Language Arts Oral Language

Pre-Kindergarten Assessment Rubric 1st Nine Weeks Student: _______________________ Teacher: _________________ Year: _________ Language Arts Oral Lan...
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Pre-Kindergarten Assessment Rubric 1st Nine Weeks Student: _______________________ Teacher: _________________

Year: _________

Language Arts Oral Language Overarching Idea: Young children become increasingly adept at expressing their needs and interests. (Item # 1) Tasks/ Student Samples/ Evidence of Understanding:  Informal conversations with students or adults  Teacher observation of student interactions PK Guideline II.B.1 1 2 3 4 Child is able to use Needs Basic Skilled Advanced language for different Improvement Understanding Child uses nonChild uses simple Child uses longer Child combines purposes. verbal gestures or single words to communicate basic needs and wants.

phrases/sentences to communicate basic needs and wants.

sentences of 5 to 6 words to communicate basic needs and wants.

two or more longer sentences.

Oral Language (Vocabulary Acquisition) Overarching Idea: Young children experience growth in their understanding of words and word meanings through experiences. (Item # 2) Tasks/ Student Samples/ Evidence of Understanding:  Informal conversations with students or adults  Teacher observation/anecdotal notes of student vocabulary usage during center time PK Guideline II.D.1 1 2 3 4 Child uses a variety of Needs Basic Skilled Advanced words to label and Improvement Understanding Child is unable to Child correctly Child correctly Child consistently describe people, use classroom/ uses nouns to adds a descriptor uses the correct places, things, and school vocabulary. name classroom/ to nouns used to vocabulary to actions. school objects or name classroom/ describe school areas. (ELLs only: Identifies by pointing.)

school objects or areas. (ELLs only: Identifies by pointing.

activities (e.g.” I use the red crayon to draw.”).

Listening Overarching Idea: Young children demonstrate understanding of spoken words through actions and conversations (Remember this is an assessment of receptive language, not behavior). (Item# 3) Tasks/ Student Samples/ Evidence of Understanding:  Teacher observation of students responding to directions  Anecdotal record of student participation in group and one-on-one activities PK Guideline II.A.2 1 2 3 4 Child shows Needs Basic Skilled Advanced understanding by Improvement Understanding following two-step oral Child understands Child understands Child understands Child understands and follows simple and follows 2-step and follows multiand follows multidirections and usually directions with directions step (3+) step (3+) follows three-step teacher support. independently. directions with directions directions. teacher support. independently. Austin ISD Pre-K Department, 2010

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Pre-Kindergarten Assessment Rubric 1st Nine Weeks Student: _______________________ Teacher: _________________

Year: _________

Language Arts Listening (Phonemic Awareness) Overarching Idea: Young children develop the auditory skill of phonological awareness, which involves understanding and discriminating sounds through manipulating and segmenting words. (Item # 4) Tasks/ Student Samples/ Evidence of Understanding:  Language play—e.g. finger plays, songs, rhymes, poems, and chants o For example, after singing “The Wheels on the Bus,” the teacher says, “Are these two words the same—swish/ swish?” The child should say, “Yes.” The teacher should also include non-examples—e.g. “Are these two words the same—beep/ clink?” The child should say, “No.” PK Guideline II.C.2 1 3 Child perceives Needs Skilled differences between Improvement Child is unable to Child consistently similar sounding recognize when recognizes when words. NOTE **This two spoken words pairs of spoken outcome can only be are the same. words are the scored as a 1 or 3. same.

Concepts of Print Overarching Idea: Young children will demonstrate an understanding of concepts of print and different text forms through their daily experiences with reading and writing. (Item # 5) Tasks/Student Samples/Evidence of Understanding:  Anecdotal record of student recognizing examples of print (i.e. names of classmates, classroom labels, etc.) PK Guideline III.A.1 1 2 3 4 Child engages in preNeeds Basic Skilled Advanced reading and reading Improvement Understanding Child recognizes Child recognizes a Child recognizes a related activities—e.g. Child is unable to recognize any one example of minimum of 5 minimum of 10 environmental print. examples of print.

print.

examples of print.

(Item # 6) Tasks/Student Samples/Evidence of Understanding:  Anecdotal record of student identifying letters within the environment. PK Guideline III.C.1 1 2 3 Child names at least Needs Basic Skilled 20 upper and at least Improvement Understanding Child is unable to Child identifies a Child identifies a 20 lower case letters. identify any letters minimum of 2 minimum of 4 PK Guideline III.C.2 or letter sounds. letters or letter letters or letter Child recognizes at sounds. sounds. least 20 letter sounds.

Austin ISD Pre-K Department, 2010

examples of print.

