2015 4 Nine Weeks Pre-K Assessment Rubrics and Portfolio …curriculum.austinisd.org/schoolnetDocs/early_childhood/... · 2015-03-02 · samples, interviews, etc.) you gathered to

4th Nine Weeks Assessment Rubric

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2015 4th Nine Weeks Pre-K Assessment Rubrics and Portfolio Expectations

PK Guideline Student Outcome Page # Score CCCooonnnccceeeppptttsss ooofff PPPrrriiinnnttt

III.A.1 Child engages in pre-reading and reading-related activities. (This outcome refers to being able to identify types of environmental print, including the child’s own name.) p. 3

III.A.2 Child uses books and other written materials to engage in pre-reading behaviors (This includes identifying parts of a book (e.g., front and back) and tracking print from left-to-right).

p. 4

III.B.6 Child can produce a word that rhymes with a given word. p. 5

III.C.1 Child names at least 20 upper and at least 20 lower case letters. p. 6 III.C.3 Child produces the correct sounds for at least 10 letters. p. 7

III.D.3 Child asks and answers appropriate questions about the book (e.g. predicting events and identifying characters, plot, problem, setting, and the resolution of the story.) p. 8

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OOOrrraaalll LLLaaannnggguuuaaagggeee II.B.3 The child provides appropriate information for various situations. p. 9

II.D.1 Child uses a wide variety of words to label and describe people, places, things, and actions. p. 10

II.D.2 Child demonstrates understanding of terms used in the instructional language of the classroom. p. 11

II.E.5 Child combines sentences that give lots of detail, sticks to the topic, and clearly communicates intended meaning. p. 12


WWWrrriiitttiiinnnggg IV.A.1 Child intentionally uses scribbles/writing to convey meaning. p. 13 IV.B.1 Child independently uses letters or symbols to make words or parts of words. p. 14 IV.B.2 Child writes own name not necessarily with full correct spelling or well-formed letters. p. 17


MMMaaattthhheeemmmaaatttiiicccsss V.A.5 Child counts up to 10 items, and demonstrates that the last count indicates how many

items were counted p. 18

V.A.9 Child recognizes one-digit numerals, 0 – 9. p. 20

V.B.1/ V.B.2 Child uses concrete models or makes a verbal word problem for adding up to 5 objects/ subtracting 1-5 objects from a set. p. 21

V.C.1 Child names common shapes. p. 22 AAAvvveeerrraaagggeee

SSSoooccciiiaaalll SSStttuuudddiiieeesss VII.C.1 Child identifies and creates common features in her immediate environment. p. 23


SSSccciiieeennnccceee VI.B.1 Child identifies and describes the characteristics of organisms. p. 24




PK Guideline Student Outcome Page # Score HHHeeeaaalllttthhh

VI.D.1; VI.D.2; VI.D.3

Child identifies and practices good habits of personal safety, health, hygiene, nutrition, exercise, and rest. p. 25


TTTeeeccchhhnnnooolllooogggyyy X.A.2 Child uses and names a variety of computer input devices, such as mouse, keyboard,

voice/sound recorder, touch screen, CD-ROM. p. 26


FFFiiinnneee AAArrrtttsss VIII.A.1 VIII.B.1

� Child uses a variety of art materials and activities for sensory experience and exploration.

� Child participates in classroom music activities. p. 27


PPPhhhyyysssiiicccaaalll EEEddduuucccaaatttiiiooonnn IX.A.2 Child coordinates sequence of movements to perform tasks. p. 28


