€¦ · web viewkindergarten assessment rubric. 2nd nine weeks. sample portfolio pieces are...

Kindergarten Assessment Rubric2nd Nine Weeks

Sample portfolio pieces are included and/or may be substituted with teacher’s activities provided it assesses the stated TEKS.

Reading

Overarching Idea: Children use the relationships between letters and sounds, spelling patterns, and morphological analysis to decode written English.

Texas Essential Knowledge and

Skills

1Needs

ImprovementStudent has very limited understanding of subject of study and concepts on

grade level.

2Emerging

UnderstandingStudent is beyond

beginning learning the subject of study and

concepts on grade level.

3Proficient

Student has strong understanding of subject of study on grade level.

4Mastery

Student has full understanding of subject of study on grade level

and is able to make connections to other

areas.Tasks/Student Samples/Evidence of Understanding:

Ongoing checklist – Identify 52 letter names

1 2 3 4K.1(B) Identify upper and lower case letters

Identifies 20 or fewer letter names (upper &/or lower case)

Identifies 21 - 40 letter names(upper &/or lower case)

Identifies 41 - 51 letter names (upper &/or lower case)

Identifies 52 letter names (upper & lower case)

Tasks/Student Samples/Evidence of Understanding: Rhyming: Five words - TPRI PA- 1

1 2 3 4K.2(C) Orally generates rhymes and response to spoken words (e.g, “What rhymes with hat?”)

Cannot generates a rhyme to given words. Nonsense words are acceptable.

Generates rhymes to 1-2 given words. Nonsense words are acceptable.

Generates rhymes to 3 given words. Nonsense words are acceptable.

Generates rhymes to 4 given words with automaticity. Nonsense words are acceptable.

Austin ISD K Department, 2015/ 2016



Tasks/Student Samples/Evidence of Understanding: Ongoing checklist – Identify 26+ letter sounds

1 2 3 4K.3(A) Identify the common sounds that letters represent

Identifies 14 or fewer letter sounds

Identifies 15 - 21 letter sounds

Identifies 22 - 25 letter sounds

Identifies 26+ letter sounds

Tasks/Student Samples/Evidence of Understanding: HFW Word List

1 2 3 4K.3(D)Identify and read at least 25 high-frequency words from a commonly used list

Reads 9 or fewer sight words

Reads 10 -13 sight words

Reads 14 - 16 sight words

Reads 17+ sight words

Tasks/Student Samples/Evidence of Understanding: Duck on a Bike (beginning, middle and end)

1 2 3 4Figure 19 Reading/Comprehension Skills. Students use a flexible range of metacognitive reading skills in both assigned and independent reading to understand an author’s message. Students will continue to

EmergingComprehension of Literary Text (May be read by teacher or student)

**Can use DRA 2 Continuum or Treasures retelling cards to determine

DevelopingComprehension of Literary Text (May be read by teacher or student)

Discuss the purposes for reading and

IndependentComprehension of Literary Text (May be read by teacher or student)


AdvancedComprehension of Literary Text (May be read by teacher or student)





apply earlier standards with greater depth in increasingly more complex texts as they become self-directed, critical readers. K.4 (A,B) Students will be able to predict what might happen next in text based on the cover, title, and illustrations. Students will also be able to ask and respond to questions about texts read aloud.

the comprehension score.

listening to various texts

answer and ask questions about text (who, what, where, when)

monitor and adjust comprehension

make inferences about the cover, title, illustrations and plot

retell or act out important events in stories

make connections to own experiences

**Can use DRA 2 Continuum or Treasures retelling cards to determine the comprehension score.















Tasks/Student Samples/Evidence of Understanding: On the Go Activity

1 2 3 4Austin ISD K Department, 2015/ 2016



K.10 (A,D) Students will be able to identify the topic and details in expository text heard or read, referring to the words and/or illustrations. Students will be able to use titles and illustrations to make predictions about text.

