Texas Essential Knowledge and Skillscurriculum.austinisd.org/schoolnetDocs/early_childhood/generalResour… · Web viewKindergarten Assessment Rubric. 1st Nine Weeks. Sample portfolio

Kindergarten Assessment Rubric1st 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

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 Assessment – Identify 31+ letter names

1 2 3 4K.1BIdentify upper and lower case letters

Identifies 0 – 8 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 4K.3AIdentify the common sounds that letters represent

Identifies 0 – 4 letter sounds



Identifies 16+ letter sounds

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

Austin ISD K Department, 2015/ 2016 Page 1



1 2 3 4K.3DIdentify 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 4K.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

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

Demonstrates 5/6 What we say can be






The various parts of a book, front, back

Demonstrates all concepts of print: What we say can be






The various parts of




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).

covers and title page.

covers and title page.

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 Activity1 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

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

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

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

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

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


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





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.

score. 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.

make inferences about the cover, title, illustrations and plot






Tasks/Student Samples/Evidence of Understanding:Read Friends Around the World

Friends Around the World ActivityHarcourt Activity online - http://activities.macmillanmh.com/reading/treasures/stories/story_lessonlist/

1020196.html1 2 3 4

Figure 19 Reading/Comprehension Skills. Students use a flexible range of metacognitive

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

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

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

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




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.














Language ArtsAustin ISD K Department, 2015/ 2016 Page 5



(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.


Skills

1Needs



level.

2Emerging


3Proficient



4Mastery


other areas.

Tasks/Student Samples/Evidence of Understanding:First and Last Name

1 2 3 4K.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 4K.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 4K.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 4K.16 B,C, K.22, K.23(B)Speak in complete sentences to communicate (C)Use complete simple sentencesK22 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

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, usescomplex vocabulary, tells a complete thought, speaks clearly and takes turns, works productively with others




languageK23 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.Tasks/Student Samples/evidence of Understanding:

Nouns activity1 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.


Skills

1Needs



level.

2Emerging


3Proficient



4Mastery


other areas.

Tasks/Student Samples/Evidence of Understanding:Ongoing Assessment – Identifies all numerals (0-5)

1 2 3 4K.2(B)Read write, and represent whole numbers from 0-5 with and without objects or pictures

Unable to identify any numbers

Identifies 1-2 numerals

Identifies 3-4 numerals

Identifies all numerals (0-5)

Tasks/Student Samples/Evidence of Understanding:Show pictures of 2-D shapes and record results on ongoing assessment

1 2 3 4K.6(A)Identify two-dimensional shapes, including circles, triangles, rectangles, and squares as special rectangles

Identifies 1 shape Identifies 2 shapes Identifies 3 shapes Identifies all 2-D shapes (circle, triangle, rectangle, square as special rectangle)

Tasks/Student Samples/Evidence of Understanding:Teacher Observation – Sort sets of objects by 3 or more attributes

1 2 3 4K.8 A-C Does not understand Sorts by 1 attribute Identify and sort by 2 Sort a set of objects




(A)Collect, sort, and organize data into two or three categories, (B)Use data to create real-object and picture graphs (C)Draw conclusions from real-object and picture graphs

the concept of sorting

attributes by 3 or more attributes and identify each attribute.

Tasks/Student Samples/Evidence of Understanding:Draw sets of ten activity

1 2 3 4K.2(E)Generate a set using concrete and pictorial models that represents a number that is more than, less than another number up to at least 10*

Generate a set using concrete or pictorial models representing 2 or less

Generate a set using concrete or pictorial models representing up to 3



ScienceOverarching Idea: The children conduct classroom and outdoor investigations following home and school safety procedures and uses environmentally appropriate and responsible practices.





Skills

1Needs



level.

2Emerging


3Proficient



4Mastery


other areas.

Tasks/Student Samples/Evidence of Understanding:Students will create a science safety poster to present to the class.