EEESSSLLL II.A.3 Child shows understanding of the new language being spoken by English-speaking

teachers and peers (ELL). p. 29


PPPeeerrrsssooonnnaaalll DDDeeevvveeelllooopppmmmeeennnttt NA These are correlated to district expectations, not PK Guidelines. Refer to the right side

of the district report card. pp. 30-31 NA

IInnddiivviidduuaall SSttuuddeenntt PPoorrttffoolliiooss NNoonn--nneeggoottiiaabbllee PPoorrttffoolliioo EEnnttrriieess ffoorr tthhee 44tthh NNiinnee WWeeeekkss 1. An authentic writing sample that is most representative of the child’s current development within the continuum of

the emergent stages of writing (Refer to p. 15-16). 2. Picture-of-me illustration and name writing sample 3. Documentation of the child’s ability to count a set of up to 10 objects. 4. Evidence that the child is able to use objects, numbers, pictures, and/ or words to represent a sum (up to 5) when

two sets are joined or the difference (within 5) between two sets when a quantity is taken apart. 5. Work sample that shows that the child can create a picture with shapes—this includes a building/ structure with

blocks *NOTE: This can be used to show evidence that the child can identify features in his/her environment—an outcome addressed in social studies (VII.C.1) for the 4th nine weeks reporting period.

6. Evidence (e.g., photo, science notebook entry, etc.) that the child can describe the characteristics of organisms. *NOTE: (This can be used to show evidence that the child can use theme related vocabulary—an outcome addressed in the oral language section (II.D.1) of the 4th nine weeks reporting period).



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Target PK Guideline:

III.A.1 Child engages in pre-reading and reading-related activities. (This outcome refers to being able to identify types of environmental print, including the child’s own name.)

Supporting PK Guidelines

x III.A.2 Child uses books and other written materials to engage in pre- reading behaviors. x III.A.3 Child asks to be read to or asks the meaning of written text.

Assessment Documentation: In this section, provide information on what type of documentation (e.g., anecdotal records, work samples, interviews, etc.) you gathered to show each child’s progress related to the PK Guideline specified in the above. Consult the suggestions for embedded, informal assessment activities listed in Week 35 of the 4th Nine Weeks CRMs.

Form of Documentation Describe the tasks here:

What to look for: 1 2 3 4

Needs Improvement Emerging Understanding Proficient Mastery

Child recognizes 0 to 2 examples of print.

Child recognizes a minimum of 3 examples of print.

Child recognizes a minimum of 6 examples of print.

Child recognizes a minimum of 10 examples of print. Date: Student:





III.A.2 Child uses books and other written materials to engage in pre-reading behaviors (e.g., tracking print left to right, identifying parts of a book, etc.).


x III.A.1 Child engages in pre-reading and reading-related activities. x III.A.3 Child asks to be read to or asks the meaning of written text.

Assessment Documentation: In this section, provide information on what type of documentation (e.g., anecdotal records, work samples, interviews, etc.) you gathered to show each child’s progress related to the PK Guideline specified in the above. Consult the suggestions for embedded, informal assessment activities listed in Weeks 29, 30, 37 and 38 of the 4thNine Weeks CRMs.




Child recognizes 0 to 3 elements of print and book awareness.



Child recognizes 8 to 9 elements of print and book awareness. Date: Student:





III.B.6 Child can produce a word that rhymes with a given word.


x II.C.2 Child perceives differences between similar sounding words. x II.C.3 Child investigates and demonstrates growing understanding of the sounds and intonation of

the English language (ELL). Assessment Documentation: In this section, provide information on what type of documentation (e.g., anecdotal records, work samples, TANGO, interviews, etc.) you gathered to show each child’s progress related to the PK Guideline specified in the above. Consult the suggestions for embedded, informal assessment activities listed in Weeks 29 and 30 of the 4thNine Weeks CRMs.




Child is unable or makes no attempt to participate in rhyming games, songs or poems.

Child joins in saying or repeating rhyming games, songs, and poems.

Child spontaneously repeats or practices a learned rhyming game, song or poem.

Child rhymes one word with another, or makes up a phrase or sentence that includes a rhyme. Date: Student:





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


x III.C.2 Child recognizes at least 20 letter sounds. x III.C.3 Child produces the correct sounds for at least 10 letters.

Assessment Documentation: In this section, provide information on what type of documentation (e.g., anecdotal records, TANGO, work samples, interviews, etc.) you gathered to show each child’s progress related to the PK Guideline specified in the above. Consult the suggestions for embedded, informal assessment activities listed in Weeks 34 and 36 of the 4thNine Weeks CRMs.




