Kindergarten Assessment Rubric s1

Kindergarten Assessment Rubric

1st 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: 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

/ 1
Needs 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 31+ letter names
/ 1 / 2 / 3 / 4
K.1B
Identify upper and lower case letters / Identifies 0 – 8 letter names
(upper &/or lower case) / Identifies 9 – 20 letter names
(upper &/or lower case) / Identifies 21 – 30 letter names
(upper &/or lower case) / Identifies 31+ letter names
(upper &/or lower case)
Tasks/Student Samples/Evidence of Understanding:
Ongoing Assessment – Identify 16+ letter sounds
/ 1 / 2 / 3 / 4
K.3A
Identify the common sounds that letters represent / Identifies 0 – 4 letter sounds / Identifies 5 – 10 letter sounds / Identifies 11 – 15 letter sounds / Identifies 16+ letter sounds
Tasks/Student Samples/Evidence of Understanding:
HFW Word List
/ 1 / 2 / 3 / 4
K.3D
Identify and read at least 25 high-frequency words from a commonly used list. / Reads 0 sight words / Reads 1-2 sight words / Reads 3-4 sight words / Reads 5+ sight words
Tasks/Student Samples/Evidence of Understanding:
Teacher Observation (Tejas LEE or TPRI Print Awareness Assessment)
/ 1 / 2 / 3 / 4
K.1A,C,D,E,F,G
(A)Recognize that spoken words can be represented by print for communication; (C)Demonstrate the one-to-one correspondence between a spoken word and a printed word in text; (D)Recognize the difference between a letter and a printed word; (E)Recognize that sentences are comprised of words separated by spaces and demonstrate the awareness of word boundaries (e.g., through kinesthetic or tactile actions such as clapping and jumping); (F)Hold a book right side up, turn its pages correctly, and know that reading moves from top to bottom and left to right;
(G)Identify different parts of a book (e.g., front and back covers, title page). / Demonstrates less than 3 concepts of print. / Demonstrates 4/6
· What we say can be written with words
· That letters have names that are different from their sound.
· The difference between a letter and a word
· Sentences are made up of words that follow a sequence.
· A book is held upright and is read from front to back and from left to right.
· The various parts of a book, front, back covers and title page. / Demonstrates 5/6
· What we say can be written with words
· That letters have names that are different from their sound.
· The difference between a letter and a word
· Sentences are made up of words that follow a sequence.
· A book is held upright and is read from front to back and from left to right.
· The various parts of a book, front, back covers and title page. / Demonstrates all concepts of print:
· What we say can be written with words
· That letters have names that are different from their sound.
· The difference between a letter and a word
· Sentences are made up of words that follow a sequence.
· A book is held upright and is read from front to back and from left to right.
· The various parts of a book, front, back covers and title page.
Tasks/Student Samples/Evidence of Understanding:
Read Lily’s Purple Plastic Purse
Lily’s Purple Plastic Purse Activity
/ 1 / 2 / 3 / 4
Figure 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.
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. / Emerging
Comprehension of Literary Text
(May be read by teacher or student)
**Can use DRA 2 Continuum or Treasures retelling cards to determine the comprehension score. / Developing
Comprehension of Literary Text
(May be read by teacher or student)
· answer and ask questions about text (who, what, where, when)
· make inferences about the cover, title, illustrations and plot
· make connections to own experiences
**Can use DRA 2 Continuum or Treasures retelling cards to determine the comprehension score. / Independent
Comprehension of Literary Text
(May be read by teacher or student)
· answer and ask questions about text (who, what, where, when)
· make inferences about the cover, title, illustrations and plot
· make connections to own experiences
**Can use DRA 2 Continuum or Treasures retelling cards to determine the comprehension score. / Advanced
Comprehension of Literary Text
(May be read by teacher or student)
· answer and ask questions about text (who, what, where, when)
· make inferences about the cover, title, illustrations and plot
· 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:
Read Friends Around the World
Friends Around the World Activity
Harcourt Activity online - http://activities.macmillanmh.com/reading/treasures/stories/story_lessonlist/1020196.html
/ 1 / 2 / 3 / 4
Figure 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.
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. / Emerging
Comprehension of Literary Text
(May be read by teacher or student)
**Can use DRA 2 Continuum or Treasures retelling cards to determine the comprehension score. / Developing
Comprehension of Literary Text
(May be read by teacher or student)
· answer and ask questions about text (who, what, where, when)
· make inferences about the cover, title, illustrations and plot
· make connections to own experiences
**Can use DRA 2 Continuum or Treasures retelling cards to determine the comprehension score. / Independent
Comprehension of Literary Text
(May be read by teacher or student)
· answer and ask questions about text (who, what, where, when)
· make inferences about the cover, title, illustrations and plot
· make connections to own experiences
**Can use DRA 2 Continuum or Treasures retelling cards to determine the comprehension score. / Advanced
Comprehension of Literary Text
(May be read by teacher or student)
· answer and ask questions about text (who, what, where, when)
· make inferences about the cover, title, illustrations and plot
· make connections to own experiences
**Can use DRA 2 Continuum or Treasures retelling cards to determine the comprehension score.
Language Arts
(Writing, Listening, and Speaking)
Overarching Idea: Children understand oral and written conventions to spell correctly. Students use comprehension skills to listen attentively to others in formal and informal settings.

