Arlington ISD Pre-K 4: A Parent Handbookw3.aisd.net/pdf/reportcards/SBRC Parent Handbooks/pk4/English.pdf · Arlington ISD Pre-K 4: A Parent Handbook . ... Anecdotal Records ... The

Transformational Learning: Early Childhood and Elementary Teaching and Learning: Educational Operations Curriculum and Instruction

Arlington ISD Pre-K 4:

A Parent Handbook


Welcome We are glad you are a part of the Arlington Independent School District. We look forward to our educational journey and are excited to partner with you to set your children on the course to lifelong success as learners. AISD began using Standards-Based Report Cards for Kindergarten during the 2011-2012 school year. We currently use Standards-Based Report Cards for Pre-Kindergarten 3, Pre-Kindergarten 4, Kindergarten, First Grade, and Second Grade. The report card is important to make sure all students are successful at meeting grade-level standards and the Pre-K state guidelines. The report card is the result of the collaboration of curriculum specialists, teachers, administrators, and parents. The Standards-Based Report Card describes what the students should know, should understand, and should be able to do at each grade level in all subjects. It is designed to give specific information about the student’s progress, including social and emotional development. The report card ensures consistency of expectations for students throughout the district. It helps students, teachers, and parents focus on necessary skills. Students receive intervention if they are not making adequate progress. You will know the skills your child has learned and the skills your child needs to learn to be ready for the next grade level. This handbook provides information about the report card including a description of the marking system, required assessments, a sample of the report card, and a snapshot of student expectations for each reporting period. Communication and partnership with parents is important. Each reporting period you will receive a summary of what your child should be able to do at the end of that reporting period and what you can do to assist your child’s learning at home. The report cards and rubrics for every grade level are on AISD’s website. Please feel free to contact your child’s teacher, school, or the Early Childhood and Elementary Educational Operations office at 682-867-7527 if you have any questions.

Acknowledgements The department of Transformational Learning would like to express appreciation for the ground-breaking efforts and countless hours endured by the Elementary Curriculum and Instruction Department to create this handbook. In addition, sincere gratitude is extended to those teachers, administrators, and parents who participated in the design and implementation plan of the AISD’s standards-based report cards for PreK 3 through first grade. The professional dialogue, critical feedback and input provided by these stakeholders led to important refinements in the report cards and the development of tools to make reporting of student progress more informative to school district personnel, parents, and students.


What Exactly are Standards?

Standards are statements of what children should know and be able to do. Standards are written at each grade level and are developed in a way so that one grade level leads to another, forming a strong foundation for future learning as the student progresses throughout his/her schooling. In Texas, the standards that each district adheres to are called the Texas Essential Knowledge and Skills (TEKS) for grades K-12 and the Pre-Kindergarten Guidelines for Prekindergarten. The most important thing that all parents, students, educators, and community members can do is help students master the standards for their grade level so that they can continue to progress at an appropriate pace.

A Look at Standards Across The Grade Levels The example below illustrates how standards build from grade level to grade level. Samples from Mathematics

Pre-K Kindergarten First Grade

Number/Operations Number/Operations Number/Operations

Recites number words in order up to 30

Counts by ones to 100 Reads and writes numbers to 120

Uses concrete models or makes a verbal word problem for adding or subtracting up to 5 objects

Models and creates addition and subtraction problems in real situation with up to 10 concrete objects

Models and creates addition and subtraction problems and writes corresponding number sentences for amounts up to 20

Algebraic Reasoning Algebraic Reasoning Algebraic Reasoning

Recognizes and creates patterns

Identifies, extends, and creates patterns; uses patterns to predict what comes next

Identifies, describes, and extends patterns in order to make predictions and solve problems; uses patterns to skip count by twos, fives, and tens 10 120

Samples from Language Arts

Pre-K Kindergarten First Grade

Reading Reading Reading

Engages in pre‐reading and reading related activities

Identify and read at least 25 high-frequency words from the AISD list

Identify and read at least 100 high-frequency words from the AISD list

Recognizes at least 20 letter sounds

Identify the common sounds that letters represent

Decode words by applying common letter-sound correspondences

Retells or reenacts a story after it is read aloud

Retell a main event from a story read aloud

Retell a story’s beginning, middle, and end with attention to the sequence of events


Components of a Standards-Based System Four essential components of a standards-based system are:

1. The content standards (TEKS and Pre-Kindergarten Guidelines) describe what a student should know and be able to do at a given grade level

2. The AISD standards-based curriculum teachers use to ensure instruction targets these standards 3. The assessment teachers use to measure learning and the extent to which a student has met or

exceeded the standards through the use of grade-level content-specific rubrics 4. The reporting tool that allows teachers to communicate accurately a student’s progress toward

meeting standards at appropriate regular intervals throughout the school year.