4 Advanced Child identifies a minimum of 10 letters or letter sounds.

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Pre-Kindergarten Assessment Rubric 1st Nine Weeks Student: _______________________ Teacher: _________________

Year: _________

Language Arts Ongoing Composite Writing Rubric Overarching Idea: Young children develop initial understanding about forms, features, and functions of the written language through exploration, experimentation and teacher modeling. (Item # 7) Tasks/Student Samples/evidence of Understanding:  Student journals  Teacher observation of student using different writing materials (i.e. markers/ Wikki sticks) PK Guideline IV.B.1 1 2 3 4 Mechanics Child independently Needs Basic Skilled Advanced uses letters or symbols Improvement Understanding Child uses named Child uses close to make words or parts Child uses random Child uses scribbles or makes controlled scribbles. approximations, of words. no attempt at scribbling. letter combinations, (Refer to page 4 for drawing or writing. or invented DLM Emergent spelling. Emergent Writing Emergent Writing Emergent Writing Emergent Writing Writing samples) Behavior #1

Behavior #2

Behavior #3

(Item # 8) Tasks/Student Samples/evidence of Understanding:  Same as above (See Item # 7). PK Guideline IV.A.1 1 2 3 Attention to Detail Child intentionally uses Needs Basic Skilled scribbles/writing to Improvement Understanding Child includes no Child includes Child includes convey meaning. detail in his picture/ story.

some detail in his picture/story with teacher support.

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

(Item # 9) Tasks/Student Samples/evidence of Understanding:  Student sign-in sheets (Morning attendance)  Student signatures *** Does not include tracing name PK Guideline IV.B.1 1 2 3 Name Writing Child writes own name Needs Basic Skilled not necessarily with full Improvement Understanding Child uses Child writes name correct spelling or well- Child makes no attempt to write controlled scribbles with some letter formed letters. name.

to write name.

approximations.

(Item # 10) Tasks/Student Samples/evidence of Understanding:  Student journals  Student dictation PK Guideline IV.D.1 1 2 3 Voice Child uses some Needs Basic Skilled appropriate Improvement Understanding Child dictates Child dictates Child dictates at conventions when words. phrases/simple least one sentence writing or giving sentences. of 5 to 6 words. dictations Austin ISD Pre-K Department, 2010

Behavior #4—6

4 Advanced Child includes considerable detail in his picture/story.

4 Advanced Child writes most letters in her name with no support.

4 Advanced Child dictates two or more sentences using descriptive language. Page 3

Pre-Kindergarten Assessment Rubric 1st Nine Weeks Student: _______________________ Teacher: _________________

Year: _________

DLM Emergent Stages of Writing 1. Random Scribbling The child demonstrates no control.

2. Controlled Scribbling Patterns are repeated

3. Named Scribbles Purposeful—“I am drawing my mommy.” Pretends function—“I am writing a letter.” Separates writing from drawing. Calls letters names. 4. Close Approximations Primitive letters No organization. Children pretend function. Some letters accidentally appear. May write all over the page 5. Letter Combinations Letters are random. Reversals are frequent. Children copy print. Children believe you can read their writing. 6. Invented Spelling Some of the letters are readable. Letters relate to sounds. Mostly consonants. Reproduces sight words. Some punctuation appears.

Austin ISD Pre-K Department, 2010

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Pre-Kindergarten Assessment Rubric 1st Nine Weeks Student: _______________________ Teacher: _________________

Year: _________

Mathematics Number Overarching Idea: Numbers name and describe how many. (Item # 1) Tasks/ Student Samples/ Evidence of Understanding:  Teacher observation of children during counting activities (i.e. attendance, counting jar, snack time, etc.)

PK Guideline V.A.2 Child uses words to rote count from 1 to 30.

1 Needs Improvement

Note: The objective is to evaluate the counting sequence with or without one-to-one correspondence.

Child counts in a “sing-song” or chant of indistinguishable numbers, such as “onetwothree.”

2 Basic Understanding

3 Skilled

Child clearly differentiates each number while attempting to rote count but omits or repeats numbers out of sequence.

Child consistently rote counts to 7 or higher.

4 Advanced Child counts in sequence to 10 higher.

(Item # 2) Tasks/ Student Samples/ Evidence of Understanding:  Anecdotal observations of students quantifying small collections of objects.  Make various case arrangements with a small collection of objects no greater than 6. (Make note if the child counts the collection or instantaneously recognizes the quantity.)  Ask: “Can you tell how many ____ there are without counting them?”  NOTE: The arrangements below are only suggested examples. If you wish, you can create other configurations that are multiple case arrangements of 1, 2, 3, 4, 5, or 6. Arrangement #1

□ □ □

Child instantly recognizes. Child instantly recognizes but provides an incorrect response. Child says ____. Child counts and says ___.