Child names or identifies a minimum of 10 upper and lower case letters.

Child names or identifies a minimum of 10 upper and 10 lower case letters.

Child names a minimum of 20 upper and 20 lower case letters.

Child names all but 1 or 2 upper and lower case letters in the alphabet. Date: Student:





III.C.3 Child produces the correct sounds for at least 10 letters.


x III.C.1 Child names at least 20 upper and at least 20 lower case letters. x III.C.2 Child recognizes at least 20 letter sounds.

Assessment Documentation: In this section, provide information on what type of documentation (e.g., anecdotal records, work samples, interviews, TANGO, etc.) you gathered to show each child’s progress related to the PK Guideline specified in the above. Consult the suggestions for embedded, informal assessment activities listed in Weeks 34 and 36 of the 4thNine Weeks CRMs




Child identifies 0 to 4 letter/ sound matches.

Child identifies a minimum of 5 letter/ sound matches.

Child identifies a minimum of 10 letter/ sound matches.

Child identifies a minimum of 15 letter/ sound matches. Date: Student:





III.D.3 Child asks and answers appropriate questions about the book (e.g. predicting events and identifying characters, plot, problem, setting, and story resolution.)


x III.D.1 Child retells or reenacts a story after it is read aloud. x III.D.2 Child uses information learned from books by describing, relating, categorizing or comparing

and contrasting Assessment Documentation: In this section, provide information on what type of documentation (e.g., anecdotal records, work samples, interviews, etc.) you gathered to show each child’s progress related to the PK Guideline specified in the above. Consult the suggestions for embedded, informal assessment activities listed in Weeks 33 and 36 of the 4thNine Weeks CRMs.




Child identifies 0 to 1 literary element.

Child identifies 2 literary elements.

Child identifies 3 literary elements.

Child identifies 4 to 6 literary elements. Date: Student:



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Target PK Guidelines:

II.B.3 The child provides appropriate information for various situations.


x II.B.2 Child engages in conversations in appropriate ways. x II.B.6 Child matches language to social contexts

Assessment Documentation: In this section, provide information on what type of documentation (e.g., anecdotal records, work samples, interviews, etc.) you gathered to show each child’s progress related to the PK Guideline specified in the above. Consult the suggestions for embedded, informal assessment activities listed in Weeks 33and 34 of the 44t Nine Weeks CRMs.




Child listens and responds when another child or familiar adult initiates a conversation.

Child follows conversational rules by staying on topic and taking turns.

Child sustains conversational rules by staying on topic and taking turns in exchanges involving new information.

Child answers or asks higher-order questions (e.g. why, when, what if, etc.) during conversations. Date: Student:





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


x II.D.3 Child demonstrates understanding in a variety of ways or knowing the meaning of three to four thousand words*, many more than he or she uses.

Assessment Documentation: In this section, provide information on what type of documentation (e.g., anecdotal records, TANGO, work samples, interviews, etc.) you gathered to show each child’s progress related to the PK Guideline specified in the above. Consult the suggestions for embedded, informal assessment activities listed in Weeks 29, 30 and 38 of the 44t Nine Weeks CRMs




Child uses minimal theme-related vocabulary words.

Child uses theme-related vocabulary words consistently and appropriately.

Child adds descriptors to theme-related vocabulary words learned throughout the year.

Child makes personal connections while using theme-related vocabulary words.

Date: Student:





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


x II.D.1 Child uses a wide variety of words to label and describe people, places, things, and actions. x II.D.4 Child uses a large speaking vocabulary, adding several new words daily.

Assessment Documentation: In this section, provide information on what type of documentation (e.g., anecdotal records, work samples, interviews, etc.) you gathered to show each child’s progress related to the PK Guideline specified in the above. Consult the suggestions for embedded, informal assessment activities listed in Weeks 31 and 32 of the 4th Nine Weeks CRMs.




