Welcome to the KEA Gallery!

These ideas and examples have been shared by kindergarten teachers implementing the KEA portion of the K-3 Formative Assessment Process. We are grateful to these exceptional teacher leaders for their willingness to share their work, and we invite you to share your ideas! Please send your implementation ideas to Cynthia Dewey.

Be sure to scroll all the way to the bottom to view all the great ideas shared!


Topic and Description


Janet Ray

Thomasville Primary School
Thomasville City Schools

Eliciting Evidence in a Collaborative Space

Rayville Community Room at Thomasville Primary School is a collaborative learning environment for PreK through Grade 3 students and teachers. Students engage in learning center activities under the direction of teachers on a weekly basis while teachers observe, gather evidence, and question/probe for deeper understanding.

According to educators at Thomasville, the purpose of this collaborative community space is:
  • to provide real world application opportunities for our students;
  • to provide students with opportunities to increase vocabulary and communication skills that relate to real life and various careers;
  • to provide opportunities to explore various careers that relate to the community life;
  • to provide social and emotional development opportunities for our students within a structured setting;
  • and to give students opportunities to invent and reinvent life situations and help them to make sense of the world around them.

Areas where students engage in the Rayville Community Room include:
  • Post Office (pictured right)
  • Engineering and Design (pictured right)
  • Restaurant/Kitchen/Grocery
  • Doctor Office/Vet Office
  • School (library, listening center, story telling, puzzles, and math)

For each area, the Thomasville Primary School educators have developed specific purposes and goals to support student growth.

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Elizabeth Noell

Sedge Garden Elementary
County Schools

Eliciting Evidence Within Your Regular Day

Elizabeth Noell shows how with purposeful planning, it is possible to elicit evidences of student learning without planning "extra" lessons. She shares pictures which illustrate that observing for evidences can in fact be embedded in what teachers are already doing.

Here are just a couple of pictures of the many classroom activities shared by Ms. Noell:

Top: Kindergarteners play and learn in the kitchen center. This center provides a possible opportunity for teachers to observe for several constructs, including Engagement in Self-Selected Activities, Object Counting, and Emotion Regulation.

Bottom: Kindergarteners create letters and words with play dough and "cookie cutter" letters. While students are learning in this center, teachers may be able to observe for constructs such as Letter Naming, Print Awareness, and Object Counting.

Kitchen Center.png

ABC Playdough.png

Melissa Hodge

Perry Harrison Elementary
Chatham County Schools

Organizing Anecdotal Notes

Melissa shares:
As we began to elicit and record evidences for our students, we wanted to create something where we could easily see all the students in one place. This manila folder with layers of index cards labeled with students’ names allows us to record and date quick anecdotal notes, as well as current learning statuses and/or learning targets for a given construct. One folder can be used for all anecdotal notes, or a different manila folder can be created for each construct. Note cards can later be removed and added to students’ portfolios. We also created and laminated these grids for each construct. The grids allow us to see the entire construct at a glance. Sticky notes with dates and students’ names can be added to the grid, or we can use erasable marker to quickly jot students’ names in the appropriate skill box. We can update these grids periodically or carry them with us during a lesson where we are eliciting evidence from many students at once.



Susan Ford

Pearce Elementary
Guilford County Schools

Observation GRIDs

During the pilot, September of 2014, Susan Ford at Pearce Elementary in Guilford County School, created a set of GRIDs to support her formative assessment work.

Susan’s GRIDs were such useful tools! Teachers across the region used them and reported that they were better able to manage the formative assessment process. Teachers also reported that they appreciated having the GRIDs at hand and were able to make adjustments to instruction on the fly by locating students’ learning statuses on the progressions and knowing the next skill step.

We have updated Susan’s GRIDs with the 2016 KEA and K-3 construct content for your use.

Here are Susan’s recommendations for use (note that the GRIDS are a part of the process and notes are needed):
  • Refer to the construct booklet for the full construct progression information [standards aligned, situations, performance descriptors].
  • You may want to keep the construct booklet with the GRIDs to mark appropriately. [You may need the performance descriptors for support].
  • Place the dates inside the boxes when the behaviors are observed.
  • IMPORTANT: Use sticky notes to record your notes with your observations and keep the sticky notes with the GRID [or notepad or whatever method you use for your anecdotal notes] to assist you later with uploading [making learning statuses/status summaries].

GRIDs are in WORD format for you to adapt them to best meet your needs. Click on the links below to download each GRID.
KEA Constructs for FALL 2016:

K-3 Constructs (Optional unless specifically assigned, due to Usability Partnership Status):

Megan Turner

B. Everett Jordan Elementary
Alamance-Burlington School System

Using Construct Progressions During Instruction

Megan shares:
This year (top right),I thought about how it would be most helpful to record my observations and decided to try something new. I just created a table in a Word document and made a square with each students name. Each day I start a new grid. I write the date and the name of the construct at the top. I briefly record my notes for each, each day. At the end of the day, I get my recording sheet ready for the next day. Each day, I make a check mark beside each child's name that I have already recorded a note for on that construct this week. That way I can try to make sure I see each child at least once per week in each construct.

For example, on my counting objects recording sheet, I may take notes on three children on Monday. When I get my recording sheet ready for Tuesday, I will put a check mark by those three children. This helps me to know who I already have data for and could focus on getting data on other children. This also helped me track how much data I have collected.

I have shared this tool with other teachers in my district and they thought this helped them to manage their data collection.

