the Writing Caddy. Each student prints their words and uses masking tape to adhere their label to their tower. When the teacher asks each of the students how they know to write the words, each has a unique response. “I just knew because I went to the real CN Tower!” “I knew because when I stretched the word, I heard the letters”. “I knew because I looked at the word wall to find the letters my mouth made. And John helped me too!” The teacher records her observations,

Assessment Resources Worth Investigating

Kidwatching: Documenting Children’sLiteracy Development by Gretchen Owocki andYetta Goodman ISBN 0-325-00461-7

takes a photograph and later keeps the labels to share with parents. In a learning-based play environment, students are always demonstrating their competence at different centres, depending on the type of play they are engaged in. As teachers creatively embed opportunities for literacy and numeracy throughout the environment, students are given many opportunities to practice developing skills.

Kinder-Connections, December 2008 15

Kidwatching provides a framework for engagingin systematic, yet personalized data collection,namely observing and recording children’sliteracy development. The authors includespecific guidelines and suggestions as well asexamples of practical tools and resources used indocumenting observations.

Observing Young Children: A Guide forEarly Childhood Educators by Sally Wylie ISBN0-17-622482-3 The main purpose of this resource is to assistanyone working with young children indeveloping the necessary skills and knowledgeto conduct relevant observations of youngchildren. The book offers readers a wide varietyof observational tools to document observations.

Spotlight on Young Children andAssessment by Derry Koralek, editor ISBN 1-928896-17-0 Sound, high quality assessment can be apowerful tool in improving teaching andlearning. Expert commentary offers an overviewof the topic, and teachers in a variety ofclassroom settings describing how assessment isinforming and improving their practice to bettersupport children’s development and learning. Thebook also includes a list of key resources. Observation: A Focus on Evaluation, Planningand Growth for the Kindergarten Learner byElementary Teachers’ Federation of Ontario(www.etfo.ca) This classic resource is an observation primer forKindergarten teachers. It provides anobservation framework, questions, reflection andlinks to expectations for various play centres inKindergarten classrooms.

Available for loan at the St. Timothy PLN

Nadia and Liz are at the Drama centre which has been converted to a Doctor’s Office. Liz wears the lab coat, confidently role playing the doctor while Nadia is the patient who is ill with a stomach ache. After Liz questions Nadia’s symptoms, she is quick to “write” a report detailing the visit. Doctor Liz gives Nadia a “prescription for medicine” and tells her to take it with some water before going to bed”. At the end of playtime, the teacher asks the classmates to make sure to date stamp their writing samples and place it in their writing book. Conversing with and listening to students, while in the context of their play, is very natural and authentic. In fact, the retelling of a text previously read can be assessed as students demonstrate their comprehension in a variety of ways at the different centres. Nasim and Jill were ready for their puppet performance. They had visited the puppet centre for several days and were excited to tell the story of the very first Christmas using the new Mary and Joseph puppets. They had heard the story many times during the Advent season and were eager to retell the story, with added hand made props, to their classmates. The teacher invited the 2 students to put on the puppet play at the end of the Advent celebration. While the students listen attentively, the teacher records his observation using a retelling checklist. Kindergarten students love to play. We often hear them ask “Is it time to play yet?” when our circle time may have taken a little longer than usual or upon returning from a class trip. We know the importance and the value of play given the endless amounts of research year after year. Assessing children’s learning through the “serious business of play” while using a variety of methods is not only necessary but also developmentally appropriate.

