KINDERGARTEN HIGHER ORDER THINKING CHECKLIST


Sheryl Carter

ECH-640

Dr. Barley

GCU

S

Kindergarten Checklist for Higher Order Thinking

Category / Definition / Observed (yes / no) / Notes
Knowledge
Key words: list, name, label, recall, identify, match, choose / Student can recall prior knowledge and relate it to new information presented. Example: a student looks at picture of a sun and states that the sun is a circle. / 3
Organization
Key words: categorize, group, classify, compare, contrast / Student can arrange information in manner that can be understood. Classifies objects based on attributes. Compares and contrasts objects. Can order and sequence. Can explain how events or objects are related. / 3
Application
Key words: apply, make, show, record, construct, demonstrate, illustrate / Student can apply knowledge to new situations. Example: student has previously learned sequencing and can now illustrate a field trip by identifying the beginning, middle, and end. / 3
Analyzing
Key words: outline, diagram, differentiate, analyze / Student can identify relationships and patterns. They can "zoom in" on a small moment/event that happened and elaborate more about it. / 2
Constructs
Key words: conclude, predict, infer, explain, elaborate / Student can infer and predict what will happen from prior knowledge. Example: ask a student what happens if I drop an egg? or can pigs fly? Why or why not? / 2
Integrating
Key words: combine, summarize, design, imagine, generalize / Students can combine old and new information. Example: students know dogs have four legs yet as they learn about more animals they know not all four legged animals are dogs. Ask “how many ways could you move across the room?” or “tell me about story”. / 1
Evaluates
Key words: judge, evaluate, rate, verify, assess, define / Student can assess or evaluate. Is what we read possible? Why or why not? Student find information needed, for example they will look back to story if asked for a detail. / 1

Rating scale: Observed- 3, With help-2, in progress-1, not yet-0

References

Copple, C. & Bredekamp, S. (2009). Developmentally appropriate practice in early childhood programs serving children from birth through age 8 (3rd ed), Washington, DC: National Association for the Education of Young Children.

Lesh, R., English, L., Sevis, S., & Riggs, C. (2013). Problem solving in the primary school (k-2). TME, 10(1-2), 35-59.

Taylor, S. (2012, February 17). Thinking outside the box – Higher order thinking in kindergarten. Retrieved from