Texas Essential Knowledge and Skills - file · Web viewKindergarten Assessment Rubric. 3rd Nine Weeks. Sample portfolio pieces are included and/or may be substituted with teacher’s

Kindergarten Assessment Rubric3rd 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.

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 52 letter names1 2 3 4

K.1(B) Identify upper and lower case letters

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-on, CVC-sag, CCVC – flip, CVCC – rust)

1 2 3 4K.3(A) Identify the common sounds that letters representK3(B)Use knowledge of letter-sound

Identifies 25 or fewer letter sounds

Identifies 26 letter sounds

Identifies 31 letter sounds including vowel sounds

Identifies 31 letter sounds including vowel soundsDecodes VC, CVC, CCVC, CVCC words

Austin ISD K Department, 2015/ 2016 Page 1



relationships to decode regular words in text and independent of content (e.g., VC, CVC, CCVC, and CVCC words.Tasks/Student Samples/Evidence of Understanding:

HFW List1 2 3 4

K.3(D)Identify and read at least 25 high-frequency words from a commonly used list.

Reads 25 or fewer sight words

Reads 26 - 28 sight words

Reads 29 - 31 sight words

Reads 32 sight words

Tasks/Student Samples/Evidence of Understanding: Retelling/Sequencing Cards (Mole and Baby Bird)

1 2 3 4TEKS Figure 19Reading/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

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

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

*** A student’s

Narrative: Developing

Comprehension of Literary Text (May be read by teacher or student) Discuss the

purposes for reading and listening to various texts

answer and ask questions about

Narrative: Independent

Comprehension of Literary Text (May be read by teacher or student) Discuss the


answer and ask questions about

Narrative: AdvancedComprehension of Literary Text (May be read by teacher or student) Discuss the


answer and ask questions about text (who, what,




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.

K.8 (A,B) retell a main event from a story read aloud; and describe characters in a story and the reasons for their actions.

DRA score is not to be used for a grade. The continuum is to be used as a rubric only. (To be used across all scoring areas)

text (who, what, where, when)

monitor and adjust comprehension

make inferences about the cover, title, illustrations and plot

retell or act out important events in stories

make connections to own experiences**Can use DRA 2 Continuum or Treasures retelling cards to determine the comprehension score.

text (who, what, where, when)

monitor and adjust comprehension




where, when) monitor and

adjust comprehension




Tasks/Student Samples/Evidence of Understanding: Three Little Pigs Compare and Contrast

1 2 3 4K.6 A-D(A)Identify elements of a story including setting, character, and key

Compare and ContrastCompare and Contrast two







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

different versions of the same fictional texts (i.e. Fairy tales, ex: Gingerbread Man and Gingerbread Baby)Children are able to identify 2 of the following:

- Characters- Settings- Problem- Solution


- Characters- Settings- Problem - Solution


- Characters- Settings- Problem- Solution

different versions of the same fictional texts (i.e. Fairy tales, folktales and lullabies ex: Gingerbread Man and Gingerbread Baby)Children are able to identify all of the following:

- Characters- Settings- Problem - Solution

Tasks/Student Samples/Evidence of Understanding: Not True/ True – Bears Do vs. Bears Don’t T-Chart

1 2 3 4K.10 A-D10(A)Identify the topic and details in expository text heard or read, referring to the words and/or illustrations10(B)Retell important facts in a text, heard or read10(C)Discuss the ways authors group information in text

ExpositoryCan identify features of expository books:Children can identify 0-1 of the features of an expository text

- Facts

- Use titles and illustrations to make

ExpositoryCan identify features of expository books:Children can identify 2 of the features of an expository text

- Facts


ExpositoryCan identify features of expository books:Children can identify 3 of the features of an expository text

- Facts


ExpositoryCan identify features of expository books:Children can identify all of the features of an expository text

- Facts





10(D)Use titles and illustrations to make predictions about text

predictions

- Identifies topic

- Identifies authors tools (labels, captions, diagrams, etc.)

predictions

- Identifies topic


predictions

- Identifies topic


predictions

- Identifies topic


Language Arts(Writing, Listening, and Speaking)

Overarching Idea: Children use comprehension skills to listen attentively to others in formal and informal settings. Children continue to apply earlier standards with greater complexity.

Texas Essential Knowledge and

Skills

1Needs

ImprovementStudent has very limited understanding of subject of study and concepts on

grade level.