Kinder-Connections, December 2008 16

Assessment Tips from Kindergarten Teachers

Memory Book

Portfolios An assessment tool used in my classroom is portfolios. Portfolios are used to collect samples of a child’s work. It allows a teacher to see and assess the child’s growth through the year. A portfolio can be very individual to each teacher. The portfolio I use in my classroom is a folder made of bristol board. These are some of the items that go in a portfolio: writing samples (dated for each term); drawings, different pieces of artwork; photos of student demonstrations and creations, and children’s selected work. Sandra Trott St. Boniface Catholic School

The Memory Book is a collection of the children’s work throughout the school year. It also contains many photographs of the students in the classroom, the schoolyard and on class trips. We realized that children’s non-fiction writing really blossomed when they were writing about the photographs they were in. The memory book was also a great way to track the children’s progress with their writing. The children, their parents and the teachers love looking back at where they began and where they ended with their writing. It also helps us realize what the children need in terms of coaching and guidance with their writing. Stephanie Shore Our Lady of Fatima Catholic School

Tell and Show NOT Show and Tell Most Kindergarten classes have some form of Show and Tell as part of their daily or weekly routine. It is a good opportunity to feature the children and have them develop skills and experience in presenting information to their classmates. In my class, we have Tell and Show, NOT Show and Tell. It’s a variation thattakes some getting used to, but it has its advantages. The presenters structure the information they are going to present, using the W5H questions of Curiosity the Clown. The presenter chooses a helper, to hold large cards that feature each of the W5H words, as a model for the presenter and the class. The presenter reads the W5H word and then provides a hint that accompanies the indicated word. We then pause to have the class guess the mystery. The order of the W5H is not particular except that we always close with WHY, after the presenter has revealed the mystery item. We chart the guesses by writing down the name of the presenter and his or her helper, and two guess choices from the class. A third choice is always available: Something Else. The students in the audience then vote on their choice. Once the votes have been registered, the presenter shows the class the item that he or she has been hiding, usually to excited cheers or moans, depending on whether or not the class has guessed accurately. I use an assessment checklist to record whether or not the presenter can read the W5H word and provide a matching hint. If the presenter is unable to do so, I record how many prompts were provided. For the final WHY question, I record how much detail is provided in the answer. I don’t leave an answer at “…because I like it.” I ask why the student likes it. I also comment on the presenters’ volume, pace, articulation and eye contact with the audience. Paddy Morgan St. Brendan Catholic School

Kinder-Connections, December 2008 17

Show and Tell Checklist Every Friday, three students have an opportunity to show and tell in our class. I try to stagger their sharing times throughout the day. I have a checklist prepared for each student. The students sits in our special chair and they present their items to the class. Using the “Curiosity the Clown” questioning strategy, students from the audience ask the presenters various questions. After they completed their show and tell, I check off each of the criteria from the checklist as it applies to each child. When I am writing progress reports, the checklists assist me in formulating ideas regarding oral language development for their report card comments. Over the course of the term, the checklist highlights areas of growth and development that are always great to celebrate! Susan Da Rocha James Culnan Catholic School

Performance Task After using many manipulatives in the classroom to teach and reinforce patterning, my student teacher had the students visit the paint centre to demonstrate their application of patterning skills. This is Maceo’s version of “painting patterns.” Lisa La Rose St. Boniface Catholic School

At-a-Glance Sheets Observations, conferences, portfolios, checklists…where to fit in the assessment needed to structure an effective program that takes into account individual needs? We are fortunate to have a variety of checklists and assessment models that are tailored to specific units and expectations. One resource I find particularly helpful is the Assessment, Evaluation and Reporting in Kindergarten document (TCDSB 2006). The document summarizes as the title suggests, effective assessment and evaluation strategies. I have found that the at-a-glance observation sheet works well for me especially at the beginning stages of a unit and at the beginning of the year when I am trying to get to know the children. As I write my lesson plans each week, I consciously and purposely choose an expectation and 4 to 5 specific children to observe. So with my clipboard in hand I am able to jot down observations, quotes from the child’s interactions or results of my inquiries. Rita Della Mora Our Lady of Peace Catholic School