Definitions of the AISD Marking Systems in Pre-Kindergarten 4 Students in Pre-Kindergarten are marked on a scale ranging from 1-4 for each item on the report card to reflect the state standards/guidelines for that grade level.

Pre-Kindergarten Three-Year-Old and Four-Year-Old Marking System

4 = Meets Guidelines 3 = Progress Being Made Toward Guidelines 2 = Appropriate Progress Not Being Made at This Time 1 = Introduced to Skill Recently *See Rubric of Skill Expectations for Guidelines

In Pre-Kindergarten a student who is marked with a 4, 3, or 1 on his/her report card for a given item is progressing at an appropriate pace in that area. A student who is marked with a 2 in an area may need extra help to meet the Pre-Kindergarten guidelines by the end of the school year. A mark of 1 indicates to parents that while we are not assessing a child’s understanding of the guideline during this marking period, the class has begun to work on the skill.


A Body of Evidence in: Language Arts, Mathematics, Social Studies, and Science

In order to determine the mark on a student’s report card, the classroom teacher collects various types of evidence to create a well-rounded picture of student progress towards meeting grade-level standards. Following is a list of the types of evidence a teacher should collect:

Language Arts: Required:

Circle Phonological Awareness Language and Literacy System (CPALLS+) (3x a year in PreK 3-4) Optional:

Anecdotal Records (reading/writing conferring notes, small group observations, checklists)

Writing Samples

Work Samples (art work, photographs, etc.)

Math: Required:

Developmental Math Assessment (DMA) (3x a year in PK-2) Optional:

Anecdotal Records (small group observations, checklists)

Work Samples (art work, photographs, etc.)

Social Studies/Science: Student responses to classroom discussions

Anecdotal Records (small group observations, checklists)

Required Assessments The following assessments are required for all eligible students in Prekindergarten. Your child’s teacher can share more information about what each assessment entails.

What is DMA?

DMA stands for Diagnostic Math Assessment. AISD teachers in grades PreK 3-Second Grade assess students using a DMA three times during the course of the school year. A DMA consists of tasks usually given in a one-on-one interview format that are designed to give insight into the students’ mathematical thinking. The tasks of the DMA assess for: number recognition, counting skills, composing and decomposing of number, problem solving, and acquisition of basic fact knowledge. All tasks focus on the Number and Operations strand of mathematics, the foundation and focus of math instruction in PK-2.

What is CPALLS+? C-PALLS+ (Phonological Awareness Language and Literacy Screener) assessments and monitors each Pre-Kindergarten child's development in:

Letter-naming, vocabulary, and phonological awareness Math, including number knowledge, counting, operations, and shape naming/discrimination


The Report Card A Vehicle for Communicating About Student Progress

Inside

Outside

Marking System

Language Arts: shaded areas=not yet introduced

Written expression-levels of writing development

Social/Emotional Development

Science and Social Studies: shaded areas=not assessed

Attendance

Parents Signature: sign and return one copy

Fine Arts and Physical Development


Frequently Asked Questions about the Pre-Kindergarten 4 Report Card

1. Why are we using this report card?

Aligning classroom instruction, assessment, and feedback to students and families is essential to teaching and learning. By using standards-based report cards in Pre-Kindergarten through First Grade, we are improving our alignment in AISD and providing better feedback to students and families.

In order to better monitor student learning, the report cards reflect the current state TEKS/Guidelines.

The report cards are electronically generated so they can be adapted more rapidly to students’ needs.

2. How did AISD include parent and teacher feedback in the process of creating this report card?

All teachers and administrators from all campuses had the opportunity to give input on each draft of the new report card.

A district-wide committee of teachers and administrators represented each of the six high school networks. A mixture of Bilingual, ESL, and non-ESL classroom teachers participated. Each committee member communicated with and elicited feedback from other campuses.

