curriculum.austinisd.orgcurriculum.austinisd.org/schoolnetDocs/ea… · Web view · 2014-10-08III.B.4 . Child combines syllables into words. 2. nd. ... Your child explores a variety

2nd Nine Weeks Prekindergarten Parent/ Individual Child Summary

Child: _________________________ Teacher: _______________________ School Year: ___________

Concepts of PrintYour child will receive a summative score of ____ in Concepts of Print based on an average of the following 2nd Nine Weeks Expectations as indicated on a scale of 1-4:

End-of-Year Expectation:

III.A.1 Child engages in pre-reading and reading related activities—e.g. environmental print.

2nd Nine Weeks Expectations:

1 2 3 4

Needs Improvement Emerging Understanding Proficient MasteryYour child is unable to identify examples of print.

Your child recognizes 4 examples of print.

Your child recognizes a minimum of 6 examples of print.

Your child recognizes a minimum of 10 or more examples of print.


III.A.2 Child uses books and other written materials to engage in pre- reading behaviors, such as left-to-right progression, parts of a book (e.g., front/back cover), story elements, etc.


1 2 3 4

Needs Improvement Emerging Understanding Proficient MasteryYour child recognizes 0 to 1 elements of print and book awareness.

Your child recognizes 2 to 3 elements of print and book awareness.

Your child recognizes 4 to 5 elements of print and book awareness.

Your child recognizes a minimum of 6 to 7 elements of print and book awareness.


III.B.4 Child combines syllables into words.


1 2 3 4

Needs Improvement Emerging Understanding Proficient MasteryYour child is unable to break words into syllables.

Your child is able to perform one of the following tasks:

Your child is able to perform two of the following tasks:

Your child is able to perform all of the following tasks:

1. Identify three-syllable words by clapping three times.2. Identify two-syllable words by clapping two times.3. Identify one-syllable words by clapping once.


III.C.1 Child names at least 20 upper and at least 20 lower case letters.


1 2 3 4

Needs Improvement Emerging Understanding Proficient MasteryYour child identifies a minimum of 2 upper or lower case letters.

Your child identifies a minimum of 4 upper or lower case letters

Your child identifies a minimum of 10 upper or lower case letters.

Your child identifies a minimum of 10 upper and lower case letters.


III.C.1 Child names at least 20 upper and at least 20 lower case letters.


1 2 3 4

Needs Improvement Emerging Understanding Proficient MasteryYour child identifies a minimum of 2 letter sounds.

Your child identifies a minimum of 4 letter sounds.



©AISD Early Childhood Department, 2014 1 | P a g e


Oral LanguageYour child will receive a summative score of ____ in Oral Language based on an average of the following 2nd Nine Weeks Expectations as indicated on a scale of 1-4:


II.D.1 Child uses a wide variety of words to label and describe people, places, things, and actions.


1 2 3 4

Needs Improvement Emerging Understanding Proficient MasteryYour child is unable use words that name color, shape, size, and position.

Your child correctly uses a minimum of 10 words that name color, shape, size, and position.




II.D.2 Child demonstrates understanding of terms used in the instructional language of the classroom.


1 2 3 4

Needs Improvement Emerging Understanding Proficient MasteryYour child makes no comments or questions related to the topic, even with teacher support and prompting.

Your child makes comments related to the topic with teacher support or prompting.

Your child makes comments related to the topic without teacher support or prompting.

Your child elaborates with details and descriptive language and makes personal connections.


III.D.3 Child asks and answers appropriate questions about the book.


1 2 3 4Needs Improvement Emerging Understanding Proficient Mastery

Your child responds and attends to read alouds non-verbally (i.e. responds only through appropriate facial expressions- smiles, laughter, surprise).

Your child responds and attends to read alouds by responding to what, who, where, and when questions.

Your child responds and attends to read alouds by responding to if, why, because, and how prompts.

Your child asks questions about the story and makes personal connections to the text (i.e. “One time my friend broke my chair.”- in response to Goldilocks).


II.E.1 Child typically uses complete sentences of four or more words and grammatical complexity usually with subject, verb, and object order.


1 2 3 4

Needs Improvement Emerging Understanding Proficient MasteryYour child uses non-verbal gestures, single words, or two to three word phrases to communicate ideas (i.e. “car, me, mommy, I go potty.”).

Your child uses longer sentences of 5 to 6 words to communicate ideas (i.e. “I went to the store.”).

Your child uses 2 (or more) longer sentences in a row to communicate ideas (i.e. “I went to the store. I got new shoes.”).