Kinder-Connections, December 2008 18

The Teaching-Learning Critical Pathway: What Does It Mean for Kindergarten? Robin Bethke, Literacy Resource Teacher The Teaching-Learning Critical Pathway (TLCP) has been introduced to schools in the TCDSB during the past two years. This process began to emerge in the OFIP schools and has now been embraced by many school communities. The TLCP promotes divisional discussion and reflection on classroom practice, student learning and assessment for learning. It provides an opportunity for teachers to talk about responsive teaching, cross-curricular connections to literacy, and brainstorm strategies for differentiating instruction in the classroom. The participation of Kindergarten teachers is critical to these divisional discussions. We have been invited into a conversation that benefits all teachers in the primary division as we examine the alignment between The Kindergarten Program (MOE, 2006) and Revised Language Curriculum Grades 1-8 (2006). The TLCP process builds alignment of instructional strategies in primary classrooms when teachers discuss the use of common anchor charts to support student learning, effective teaching practices based on the Comprehensive Literacy Handbook (TCDSB, 2008) and the implementation of oral language activities that boost comprehension and student engagement. The TLCP does not replace our literacy block; it enriches our literacy block. When Kindergarten teachers implement strategies discussed at divisional meetings such as: developing high level questioning, embedding purposeful literacy activities at their learning centres, and exposing students to a variety of text forms including informational and graphic texts, they often express surprise at what their students are capable of saying, doing and showing them about their learning. Kindergarten teachers must ensure that the assessment practices during the TLCP process are reflected in The Kindergarten Program (MOE, 2006). Focused classroom observation and student feedback are the key components of ongoing assessment in Kindergarten classroom. Students can demonstrate their learning by showing what they know (performance of a task),

talking about what they know and doing (writing, painting, drawing, etc.). Evidence of student learning can be anecdotal notes, photographs, audio tapes, as well as student work. Divisional discussion is enriched in a meeting that involves sharing artefacts of student learning in Kindergarten. The following is a template for guiding Kindergarten teachers as they participate in the Teaching-Learning Critical Pathway:

Professional Learning Community Meeting #1 Beginning the Pathway—Data Analysis and Planning Analyse School Data with Primary partners (EQAO, TCDSB Literacy Student measures and classroom assessments) Determine areas of strength and greatest need Identify a cluster of Kindergarten expectations using The Kindergarten Program (MOE, 2006). Create alignment with Revised Language Arts Curriculum (MOE, 2006) Develop a pre-assessment question or task taking into consideration how students will demonstrate their learning (by saying, showing or doing) Develop a criteria for assessment Develop a post-assessment task if possible Discuss current teaching practice Discuss additional evidence based instructional strategies that can be used to address the selected expectations based on the Gradual Release of Responsibility (modelled practice, shared practice, guided practice and independent practice and application) and the Comprehensive Literacy Handbook, (TCDSB, 2008) Identify a big idea that will engage students referring to In God’s Image (Canadian Conference of Catholic Bishops, 1993) Discuss assessment strategies and criteria using Assessment, Evaluation and Reporting in Kindergarten (TCDSB, 2006) Choose resources to support the TLCP Develop anchor charts or visual cues (What do good listeners do, What do good speakers do, What do good readers do, When we make predictions we… When we make connections…) that will support students throughout the TLCP Set the date for the next PLC meeting—teacher moderation

In the Classroom… Prior to any instruction, administer the pre-assessment question or task (whole class, small group, or individually) Begin explicit, focused teaching according to the Gradual Release of Responsibility (modelled practice, shared practice, guided practice and independent practice and application) and the Comprehensive Literacy Handbook (TCDSB, 2008) Provide regular feedback in order to improve student learning and celebrate successes e.g.; “How did you solve that problem?” “I noticed that you used the word wall.” Collect evidence of student learning along the pathway (e.g., focused observation notes, photographs, student work samples, checklists, audio and video clips, etc.)