Last year, while looking through the wiki, I was trying to decide if I could use any of the ideas of others to collect my notes. I feel like this whole process is just a way to think about and organize my notes. I saw the poster with all of the construct names on it. I liked how that person took notes with post its and stuck them on the corresponding construct name. I also saw the condensed versions of the constructs. I decided I would like to be able to see the construct and flag notes at the same time. So, I printed the condensed constructs to half pages and connected them with a ring. In hindsight, I would have printed them on different colors of paper to tell them apart. But when I am walking around, I am carrying these with me. I am taking notes on post its and sticking it on the page for the construct that I am observing. This way when I go in, I can input all of the notes for one construct at a time. While trying this out, I decided I would also try to write the corresponding letter from the construct card. For example, if I am observing the Emotional Literacy construct, and I made observations and feel that my students best fit is “Labels basic emotions (happy, sad, angry, scared) in self and others (including picture book characters),” I would make my notes on a post it. I would write the note I wanted to put in, write the letter C, and stick it to the Emotional Literacy construct card.



Katie Moore

South Lexington Elementary School
Lexington City Schools

Observing Evidences of Learning During Free Center Time

Katie shares:
I was able to collect evidence for students during free center time. They were counting bananas in the housekeeping center. We were also able to discuss size and beginning sounds during this time.
In a natural play environment during free center time, I collected evidence of book orientation and print awareness.
During another free center time, we worked on letter recognition, sounds, and beginning sounds using letter ice trays at the sand table.

Darlene Tannehill

South End Elementary School
Rockingham County Schools

Using Anecdotal Notes to Inform Future Instruction

Darlene shares:
This year we have two Kindergarten classes. The children are divided into groups and given interventions to meet the targeted standard and extend the learning for others. We use the information from our Kindergarten anecdotal notes to make adjustments according to their needs. The construct that is being observed would be written at the top and notes taken. These are then used to make the notes in teaching strategies. We use the notes taken to discuss needs during our Collaboration Around Student Achievement. This allows for another teachers’ observations to be used as well.

Click here for examples of teacher-made forms for anecdotal notes.

Sherri Hartley

Reeds Elementary School
Davidson County Schools

Organizing Evidences of Learning

Sherri says:
I have created these documents to help me stay organized throughout the KEA process. I use them to collect anecdotal notes and evidences on individual or small groups of students. Using this sheet, I record the student's previous learning skill, take notes on their ongoing academic behavior, and assign their current learning skill along the Construct Progression. I even have a place to check when I have recorded the evidences on the NC Teaching Strategies website. I use the class grid to record the dates that students obtain certain learning skills along the Construct Progression. This document helps me keep track of all students and their progress along the progression. At a glance, I can identify students who have similar learning targets and use this to help guide my daily instruction. At a glance, I can also see how many pieces of evidences I have collected on all the students in my class.

KEA Print Awareness Construct
KEA Object Counting Construct
KEA Book Orientation Construct
Book Orientation and Print Awareness Class Grid
Object Counting Class Grid

Angela Corum, Mallory Moore, & Marsha Erskine

Pine Hall Elementary School
Stokes County Schools

Family Engagement

Pine Hall Elementary School is bringing preschool children and their parents into school for learning and fun. Ready, Set, Go is a program to increase family involvement in schools BEFORE children enter kindergarten and is a chance to promote parents as their child’s first teacher. At the event, parents and kids participate in a variety of activities – they use colored doughnut shaped cereal to form the letters of their names and to make necklaces, make paper bag backpacks, match letters, play with modeling clay, listen to stories, and leave with a variety of resources including a new book and a list of activities they can engage in at home. Ready, Set, Go will continue bimonthly throughout the school year. If you are interested in learning more, call Pine Hall Elementary for more information.




Emotional Literacy Sample

Emotional Literacy

Several pilot teachers used the book Alexander and the Terrible, No Good, Very Bad Day by Judith Viorst as a read aloud. They found it to be a good opportunity to observe for Emotional Literacy as they prompted and questioned their students.

Click here for a sample scenario using this text.

Mallory Moore

Pine Hall Elementary Stokes County Schools

Organizing Observations and Inviting Specialists to Collaborate with Documentation

Mallory shares her KEA grid for observations. She keeps one sheet of paper for each construct and fills them in accordingly. The green sheet is a cheat sheet she made for assistants and other school personnel to aid kindergarten teachers in documentation.

KEA organizational tools-1.jpeg

Angela Corum

Pine Hall Elementary
Stokes County Schools

Beginning of Year Lesson

Angela shares:
The first week of school we read David Shannon's, David Goes To School to help implement classroom/school rules. We made an anchor chart with little David in the center titled, What Makes A Good Student? We completed the anchor chart together on the carpet discussing the bad choices David continued to make in the story. The students were given David templates to cut out and color (top right). Templates prompted discussion about shapes and we counted objects as we cut them out. We discussed what we thought was the most important rule we had talked about so far. The students dictated their sentences to us, and some copied and wrote themselves, then illustrated the rule and it was put with the David's they made. We also made another anchor chart that was a Do/Do Not related to classroom and school rules. We are stemming from this and moving on to a David Shannon author study. This was done over a 4 day period. Through this lesson we observed Fine Motor (pencil grip and cutting skills), Following Directions, Emotional Literacy, and Object Counting.

Angela uses this chart (bottom right) to document what students say, do, make, or write throughout the day.

david activity.jpg