1 2 3 4K.1 A,B(A)Identify and demonstrate safe practices as described in the Texas Safety Standards during classroom and outdoor investigations, including wearing safety goggles, washing hands, and using materials appropriately;(B)Discuss the importance of safe practices to keep self and others safe and healthy

Student is unable to demonstrate or discuss safe practices in Science

Student demonstrates safe practices

Student demonstrates and describes safe practices

Student demonstrates and describes safe practices and discusses importance of keeping self and others healthy.

Tasks/Student Samples/Evidence of Understanding:Austin ISD K Department, 2015/ 2016 Page 11



Science Journal – Color Mixing Pipette Experiment1 2 3 4

K.2 C,D,E(C)Collect data and make observations using simple equipment such as hand lenses, primary balances, and non-standard measurement tools; (D)Record and organize data and observations using picture, numbers, and words; (E)Communicate observations with others about simple descriptive investigations

Student asks questions about organisms, objects, and events observed in the natural world

Student plans and conducts simple investigations to collect data and make observations using simple equipment

Student communicates observations with others about simple investigations

Student records and organizes data and observations using pictures, numbers and words

Tasks/Student Samples/Evidence of Understanding:Five Senses Bag (homework or nature walk at school)

1 2 3 4K.4(B)Use senses as a tool of observation to identify properties and patterns of organisms, objects and events in the

Student knows 0 to 1 senses, body parts that go with them and uses them as a tool to explore

Student knows 2 to 3 senses, body parts that go with them and uses them as a tool to explore

Student knows 4 senses, body parts that go with them and uses them as a tool to explore

Student use senses as a tool of observation to identify properties and patterns of organisms, objects,




environment. and events in the environment.

Tasks/Student Samples/Evidence of Understanding:Properties of Matter Foldable

1 2 3 4K. 5A,B(A)Observe and record properties of objects, including relative size and mass, such as bigger or smaller and heavier or lighter, shape, color, and texture(B)Observe, record and discuss how materials can be changed by heating or cooling.

Unable to identify or give examples of the properties of matter (mass, shape, color, texture)

Identify or give examples of the properties of matter (mass, shape, color, texture) with support

Identify or give examples of two out of three properties of matter (mass, shape, color, texture)

Identify and give examples of the three properties of matter (mass, shape, color, texture)

Social StudiesOverarching Idea: Children learn the purpose of rules and the role of authority figures in the home and school. Children learn customs, symbols and celebrations that represent American beliefs and principles and contribute to our national identity.





Skills

1Needs



level.

2Emerging


3Proficient



4Mastery


other areas.

Tasks/Student Samples/Evidence of Understanding:School PowerPoint (Teachers will need to fill out for their school)

1 2 3 4K.9 A,B(A)Identify authority figures in the home, school, and community(B)explain how authority figures make and enforce rules

Not able to identify types of school authority figures (ex: teachers, principals, custodians, lunch monitors, etc.)

Able to identify some school authority figures and their roles and responsibilities (ex: teachers, principals, custodians, lunch monitors, etc.)

Able to identify most school authority figures and their roles and responsibilities (ex: teachers, principals, custodians, lunch monitors, etc.)

Able to identify all school authority figures in school and their roles and responsibilities (ex: teachers, principals, custodians, lunch monitors, etc.)

Tasks/Student Samples/Evidence of Understanding:Draw five pictures showing students following the school rules

1 2 3 4K.8A,B(A)Identify purposes for having rules(B)identify rules that provide order, security, and safety in the home and school

Can identify 0-1 rules Can identify 2-4 rules Identify 5 rules but unable to explain their purpose

Identify 5 school rules and their purpose




Tasks/Student Samples/Evidence of Understanding:Students will draw and label 6 American Symbols

1 2 3 4K.1A,B, K.10A,C1(A)explain the reasons for national patriotic holidays such as Presidents’ Day, Veterans Day, and Independence Day1(B)Identify customs associated with national patriotic holidays such as parades and fireworks on Independence Day.10(A)Identify the flags of the United States and Texas10(C)Identify Constitution Day as a celebration of American freedom

Does not understand and cannot identify any important American symbols that represent our nation (ex: flag, monuments and landmarks, liberty bell, white house, constitution, election, etc.)