PLC Meeting #2

Kinder-Connections, December 2008 19

ese resources are lso available on www.curriculum.org

Teacher Moderation—Establishing Baseline Data Analyze pre-assessment results based on established criteria Discuss student learning demonstrated in pre-assessment task Create a class data chart Discuss class results of pre-assessment (data chart) and results of ongoing classroom assessments Select “focus” students or “students to watch” Discuss and select additional evidence based teaching strategies for differentiation based on assessments Revise criteria if necessary Revisit post-assessment question or task and revise if necessary Choose additional resources to support the TLCP Set date for PLC Meeting #3

In The Classroom… Implement evidence based instructional strategies discussed at the meeting Continue to plan and deliver lessons according to the Gradual Release of Responsibility (modelled practice, shared practice, guided practice, independent practice and application) and The Comprehensive Literacy Handbook (TCDSB, 2008) Assess and give student feedback throughout the pathway Plan and refine lessons based on ongoing classroom assessment

Collect evidence of student learning throughout the TLCP (e.g., focused observation notes, student samples, checklists, etc.) Administer post-assessment at a time selected by the division (whole group, small group, or individually)

PLC Meeting #3 Teacher Moderation—Reflection and Next Steps Analyze post-assessment results based on established criteria Update Class Data Chart and share results Discuss “students to watch”, sharing evidence of their learning Reflect on the process of the TCLP in terms of student learning and teacher practice Keep evidence of student learning for your records Celebrate success Discuss and plan focus of next TLCP based on student needs according to the expectations

Please note that schools recently received an excellent package from the LNS that includes a monograph and multi media package/resource dedicated to the Teaching Learning Critical Pathway. Tha .

Kinder-Connections, December 2008 20

Assessment and the Kindergarten Math Program Anna D’Armento, Math Resource Teacher “Young children show their understanding by doing, showing, and telling. Assessment strategies of watching, listening, and asking probing questions are needed to capture this doing, showing, and telling. Hence, observation is the most important focus in the primary classroom and should be an integral part of all other assessment strategies.” (The Early Math Strategy, p. 4) Especially in the early years we encourage learning through exploration, play, problem solving, and talk. We try to develop learning that requires making choices and taking risks and as such our assessment strategies and tools should reflect these actions. There is no greater assessment than that of a teacher interacting and collecting evidence of student knowledge and understanding through age appropriate strategies. Good assessment practices in mathematics: are linked to teaching and learning strategies hook into the student’s strengths, such as verbal, kinesthetic or concrete and promote equity include thinking skills, communication strategies and problem solving strategies.

Observation Observation is probably the most important method to gain a great deal of information about students as they work and interact in the classroom. It provides the teacher with information that cannot be gathered by pencil and paper work. Observing the students at work and play allows the teacher to see the strategies that the student uses to solve a problem. Considerations when using observation checklists: Focus on one or two students at a time. Determine the expectation; concept or skill is to be observed before prior to starting observation. Observations should be ongoing and systematic. Ensure that all records are dated and filed.

Anecdotal Notes Anecdotal records are short written narratives that describe student understanding, action, or interaction, and the context in which it occurred. Descriptions are often used to complement data gathered from other

assessment strategies and can provide invaluable information about individual achievement over time. Some ideas for how to record anecdotal notes are: Use a computerized class list and print out multiple copies of student names onto labels. Record brief comments; stick the appropriate label, to the corresponding student record. The remaining labels clearly indicate those students who have not yet been assessed. Divide a file folder into sections by drawing horizontal and vertical lines. Utilize one vertical column for each student. Consider laminating the folder for long term use. Write comments on Post-it notes during the day and then transfer information to students’ records later. Use a clipboard with legal sized paper divided similarly to the folder described above. Assign a cell to each student. Write notes within each cell as appropriate and file sheet daily or weekly into teacher records.

Interviews and Conferences Interviews and conferences are assessment strategies that provide opportunities for the student and the teacher to discuss the mathematics that the student is engaged in. These strategies require that the teacher use probing questions to gain a better understanding of a student’s mathematical strengths and areas of improvement. Interviews and conferences allow the student to expand their thinking and help to clarify the teacher’s perspective of what the student is thinking. Considerations during interviews and conferences: Select a few questions to ask a student or small group of students about a particular skill, concept, procedure or problem-solving process they are working on. Ask open-ended questions to extend their learning. Avoid closed questions that indicate that you are “looking” for a specific answer. Even when a student gives a “correct” response, probe for depth of understanding. Focus on what students know and how they know it rather than on what they don’t know. Be prepared to record what information you glean from the interview or conference on a checklist, anecdotal notes, post-it notes, rating scales, … Give students time to think before requiring them to explain their answers and thoughts.