Texas Essential Knowledge and Skills

/ 1
Needs 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:
First and Last Name
/ 1 / 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 without copying. / Child is able to write their first name with or without reversals without copying. / With automaticity- Child is able to write their first name without reversals without copying.
Tasks/Student Samples/evidence of Understanding:
Journals or Booklet Writing Samples
1 / 2 / 3 / 4
K.14A Students will dictate or write sentences to tell a story and put the sentences in chronological sequence. / Child is unable to dictate or write ideas on paper using labels or simple sentences to convey meaning. / Child is able to dictate ideas on paper using labels or simple sentences to convey meaning. / Child will write ideas on paper using labels or simple sentences to convey meaning. / With automaticity- Child will write ideas on paper using labels and simple sentences to convey meaning.
Tasks/Student Samples/Evidence of Understanding:
Teacher Observation
/ 1 / 2 / 3 / 4
K.21(A) Listen attentively by facing speakers and asking questions to clarify information / Rarely listens and needs much direction / Often listens and can follow 1-step directions / Listens and understands by asking questions / Listens and participates (faces speaker/ask questions to clarify information)
Tasks/Student Samples/Evidence of Understanding:
Teacher Observation (Show and Tell or Presentation)
/ 1 / 2 / 3 / 4
K.16 B,C, K.22, K.23
(B)Speak in complete sentences to communicate (C)Use complete simple sentences
K22 Students speak clearly and to the point, using the conventions of language. Students continue to apply earlier standards with greater complexity. Students are expected to share information and ideas by speaking audibly and clearly using the conventions of language
K23 Students work productively with others in teams. Students continue to apply earlier standards with greater complexity. Students are expected to follow agreed-upon rules for discussion, including taking turns and speaking one at a time. / Student does not speak clearly or to the point / Participates, if prompted using basic standards of speech / Actively participates, tone is appropriate for audience, speaks clearly and to the point / Actively participates, uses
complex vocabulary, tells a complete thought, speaks clearly and takes turns, works productively with others
Tasks/Student Samples/evidence of Understanding:
Nouns activity
1 / 2 / 3 / 4
K.16A Students will understand and use the parts of speech in the context of reading, writing, and speaking (LINK LIST FOR 16A) / Child is unable to explain that there are different kinds of words (e.g., person, place or thing). / Child often explains that there are different kinds of words (e.g., person, place or thing). / Child consistently explains that there are different kinds of words (e.g., person, place or thing). / With automaticity-Child consistently explains that there are different kinds of words (e.g., person, place or thing).
Math
Overarching Idea: The children apply mathematical process standards to understand how to represent and compare whole number.