Margaret C. Clifford School 2014-2015 Kindergarten Report Card (Trimester) Rubrics Literacy Reading Fiction and Nonfiction Foundations of Reading Asks and answers questions about text details Standards: K.RN.1 Trimester 1 2 3 4 1 2 Unable to ask and/or answer questions about a story that was read by student or that student listened to. With prompting and support can ask and/or answer questions about a story that was read by student or that the student listened to. With prompting and support, student consistently asks and answers questions about a story that was read by student or that the student listened to. Student consistently and independently asks and answers questions about a story that was read by student or that the student listened to. 3 Unable to ask and/or answer questions about a story that was read by student or that student listened to. With prompting and support, student consistently asks and answers questions about a story that was read by student or that the student listened to. Student consistently and independently asks and answers questions about a story that was read by student or that the student listened to. Student consistently and independently asks and answers questions about a story that was read independently. Swedesboro-Woolwich School District
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Swedesboro-Woolwich School District Margaret C. Clifford ...€¦ · Kindergarten Report Card (Trimester) Rubrics ... Character Traits ... Margaret C. Clifford School 2014-2015 Kindergarten
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Margaret C. Clifford School 2014-2015
Kindergarten Report Card (Trimester) Rubrics
Literacy Reading Fiction and Nonfiction Foundations of Reading
Asks and answers questions about text details
Standards: K.RN.1
Trimester 1 2 3 4
1
2 Unable to ask and/or
answer questions
about a story that
was read by student
or that student
listened to.
With prompting and support
can ask and/or answer
questions about a story that
was read by student or that
the student listened to.
With prompting and
support, student consistently
asks and answers questions
about a story that was read
by student or that the
student listened to.
Student consistently and
independently asks and answers
questions about a story that
was read by student or that
the student listened to.
3 Unable to ask and/or
answer questions
about a story that was
read by student or
that student listened
to.
With prompting and
support, student
consistently asks and
answers questions about a
story that was read by
student or that the student
listened to.
Student consistently and
independently asks and
answers questions about a
story that was read by
student or that the student
listened to.
Student consistently and
independently asks and
answers questions about a
story that was read
independently.
Swedesboro-Woolwich School District
Retells stories including characters, settings, major events, and key details
Standards: RL.K.1, RL.K.1, RL.K.3
Trimester 1 2 3 4
1 Unable to identify
any of the elements
in stories read aloud:
Characters
Setting
With prompting and
support, student is beginning
to identify the elements in
stories read aloud:
Characters
Setting
With prompting and
support, student consistently
identifies elements in stories
read aloud:
Characters
Setting
Student consistently and
independently identifies
elements in stories read aloud
using key details and evidence
from text to describe:
Characters
Setting
2 Unable to identify
any of the elements
in stories read
aloud:
Characters
Setting
Major Events
Key Details
With great prompting and
support, student is beginning
to identify the elements in
stories read aloud or
independently (emergent-level
text)
Characters
Setting
Major Events
Key Details
With prompting and
support, student consistently
identifies elements in stories
read aloud or independently
(emergent-level text)
Characters
Setting
Major Events
Key Details
Student consistently and
independently identifies
elements in stories read aloud
or independently (emergent-
reader text) using key details
and evidence from text to
describe:
Characters
Setting
Major Events
Key Details
3 Student is unable to
or often cannot
identify any of the
elements in stories
read aloud
Characters
Setting
Major Events
Key Details
With great prompting and
support, student can identify
the elements in stories read
aloud or independently
(emergent-level text):
Characters
Setting
Major Events
Key Details
With minimal prompting and
support, student consistently
identifies elements in stories
read aloud or independently
(emergent-level text) using
key details and evidence from
text to describe:
Characters
Setting
Major Events
Key Details
Student consistently and
independently identifies
elements in stories read aloud
or independently (above-grade
level text):
using key details and evidence
from text to describe:
Characters
Setting
Major Events
Key Details
Identifies main topic and retells key details of informational text
Standards: RI.K.1, RI.K.2, RI.K.3
Trimester 1 2 3 4
1 Unable to identify
the main topic in
texts read aloud
With prompting and
support, student is beginning
to identify the main topic in
texts read aloud
With prompting and
support, student consistently
identifies the main topic in
texts read aloud
Student consistently and
independently identifies the main
topic in texts read aloud using key