Kinder-Connections, December 2008 21

Parents and Report Cards Jody Huang, Community Relations Officer Everything about Kindergarten is exciting…even the report cards. While parents of higher grades view the arrival of the reports card as stressful, kindergarten parents regard it with anticipation, enthusiasm and excitement. It is a huge milestone for a child’s life and a big event for parents, too. Surely, Mama and Papa want to know how their little tyke behaves in school and how he/she interacts with peers in the classroom. Academic performance may be important for some parents but more are concerned about the social and emotional components that unfold inside the classroom. Kindergarten parents consider the development of their child’s social skills, verbal skills, curiosity and enthusiasm as important aspects of learning. I’ve interviewed several parents of Kindergarten students in my community role, and asked them about what they would like to see in their child’s report card. Their feedback included the following comments: “I want to see specific comments and examples about the day-to-day observations about my child”. “I want to see more samples of my child’s work.” Some questions parents want to ask teachers but may feel awkward about asking include:

“How does my child’s progress compare with other children?” “How do you evaluate children with difficulties in language, speech, hard of hearing, special education? What happens if my child has a disability?” “How are the children going to be assessed? If my child has good verbal and/or emotional skills and is very curious, how do you factor that in the evaluation?” For those new immigrant parents who barely understand English, there are more challenging issues. Some say that the report card is filled with jargon and terms that mean nothing to them. Others have concerns that their child, who struggles with the English language, will be graded differently and that the teachers may be biased and that the comments are very subjective. They want to hear from the teachers and be reassured that assessments and evaluation are bias-free regarding gender, disabilities, culture and language. “I think what I

want to hear from the teachers is that they understand our challenges, our adjustments, and that they are trained to deal with racial concerns”, said one anxious new immigrant kindergarten parent.

Although they are overflowing with excitement and anticipation, kindergarten parents may also experience a plethora of concerns and pressures. Hence, it is necessary for Kindergarten teachers to be ready with answers and assistance to help those families who have more challenges. Some suggestions include:

Assure parents that you will help their children achieve their fullest potential, and that there are services at the Board that can aid them. Ensure that they know that translators can be requested for the parent-teacher conference.

Go over the report card with the parent as partners and allies. The new parents always need encouragement and acceptance. Explain to parents what the report card is really telling them.

Be empathetic and consider the challenges that new immigrant families may have experienced. Connect them to community services that are available like settlement workers in schools or the community relations department at the Board.

Be ready to support with a menu of family support services such as child care, financial assistance, parenting centres, family social activities, and special education.

Show examples of student work. Explain how their child is progressing towards typical expectations of child development of the same age or grade.

Encourage peer networking among parents, creating buddy lists and opportunities for parents to meet others who have same-age children entering the same school.

Reassure parents regarding their parenting abilities and the normalcy of their anxious feelings about their child's transition into school.

Encourage them to be involved in their child’s education. Kindergarten parents are usually the most enthusiastic and most involved parents. Prepare them now for continuous involvement in their children's learning.

What’s New in the Early Years? New Play Posters now available!

Kinder-Connections, December 22 2008

Learning-based play centres are fundamental to a quality Kindergarten program. The Toronto Catholic District School Board has recently produced play posters to highlight the key learning opportunities provided at various centres. Seventeen colourful posters featuring students from our system are now avaialable and can be ordered through the printing department using the Kindergarten Resource Print Order Form. Corresponding planning board icons are also availables. A sample set has been sent to every school for preview. It’s never too early to start reading comprehension instruction, even for children who are grappling with school culture and classmates for the first time. Starting with Comprehension: Reading Strategies for the Youngest Learners (Pembroke, 2004) by Andie Cunningham and Ruth Shagoury presents a kindergarten reading program that strengthens comprehension skills even before decoding begins, using techniques based in writing, talk, movement and art. This book includes dozens of examples from inside a real, diverse classroom as children learn to link reading, thinking and communicating. One copy of this resource has recently been sent to every elementary school across TCDSB from the Curriculum and Accountability Team. Additional Parenting and Family Literacy Centres Open their Doors! 5 new Parenting and Family Literacy Centres opened their doors to young children from birth to age 6 and their parents this fall. This brings the total of centres in TCDSB to 13. These centres are school-based programs in which parents or caregivers and children participate in a range of play-based learning activities that focus on the optimal child development and the acquisition of early literacy and numeracy skills. They operate during the school day. Parenting and Family Literacy Centres