EmergingComprehension of Literary Text (May be read by teacher or student)


DevelopingComprehension of Literary Text (May be read by teacher or student)

Discuss the purposes for reading and listening to various texts






IndependentComprehension of Literary Text (May be read by teacher or student)






make connections to own

AdvancedComprehension of Literary Text (May be read by teacher or student)






make connections to




**Can use DRA 2 Continuum or

Treasures retelling cards to determine the comprehension

score.

experiences



score.

own experiences



score.Tasks/Student Samples/Evidence of Understanding:

Little Red Hen Comparison (T-Chart with characters, setting, problem and solution)

1 2 3 4K.6 A-D(A)Identify elements of a story including setting, character, and key events(B)discuss the big idea (theme) of a well-known folktale or fable and connect it to personal experience(C)Recognize sensory details(D)Recognize recurring phrases and characters in traditional fairy tales, lullabies and folktales from various

K.8 (A,B) Students are

Compare and ContrastCompare and Contrast two different versions of the same fictional texts (i.e. Fairy tales, ex: Gingerbread Man and Gingerbread Baby)Children are able to identify 2 of the following:

- Characters- Settings- Problem- Solution


- Characters- Settings- Problem - Solution


- Characters- Settings- Problem- Solution

Compare and ContrastCompare and Contrast two different versions of the same fictional texts (i.e. Fairy tales, folktales and lullabies ex: Gingerbread Man and Gingerbread Baby)Children are able to identify all of the following:

- Characters- Settings- Problem




able retell a main event from a story read aloud. Students are also able to describe characters in a story and the reasons for their actions.

- Solution

Language Arts (Writing, Listening, and Speaking)

Overarching Idea: Children use comprehension skills to listen attentively to others in formal and informal settings. Children continue to apply earlier standards with greater complexity.


Skills

1Needs


grade level.

2Emerging




3Proficient


4Mastery




First and Last Name1 2 3 4

K.18(C) Write one’s own name

Child uses controlled scribble to write name.

Child writes most letters in their name with or without reversals with copying.

Child is able to write most of their first and last name with or without reversals without copying.

With automaticity- Child is able to write their first and last name without reversals without copying.

Tasks/Student Samples/Evidence of Understanding: Austin ISD K Department, 2015/ 2016



CVC Assessment Page Have students write the words bug, map, top, sit, pen

1 2 3 4K.18 A-B (A)Use phonological knowledge to match sounds to letters(B)Use letter-sound correspondences to spell consonant-vowel-consonant (CVC) words (e.g.,”cut”)

Unable to use letter-sound correspondence to spell CVC words.

Uses letter-sound correspondence to spell 1-3 CVC words.

Uses letter-sound correspondence to spell 4 - CVC words.

Uses letter-sound correspondence to spell 5 - CVC words.

Tasks/Student Samples/Evidence of Understanding: Teachers observation (Listening to directions activity or Presentation)

1 2 3 4K.21(A) Listen attentively by facing speakers and asking questions to clarify information

Does not face speaker and is unable to asks questions to clarify.

Faces speaker when listening OR can asks questions if prompted.

Listens and understands by asking questions if prompted.

Listens and participates (faces speaker/ask questions to clarify information).

Tasks/Student Samples/Evidence of Understanding: Teacher Observation (ex: Show and Tell)

1 2 3 4K.16B,C K.22, K.23K.16B Students will speak in complete sentences to

Student does not speak clearly or to the point. Speaks or asks questions using prompts or copying.

Participates, if prompted using basic standards of speech. Speaks or asks questions using 1 to 3

Actively participates, tone is appropriate for audience, speaks clearly and to the point. Speaks and ask

Actively participates, usescomplex vocabulary, tells a complete thought, speaks




communicate. 16(C)Use complete simple sentences K22 Students speak clearly and to the point, share information and ideas by speaking audibly, and apply earlier standards with greater complexity.K23 Students work productively with others in teams, follow agreed-upon rules for discussion, including taking turns and speaking one at a time.

words or with prompts

questions using 5 to 6 words to create a complete sentence with prompts.

clearly and takes turns, works productively with others. Speaks and asks questions using 5 to 6 words to create a complete sentence.