2Emerging


beginning learning the subject of study and


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: CVC Assessment: (tap, pet, lit, hop, dug)

1 2 3 4K.18 A-B (A)Use phonological knowledge to match sounds to letters

Use letter-sound correspondences to spell two or fewer CVC words with

Use letter-sound correspondences to spell three to four CVC words with

Use letter-sound correspondences to spell five or more CVC words with

Use letter-sound correspondences to spell five or more CVC words without




(B)Use letter-sound correspondences to spell consonant-vowel-consonant (CVC) words (e.g.,”cut”)

support. support. support. support.

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 with copying.

Child is able to write most of their first and last name with or without reversals without copying.

With automaticity- Child is able to write their first and last name without reversals without copying.

Tasks/Student Samples/Evidence of Understanding: Mole and Baby Bird B,M,E – How it relates to how they have felt before

1 2 3 4K14(A)Dictate or write sentences to tell a story and put the sentences in chronological sequenceK.13B Students will develop drafts by sequencing the action or details in the story.

Does not retell any part of text read aloud

Retell basic information from text read aloud

Retell events in sequential order and elements of a story

Retell events/facts in sequential order with personal involvement and/or inferences and elements of story including illustrations

Tasks/Student Samples/Evidence of Understanding: Journal – Ask question and get responses in complete sentences




1 2 3 4TEKS K.16B,C, K.19AK.16B,C, K.19A16(B) speak in complete sentences to communicate 16© use complete simple sentences19(A) ask questions about topics of class-wide interest

Orally and/or WrittenStudents are unable to answers and ask questions using complete sentences with support or prompts.

Orally and/or WrittenStudents can answers and ask questions using complete sentences with support or prompts.

Orally and/or WrittenStudents can answers and ask questions using complete sentences with support.

Orally and/or WrittenStudents can answers and ask questions with automaticity using complete sentences.

Tasks/Student Samples/Evidence of Understanding: Journal or Booklet Writing – Letters and Invitations (Writing Lessons)

1 2 3 4K.15 Students will write expository and procedural or work-related texts to communicate ideas and information to specific audiences for specific purposes.

Child is unable to create lists, labels and invitations to communicate ideas and information for specific purposes

Child is able to create 1 - 2 of the following:□ Lists□ LabelsInvitations

Child is able to create lists, labels and invitations to communicate ideas and information for specific purposes

With automaticityChild is able to create lists, labels and invitations to communicate ideas and information for specific purposes

Tasks/Student Samples/Evidence of Understanding: Journal or Booklet Writing Samples

1 2 3 4




K.16C Students will use complete simple sentences. K.17A Students will form upper- and lower-case letters legibly using the basic conventions of print (left-to-right and top-to-bottom progression);K.17B Students will capitalize the first letter in a sentence.K.17C Students will use punctuation at the end of a sentence.

Conventions of Writing

Child is unable to capitalize the first letter in a sentence and does not use proper punctuation at the end of a sentence.

Forms upper and lower case letters

Child is unable uses punctuation at the end of a sentence.


Child often uses simple sentences that are comprehensible to the listener.

Child often capitalizes the first letter in a sentence.


Child often uses punctuation at the end of a sentence.


Child consistently uses simple sentences that are comprehensible to the listener.


Child consistently capitalizes the first letter in a sentence.

Child consistently uses punctuation at the end of a sentence.

Conventions of Writing with automaticity

Child consistently uses simple sentences that are comprehensible to the listener.


Child consistently capitalizes the first letter in a sentence.

Child consistently uses punctuation at the end of a sentence.

Math

Overarching Idea: Children apply mathematical process standards to directly compare measureable attributes and to analyze attributes of two-dimensional shapes and three-dimensional shapes and three-dimensional solids to develop generalizations about their properties.





Skills

1Needs


grade level.

2Emerging




3Proficient


4Mastery


to other areas.

Tasks/Student Samples/Evidence of Understanding: Ongoing Assessment – Identify 3-D Shapes

1 2 3 4K.6B,C,EK6(B)Identify three-dimensional solids, including cylinder, cones, spheres, and cubes in the real world

Identify one 3-D shapes (cone, cube, cylinder, sphere)

Identify two 3-D shapes (cone, cube, cylinder, sphere)

Identify three 3-D shapes (cone, cube, cylinder, sphere)

Identify all 3-D shapes (cone, cube, cylinder, sphere)

Tasks/Student Samples/Evidence of Understanding: Ongoing Assessment – Count backwards from 20

1 2 3 4K.2(A) Count forward and backward to at least 20 with and without objects

Rote counts backwards from 5

Rote counts backwards 6 - 11

Rote counts backwards 12 - 19

Rote counts backwards from 20 with and without objects

Tasks/Student Samples/Evidence of Understanding:Ongoing Assessment – Identifies and writes all numbers to 20

1 2 3 4K.2(B) Read write, and represent whole numbers from 0-20

Identifies and writes less than 7 numerals

Identifies and writes 8 - 14 numerals

Identifies and writes 15 - 19 numerals

Identifies and writes all numerals (0-20)




with and without objects or pictures

Tasks/Student Samples/Evidence of Understanding: Ongoing Assessment – Rote count forward to 100

1 2 3 4K.5 The student applies mathematical process standards to identify the pattern in the number word list. The student is expected to recite numbers up to at least 100 by ones and tens beginning with any given number.

