Kindergarten Assessment Rubric
4th Nine Weeks
Sample portfolio pieces are included and/or may be substituted with teacher’s activities provided it assesses the stated TEKS.
ReadingOverarching Idea: Print awareness is a child’s earliest introduction to literacy. It is an understanding that language is written, printed, and organized in a certain structure.
Texas Essential Knowledge and Skills
/ 1Needs Improvement
Student has very limited understanding of subject of study and concepts on grade level. / 2
Emerging Understanding
Student is beyond beginning learning the subject of study and concepts on grade level. / 3
Proficient
Student has strong understanding of subject of study on grade level. / 4
Mastery
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 Assessment – Identify 52 Letter names
/ 1 / 2 / 3 / 4
K1(B)Identify upper and lower case letter / Identifies 44 or fewer letter names (upper &/or lower case) / Identifies 45 - 47 letter names (upper &/or lower case) / Identifies 48 - 51 letter names (upper &/or lower case) / Identifies 52 letter names (upper & lower case)
Tasks/Student Samples/Evidence of Understanding:
Ongoing Assessment and decoding words (VC‐ax, CVC‐mud, CCVC – slim, CVCC – vest)
/ 1 / 2 / 3 / 4
K.3A,B
K3(A)Identify common sounds that letters represent
K3(B)Use knowledge of letter-sound relationships to decode regular words in text and independent of content (e.g., VC, CVC, CCVC and CVCC words) / Identifies 25 or fewer letter sounds / Identifies 26 letter sounds / Identifies 31 letter sounds including vowel sounds / Identifies 31 letter sounds including vowel sounds
Decodes VC, CVC, CCVC,
CVCC words
Tasks/Student Samples/Evidence of Understanding:
HFW Word List
/ 1 / 2 / 3 / 4
K3(D)Identify and read at least 25 high-frequency words from a commonly used list / Reads 39 or fewer sight words / Reads 40 - 44 sight words / Reads 45 - 48 sight words / Reads 49 sight words
Tasks/Student Samples/Evidence of Understanding:
Poetry Criteria Check List
/ 1 / 2 / 3 / 4
K.7, K.9
K7 Students understand, make inferences and draw conclusions about the structure and elements of poetry and provide evidence from text to support their understanding. Students are expected to respond to rhythm and rhyme in poetry through identifying a regular beat and similarities in word sounds.
K.9 Reading/Comprehension of Informational Text/Culture and History. Students analyze, make inferences and draw conclusions about the author’s purpose in cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding. Students are expected to identify the topic of an informational text heard. / Poetry Criteria
Can identify features found in different poems.
Children are able to identify 1 of the following:
- Alliteration
- Rhymes/ Doesn’t Rhyme
- Repetition
- Can sound like a song
- Meaning/ Emotion / Poetry Criteria
Can identify features found in different poems.
Children are able to identify 2 of the following:
- Alliteration
- Rhymes/ Doesn’t Rhyme
- Repetition
- Can sound like a song
- Meaning/ Emotion / Poetry Criteria
Can identify features found in different poems.
Children are able to identify 3 of the following:
- Alliteration
- Rhymes/ Doesn’t Rhyme
- Repetition
- Can sound like a song
- Meaning/ Emotion / Poetry Criteria
Can identify features found in different poems.
Children are able to identify all of the following:
- Alliteration
- Rhymes/ Doesn’t Rhyme
- Repetition
- Can sound like a song
- Meaning/ Emotion
Tasks/Student Samples/Evidence of Understanding:
Story Map – Jack and the Beanstalk
/ 1 / 2 / 3 / 4
K.6 A-D (A) identify elements of the 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 cultures.
Fig 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 apply earlier standards with greater depth in increasingly more complex texts as they become self-directed, critical readers. / Literary Elements
Children are able to identify 2 or less of the following:
Setting, character, key events, big idea, sensory details, recurring phrases in characters. / Literary Elements
Children are able to identify 3-4 or more of the following:
Setting, character, key events, big idea, sensory details, recurring phrases in characters. / Literary Elements
Children are able to identify 5 or more of the following:
Setting, character, key events, big idea, sensory details, recurring phrases in characters. / Literary Elements
Children are able to identify all of the following:
Setting, character, key events, big idea, sensory details, recurring phrases in characters with automaticity.
Language Arts
(Writing, Listening, and Speaking)
Overarching Idea: Oral and Written Conventions/Spelling. Students spell correctly.
Texas Essential Knowledge and Skills
/ 1Needs Improvement
Student has very limited understanding of subject of study and concepts on grade level. / 2
Emerging Understanding
Student is beyond beginning learning the subject of study and concepts on grade level. / 3
Proficient
Student has strong understanding of subject of study on grade level. / 4
Mastery
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:
Spelling Test (lab, leg, win, dot, nut)
/ 1 / 2 / 3 / 4
K.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”) / Not able to write name or form letters legibly / Uses letter-sound correspondences to spell CVC words with the help of anchor charts and teacher support. / Uses letter-sound correspondences to spell CVC words with the help of anchor charts. / Uses letter-sound correspondences to spell CVC words with automaticity.
Tasks/Student Samples/Evidence of Understanding:
Teacher Observation (ex: Show and Tell or Presentation)
/ 1 / 2 / 3 / 4
K.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:
Short poem on Flowers (Acrostic Poem)
/ 1 / 2 / 3 / 4
K14(B)Write short poems / Unable to write a short poem. / Students can produce/write a short poem by choosing words to fill in the blanks on a provided poem. / Students can produce/write a short poem with support. / Students can produce/write a short poem on their own.
Tasks/Student Samples/Evidence of Understanding:
Journal or Booklet Writing Samples
1 / 2 / 3 / 4
K.13C Students will revise drafts by adding details or sentences.