Tasks/Student Samples/Evidence of Understanding: Now and Then Thanksgiving or dinner preparation sequence. (students retell the steps of

Thanksgiving Dinner Preparation in the Past and present. Have students draw their own Thanksgiving Preparation and explain to class or

teacher)

1 2 3 4K14(A)Dictate or write sentences to tell a story and put the sentences in chronological

Does not retell any part of text read aloud

Recall basic information from text read aloud

Retell events in sequential order and elements of a story

Retell events in sequential order with personal involvement and/or inferences and




sequence elements of storyTasks/Student Samples/evidence of Understanding:

Journal or Booklet Writings1 2 3 4

K.13A Students will plan a first draft by generating ideas for writing through class discussion.K.13E Students will share writing with others.

Child is unable to explain, share thoughts and ideas orally and on paper. Child is unable to share his/her work with other.

Child is able to explain and share thoughts orally OR explain and share thoughts on paper. Child often shares his/her work with others.

Child explains, shares thoughts and ideas orally and on paper. Child consistently shares his/her work with others.

With automaticity-Child explains, shares thoughts and ideas orally and on paper. Child consistently shares his/her work with others.

Tasks/Student Samples/evidence of Understanding:Journal or Booklet Writing

1 2 3 4




K.16C Students will use complete simple sentences. K.17A Students will form upper- and lower-case letters legibly using the basic conventions of print (left-to-right and top-to-bottom progression);K.17B Students will capitalize the first letter in a sentence.K.17C Students will use punctuation at the end of a sentence.

Conventions of Writing

Child is unable to capitalize the first letter in a sentence and does not use proper punctuation at the end of a sentence.

Forms upper and lower case letters

Child is unable uses punctuation at the end of a sentence.


Child often uses simple sentences that are comprehensible to the listener.

Child often capitalizes the first letter in a sentence.


Child often uses punctuation at the end of a sentence.


Child consistently uses simple sentences that are comprehensible to the listener.


Child consistently capitalizes the first letter in a sentence.

Child consistently uses punctuation at the end of a sentence.

Conventions of Writing with automaticity

Child consistently uses simple sentences that are comprehensible to the listener.


Child consistently capitalizes the first letter in a sentence.

Child consistently uses punctuation at the end of a sentence.

Math

Overarching Idea: The children apply mathematical process standards to understand how to represent and compare whole number.





Skills

1Needs


grade level.

2Emerging




3Proficient


4Mastery




Ongoing Assessment – Identifies all numerals (0-10)

1 2 3 4K.2(B) Read write, and represent whole numbers from 0-10 with and without objects or pictures

Identifies less than 2 numerals

Identifies 3 - 4 numerals

Identifies 5 - 9 numerals

Identifies all numerals (0-10)

Tasks/Student Samples/Evidence of Understanding: Ongoing Assessment – Rote counts backwards from 10

1 2 3 4K.2(A) Count forward and backward to at least 10 with and without objects

Rote counts backwards from 3

Rote counts backwards 4 - 6

Rote counts backwards 7 - 9

Rote counts backwards from 10

Tasks/Student Samples/Evidence of Understanding: Name Measurement Activity

1 2 3 4K.7A,B Unable to compare Able to compare Able to compare Able to compare and




7(A)Give an example of a measurable attribute of a given object, including length, capacity, and weight7(B)Compare two objects with a common measurable attribute to see which object has more or/less of the attribute and describe the difference

two objects using math vocabulary

objects using math vocabulary (less than, more than, same as, equal to, longer, shorter, heavier, lighter, etc.)