Child attends to read alouds, demonstrations, and discussions with teacher support (prompts).

Child independently attends to and participates in read alouds, demonstrations, and discussions.

Child independently attends to and participates in instruction using academic vocabulary and questioning strategies.

Child internalizes learned information and applies it in new situations—e.g. center time, play, social interactions, writing, etc. Date: Student:





II.E.5 Child combines sentences that give lots of detail, sticks to the topic, and clearly communicates intended meaning.


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

Assessment Documentation: In this section, provide information on what type of documentation (e.g., anecdotal records, work samples, interviews, etc.) you gathered to show each child’s progress related to the PK Guideline specified in the above. Consult the suggestions for embedded, informal assessment activities listed in Weeks 31, 32 and 33 of the 4th Nine Weeks CRMs..




Child expresses thoughts or responds using only simple sentences.

Child often uses correct syntax and academic vocabulary within complex sentences.

Child often uses correct syntax and academic vocabulary within complex sentences with elaboration.

Child consistently uses correct syntax and academic vocabulary within complex sentences with elaboration. Date: Student:



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


x IX.B.1 Child shows control of tasks that require small-muscle strength and control. x IV.C.1 Child independently writes some letters on request (not necessarily well-formed).

Assessment Documentation: In this section, provide information on what type of documentation (e.g., anecdotal records, work samples, writing journals, etc.) you gathered to show each child’s progress related to the PK Guideline specified in the above. Consult the suggestions for embedded, informal assessment activities listed in Week 28 of the 4th Nine Weeks CRMs.




Child includes some detail in his picture/story with teacher support.

Child includes some detail in his picture/story with no teacher support.

Child incorporates detail (with a plot and characters) in his picture/story.

Child’s story includes elaborate detail (plot, setting and characters). Date: Student:





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


x IV.A.1 Child intentionally uses scribbles/writing to convey meaning. x IV.C.1 Child independently writes some letters on request (not necessarily well-formed).

Assessment Documentation: In this section, provide information on what type of documentation (e.g., anecdotal records, work samples, interviews, etc.) you gathered to show each child’s progress related to the PK Guideline specified in the above. Consult the suggestions for embedded, informal assessment activities listed in Week 33 of the 4th Nine Weeks CRMs..


What to look for: Refer to pages 15-16 (Emergent Stages of Writing) 1 2 3 4


Child uses random or controlled scribbling or named scribbles. Emergent Writing Stages #1 - 3

Child uses close approximations. Emergent Writing Stage #4

Child uses letter combinations and may also copy words, which he/she can ‘read’ to back to you. Emergent Writing Stage #5

Child uses letter combinations or invented spelling. Emergent Writing Stages #6—8 Date: Student:



Emergent Stages of Writing (Stages 1 – 4)

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x Child marks paper while experimenting with the writing tools.

x Child marks randomly at any place on the page.

x This is the beginning form of writing.

222... DDDrrraaawwwiiinnnggg aaasss WWWrrriiitttiiinnnggg

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

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

333... SSScccrrriiibbbbbbllliiinnnggg aaasss WWWrrriiitttiiinnnggg

x Child begins to assign meaning to the scribbles.

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

444... EEEmmmeeerrrgggeeennnttt LLLeeetttttteeerrrsss

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

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

x Pictures may contain more detail and are becoming more recognizable.



Emergent Stages of Writing (Stages 5 – 8)

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

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

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

666... BBBeeegggiiinnnnnniiinnnggg SSSooouuunnndddsss EEEmmmeeerrrgggeee

x 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.

x This is the beginning stage of invented spelling.

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

x They usually write sentences that tell ideas.

888... IIInnniiitttiiiaaalll,,, MMMiiiddddddllleee,,, aaannnddd FFFiiinnnaaalll SSSooouuunnndddsss

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

x Their writing is readable.





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


x IX.B.1 Child shows control of tasks that require small-muscle strength and control. x IX.B.2 Child shows increasing control of tasks that require eye-hand coordination.