Arrangement #2

□ □ □

Arrangement #4

□ □ □

Child instantly recognizes. Child instantly recognizes but provides an incorrect response. Child says ____. Child counts and says ___.

□ □ □

collection of up to 2 items without counting.

Austin ISD Pre-K Department, 2010

□ □ □

Arrangement #5

PK Guideline V.A.8 1 Child verbally identifies, Needs without counting, the Improvement number of objects from Child fails to identify a small 1-5. Note: This skill is called “subitizing.”

Child instantly recognizes. Child instantly recognizes but provides an incorrect response. Child says ____. Child counts and says ___.

Arrangement #3

Child instantly recognizes. Child instantly recognizes but provides an incorrect response. Child says ____. Child counts and says ___.

Child instantly recognizes. Child instantly recognizes but provides an incorrect response. Child says ____. Child counts and says ___. Arrangement #6

□ □ □

Child instantly recognizes. Child instantly recognizes but provides an incorrect response. Child says ____. Child counts and says ___.

2 Basic Understanding

3 Skilled

4 Advanced

Child can identify a small collection of up to 2 items without counting.

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

Child can identify a small collection of up to 4 or 5 items without counting.

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Pre-Kindergarten Assessment Rubric 1st Nine Weeks Student: _______________________ Teacher: _________________

Year: _________

Mathematics Geometry and Spatial Sense Overarching Idea: Shapes help children systematically represent and describe their world. (Item # 3) Tasks/ Student Samples/ Evidence of Understanding:  Students create a shape picture using shape cutouts or pattern blocks. The teacher prompts: “Tell me about the shapes in your picture. How would you describe them? Where is a triangle, a circle, a rectangle, etc.” PK Guideline V.C.1 1 2 3 4 Child names common Needs Basic Skilled Advanced shapes (i.e. circles, Improvement Understanding triangles, rectangles, squares, rhombi, and/or trapezoids).

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

Child recognizes (by pointing) a minimum of 3 shapes and/ or names them using informal vocabulary—e.g. the child calls a circle, “a ball”.

Child recognizes and accurately names a minimum of 3 shapes and describes them using informal language: “A triangle is pointy, like a roof.”

Child names and describes 3 or more shapes using informal and formal mathematical language: “A triangle has 3 straight sides.”

Overarching Idea: As young children begin to use language to describe similarities and differences, they begin sharing their ideas and their mathematical thinking. (Item # 4) Tasks/ Student Samples/ Evidence of Understanding:  Show the student two red buttons that have different shapes. Ask, “How are these buttons the same?” Then ask, “How are they different?” If the child does not understand the word different, restate the question: “How are they not the same?” PK Guideline V.E.1 1 2 3 4 Child sorts objects that Needs Basic Skilled Advanced are the same and Improvement Understanding The child is unable The child describes A child describes a The child different into groups a similarity or a similarity and a to describe a describes a and uses language to similarity or a difference with difference with similarity and a describe how the difference. teacher prompting. teacher prompting. difference groups are similar and independently. different.

Austin ISD Pre-K Department, 2010

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Pre-Kindergarten Assessment Rubric 1st Nine Weeks Student: _______________________ Teacher: _________________

Year: _________

Science Physical Science Concepts Overarching Idea: Young children use their senses to learn about their world. (Item # 1) Tasks/ Student Samples/ Evidence of Understanding:  Teacher and children record their observations and findings in the class Interactive Science Notebook (Rising to Challenge pp. 14-18, Touch and Feel game or Feel Box, Shifting Through Science p. 36, and DLM, Book A, “Physical Me”)

PK Guideline VI.A.1 Child describes, observes, and investigates properties and characteristics of common objects.

1 Needs Improvement

2 Basic Understanding

3 Skilled

4 Advanced

Child is unable to describe his/ her observations.

Child describes his/ her observations using 1 sense with teacher support.

Child describes his/ her observations using 1 or more senses independently.

Child describes his/ her observations using 1 or more senses independently and makes a personal connection.

Social Studies Individual, Culture, and Community Overarching Idea: Through sharing, participating and cooperating young children gain a sense of community and connection with others in their world. (Item # 1) Tasks/ Student Samples/ Evidence of Understanding:  Teacher tallies student responses during small group game. 

Teacher Note: Read a multicultural text about similarities and differences. Lead a small group activity by pointing out a few similarities within the group. Then, ask students to name similarities between themselves or between you and them.