objects using math vocabulary (less than, more than, same as, equal to, longer, shorter, heavier, lighter, etc.) and describe the difference (i.e. “it is three cubes longer”)

represent/record objects using math vocabulary (less than, more than, same as, equal to, longer, shorter, heavier, lighter, etc.) and describe the difference (i.e. “it is three cubes longer”)

Tasks/Student Samples/Evidence of Understanding: Number Web (have students show four ways to represent a number)

1 2 3 4 K.2(B) Read write, and represent whole numbers from 0-10* with and without objects or pictures

Unable to represent numbers in any ways (numerals 6 – 10)

Able to represent numbers in two ways (numerals 6 – 10)

Able to represent numbers in three ways (numerals 6 – 10)

Read, write and represent whole numbers from 0 – 10 with and without objects or pictures in four different ways.

Science




Overarching Idea: Children know that energy, force, and motion are related and are a part of their everyday life.


Skills

1Needs


grade level.

2Emerging




3Proficient


4Mastery




Magnetic and Non Magnetic Assessment (First ask about repel and attract and then draw three things that are magnetic and 3 that are non magnetic)

1 2 3 4K.2B K.6A-DK2(B)Plan and conduct simple descriptive investigations such as ways objects moveK6(A)Use the five senses to explore different forms of energy such as light, heat, and soundK6(B)Explore interactions between magnets and various materialsK6(C)Observe and describe the location

Unable to identify magnetic or non-magnetic objects.

Able to identify 1 or more magnetic or non-magnetic objects without using scientific vocabulary

Able to identify 2 magnetic or non-magnetic objects using scientific vocabulary (force, push, pull, attract, and repel)

Able to identify 3 or more magnetic or non-magnetic objects using scientific vocabulary (force, push, pull, attract, and repel)




of an object can move such as in a straight line, zigzag, up and down, back and forth, round and round, and fast and slowTasks/Student Samples/Evidence of Understanding:

Night and Day Assessment on Black/White paper 1 2 3 4

K.8(C)Observe, describe, and illustrate objects in the sky such as the clouds, moon, and stars including the sun

Able to identify 1 objects in the day and night sky (sun, moon, stars, clouds, etc.)




Social Studies

Overarching Idea: Children will understand the importance of patriotism and appreciate the basic democratic values of our nation as they build a foundation in history.





Skills

1Needs


grade level.

2Emerging




3Proficient


4Mastery




How do we get to school (past, present and future)

1 2 3 4K.3.A,BK3(A)Place events in chronological order(B)Use vocabulary related to time and chronology, including before, after, next, first, last, yesterday, today and tomorrow.

Unable to identify objects of long ago and today

Able to identify objects of long ago and today (objects, events, tools, toys, etc.) with support

Able to identify objects of long ago and today (objects, events, tools, toys, etc.)

Able to give examples of long ago and today (objects, events, tools, toys, etc.) using correct vocabulary

Tasks/Student Samples/Evidence of Understanding: Class discussion, anchor chart/brainstorm, students draw 4 examples of the technology and how

they use it. Explain.

1 2 3 4K13 A-CK13(A)Identify examples of technology used in the home and school

Identify one example of technology and how they are used in the home and/or school and how it

Identify two examples of technology and how they are used in the home and/or school and how it

Identify three examples of technology and how they are used in the home and/or school

Identify four examples of technology and how they are used in the home and/or school




K13(B)Describe how technology helps specific tasks and meet people’s needsK13(C)Describe how his or her life might be different without modern technology

affects people’s lives. affects people’s lives. and how it affects people’s lives.

and how it affects people’s lives.

Tasks/Student Samples/Evidence of Understanding: Class votes on various things or in mock election (ex: Grace for President & Duck for President)

1 2 3 4K10(D)Use voting as a method for group decision making.

Unable to identify the results from a class vote (election, reward day activity, class pet, etc.)

Able to identify the results from a class vote (election, reward day activity, class pet, etc.) with support

Able to identify the results from a class vote (election, reward day activity, class pet, etc.)