details and evidence from the text
2 Unable to identify
any of the elements
in texts:
Main Topic
Key Details
With great prompting and
support, student is beginning
to identify the elements in
stories read aloud or
independently (emergent-level
text)
Main Topic
Key Details
With prompting and
support, student consistently
identifies elements in stories
read aloud or independently
(emergent-level text)
Main Topic
Key Details
Student consistently and
independently identifies elements in
stories read aloud or independently
(emergent-reader text) using key
details and evidence from text to
describe:
Main Topic
Key Details
3 Student is unable to
or often cannot
identify any of the
elements in stories
read aloud:
Main Topic
Key Details
With great prompting and
support, student can identify
the elements in stories read
aloud or independently
(emergent-level text):
Main Topic
Key Details
With minimal prompting and
support, student consistently
identifies elements in stories
read aloud or independently
(emergent-level text) using
key details and evidence
from text to describe:
Main Topic
Key Details
Student consistently and
independently identifies elements in
stories read aloud or independently
(above-grade level text) using key
details and evidence from text to
describe:
Main Topic
Key Details
Compares and contrasts individuals, events, or topics
Standards: RL.K.9
Trimester 1 2 3 4
1
2 Unable to compare
or contrast any
elements in a story
or text
With great prompting and
support, student is beginning
to compare and contrast the
elements in stories read aloud
or independently (emergent-
level text)
Character Traits
Events
Illustrations
Procedures
With prompting and
support, student
consistently compares and
contrasts elements in
stories read aloud or
independently (emergent-
level text)
Character Traits
Events
Illustrations
Procedures
Student consistently and
independently compares and
contrasts elements in stories read
aloud or independently (emergent-
reader text) using key details and
evidence from text to describe:
Character Traits
Events
Illustrations
Procedures
3 Student is unable to or
often cannot compare
and contrast any of the
elements in stories read
aloud:
Character Traits
Events
Illustrations
Procedures
With great prompting and
support, student can compare
and contrast the elements in
stories read aloud or
independently (emergent-
level text):
Character Traits
Events
Illustrations
Procedures
With minimal prompting and
support, student
consistently compares and
contrasts elements in
stories read aloud or
independently (emergent-
level text) using key
details and evidence from
text to describe:
Character Traits
Events
Illustrations
Procedures
Student consistently and
independently compares and
contrasts elements in stories read
aloud or independently (above-grade
level text) using key details and
evidence from text to describe:
Character Traits
Events
Illustrations
Procedures
Identifies roles of authors and illustrators
Standards: RL.K.6, RI.K.6
Trimester 1 2 3 4
1 Student is not
demonstrating
understanding of this
standard
With prompting and
support student is
beginning to identify:
Role of the author
Role of the illustrator
With prompting and
support, student can often
identify:
Role of the author
Role of the illustrator
With prompting and
support, student can consistently
identify:
Role of the author
Role of the illustrator
2 Student is
demonstrating minimal
understanding of this
standard
With prompting and
support student can
sometimes identify:
Role of the author
Role of the illustrator
With prompting and
support, student can consistently
identify:
Role of the author
Role of the illustrator
Student can consistently and
independently identify:
Role of the author
Role of the illustrator
3 Student is
demonstrating minimal
understanding of this
standard
With prompting and
support student can identify:
Role of the author
Role of the illustrator
With prompting and
support, student can consistently
identify and explain:
Role of the author and how they
chose details to support the
main idea/topic
Role of the illustrator and how
the illustrations support the
main idea/topic
Student can consistently and
independently identify and explain:
Role of the author and how they
chose details to support the main
idea/topic
Role of the illustrator and how
the illustrations support the main
idea/topic
Understands Basic Concepts of Print
Standards: RI.K.5, RF.K.1a, RF.K.1b, RF.K.1c
Trimester 1 2 3 4
1 Student is not
demonstrating
understanding of this
standard
Understands how to hold and open a
book and turn the pages.
Understands how to hold and open
a book and turn the pages.
Understands how to track print
from left-to-right and top-to-
bottom.
In addition to a score of 3,
student can use one-to-one
correspondence.
2 Understands how to
hold and open a book
and turn the pages.
Understands how to hold and open a
book and turn the pages.
Understands how to track print from
left-to-right and top-to-bottom.
In addition to a score of 3,
student can use one-to-one
correspondence.
Applies concept of print to read
a grade level text.
Understands Basic Concepts of Print (Continued) 3 Understands how to hold
and open a book and turn
the pages.
Understands how to
track print from left-to-
right and top-to-bottom.
In addition to a score of 3,
student can use one-to-one
correspondence.
Applies concept of print to read a
grade level text.