Parents were invited to two separate committee meetings to give feedback on the final draft.

3. How often will I receive a report card? What do I do with it?

Pre-Kindergarten students will receive a report card every 12 weeks.

Two copies of the report card will be sent home: one for families to keep, the other to be signed and returned to school.

4. What if I need more information on my child’s school performance?

Each report card has a box for you to indicate that you would like to schedule a parent conference. Parent-teacher conferences are perfect opportunities for you and the school to communicate about your child’s progress.

5. How can I find out more about what is expected of my child each grading period?

The following pages in this handbook will give you a snapshot of student expectations for each marking period.

The complete set of rubrics for every grade level is available on the district’s website under the Parent tab at AISD.net.


First 12 Weeks


First 12 Weeks

English Language Arts

Here are some things your child should be doing by the end of the first 12 weeks: Language and Communication/Oral Language/Vocabulary

Speak clearly enough for the teacher to understand

Speak in complete sentences of at least three words

Express his/her needs with words. Phonological Awareness

Move a block for each word in a simple sentence

Clap the syllables in familiar words with two syllables Motivation to Read/Print and Book Awareness

Sit and listen to stories for at least 5 minutes

Participate in poems, songs, and fingerplays Alphabetic Knowledge/Phonics

Point to his or her name

Identify at least 10 letters of the alphabet (Any combination of uppercase and lowercase) Written Expression

Attempt to write name

Learning at home the first 12 weeks: Read with your child every day. Let your child choose stories to read together. Make this a

part of your daily routine such as just before bedtime or right after the evening meal.

Point out words and letters as you go about your day. Road signs, menus, store signs, and food containers provide examples of letters and words in many different fonts.

Practice having your child look for his or her name on items labeled for school (backpack, folders, items of clothing).

Say family names and clap the syllables in them (Dad/dy).

Play word games such as Say It, Move It. o Give your child three small objects such as beans or pennies. o Say a simple 3-word sentence such as “We play.” o Then repeat the sentence with your child. o Have your child say it back to you. o Together, move an object for each word as you say the sentence again. o Give your child a chance to do it by themselves! o Repeat as long as your child is interested-about 5 minutes!


First 12 Weeks Mathematics

Here are some things your child should be doing by the end of the first 12 weeks: Numbers and Counting

Count to 10

Recognize at least 4 numbers

Count up to 4 objects Geometry and Measurement

Point to at least one basic shape (circle, square, rectangle, or triangle) when you say the name Classification and Patterns

Match objects that are the same

Learning at home the first 12 weeks: Find opportunities each day to count objects. Make sure that your child gets to touch each

one as they say the number word!

With your child, look for different shapes in your home or neighborhood. Be sure to use the correct shape name with them.

Square rectangle triangle

Read counting books, shapes books, and books that talk about attributes such as color and size to build your child’s math vocabulary!

Point out numbers in your environment—on street signs, food packages, menus, etc.

Have your child help sort items such as socks, looking for items that are the same. Don’t forget to talk about why they are the same/match.


First 12 Weeks Science

Social Studies

Here are some things your child should be doing by the end of the first 12 weeks: Begin to practice good health habits such as coughing and sneezing into his or her elbow,

washing hands after using the restroom, and keeping hands out of his or her mouth

Use his or her 5 senses to explore objects

Begin to look at, name, and draw objects in the sky like the sun, the moon, stars, and clouds

Learning at home the first 12 weeks: Reinforce good health habits.

Nurture your child’s natural curiosity by providing age appropriate objects like blocks, stacking cups, buttons, rocks, and leaves at home for exploration and discovery.

Encourage your child to observe and talk about the colors, shapes, textures, and sizes of the objects they explore.

Look at and talk about the objects in the sky.

Here are some things your child should be doing by the end of the first 12 weeks: Stand for the pledge and attempts to place hand on heart

Begin to recite the Pledge of Allegiance with adult support

Recognize the United States flag and the Texas flag

Learning at home the first 12 weeks: Practice saying the Pledge of Allegiance with your child.

When you are in the community, help your child locate United States flag and the Texas flag.