Assessment Documentation: In this section, provide information on what type of documentation (e.g., anecdotal records, work samples, interviews, etc.) you gathered to show each child’s progress related to the PK Guideline specified in the above. Consult the suggestions for embedded, informal assessment activities listed in Week 37 of the 4th Nine Weeks CRMs.




Child uses controlled scribbles to write name.

Child writes most letters in her name with support.

Child writes most letters in her name with no support.

Child writes all the letters in her first and last name. Date: Student:



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V.A.5 Child counts up to 10 items, and demonstrates that the last count indicates how many items were counted.


x V.A.2 Child uses words to rote count from 1 to 30. x V.A.3 Child counts 1–10 items, with one count per item.

Assessment Documentation: In this section, provide information on what type of documentation (e.g., anecdotal records, TANGO, interviews, etc.) you gathered to show each child’s progress related to the PK Guideline specified in the above. Consult the suggestions for embedded, informal assessment activities listed in Weeks 31, 32, 34, 37 and 38 of the 4th Nine Weeks CRMs.


What to look for: Refer to p. 18, Steps 1-4 of the One-on-One Individual Student Counting Assessment Interview

1 2 3 4


Child demonstrates two of the following counting skills when asked to count a minimum of 7 objects

Child demonstrates at least two of the following counting skills when asked to count a minimum of 10 objects:

Child demonstrates all of the following counting skills when asked to count a minimum of 10 objects:

Child demonstrates all of the following counting skills when asked to count a minimum of 16 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. 3. States total of the final count when asked, “So how many did you count?” Date: Student:



One-on-One Individual Student Counting Assessment Interview

Child______________________________ Date: _________________ Teacher: ________________________

Steps and Instructions: 1. Present the child with no greater than 21 to 25 counters displayed in a jar. Ask: How many ___ do you

think there may be inside? 2. Instruct the child to remove the counters from the jar. Say: Go ahead and count them to make sure how

many there are altogether. 3. Observe and use the recording sheet below to document the child’s counting. If the child struggles with

the original amount, remove some (down to 12, then to 7, and finally to 5) and make note of the child’s strategies and accuracy in the notes section.

Skill Description/ Behavior Notes Rote Counting Child says the counting word

sequence in correct order—e.g., starts at 1, then says 2, then 3, then 4, then 5, etc.

Accurate: (Yes/ No) Up to what #: ____ (Circle up to which number): 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25

Tagging/ One-to-one Correspondence

Child touches each object once and only once (never double counting)


Synchronicity Child’s recitation of the counting word sequence is synchronous to her/his touching of each object.


Organization The child keeps track of what is counted.


4. When the child appears to have stopped counting, ask: So, how many ____ did you count? (or) So, how many ____ were there?

Skill Description/ Behavior Notes Cardinality The child states the total number of

items she/he counted when asked, “So, how many ___ do you have?”


5. If the child was successful counting objects, ask him/her to make the following sets: o If the child successfully counted up to 21 or 25 objects, say: Make a set of 19 (or) Give me 19. o If the child successfully counted up to 12 objects, say: Make a set of 10 (or) Give me 10. o If the child successfully counted up to 7 objects, say: Make a set of 5 (or) Give me 5. o If the child successfully counted up to 5 objects, say: Make a set of 3 (or) Give me 3.

Skill Description/ Behavior Notes Hierarchical Inclusion

The child is able to count out a requested amount of objects—e.g., There are 15 cubes and you ask for 10. The child correctly produces 10.






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


x V.A.2 Child uses words to rote count from 1 to 30. x V.E.3 Child recognizes and creates patterns.

Assessment Documentation: In this section, provide information on what type of documentation (e.g., anecdotal records, TANGO, work samples, interviews, etc.) you gathered to show each child’s progress related to the PK Guideline specified in the above. Consult the suggestions for embedded, informal assessment activities listed in Week 29 and 30 of the 4th Nine Weeks CRMs.




The child identifies a minimum of three numerals.

The child identifies a minimum of five numerals.

The child identifies a minimum of seven numerals.