Applies concept of print to read
an above-grade level text.
Recognizes and Names Learned Letters
Standards: RF.K.1d
Trimester 1 2 3 4
1 Can recognize
and/or name 0-10
letters learned
Can recognize and/or name 10-
21 letters learned
Can recognize and name all
letters learned (22/26)
Can recognize and name all letters of
the alphabet (26/26)
2
Can recognize and
name 0-26 of any
letters learned.
Can recognize and name 27-52
of any letters learned with
prompting and support.
Can recognize and name all 52
(upper and lowercase) letters
learned.
Can recognize and name all 52 (upper
and lowercase) letters learned
fluently and confidently.
3 Can recognize and name 0-
26 of any letters learned.
Can recognize and name 34-52
of any letters learned with
prompting and support.
Can recognize and name all
52 (upper and lowercase)
letters learned.
Students may earn a four in this
area if they earned a four during
the second trimester and continue
to know all 52 letters.
Produces the Sounds of Learned Letters
Standards: RF.K.3a, RF. K.3b
Trimester 1 2 3 4
1 Can produce 0-10 letter
sounds
Can produce 10-21 letters
sounds
Can produce sounds of all
letters learned (22/26)
Can produce all sounds of all letters
of the alphabet (26/26)
Produces the Sounds of Learned Letters (Continued)
2
Can produce 0-15 letter
sounds.
Can produce 15-26 letter
sounds with prompting and
support.
Can produce all sounds of all
letters of the alphabet (26/26)
Can produce all sounds of all letters
of the alphabet (26/26) fluently and
confidently.
3 Can produce 0-20 letter
sounds.
Can produce 21-26 letter
sounds with prompting and
support.
Can produce all sounds of all
letters of the alphabet (26/26)
Students may earn a four in this
area if they earned a four during
the second trimester and continue
to know all letter sounds.
Recognizes and produces rhyming words
Standards: RF.K.2a
Trimester 1 2 3 4
1 Unable to recognize or
produce rhymes.
With prompting and support
can recognize and/ or produce
rhymes.
Independently and
consistently able to
recognize and produce
rhymes.
Independently and consistently able
to recognize, produce and use
rhymes in context.
2
Unable to recognize or
produce rhymes.
With prompting and support
can recognize and/ or produce
rhymes.
Independently and consistently
able to recognize and produce
rhymes.
Independently and consistently able
to recognize, produce and use
rhymes in context.
3 Unable to recognize or
produce rhymes.
With prompting and support
can recognize and/ or produce
rhymes.
Independently and
consistently able to
recognize and produce
rhymes.
Independently and consistently able
to recognize, produce and use
rhymes in context.
Understands syllables
Standards: RF.K.2b
Trimester 1 2 3 4
1 Unable to recognize
or produce syllables
in a word.
With prompting and support
can recognize and/or produce
syllables in a word.
Independently and
consistently able to
recognize and produce
syllables in a word.
Independently and consistently able
to recognize and produce syllables in
a 4-5 syllable words.
Understands syllables (Continued)
2
Unable to recognize or
produce syllables in a word.
With prompting and support
can recognize and/or produce
syllables in a word.
Independently and consistently
able to recognize and produce
syllables in a word.
Independently and consistently able
to recognize and produce syllables in
a 4-5 syllable words.
3 Unable to
recognize or
produce syllables
in a word.
With prompting and support
can recognize and/or produce
syllables in a word.
Independently and
consistently able to
recognize and produce
syllables in a word.
Independently and consistently able
to recognize and produce syllables
in a 4-5 syllable words.
Applies learned phonics and word analysis skills Standards: RF.K.3
Trimester 1 2 3 4
1
2
Produces sounds for a given
letter.
Produces initial consonant
sounds of a word.
Produces initial and final consonant
sounds of a word.
Produces initial, medial, and final
sounds of a CVC (consonant-vowel-
consonant) word.
3 Produces initial
consonant sounds
of a word.
Produces initial and final
consonant sounds of a word
Produces initial, medial, and
final sounds of a CVC
(consonant-vowel-
consonant) word.
Understands blends and digraph
sounds in words and can apply in
reading.