are located at: Blessed John XXIII, Pope Paul VI, Our Lady of the Assumption, St. Aidan, St Angela, St. Barbara, St. Barnabas, St. Charles Garnier, St. Dorothy, St. Francis de Sales, St Marguerite Bourgeoys, St. Rose of Lima and St. Wilfrid Catholic Schools. A Message from the Early Learning Advisor Dr. Charles Pascal has been appointed by Premier Dalton McGuinty to advise the government on how best to implement full-day learning for Ontario’s four and five year olds. He has been meeting with various stakeholders across the province and invites you to share your thoughts and suggestions regarding program goals and approaches, role of community and families, curriculum and pedaogoy, staffing, space, administration and funding. Comments and ideas can be shared by following the links on the following website: www.gov.on.ca Early Learning for Every Child Today: A Framework for Ontario Early Learning Settings (Best Start Panel, 2006) is a guide to support curriculum and pedagogy in Ontario’s early childhood settings, including child care centres, kindergarten classrooms, home child care, nursery schools, and family support programs. It complements, rather than replaces, specific curricular and pedagogical approaches, early identification protocols and regulated requirements now in place in Ontario early childhood settings. It also provides direction for programs that do not have an explicit curriculum or consistent pedagogical approach. It features a continuum of developmental skills and a shared language that will support early childhood practitioners and caregivers as they work together across early childhood settings. The document is available at http://www.gov.on.ca/children/graphics/stel02_183342.pdf For current resources and information regarding Kindergarten and the Early Years, visit our website on the Curriculum and Accountability portal at www.cateam.ca under Programs K–12.

Kinder-Connections, December 2008 23

And An Apple Goes To… The custom of presenting an apple to aneducator is a simple gesture that has longdemonstrated appreciation for one’s efforts. Theawarding of these symbolic apples serve toacknowledge the contributions of the followingeducators who offered their time and effort inenhancing early years programs across theToronto Catholic District School Board.

EDI School/Community Presentation Team: Marla Endler, Marina Vanayan, Danika Lockett, John Morgan, Toni Pucci and Dolores Cascone

The Comprehensive Literacy Presentation Team: Robin Bethke, Michele McCarthy, Mara Di Lena, Marisa Spitznagel, Al Ricci; Jill Eason, Maureen Murphy, Barb Muron and Teresa Paoli

The Kindergarten Advisory Team: Toni Pucci, Robin Bethke, Paddy Morgan, Eloise Giancola, Anna Totten, Serina Solomita-Rodrigues, Isabelle Giuliani, Joan Daly-Martin, Lilian Compagnone, Sandy Whyte, Jody Huang, Jeannette Amio

Let’s Build a Quality Kindergarten Program Presentation Team: Cathy Profitti, Anna D’Armento, Lorena Qualizza, Isabelle Guiliani, Robin Bethke, Toni Pucci and Dolores Cascone

Michael Conte for his assistance in creating Kindergarten teacher distribution lists.

Sandy Whyte and Rose Cutrera for their assistance in creating our new play posters

School Principals, Senior Kindergarten Teachers and community partners who attended EDI School/Community Presentations

Senior Staff and School Principals for their support of board-wide implementation of the Welcome to Kindergarten™ Program

Congratulations are extended to all those who contributed their time and expertise in the development of this newsletter.