Rote counts forward to 49 or less

Rote counts forward 50

Rote counts forward to 100 from 1

Rote counts forward to 100 starting at any number

Tasks/Student Samples/Evidence of Understanding: Skip count activity page

1 2 3 4K.5 The student applies mathematical process standards to identify the pattern in the number word list. The student is expected to recite numbers up to at least 100 by ones and tens beginning with

Student is unable to count to 100 by 10’s

Skip count to 100 by 10’s excluding two numbers

Skip count to 100 by 10’s excluding one number

Skip count to 100 by 10’s starting at any number




any given number.

Tasks/Student Samples/Evidence of Understanding: Coin Identification Page

1 2 3 4K. 4 Number and operations. The student applies mathematical process standards to identify coins in order to recognize the need for monetary transactions. The student is expected to identify U.S. coins by name, including pennies, nickels, dimes, and quarters

Unable to identify coins (penny, nickel, dime, and quarter)

Identify two coins (penny, nickel, dime, and quarter)

Identify three coins (penny, nickel, dime, and quarter)

Identify all coins (penny, nickel, dime, and quarter)

Tasks/Student Samples/Evidence of Understanding: Length, Capacity, and Weight object page

1 2 3 4K.7A,BK7(A) Give an example of a measurable attribute of a given object, including length, capacity, and weightK7(B)Compare two objects with a

Unable to give an example of measurable attributes of an object (length, capacity, area and/or weight) with prompting and manipulatives

Give an example of measurable attributes of an object (length, capacity, area and/or weight) with prompting and manipulatives

Give an example of measurable attributes of an object (length, capacity, area and/or weight) with prompting

Give an example of measurable attributes of an object (length, capacity, area and/or weight)




common measurable attribute to see which object has more or/less of the attribute and describe the difference

Science

Overarching Idea: Students develop abilities to ask questions and seek answers in classroom and outdoor investigations.


Skills

1Needs


grade level.

2Emerging




3Proficient


4Mastery


to other areas.

Tasks/Student Samples/Evidence of Understanding: Science Experiment with recordings in Science Journal

1 2 3 4K.2 C, D, EK2(C) Collect data and make observations using simple equipment such as hand lenses, primary balances,

Students are unable to explain or perform any parts of the Scientific Process (ask questions, plan, conduct investigations, collect

Students are able to perform some parts of the Scientific Process (ask questions, plan, conduct investigations, collect data, make

Students are able to explain OR perform all parts of the Scientific Process (ask questions, plan, conduct investigations, collect

Students are able to explain and perform all parts of the Scientific Process (ask questions, plan, conduct investigations, collect




and non-standard measurement tool;K2(D) Record and organize data and observations using pictures, numbers, and wordsK2(E) Communicate observations with others about simple descriptive investigations.

data, make observations, record and organize data, and communicate findings)

observations, record and organize data, and communicate findings)



Tasks/Student Samples/Evidence of Understanding: Living and Non Living T-Chart (students Draw 5 examples and label) and three things living things need

1 2 3 4K.9A,BK9(A)Differentiate between living and nonliving things based upon whether they have basic needs and produce offspringK9(B)Examine evidence that living organisms have basic needs such as food, water, and shelter for animals and air, water, nutrients, sunlight, and space

Correctly identifies and compares 2 or fewer living and non-living things based needs and offspring

Correctly identifies and compares 3 living and non-living things based needs and offspring

Correctly identifies and compares 4 living and non-living things based needs and offspring

Correctly identifies and compares 5 living and non-living things based on needs and offspring




for plantsTasks/Student Samples/Evidence of Understanding:

Weather Journal1 2 3 4

K.8(A) Observe, describe weather changes from day to day and over seasons

Students are unable to observe or describe weather changes.

Students are able to observe or describe weather changes over a period of time.

Observe and describe weather changes over a period of time with support.

Observe and describe weather changes over a period of time.