Your child uses compound sentences and descriptive language. (i.e. “I’ll be a firefighter and you can pretend to be hurt.”).



WritingYour child will receive a summative score of ____ in Writing based on an average of the following 2nd Nine Weeks Expectations as indicated on a scale of 1-4:


IV.A.1 Child intentionally uses scribbles/writing to convey meaning.


1 2 3 4

Needs Improvement Emerging Understanding Proficient MasteryYour child includes some detail in his/ her picture/story with teacher support.

Your child includes some detail in his/ her picture/story with no teacher support.

Your child includes considerable detail in his/ her picture/story with teacher support.

Your child includes considerable detail in his/ her picture/story with no teacher support.


IV.B.1 Child independently uses letters or symbols to make words or parts of words.


1 2 3 4Needs Improvement Emerging Understanding Proficient Mastery

Child uses random scribbles or makes no attempt at drawing or writing. Emergent Writing Stage #1 & 2

Child uses named scribbles. Emergent Writing Stage #3

Child uses close approximations Emergent Writing Stage #4

Child uses letter combinations or invented spelling. Emergent Writing Stages #5—8

Refer to the Emergent Writing Stages located on pages 7 – 8 to determine what these descriptors mean


IV.B.2 Child writes own name not necessarily with full correct spelling or well-formed letters.


1 2 3 4

Needs Improvement Emerging Understanding Proficient MasteryChild uses controlled scribbles to write name.

Child uses close approximations to write name.

Child writes some letters in her name with support.

Child writes most letters in her name with no support.

MathematicsYour child will receive a summative score of ____ in Mathematics based on an average of the following 2nd Nine Weeks Expectations as indicated on a scale of 1-4:


I V.A.5 Child counts up to 10 items, and demonstrates that the last count indicates how many items were counted.II.B.4 Child combines syllables into words.


1 2 3 4

Needs Improvement Emerging Understanding Proficient MasteryYour child demonstrates none of the following counting skills when asked to count a minimum of 5 objects

Your child demonstrates at least two of the following counting skills when asked to count a minimum of 5 objects:

Your child demonstrates three of the following counting skills when asked to count a minimum of 5 objects:

Your child demonstrates three of the following counting skills when asked to count a minimum of 7 objects:

1. Maintains the correct rote counting sequence to the target number—e.g., 5, 7, or 10.2. Rote counting—e.g. “one, two, three…”—is synchronous to the touching of each object—e.g. 1-to-1.


2nd Nine Weeks Prekindergarten Parent/ Individual Child Summary3. States total of the final count when asked, “So how many did you count?”

Mathematics (Continued from page 3)End-of-Year Expectation:

V.A.8 Child verbally identifies, without counting, the number of objects from 1–5.


1 2 3 4

Needs Improvement Emerging Understanding Proficient MasteryThe child identifies a small collection of up to 2 items without counting.

The child can identify a small collection of up to 3 items without counting.




V.A.9 Child recognizes one-digit numerals, 0 – 9..


1 2 3 4

Needs Improvement Emerging Understanding Proficient MasteryThe child identifies up to one numeral.

The child identifies a minimum of two numerals.

The child identifies a minimum of four numerals.

The child identifies a minimum of six numerals.


IV.B.2 Child writes own name not necessarily with full correct spelling or well-formed letters.


1 2 3 4

Needs Improvement Emerging Understanding Proficient MasteryYour child explores a variety of objects but is unable to sort objects into easily identifiable groups.

Your child can sort objects into groups by one attribute but cannot explain how the sorting was done.

Your child can sort objects into groups by one attribute and explains how the grouping was done—e.g., shape or color.

Your child can sort objects into groups by one attribute and can resort the same collection focusing on/ explaining a different rule—e.g., size instead of color.

Social StudiesYour child will receive a summative score of ____ in Social Studies based on the following 2nd Nine Weeks Expectation as indicated on a scale of 1-4:


VII.A.3 Child organizes their life around events, time, and routines.


1 2 3 4

Needs Improvement Emerging Understanding Proficient MasteryYour child is unable to Your child sequences Your child sequences Your child sequences


2nd Nine Weeks Prekindergarten Parent/ Individual Child Summarysequence events and routines.

events and routines with teacher support.

events and routines independently.

events and routines independently with elaboration.

ScienceYour child will receive a summative score of ____ in Science based on the following 2nd Nine Weeks Expectation as indicated on a scale of 1-4:


VI.C.3 Child observes and describes what happens during changes in the earth and sky.


1 2 3 4

Needs Improvement Emerging Understanding Proficient MasteryYour child is unable to share observations with others through pictures, discussions or dramatizations.