The child identifies a minimum of ten numerals. Date: Student:





V.B.1/ B.2 Child uses concrete models or makes a verbal word problem for adding up to 5 objects/ subtracting 1-5 objects from a set.


x V.A.4 Child demonstrates that the order of the counting sequence is always the same regardless of what is counted.

Assessment Documentation: In this section, provide information on what type of documentation (e.g., anecdotal records, work samples, TANGO, etc.) you gathered to show each child’s progress related to the PK Guideline specified in the above. Consult the suggestions for embedded, informal assessment activities listed in Weeks 28, 31, 32, 33, and 34 of the 4th Nine Weeks CRMs.




Child demonstrates step 1 of the following problem solving behaviors:

Child demonstrates step 1 and 2 or 3 of the following problem solving behaviors:

Child demonstrates steps 1 to 3 of the following problem solving behaviors:

Child demonstrates steps 1 to 4 of the following problem solving behaviors:

Date: Student:

1. Accurately uses objects to represent the initial amount (e.g., John had 3 rocks) and change portion (e.g., He found 2 more rocks) stated in a word problem.

2. Accurately states the sum of joining two sets together (addition)—e.g., now he has 5 rocks. 3. Accurately states the difference when taking away one set from a larger set (subtraction). 4. Accurately uses numbers, pictures, and words to represent how he/she solved the problem.



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V.C.1 Child names common shapes.


x V.C.2 Child creates shapes. x V.C.4 Child slides, flips, and turns shapes to demonstrate that the shapes remain the same.

Assessment Documentation: In this section, provide information on what type of documentation (e.g., anecdotal records, work samples, interviews, etc.) you gathered to show each child’s progress related to the PK Guideline specified in the above. Consult the suggestions for embedded, informal assessment activities listed in Weeks 35 and 36 of the 4th Nine Weeks CRMs.




Child is unable to recognize, name, or describe shapes.

Child names a minimum of 3 shapes with teacher support and uses informal language to describe attributes, which may be limited to what the shape looks like—e.g., “the shape looks like a ball”.

Child names and describes 4 or more shapes using informal and some formal mathematical vocabulary—e.g. “A circle is round.”

Child names and describes 6 or more shapes using informal and formal mathematical language—e.g. “A triangle has three sides and three corners.” Date: Student:



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VII.C.1 Child identifies and creates common features in her immediate environment.


x V.C.3 Child demonstrates use of location words (such as “over”, “under”, “above”, “on”, “beside”, “next to”, “between”, “in front of”, “near”, “far”, etc.)..

Assessment Documentation: In this section, provide information on what type of documentation (e.g., anecdotal records, work samples, interviews, etc.) you gathered to show each child’s progress related to the PK Guideline specified in the above. Consult the suggestions for embedded, informal assessment activities listed in Weeks 28, 31, 32, and 35 of the 4th Nine Weeks CRMs.




Child is unable to create a representation.

Child is able to create a simple representation with teacher support—e.g. teacher provides stencils or precut materials.

Child independently creates simple representations.

Child plans and then builds a representation that matches his/ her plan.

Date: Student:



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VI.B.1 Child identifies and describes the characteristics of organisms.


x VI.B.2 Child describes life cycles of organisms. x VI.B.3 Child recognizes, observes, and discusses the relationship of organisms to their environments.

Assessment Documentation: In this section, provide information on what type of documentation (e.g., anecdotal records, work samples, interviews, etc.) you gathered to show each child’s progress related to the PK Guideline specified in the above. Consult the suggestions for embedded, informal assessment activities listed in Weeks 29, 30, 31, 32, 33, 34 and 35 of the 4th Nine Weeks CRMs.




Child is unable to identify similarities or differences among organisms.

Child is able to identify similarities or differences among organisms.

Child with teacher support is able to identify similarities and differences among organisms.

Child is able to independently identify similarities and differences among organisms. Date: Student:



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


x I.A.1 Child is aware of where own body is in space, respects personal boundaries. x I.B.1.a Child follows classroom rules and routines with occasional reminders from teacher.