The Early Identification in Toronto: Toronto Red Flags Guide (Toronto Public Health, 2008) is a quick reference guide designed to assist those working with young children when deciding whether to refer a child for additional advice, assessment and/or treatment. It is not a formal screening or diagnostic tool and not intended for parents. It outlines a range of functional indicators or domains commonly used to monitor healthy child development, as well as potential areas of concern. A copy of this resource can be viewed online at: http://www.toronto.ca/health/earlychilddevelopment/pdf/redflagsguide.pdf The Welcome to Kindergarten™ Program (WTK) provides pre-school children and their families with resources and experiences to support early learning at home and a smooth transition to formal education. Parents/guardians attend a session with their children and engage in early learning play activities using resources in the Welcome to Kindergarten bag. We are pleased to announce that with the support of Senior Staff and School Administrators that for the 2008-2009 school year, all elementary schools in the Toronto Catholic District School Board will be involved in the program. Training sessions for Principals and Teachers new to this program will occur in January. Registration will be available on PAL later in December.

The typical Kindergarten day is demanding and full of activity especially in half-day programs. All elementary schools in TCDSB have received a copy of A Guide to Effective Timetabling in Kindergarten (TCDSB, 2008). This resource provides a guideline and suggestions for the development of quality Kindergarten

schedules that reflect both Ministry of Education and Board mandates.

The Book Lady

Kinder-Connections, December 2008 24

to announce its

as the

One of All by Jean Little Scholastic

s anted to say, “You are the sweetest one of all.”

worn from eason to season.

All titles can be borrowed from your public library.

Dolores Cascone Early Years Lead Teacher The Toronto Public Library is pleasedsecond annual First & Best booklist: a selection of the best of 2008 Canadian children’s books for children from birth to five. A Visitor for Bear by Bonny Becker, Candlewick Press Bear is quite sure he doesn’t like visitors. So when a mouse taps on his door one day, Bear tells him to leave. But the mouse just keeps popping up in the most unexpected places and just won’t go away. A Pocket Can Have a Treasure in It by Kathy Stinson, Annick Press For one young girl, a day on the farm is full of familiar sights that lead to the unexpected. The barn has a horse in it…just like a house can have a me in it. Best of all, when Mommy comes home, she has a blanket that has a wiggle in it- a brand new baby. Chicken, Pig, Cow by Ruth Ohi, Annick Press Pig, Chicken and Cow love everything about their home in the warm and cozy barn…everything except Dog. Even though he lives outside, his drool makes it feels as if it’s raining in the barn. Time is When by Beth Gleick, Tundra Books This picture book uses simple language and familiar scenes like “in one second, you can bounce a ball, or jump, or say hello, or turn a page.” It’s Moving Day by Pamela Hickman, Kids Can Press Tucked away beneath a big tree on the edge of a field lies a home- a small burrow for many. In every season, a different creature makes its home here and then moves on, making room for the next occupant.

Thing-Thing by Cary Fagan Tundra Books Thing-Thing was neither a teddy bear nor a rabbit, not a stuffed dog or a cat. It was something like each of those and nothing at all you could name. But it had something special. It had the hope that one day it would find a child to love it and talk to it and make it tea parties and take it to bed. A child it could love back. Little Panda by Renata Liwska, Houghton Mifflin Company Mother Panda goes looking for a snack and little Panda’s nap is disturbed by something unexpected. What was it that his mother told him he should do? This is an ideal story to reassure little ones that parents always return. One Watermelon Seed by Celia Barker Lottridge, Fitzhenry & Whiteside In this deceptively simple counting book, Max and Josephine tend their garden while reader follows along, counting from one to ten garden is planted. The SweetestCanada Ltd Every mother thinks that her little one is the most wonderful baby in the world. But as mothers we all know that this book says exactly what we’ve alwayw Ready for Winter by Mathe JocelWhat am I going to wear? This is in a series of board books. It displays a full wardrobe, introducing lovely words like turtleneck and galoshes and allows even the youngest reader to be an expert on what should be

yn, Tundra Books

s These books are recommended for building reading readiness in children five and under.