Second 12 Weeks


Second 12 Weeks


Here are some things your child should be doing by the end of the second 12 weeks: Language and Communication/Oral Language/Vocabulary

Respond to stories by answering simple questions

Follow 1-2 step verbal directions (Wash your hands, and find a seat at the table.)

Speak clearly enough for the teacher and students in the class can understand

Speak in complete sentences of four or more words expressing needs and wants

Use words to label people, places, things, and actions Phonological Awareness

Move a block for each word in a simple sentence

Clap the syllables in familiar words

Produce a word that rhymes when given a word with picture support Motivation to Read/Print and Book Awareness

Sit and listen to stories for at least 10 minutes

Participate in poems, songs, and fingerplays most of the time

Recognize the front and back of the books

Tell what the author does

Retell or act out a story read aloud w/ support Alphabetic Knowledge/Phonics

Point to his or her name written in uppercase and lowercase letters

Identify at least 20 letters of the alphabet (any combination of uppercase and lowercase)

Recognizes at least 10 letter sounds Written Expression

Dictate words or phrases

Write name (May not be well-formed or in the correct order)

Learning at home the second 12 weeks: Continue to read with your child every day. Let your child choose stories to read together.

Point out words and letters as you go about your day.

Practice having your child look for his or her name around the house.

Say familiar words and have child clap the syllables in them (ap/ple, dog, com/pu/ter).

Give child a simple word (cat) and have him/her give a word that rhymes with it.

Begin having your child practice writing his/her name.

Make a personal ABC book with your child. Use pictures your child knows (family dog – D is for dog, Nana, (N is for Nana) and foods he/she likes (P is for pizza).

Play with syllables – Say family names and clap the syllables together (Jen/ny).

Activity: “Write a Letter” Have your child draw a picture. Then write what she tells you about the picture. Read it back to her. Let your child decide to whom it will be sent: a relative, a friend, a teacher. Put it in an envelope and give it to the person or mail it.


Second 12 Weeks

Mathematics

Here are some things your child should be doing by the end of the second 12 weeks: Numbers and Counting

Recite number words up to 20

Count to 20 starting at any number with your help; “8, 9, 10, 11, …”

Recognize at least 8 numbers Geometry and Measurement

Name basic shapes (circle, square, triangle, and rectangle

Recognize a rhombus when you say the shape name Classification and Patterns

Make repeating patterns Combining Groups

Use objects to act out adding and subtracting stories with up to 5 items

Learning at home the first 12 weeks: Find opportunities each day to count objects. Make sure that your child gets to touch each

one as they say the number word!

With your child, look for different shapes in your home or neighborhood. Be sure to use the correct shape name with them.

Square rectangle triangle rhombus

Read counting books, shapes books, and books that talk about attributes such as color and size to build your child’s math vocabulary!

Use everyday objects to make repeating patterns with your child.


Second 12 Weeks

Science

Social Studies

Here are some things your child should be doing by the end of the second 12 weeks: Continue to practice good health habits

Continue to use his or her 5 senses to explore objects

Describe the how objects can move like straight, zigzag, round and round, fast, slow

Begin to look at and name natural earth materials rocks, soil, and sand

Learning at home the second 12 weeks: Reinforce good health habits.


Look at and talk about the way objects like cars, swings, and toys move.

Nurture your child’s natural curiosity about earth materials by providing the opportunity to explore child appropriately sized rocks, containers of sand, and soil.

Here are some things your child should be doing by the end of the second 12 weeks: Stand for the pledge and places hand on heart

Attempt to recite the Pledge of Allegiance with adult support

Identify the United States flag and the Texas flag

Identify events and routines

Identify at least two school helpers

Identify at least two community helpers

Learning at home the second 12 weeks: Practice saying the Pledge of Allegiance with your child.

When you are in the community, have your child identify the United States flag and the Texas flag when they see it.

Talk with your child about things they do at school.

Ask your child to identify school helpers.

When you are in the community, have your child identify community helpers they see.


Third 12 Weeks


Third 12 Weeks


Here are some things your child should be doing by the end of the third 12 weeks: Language and Communication/Oral Language/Vocabulary

Ask and answer questions about stories read aloud

Speak clearly and express his or her needs and wants in complete sentences (“I want to go outside.”)