Reads learned high-frequency words
Standards: RF.K.3c
Trimester 1 2 3 4
1
2
Able to read 0-5 high-
frequency words (HFWs)
Able to read 5-10 HFWs Able to read 10-15 HFWs Able to read 15+ HFWs
3 Able to read 0-15 HFWs Able to read 15-25 HFWs Able to read 25-30 HFWs
Able to read 30+ HFWs
Margaret C. Clifford School 2014-2015
Kindergarten Report Card (Trimester) Rubrics
Writing and Language Uses letters, pictures, and symbols to write for different purposes
Standards: W.K.1, W.K.2, W.K.3
Trimester 1 2 3 4 1 Displaying 1-2 skills in
the “Pre-conventional”
sector on the
Developmental
Writing Continuum
(DWC)
Displaying 3-4 skills in the
“Pre-conventional” sector on
the Developmental Writing
Continuum (DWC)
Displaying 5-6 skills in the
“Pre-conventional” sector on
the Developmental Writing
Continuum (DWC)
A score of “Emerging” on the
Developmental Writing
Continuum (DWC)
2
A score of “Pre-
conventional” on the
Developmental
Writing Continuum
(DWC)
Displaying 2-4 skills in the
“Emerging” sector of the
DWC
Displaying 5-10 skills in the
“Emerging” sector of the DWC
Displaying 2-4 skills in the
“Beginning” sector of the
DWC
3 A score of “Pre-
conventional” on
the Developmental
Writing Continuum
(DWC)
Displaying 2-4 skills in the
“Beginning” sector of the
DWC
Displaying 5-11 skills in the
“Beginning” sector of the
DWC
A score of “Developing” or
higher on the Developmental
Writing Continuum (DWC)
Prints learned uppercase letters, lowercase letters, and numbers
Standards: L.K.1a
Trimester 1 2 3 4
1 Unable to copy
lowercase letters
learned or can copy
less than 5 lowercase
letters learned.
Able to copy 5-15 of the
lowercase letters learned.
Able to copy 15-22
lowercase letters learned
and numbers.
Able to write all lowercase
letters and numbers.
Swedesboro-Woolwich School District
Prints learned uppercase letters, lowercase letters, and numbers (Continued)
2
Able to copy 0-20
lowercase letters.
Able to write 20-26 lowercase
letters.
Able to write all lowercase letters,
uppercase letters, and numbers (0-
9).
Able to write all lowercase
letters, uppercase letters,
and numbers (0-9)
consistently and fluently.
3 Able to write 20-26
lowercase letters.
Able to write 20-26
uppercase and lowercase
letters and numbers (0-9).
Able to write all uppercase
letters, lowercase letters,
and numbers (0-9).
Able to write all lowercase
letters, uppercase letters,
and numbers consistently and
fluently and properly apply
them in writing.
Writes a letter or letters for consonant and short-vowel sounds
Standards: RF.K.2d, RF.K.2e
Trimester 1 2 3 4
1
2 Unable to write a
letter or letters for
consonant and short
vowel sounds within a
word or words.
Can write a letter or letters
for few consonant and short
vowel sounds within a word or
words.
Can write a letter or letters for
most consonant and short vowel
sounds within a word or words.
Can independently write a
letter or letters for all
consonant and short vowel
sounds and can independently
spell simple words
phonetically.
3 Can write a letter or
letters for a few
consonant and short
vowel sounds within a
word or words.
Can write a letter or letters
for most consonant and short
vowel sounds within a word or
words.
Can independently write a letter or
letters for all consonant and short
vowel sounds and can independently
spell simple words phonetically.
Spells simple words
phonetically and many high
frequency words correctly.
Writes left-to-right and uses spaces
Standards: RF.K.1a, RF.K.1c
Trimester 1 2 3 4
1
2
Able to use letters
and scribbles in
various places on the
paper.
Able to string letters
together in a single line.
Inconsistently able to use spaces to
separate strings of letters. Begins
to use spaces to separate words.
Consistently able to use
spaces to separate words and
writes left-to-right and top-
to- bottom.
3 Able to string letters
together in a single
line.
Inconsistently able to use
spaces to separate strings of
letters. Begins to use spaces
to separate words.
Consistently able to use spaces to
separate words and writes left-to-
right and top-to- bottom
Consistently and
independently able to use
spaces and directionality
Uses some punctuation and capitalization
Standards: L.K.2a, L.K.2b
Trimester 1 2 3 4
1
2
3 Inconsistently uses a
capital to start a
sentence and a period
to end a sentence.
Consistently uses a capital to
start a sentence and a period
to end a sentence.
Consistently uses a capital to start a
sentence and a period, exclamation
mark or question mark to end a
sentence.
Consistently and correctly
uses a capital to start a
sentence and uses end
punctuation marks.
Writes Simple Words Phonetically
Standards: L.K.2d
Trimester 1 2 3 4
1
2 Unable to write a
letter or letters for
consonant and short
vowel sounds within a
word or words.