Tasks/Student Samples/Evidence of Understanding: Suggested Book: A Tree For All Seasons. Students create a tree for each of the four seasons on a

chart or in a book.

1 2 3 4K.8A,BK8(A)Observe, describe weather changes from day to day and over seasonsK8(B)Identify events that have repeating patterns, including seasons of the year and day and night

Able to identify 1 season of the year




Social Studies

Overarching Idea: Children will understand the importance of patriotism and appreciate the basic democratic values of our nation as they build a foundation in history.





Skills

1Needs


grade level.

2Emerging




3Proficient


4Mastery


to other areas.

Tasks/Student Samples/Evidence of Understanding: Dr. Martin Luther King (three things)

1 2 3 4K.2A,BK2(A)Identify contributions of historical figures, including Stephen F. Austin, George Washington, Christopher Columbus, and Jose Antonio Navarro, who helped to shape the state and nationK2(B)Identify contributions of patriots and good citizens who shaped the community

Unable to identify any historical figures

Identify one historical figure (Dr. Martin Luther King, Jr., George Washington, Stephen F. Austin) with teacher support

Identify one historical figure and give examples of three important facts about that person. (Dr. Martin Luther King, Jr., George Washington, Stephen F. Austin) with visual support

Identify one historical figure and give examples of three important facts about that person. (Dr. Martin Luther King, Jr., George Washington, Stephen F. Austin)

Tasks/Student Samples/Evidence of Understanding: Circle the Texas Flag. Circle the American Flag

1 2 3 4K.10(A)Identify the Unable to identify the Identify the U.S. or Identify the U.S. and Identify the U.S. and




flags of the United States and Texas

U.S. or the Texas flag.

the Texas flag the Texas flag. the Texas flag with automaticity.

Tasks/Student Samples/Evidence of Understanding: Four Fold – Birthday, Presidents, Valentine’s Day, and St. Patrick’s Day

1 2 3 4K.1A,B, K.11A,B, K.12A,B(A)Explain the reasons for national patriotic, holidays such as President’s Day, Veteran’s DayK3(B)Identify customs associated with national patriots holidays such as parades and fireworks on Independence DayK11(A)Identify similarities and differences among people such as kinship, laws and religion(B)Identify similarities and differences among people such as music, clothing, and food.K12(A)Describe and

Describe or identify 0-1 family customs, traditions, and holidays.

Describe or identify 2-3 family customs, traditions, and holidays.

Describe and identify 4 family customs, traditions, and holidays with support.

Describe and identify 4 family customs, traditions, and holidays. (ex: my birthday we have ….)




explain the importance of family customs and traditionsK12(B)Compare family customs and traditions.

Health

Overarching Idea:


Skills

1Needs

Improvement

2Emerging

Understanding

3Proficient

4Mastery

Tasks/Student Samples/Evidence of Understanding: Cell Phone Sally - Color in 911 on phone. Students list three reasons to call 911.

K.2(G)Demonstrate procedures for responding to emergencies including dialing 911

Students are unable to demonstrate proper procedures for responding to emergencies and when to call 911

Students are able to demonstrate proper procedures for responding to emergencies OR when to call 911 with teacher support

Students are able to demonstrate proper procedures for responding to emergencies and when to call 911 with teacher support

Students are able to demonstrate proper procedures for responding to emergencies and when to call 911

Tasks/Student Samples/Evidence of Understanding:




Students draw appropriate clothing for each season.

1 2 3 4 K7(A)Tell how weather affects individual health such as dressing form warmth, protecting skin from the sun, and keeping classrooms and homes warm and cool

Unable to identify appropriate attire for the climate

Identify appropriate attire for the climate with support

Identify appropriate attire for the climate

Identify appropriate attire for the climate and why it is important

Tasks/Student Samples/Evidence of Understanding: Identify four people who can help provide health information

1 2 3 4K.3A, 5A, BK3(A)Demonstrate how to seek the help of parents/guardians and other trusted adults in making decisions and solving problems K5(A)Name people who can provide helpful health information such as parents, doctors, teachers, and nurses

Identify one person in their lives who can provide health information (parents, doctors, teachers, nurses, etc.)

Identify two people in their lives who can provide health information (parents, doctors, teachers, nurses, etc.)

Identify three people in their lives who can provide health information (parents, doctors, teachers, nurses, etc.)

Identify four people in their lives who can provide health information (parents, doctors, teachers, nurses, etc.)


Documents

Texas Essential Knowledge and Skills - file · Web viewKindergarten Assessment Rubric. 3rd Nine Weeks. Sample portfolio pieces are included and/or may be substituted with teacher’s