Use words to label and describe people, places, things, and actions Phonological Awareness

Move a block for each word in a spoken 4-word sentence

Clap the syllables in words with up to three syllables

Produce a word that rhymes when given a word (Tell me a word that rhymes with hut.)

Identify words begin with the same sound Motivation to Read/Print and Book Awareness

Sit and listen to stories for at least 15-20 minutes

Identify the front (cover) and back of the book

Tell what the author and illustrator do

Retell or act out a story read aloud in order Alphabetic Knowledge/Phonics

Point to his or her name

Identify at least 15 uppercase and 15 lower case letters (any combination of uppercase and lowercase)

Recognize at least 15 letter sounds Written Expression

Dictate words , phrases, or sentences

Write name (Letters may not be well-formed or in correct order)

Learning at home the third 12 weeks: Continue to read with your child every day. After reading a book, talk with your child about

each of your favorite parts of the story.

When reading books, talk about the author and illustrator and discuss what they do.

Before reading a book, talk about the front of the book and the back of the book.

Point out words and letters as you go about your day.

Read any of the Mother Goose or Dr. Seuss books. Make up silly rhyming words after reading rhyming books or play your own game by thinking up rhymes to common words. For example, “dime,” “time,” “rhyme” or “lime.” Make up new verses to a song by adding more rhymes.

Continue to play with syllables – Say simple words and clap the syllables together (ap/ple).

Say a simple word slowly. Have your child tell the first sound he/she hears.

Continue to have your child practice writing his/her name.


Third 12 Weeks

Mathematics

Here are some things your child should be doing by the end of the third 12 weeks: Numbers and Counting

Count to 30 starting from any number; “18, 19, 20, 21, …”

Name numbers 0 to 9

Count at least 10 objects

Tell how many are in small groups of objects such as dots on dice Geometry and Measurement

Name and describe shapes

Talk about where items are using words like before, after, over, under, between Classification and Patterns

Sort groups of objects by color, size, shape, etc.

Make repeating patterns and continue patterns started by others Changing Quantities

Act out stories where objects are added or subtracted

Make up stories where objects are added or subtracted

Learning at home the third 12 weeks: Continue to find opportunities each day to count objects-go as high as your child is interested.

Make sure that your child gets to touch each one as they say the number word!

Play games using dice or dominoes. Encourage your child to tell you how many dots are on the dice without having to count each one. Examples of these dot arrangements are:

Use play-doh to make numbers and shapes.

Read books that encourage math talk such as 5 Little Monkeys Jumping on the Bed by Eileen Costelow or Piggies by Audrey Wood. Act out the math happening in the story and then make up your own stories with the same characters.


Third 12 Weeks Science

Social Studies

Here are some things your child should be doing by the end of the third 12 weeks: Continue to practice good health habits

Continue to use his or her 5 senses to explore objects

Begin to look at and describe the appearance (color/size) and behavior (home/movement) of plants and animals

Learning at home the third 12 weeks: Reinforce good health habits.


Nurture your child’s natural curiosity about plants and animals by looking at and talking about animals on nature walks, when visiting the zoo, and when reading books.

Here are some things your child should be doing by the end of the third 12 weeks: Stand and recites the Pledge of Allegiance

Remain standing for a moment of silence

Identify the United States flag and the Texas flag

Identify events and routines and categorizes time intervals

Identify at least two school helpers and discusses their roles

Identify at least two community helpers and discusses their roles

Discuss at least two similarities and differences in people

Learning at home the third 12 weeks: Practice saying the Pledge of Allegiance with your child.

Find a picture of the United States flag and Texas flags. Have your child identify the United States flag and the Texas flag.

Talk with your child about things they do at school and when they do them.

Ask your child to identify two of their favorite school helpers and tell what they do.

Show your child pictures of community helpers and ask him/her to identify them and what they do in the community.

Look at people in your neighborhood and have your child discuss what is the same and different about them. (She has red hair and I have brown hair.)


All handbook artwork created by AISD students.

The Texas Essential Knowledge and Skills are available on the

Texas Education Agency website.

www.tea.state.tx.us

Documents

Arlington ISD Pre-K 4: A Parent Handbookw3.aisd.net/pdf/reportcards/SBRC Parent Handbooks/pk4/English.pdf · Arlington ISD Pre-K 4: A Parent Handbook . ... Anecdotal Records ... The