Kindergarten - Sample Two

Approximately 10% of the kindergarten whole group sessions in Bridges are devoted to sorting activities. Sorting is the first step in finding patterns, organizing data, and solving problems. In the early months of kindergarten, children begin by observing and describing likenesses and differences in shapes and bugs over the course of six sessions. Their observations are used to sort the objects into groups. Attention is focused on sorting collections by various attributes.

Between the end of September and mid-October, students are challenged to show if they can sort shapes. Prior to this, sorting lessons involved looking at attribute cards as part of the lesson. On the left, Gwen has sorted them in a straightforward fashion, putting them in groups of the same kind. Gwen’s technique uses the simplest of the attributes: shapes sorted by type. Beside Gwen’s you see Austin’s, showing all the shapes with straight sides “and everything else” (meaning attributes such as straight sides, number of corners, etc.) on one side and the shape with curves on the other. Austin has a more advanced understanding of attributes.


Gwen’s Assessment


Austin’s Assessment

After a few more sessions spent sorting plastic bugs in whole group lessons, students’ sorting abilities are assessed by the teacher. On the left Taylor has sorted the bugs into “No flying” and “Flying” groups, based on information he has learned in class. This is a typical response of five year olds. On the right is Tori’s work where she has sorted the bugs into six groups, along with one “Don’t know” group. She has learned to sort on a more sophisticated level.


Taylor’s Assessment


Tori’s Assessment