Your child needs teacher support to share observations with others through pictures, discussions or dramatizations.

Your child independently shares observations with others through pictures, discussions or dramatizations.

Your child independently shares observations with others through pictures, discussions or dramatizations during self-initiated applications and investigations.

HealthYour child will receive a summative score of ____ in Health based on the following 2nd Nine Weeks Expectation as indicated on a scale of 1-4:


VI.D.1/ VI.D.2/ VI.D.3 Child identifies and practices good habits of personal safety, health, hygiene, nutrition, exercise, and rest.


1 2 3 4

Needs Improvement Emerging Understanding Proficient MasteryYour child rarely demonstrates the following health related behaviors:

Your child is occasionally (25% of the time) successful in demonstrating the following health related behaviors:

Your child typically (50% of the time) is demonstrates the following health related behaviors:

Your child frequently (75% of the time) demonstrates the following health related behaviors:

follows/ uses safety procedures while using common tools and materials (e.g., glue, scissors, and pencils); covers coughs and sneezes with tissue or elbow instead of their hands; and washes hands after using the toilet and before snack and lunch.

TechnologyYour child will receive a summative score of ____ in Technology based on the following 2nd Nine Weeks Expectation as indicated on a scale of 1-4:


VI.C.3 Child observes and describes what happens during changes in the earth and sky.


1 2 3 4

Needs Improvement Emerging Understanding Proficient MasteryYour child refuses to explore or use technology, including

Your child explores and uses technology, including computer input

Your child typically (75% of the time) explores and uses technology,

Your child consistently (95% of the time) explores and uses


2nd Nine Weeks Prekindergarten Parent/ Individual Child Summarycomputer input devices. devices, with teacher

support and prompting.including computer input devices, without teacher support and prompting.

technology, including computer input devices, without teacher support and prompting.

Fine ArtsYour child will receive a summative score of ____ in Fine Arts based on the following 2nd Nine Weeks Expectation as indicated on a scale of 1-4:

End-of-Year Expectations:

VIII.A.1 Child uses a variety of art materials and activities for sensory experience and exploration./ VIII.B.1 Child participates in classroom music activities.


1 2 3 4

Needs Improvement Emerging Understanding Proficient MasteryYour child rarely explores or uses materials and participates in classroom music activities.

Your child occasionally (25% of the time) explores and uses art materials and participates in classroom music activities with teacher support and prompting.

Your child typically (65% of the time) explores and uses art materials and participates in classroom music activities with teacher support and prompting.

Your child frequently (85% of the time) explores and uses art materials and participates in classroom music activities without teacher support and prompting.

Physical EducationYour child will receive a summative score of ____ in Physical Education based on the following 2nd Nine Weeks Expectation as indicated on a scale of 1-4:


IX.A.2 Child coordinates sequence of movements to perform tasks.


1 2 3 4

Needs Improvement Emerging Understanding Proficient MasteryChild experiences considerable difficulty in trying to accomplish the following skills:

Child is occasionally (25% of the time) successful in to accomplishing the following skills:

Child is typically (75% of the time) successful in to accomplishing the following skills:

Child consistently (90% of the time) successful in to accomplishing the following skills:

independently move within a space of defined boundaries; manipulate his/ her body to fit within a spatial location (e.g., moving through an obstacle course); and participate in group games involving movement—e.g., “Hokey Pokey.”

English As a Second LanguageYour child will receive a summative score of ____ in Fine Arts based on the following 2nd Nine Weeks Expectation as indicated on a scale of 1-4:


V II.A.3 Child shows understanding of the new language being spoken by English-speaking teachers and peers (ELL).


1 2 3 4

Needs Improvement Emerging Understanding Proficient MasteryStudent has very limited understanding of subject

Student is beyond beginning learning the

Student has strong understanding of subject

Student has full understanding of subject


2nd Nine Weeks Prekindergarten Parent/ Individual Child Summaryof study and concepts on grade level:

subject of study and concepts on grade level.

of study on grade level of study on grade level and is able to make connections to other areas.

Emergent Stages of Writing (Stages 1 – 4)

1. Uncontrolled Scribbling

Child marks paper while experimenting with the writing tools.

Child marks randomly at any place on the page.

This is the beginning form of writing.

2. Drawing as Writing

Although the marks do not resemble print, they are significant because the young writer uses them to show ideas.

Child begins to draw a somewhat recognizable picture and may tell about it

3. Scribbling as Writing

Child begins to assign meaning to the scribbles.