K.13D Students will edit drafts by leaving spaces between letters and words. / Child is unable to add detail to their pictures or writing to clarify their message. Child is also unable to leave spaces between letters and words when editing draft. / Child sometimes adds detail to their pictures or writing to clarify their message.
Child also often leaves spaces between letters and words when editing draft. / Child consistently adds detail to their pictures or writing to clarify their
message. Child also consistently leaves spaces between letters and words when editing draft. / With automaticity-Child consistently adds detail to their pictures or writing to
clarify their message. Child also consistently leaves spaces between letters and words when editing draft.
Tasks/Student Samples/Evidence of Understanding:
Journal or Booklets – Research and Expository Text Samples
1 / 2 / 3 / 4
K.19A -B Students will ask questions about topics of class-wide interest. Students will decide what sources or people in the classroom, school, library, or home can answer these questions.
K.20A Students will gather evidence from provided text sources. / Child is unable to:
· ask questions when meaning breaks down
· identify who can answer question they might have
· to use pictures and text to learn more about a given topic and shares that information through pictures and words / Child often:
· ask questions when meaning breaks down
· knows what sources or people will answer their questions
· uses pictures and text to learn more about a given topic and shares that information through pictures and words / Child consistently:
· ask questions when meaning breaks down
· decides what sources or people will answer their questions
· uses pictures and text to learn more about a given topic and shares that information through pictures and words / With automaticity-Child consistently:
· ask questions when meaning breaks down
· decides what sources or people will answer their questions
· uses pictures and text to learn more about a given topic and shares that information through pictures and words
Tasks/Student Samples/Evidence of Understanding:
Journal or Booklets – Research and Expository Text Samples
1 / 2 / 3 / 4
K.20B Students will use pictures in conjunction with writing when documenting research. / Child is unable to use pictures and writing when documenting research. / Child often uses pictures and writing when documenting research. / Child consistently uses pictures and writing when documenting research. / With automaticity-Child consistently uses pictures and writing when documenting research.
Math
Overarching Idea: Students use mathematical processes to acquire and demonstrate mathematical understanding.
Texas Essential Knowledge and Skills
/ 1Needs Improvement
Student has very limited understanding of subject of study and concepts on grade level. / 2
Emerging Understanding
Student is beyond beginning learning the subject of study and concepts on grade level. / 3
Proficient
Student has strong understanding of subject of study on grade level. / 4
Mastery
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:
Class Discussion with Anchor Chart
/ 1 / 2 / 3 / 4
K.9A-D
K9(A)Identify ways to earn income
K9(B)Differentiate between money received as income and money received as gifts
K9(C)List simple skills required for jobs
K9(D)Distinguish between wants and needs and identify income as a source to meet one’s wants and needs / Financial Literacy
Students are able to do all of the following
· identify ways to earn income;
· differentiate between money received as income and money received as gifts
· list simple skills required for jobs
· distinguish between wants and needs and identify income as a source to meet one's wants and needs. / Financial Literacy
Students are able to do all of the following
· identify ways to earn income;
· differentiate between money received as income and money received as gifts
· list simple skills required for jobs
· distinguish between wants and needs and identify income as a source to meet one's wants and needs. / Financial Literacy
Students are able to do all of the following
· identify ways to earn income;
· differentiate between money received as income and money received as gifts
· list simple skills required for jobs
· distinguish between wants and needs and identify income as a source to meet one's wants and needs. / Financial Literacy
Students are able to do all of the following
· identify ways to earn income;
· differentiate between money received as income and money received as gifts
· list simple skills required for jobs
· distinguish between wants and needs and identify income as a source to meet one's wants and needs.
Tasks/Student Samples/Evidence of Understanding:
Class Surveys (printed from web or created)
/ 1 / 2 / 3 / 4
K.8A-C
K8(A)Collect, sort and organize data into two or three categories
K8(B)Use data to create real-object and picture graphs
K8(C)Draw conclusion from real-object and picture graphs / Surveys
Students are able to do 2 or less of the following
- collect
- sort
- organize data into two or three categories
- Interpret data with elaborate detail / Surveys
Students are able to do 3 of the following
- collect
- sort
- organize data into two or three categories
- Interpret data with elaborate detail / Surveys
Students are able to do all of the following with support
- collect
- sort
- organize data into two or three categories
- Interpret data with elaborate detail / Surveys
Students are able to do all of the following
- collect
- sort
- organize data into two or three categories
- Interpret data with elaborate detail
Tasks/Student Samples/Evidence of Understanding:
Addition Four Square Math Problem or Addition UPS Word Problem
/ 1 / 2 / 3 / 4
K.3A-C Addition
K3(A)Model the action of joining to represent addition and the action of separating to represent subtraction
K3(B)Solve word problems using objects and drawings to find sums up to 10 and differences within 10
K3(C)Explain the strategies used to solve problems involving adding and subtracting within 10 using spoken words, concrete and pictorial models, and number sentences / Students are able to solve word problems to find sums up to 10 using none or 1 of the following
-spoken words
- manipulatives
- pictures
- number sentences / Students are able to solve word problems to find sums up to 10 using 2 of the following
-spoken words
- manipulatives
- pictures
- number sentences / Students are able to solve word problems to find sums up to 10 using 3 of the following
-spoken words
- manipulatives
- pictures
- number sentences / Students are able to solve word problems to find sums up to 10 using all of the following
-spoken words
- manipulatives
- pictures
- number sentences
Tasks/Student Samples/Evidence of Understanding:
Subtraction Four Square Math Problem or Subtraction UPS Word Problem
/ 1 / 2 / 3 / 4
K.3A-C Subtraction
K3(A)Model the action of joining to represent addition and the action of separating to represent subtraction