Understands and can identify 1 to 3 important American symbols that represent our nation with support (ex: the flag, monuments and landmarks, liberty bell, white house, constitution, election, etc.)

Understands and can identify 4 to 5 important American symbols that represent our nation (ex: the flag, monuments and landmarks, liberty bell, white house, constitution, election, etc.)

Understands and can identify 6 important American symbols that represent our nation (ex: the flag, monuments and landmarks, liberty bell, white house, constitution, election, etc.)

Tasks/Student Samples/Evidence of Understanding:Draw and present a family tradition you have in your house

1 2 3 4K.11A,B, K.12A,B11(A)Identify

Cannot describe or identify the

Describe or identify the importance of

Describe and identify the importance of

Describe and identify the importance of




similarities and differences among people such as kinship, laws, and religion11(B)Identify similarities and differences among people such as music, clothing, and food.12(A)Describe and explain the importance of family customs and traditions12(B)Compare family customs and traditions

importance of family customs, traditions, and holidays.

family customs, traditions, and holidays with support.

family customs, traditions, and holidays.

family customs, traditions, and holidays.

HealthOverarching Idea: Children acquire health information and skills necessary to become healthy adults and learn about behaviors in which they should and should not participate.





Skills

1Needs



level.

2Emerging


3Proficient



4Mastery


other areas.

Tasks/Student Samples/Evidence of Understanding:Charades – cut up cards and have one child act out card selected while others try to guess the healthy

practice.1 2 3 4

K.1(A,C)Identify and practice personal health habits that help individuals stay healthy such as a proper amount of sleep and clean hands. Students can identify types of exercise and active play that are good for the body.K.6 (A – D) Tell how germs cause illness and disease in people of all ages; name symptoms of common illnesses and diseases; explain practices used to

Can identify and practice healthy habits in a classroom setting with 3 or more prompts or is unable to identify any healthy habits

Can identify and practice healthy habits in a classroom setting with 2 prompts

Can identify and practice healthy habits in a classroom setting with 1 prompt

Can identify and practice healthy habits in a classroom setting




control the spread of germs such as washing hands; and discuss basic parts of the body's defense system against germs such as the skin.Tasks/Student Samples/Evidence of Understanding:

Identify main body parts and their functions and the five senses and tell about their jobs1 2 3 4

K.4(A-C) name the five senses; name major body parts and their functions; andname and demonstrate good posture principles such as standing straight with shoulders back.

Able to name 1 or fewer body parts (brain, heart, lungs, and blood) and their functions.

Student can name one sense and its job or unable to name any of the five senses.

Unable to demonstrate good posture principle

Able to name 2 body parts (brain, heart, lungs, and blood) and their functions.

Names at least two senses and their jobs.

Demonstrate good posture principle during writing, reading, walking, etc.

Able to name 3 main body parts (brain, heart, lungs, and blood) and their functions.

Names all at least three senses and their jobs.

Name or demonstration good posture principle during writing, reading, walking, etc.

Name main body parts (brain, heart, lungs, and blood) and their functions.

Names all of the five senses and their jobs.

Name and demonstration good posture principle during writing, reading, walking, etc.

Tasks/Student Samples/Evidence of Understanding:Make an advertisement/poster on one way to prevent lice – present to class or small groups




1 2 3 4K.7B identify ways to prevent the transmission of head lice such as sharing brushes and caps.

Can identify 1 ways to prevent the transmission of head lice such as sharing brushes, caps, jackets, pillows/blankets





Documents

Texas Essential Knowledge and Skillscurriculum.austinisd.org/schoolnetDocs/early_childhood/generalResour… · Web viewKindergarten Assessment Rubric. 1st Nine Weeks. Sample portfolio