Tasks: � On-Going: Observe children as they are eating lunch in the cafeteria. Pay attention to eating etiquette related to

health and hygiene. Interview children about rules for staying healthy on a periodic basis. Keep record of the child’s hand washing and other health related habits—e.g., rest, time, using a tissue to wipe their nose, covering coughs, etc.



Child rarely demonstrates the following health related behaviors:

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

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

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

Date: Student:

x follows/ uses safety procedures while using common tools and materials (e.g., glue, scissors, and pencils);

x covers coughs and sneezes with tissue or elbow instead of their hands; x and washes hands after using the toilet and before snack and lunch.



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X.A.2 Child uses and names a variety of computer input devices, such as mouse, keyboard, voice/sound recorder, touch screen, CD-ROM.


x X.A.1 Child opens and navigates through software programs designed to enhance development of appropriate concepts.

Tasks: � On-Going: Observe children as engage with computer software or other technological devices—iPad, etc. � One-on-one Interview: Informally engage with the child at the computer center. Interview the child and take notes

to document the child’s familiarity with technology. What to look for:

1 2 3 4


Child refuses to explore or use technology, including computer input devices.

Child explores and uses technology, including computer input devices, with teacher support and prompting.

Child typically (75% of the time) explores and uses technology, including computer input devices, without teacher support and prompting.

Child consistently (95% of the time) explores and uses technology, including computer input devices, without teacher support and prompting. Date: Student:



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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.


x VIII.A.2 Child uses art as a form of creative self-expression. x VIII.C.1 Child creates or recreates stories, moods, or experiences through dramatic representations.

Tasks: � On-Going: Observe children as they explore and use various materials—e.g., paints, collage materials, play dough,

glue, crayons, chalk, etc.—available at the art center. � On-Going: Observe children as they participate in music, movement, and dramatic play activities throughout the day.



Child rarely explores or uses materials and participates in classroom music activities.

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

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

Child frequently (85% of the time) explores and uses art materials and participates in classroom music activities without teacher support and prompting. Date: Student:



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


x I.A.1 Child is aware of where own body is in space, respects personal boundaries. x IX.A.1 Child demonstrates coordination and balance in isolation (may not yet coordinate consistently

with a partner.

Tasks: � On-Going: Observe the children during both informal and structured physical education exercises that involve

coordinating a sequence of movement to perform the specified tasks. Refer to the Sports Fun manual on your campus for a list of related activities and ideas on how to support the children’s attainment of these skills.



Child 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:

Date: Student:

x independently move within a space of defined boundaries; x change his/ her body configuration to fit within a spatial location (e.g., moving through an

obstacle course); x and participate in group games involving movement—e.g., “Hokey Pokey.”



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


x II.D.6 Child increases listening vocabulary and begins to develop vocabulary of object names and common phrases in English (ELL).

Tasks:

� On-Going: Refer to the Oral Language rubrics, pp. 11-13, for authentic contexts and tasks that show evidence of the child’s progression towards the acquisition of the English language. The rubric below is taken from the official district report card that is sent home to parents. If this outcome does not appear in your Gradespeed window, you should contact your clerk so that he/she can program it into the on-line system/ template.



Student has very limited understanding of subject of study and concepts on grade level:

Student is beyond beginning learning the subject of study and concepts on grade level.

Student has strong understanding of subject of study on grade level

Student has full understanding of subject of study on grade level and is able to make connections to other areas. Date: Student:



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Student Expectation 1 2 3 4 Rarely Occasionally Frequently Consistently

Adjusts 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 appropriately.

Child does not work to solve problems. Child runs away or uses force.

Child requests adult assistance to solve problems and accepts suggestions by adult.

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

Child solves problems with other children independently such as taking turns or sharing materials.

2015 4 Nine Weeks Pre-K Assessment Rubrics and Portfolio …curriculum.austinisd.org/schoolnetDocs/early_childhood/... · 2015-03-02 · samples, interviews, etc.) you gathered to

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