Can write a letter or letters
for few consonant and short
vowel sounds within a word or
words.
Can write a letter or letters for
most consonant and short vowel
sounds within a word or words.
Can independently write a
letter or letters for all
consonant and short vowel
sounds and can independently
spell simple words
phonetically.
3 Can write a letter or
letters for a few
consonant and short
vowel sounds within a
word or words.
Can write a letter or letters
for most consonant and short
vowel sounds within a word or
words.
Can independently write a letter or
letters for all consonant and short
vowel sounds and can independently
spell simple words phonetically.
Spells simple words
phonetically and many high
frequency words correctly.
Writes/draws about learned vocabulary Counts to 100 by ones and tens Standards: L.K.6 Standards: K.CC.A.1
Trimester Trimester Trimester Trimester Trimester
1
2 With teacher prompting
and support, creates a
basic drawing that
matches learned
vocabulary.
Independently creates a basic
drawing that matches learned
vocabulary.
Independently creates a well
developed drawing that
matches learned vocabulary
and begins to write about the
word.
Independently creates a well
developed drawing that
matches learned vocabulary
and writes about the word.
3 Independently creates a
basic drawing that
matches learned
vocabulary.
Independently creates a well
developed drawing that
matches learned vocabulary
and begins to write about the
word.
Independently creates a well
developed drawing that
matches learned vocabulary
and writes a complete sentence
about the word.
Independently creates a well
developed drawing that
matches learned vocabulary
and writes more than one
complete sentence about the
word.
Margaret C. Clifford School 2014-2015
Kindergarten Report Card (Trimester) Rubrics
Math
Counting and Cardinality
Counts to 100 by ones and tens
Standards: K.CC.A.1
Trimester 1 2 3 4
1 Unable to count to 30
by ones.
With prompting and support
counts to 30 by ones.
Consistently and
independently counts to 30
by ones.
Consistently and
independently counts beyond
30 by ones.
2 Unable to count to 60
by ones and 50 by
tens.
With prompting and support
counts to 60 by ones and 50
by tens.
Consistently and independently
counts to 60 by ones and to 50 by
tens.
Consistently and
independently counts beyond
60 by ones and beyond 50 by
tens.
3 Unable to count to
100 by ones and tens.
With prompting and support
counts to 100 by ones and
tens.
Consistently and independently
counts to 100 by ones and tens.
Consistently and
independently counts beyond
100 by ones and tens.
Counts forward beginning from a number greater than one
Standards: K.CC.A.2
Trimester 1 2 3 4
1 Unable to count
forward starting with
a one-digit number.
With prompting and support
can count forward starting
with a one-digit number.
Consistently and independently can
count forward starting with a one-
digit number.
Consistently and
independently can count
forward starting with a two-
digit number.
Swedesboro-Woolwich School District
Counts forward beginning from a number greater than one (Continued)
2
Unable to count
forward starting with
a number greater
than 10.
With prompting and support
can count forward starting
with a number greater than
10.
Consistently and independently can
count forward starting with a
number greater than 10.
Consistently and
independently can count
forward starting with a
number greater than 60.
3 Unable to count
forward starting with
a two-digit number.
With prompting and support
can count forward starting
with a two-digit number.
Consistently and independently can
count forward starting with a two-
digit number.
Consistently and
independently can count
forward starting with a
number greater than 100.
Counts objects and represent them with a written numeral 0-20
Standards: K.CC.A.3
Trimester 1 2 3 4
1 Unable to count
objects and represent
them with a written
numeral 0 – 10.
With prompting and
support counts
objects and
represents them with
a written numeral 0 –
10.
Consistently and
independently
counts objects and
represents them
with a written
numeral 0 – 10.
Consistently and
independently
counts objects and
represents
them with a written numeral
beyond 10.
2
Unable to count
objects and represent
them with a written
numeral 0-20.
With prompting and support
counts objects and represents
them with a written numeral
0-20.
Consistently and independently
counts objects and represents them
with a written numeral 0-20.
Consistently and
independently counts objects
and represents them with a
written numeral beyond 20.
3 Unable to count
objects and represent
them with a written
numeral 0-20.
With prompting and support
counts objects and represents
them with a written numeral
0-20.
Consistently and independently
counts objects and represents them
with a written numeral 0- 20.
Consistently and
independently counts objects
and represents them with a
written numeral beyond 20.
Compares two numbers between 1 and 10 presented as written numerals