Able to identify and explain the results from a class vote (election, reward day activity, class pet, etc.)

Tasks/Student Samples/Evidence of Understanding: Family Shield with 4 traditions. Completed at home and presented in class.

1 2 3 4K.1A,B, K.11A,B, K.12A,B(A)Explain the reasons for national patriotic, holidays such as President’s Day, Veteran’s Day(B)Identify customs associated with

Describe or identify 0-1 family customs, traditions, and holidays.

Describe or identify 2-3 family customs, traditions, and holidays.

Describe and identify 4 family customs, traditions, and holidays with support.

Describe and identify 4 family customs, traditions, and holidays. (ex: On my birthday, we have ….)




national patriots holidays such as parades and fireworks on Independence DayK11(A)Identify similarities and differences among people such as kinship, laws and religion(B)Identify similarities and differences among people such as music, clothing, and food.K12(A)Describe and explain the importance of family customs and traditions(B)Compare family customs and traditions.

Health

Overarching Idea:





Skills

1Needs

Improvement

2Emerging

Understanding

3Proficient

4Mastery

Tasks/Student Samples/Evidence of Understanding: Four Fold – Breakfast, Lunch, Dinner, and Snacks with four examples in each1 2 3 4

K.1B K.3BK1(B)Identify types of foods that help the body grow such as healthy breakfast foods and snacksK3(B)Plan a healthy meal and/or snack.

Can identify 1 or fewer healthy foods for breakfast, lunch, snacks or dinner (ex: identify components of a healthy meal)

Can identify 2 healthy foods for breakfast, lunch, snacks or dinner (ex: identify components of a healthy meal)



Tasks/Student Samples/Evidence of Understanding: Teacher Observation - Students role play being respectful to one another

1 2 3 4 K8(A - C) recognize and describe individual differences and communicate appropriately and respectfully with all individuals; explain the importance of showing consideration and respect for teachers, family members,

Students are unable to do any of the following recognize and

describe individual differences and communicate appropriately and respectfully with

Students are able to do 1 of the following with consistently recognize and

describe individual differences and communicate appropriately and respectfully with all individuals;

Students are able to do 2 of the following with consistently recognize and

describe individual differences and communicate appropriately and respectfully with all individuals;

Students are able to do all of the following with automaticity recognize and

describe individual differences and communicate appropriately and




friends, peers, and other individuals; and recognize and explain the importance of manners and rules for healthy communication and treating others with respect.

all individuals; explain the

importance of showing consideration and respect for teachers, family members, friends, peers, and other individuals;

recognize and explain the importance of manners and rules for healthy communication and treating others with respect.

explain the importance of showing consideration and respect for teachers, family members, friends, peers, and other individuals;




respectfully with all individuals;



Tasks/Student Samples/Evidence of Understanding: Students brainstorm as a class solutions to bullying

1 2 3 4K.9 (A – B) identify and use refusal skills to

Students are able to identify 0 – 1 of the

Students are able to identify 2 of the

Students are able to identify 3 of the

Students are able to identify all of the




avoid unsafe behavior situations such as saying no in unsafe situations and then telling an adult if he/she is threatened; and demonstrate skills for making new acquaintances. K.10 (A-C) identify bullying behaviors; identify replacement behaviors to avoid bullying friends, family members, and peers; demonstrate how to get help from a teacher, parent, or trusted adult in solving problems and conflicts with peers; and describe appropriate actions to take in response to bullying.

following:

bullying behaviors how to avoid

bullying and appropriate actions in response to bullying

who to tell if someone is not being safe or is bullying someone

how to get help from a teacher, parent or trusted adult

following:





following:





following:

bullying behaviors

how to avoid bullying and appropriate actions in response to bullying




€¦ · web viewkindergarten assessment rubric. 2nd nine weeks. sample portfolio pieces are...

Documents