Child may begin to use directionality when writing (left to right, top to bottom)

4. Emergent Letters

Letter-like forms emerge sometimes randomly placed, and are interspersed with numbers. They may appear to be floating.

The children might begin to copy environmental print from around the room.

Pictures may contain more detail and are becoming more recognizable.



Emergent Stages of Writing (Stages 5 – 8)

5. Letter Strings

Children seem to know more about writing and begin to use legible letters.

Children are developing awareness of the letter-to-sound symbol relationship, although they are not matching most sounds.

Children usually write in capital letters in a left-to-right progression and have not yet begun spacing.

6. Beginning Sounds Emerge

Children begin to see the difference between a letter and a word. Words may be represented by one letter. Their message makes sense and matches the picture, especially when they choose the topic.

This is the beginning stage of invented spelling.

7. Consonants Represent Words (For Spanish, this may be Syllables)

Children begin to leave spaces between their words and may often mix upper and lower case letters in their writing.

They usually write sentences that tell ideas.

8. Initial, Middle, and Final Sounds

Children may spell correctly some sight words, sibling’s names, and environmental print, but other words are spelled the way they sound

Their writing is readable.



Personal Development2nd Nine Weeks

Expectations:1 2 3 4

Rarely Occasionally Frequently ConsistentlyAdjusts to school routines.

Child does not follow school routines.

Child participates in school routines when directed to do so.

Child participates in school routines without being asked.

Child participates in school a routine even when adult is not nearby.

Demonstrates healthy practices.

Child needs adult help self-help skills such as dressing or washing hands.

Child uses self-help skills with occasional reminders.

Child uses self-help skills without reminders.

Child extends self-help skills to other children.

Works productively in large group.

Child does not listen or participate in large group activities.

Child listens for short period of time in large group activities with adult help.

Child listens and participates in large group activities without adult help.

Child listens and participates by giving own observations.

Works productively in small group.

Child does not listen or participate in small group activities.

Child listens for short period of time in small group activities with adult help.

Child listens and participates in small group activities without adult help.

Child listens and participates by giving own observations.Child can assist other children.

Focuses on assigned tasks. Child works on task for a short period of time with adult help.

Child works on task for a short period of time without adult help.

Child completes a task such as putting toys away before going to next activity.

Child completes a task even when difficult ties occur.

Responds to questions appropriately.

Child does not respond to questions.

Child answers a question with 1-2 words or gestures.

Child answers questions with a simple sentence.

Child answers questions with a sentence containing many details.

Exhibits appropriate fine motor control.

Child uses whole hand to manipulate objects.

Child manipulates large objects.

Child manipulates small objects.

Child uses both hands to complete a task such as zipping a zipper and tying a shoe.

Participates actively in unstructured physical activity

Child’s movements are not yet coordinated.

Child shows some coordination while climbing steps and walking.

Child becomes more coordinated. Child alternates feet while walking up stairs or tosses and catches a ball/beanbag.

Child engages in complex movement such as skipping or dribbling a ball.

Manages emotions constructively

Child is unable to control behavior and/or intense feelings.

Child begins to control behavior and/or intense feelings.

Child controls behaviors and intense feelings with occasional teacher support.

Child consistently controls behaviors and intense feelings.

Respects self and others Child does not respect other children’s rights.

Child shows awareness of others rights.

Child shows awareness of other’s rights and changes behavior.

Child respects other’s rights and cares for other’s belonging such as putting away friend’s folder.

Takes responsibility for own actions.

Child does not assume responsibilities for actions.

Child assumes responsibility with adult help.

Child assumes responsibility for action.

Child assumes responsibility for action and accepts consequences.

Interacts cooperatively with peers

Child does not work with others or works and plays along side others without interaction.

Child responds when other children initiate interactions.

Child initiates and sustains interactions with other children.

Child works on complex problems with other children such as sharing a task.

Interacts cooperatively with adults

Child does not follow directions without adult help.

Child follows directions with occasional reminders from adult.

Child understands and follows directions without adult assistance.

Child understands the consequences of not following directions.

Solves problems Child does not work to Child requests adult Child tries to solve Child solves problems with


2nd Nine Weeks Prekindergarten Parent/ Individual Child Summaryappropriately. solve problems. Child runs

away or uses force.assistance to solve problems and accepts suggestions by adult.

problems by negotiation or other socially acceptable means; still seeks adult help when needed.

other children independently such as taking turns or sharing materials.


Documents

curriculum.austinisd.orgcurriculum.austinisd.org/schoolnetDocs/ea… · Web view · 2014-10-08III.B.4 . Child combines syllables into words. 2. nd. ... Your child explores a variety