PK Guideline VII.D.4 1 2 3 Child identifies Needs Basic Skilled similarities among Improvement Understanding Child recognizes Child recognizes people like himself and Child is unable to recognize any similarities with similarities classmates as well as similarities. teacher prompting. independently. among himself and people from other cultures. (Item # 2) Tasks/ Student Samples/ Evidence of Understanding:  Student participation in the development of classroom rules  Anecdotal records of students’ adherence to classroom rules PK Guideline I.B.1.a 1 2 3 Child follows Needs Basic Skilled classroom rules and Improvement Understanding Child is unable to Child can identify Child can identify routines with identify any rule. classroom rules classroom rules occasional reminders with teacher independently. from teacher. support—e.g.

4 Advanced Child recognizes similarities and elaborates making personal connections.

4 Advanced Child can identify classroom rules and explain the need for rules.

visual or verbal prompts.

Austin ISD Pre-K Department, 2010

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Pre-Kindergarten Assessment Rubric 1st Nine Weeks Student: _______________________ Teacher: _________________

Year: _________

English as a Second Language Ongoing Composite Rubric Overarching Idea: Pre-Kindergarten children in ESL settings acquire the English language by following a developmental sequence for second-language acquisition in young children. They begin using nonverbal communications with those who do not speak their home language and end using academic language fluently in English. Tasks/ Student Samples/ Evidence of Understanding:  Informal conversations with students or adults  Teacher observation of student vocabulary usage during circle and center time  One-on-one interviews PK Guideline II.A.3 1 2 3 4 Child shows Needs Basic Skilled Advanced understanding of the Improvement Understanding Child has made Child has made Child has made Child has made new language being no progress some progress steady progress considerable spoken by Englishrelative to where relative to where relative to where progress relative Speaking teachers and he/she since the he/she started he/she started to where he/she peers. (ELL) beginning of the since the since the started since the st

beginning of the 1 nine weeks reporting period.

1 Needs Improvement

2 Basic Understanding

1 nine weeks reporting period.

PK Guideline II.C.3 Child investigates and demonstrates growing understanding of the sounds and intonation of the English language. (ELL)

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

Child has made no progress relative to where he/she since the beginning of the st 1 nine weeks reporting period.

1 Needs Improvement Child has made no progress relative to where he/she since the beginning of the st 1 nine weeks reporting period.

Austin ISD Pre-K Department, 2010

st

Child has made some progress relative to where he/she started since the st beginning of the 1 nine weeks reporting period.

2 Basic Understanding Child has made some progress relative to where he/she started since the st beginning of the 1 nine weeks reporting period.

beginning of the st 1 nine weeks reporting period.

3 Skilled Child has made steady progress relative to where he/she started since the beginning of the st 1 nine weeks reporting period.

3 Skilled Child has made steady progress relative to where he/she started since the beginning of the st 1 nine weeks reporting period.

beginning of the st 1 nine weeks reporting period.

4 Advanced Child has made considerable progress relative to where he/she started since the beginning of the st 1 nine weeks reporting period.

4 Advanced Child has made considerable progress relative to where he/she started since the beginning of the st 1 nine weeks reporting period.

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Pre-Kindergarten Assessment Rubric 1st Nine Weeks Student: _______________________ Teacher: _________________

Year: _________

English as a Second Language Ongoing Composite Rubric(continued) Overarching Idea: Pre-Kindergarten children in ESL settings acquire the English language by following a developmental sequence for second-language acquisition in young children. They begin using nonverbal communications with those who do not speak their home language and end using academic language fluently in English. Tasks/ Student Samples/ Evidence of Understanding:  Informal conversations with students or adults  Teacher observation of student vocabulary usage during circle and center time  One-on-one interviews PK Guideline II.E.6 1 2 3 4 Child engages in Needs Basic Skilled Advanced various forms of Improvement Understanding Child has made Child has made Child has made Child has made nonverbal no progress some progress steady progress considerable communication with relative to where relative to where relative to where progress relative those who do not he/she since the he/she started he/she started to where he/she speak her home beginning of the since the since the started since the st st language. (ELL) 1 nine weeks beginning of the 1 beginning of the beginning of the reporting period.

PK Guideline II.E.7 Child attempts to use new vocabulary and grammar in speech. (ELL)

1 Needs Improvement Child has made no progress relative to where he/she since the beginning of the st 1 nine weeks reporting period.

Austin ISD Pre-K Department, 2010

nine weeks reporting period.

2 Basic Understanding Child has made some progress relative to where he/she started since the st beginning of the 1 nine weeks reporting period.

st

1 nine weeks reporting period.

3 Skilled Child has made steady progress relative to where he/she started since the beginning of the st 1 nine weeks reporting period.

st

1 nine weeks reporting period.

4 Advanced Child has made considerable progress relative to where he/she started since the beginning of the st 1 nine weeks reporting period.

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