swedesboro-woolwich school district margaret c. clifford ...€¦ · kindergarten report card...

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.


independently asks and


story that was read by

student or that the student

listened to.


independently asks and


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


identifies elements in stories

read aloud:

Characters

Setting


independently identifies

elements in stories read aloud

using key details and evidence

from text to describe:

Characters

Setting


any of the elements

in stories read

aloud:

Characters

Setting

Major Events

Key Details

With great prompting and



stories read aloud or

independently (emergent-level

text)

Characters

Setting

Major Events

Key Details

With prompting and



read aloud or independently

(emergent-level text)

Characters

Setting

Major Events

Key Details




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


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




(emergent-level text) using

key details and evidence from

text to describe:

Characters

Setting

Major Events

Key Details




or independently (above-grade

level text):

using key details and evidence


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


the main topic in

texts read aloud

With prompting and


to identify the main topic in

texts read aloud

With prompting and


identifies the main topic in

texts read aloud


independently identifies the main

topic in texts read aloud using key

details and evidence from the text


any of the elements

in texts:

Main Topic

Key Details





independently (emergent-level

text)

Main Topic

Key Details

With prompting and




(emergent-level text)

Main Topic

Key Details


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


support, student can identify

the elements in stories read

aloud or independently

(emergent-level text):

Main Topic

Key Details





(emergent-level text) using

key details and evidence


Main Topic

Key Details


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



to compare and contrast the


or independently (emergent-

level text)

Character Traits

Events

Illustrations

Procedures

With prompting and

support, student

consistently compares and

contrasts elements in


independently (emergent-

level text)

Character Traits

Events

Illustrations

Procedures


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


support, student can compare

and contrast the elements in



level text):

Character Traits

Events

Illustrations

Procedures


support, student

consistently compares and

contrasts elements in



level text) using key

details and evidence from

text to describe:

Character Traits

Events

Illustrations

Procedures



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


With prompting and

support, student can consistently

identify:

Role of the author


2 Student is

demonstrating minimal


standard

With prompting and

support student can

sometimes identify:

Role of the author


With prompting and


identify:

Role of the author


Student can consistently and

independently identify:

Role of the author


3 Student is

demonstrating minimal


standard

With prompting and

support student can identify:

Role of the author


With prompting and


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


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.



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.



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.


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.


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.


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.



rhymes.

Independently and consistently

able to recognize and produce

rhymes.



rhymes in context.

3 Unable to recognize or

produce rhymes.



rhymes.

Independently and



rhymes.



rhymes in context.

Understands syllables

Standards: RF.K.2b

Trimester 1 2 3 4

1 Unable to recognize

or produce syllables

in a word.


can recognize and/or produce

syllables in a word.

Independently and





to recognize and produce syllables in

a 4-5 syllable words.

Understands syllables (Continued)

2

Unable to recognize or

produce syllables in a word.




Independently and consistently

able to recognize and produce



to recognize and produce syllables in

a 4-5 syllable words.

3 Unable to

recognize or

produce syllables

in a word.




Independently and





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



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)


“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)


“Emerging” sector of the

DWC


“Emerging” sector of the DWC


“Beginning” sector of the

DWC

3 A score of “Pre-

conventional” on

the Developmental

Writing Continuum

(DWC)



DWC



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.


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).


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).


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


word or words.


for most consonant and short


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


word or words.


for few consonant and short


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


word or words.


for most consonant and short


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.




and writes about the word.

3 Independently creates a

basic drawing that

matches learned

vocabulary.




and begins to write about the

word.




and writes a complete sentence

about the word.




and writes more than one

complete sentence about the

word.



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.


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.


counts to 60 by ones and 50

by tens.

Consistently and independently

counts to 60 by ones and to 50 by

tens.

Consistently and


60 by ones and beyond 50 by

tens.

3 Unable to count to

100 by ones and tens.


counts to 100 by ones and

tens.


counts to 100 by ones and tens.

Consistently and


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.


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.


Counts forward beginning from a number greater than one (Continued)

2

Unable to count


a number greater

than 10.



with a number greater than

10.


count forward starting with a

number greater than 10.

Consistently and


forward starting with a


3 Unable to count


a two-digit number.



with a two-digit number.


count forward starting with a two-

digit number.

Consistently and


forward starting with a


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


them with a written

numeral 0-20.


counts objects and represents


0-20.


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


them with a written

numeral 0-20.


counts objects and represents


0-20.


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

Standards: K.CC.C.7

Trimester 1 2 3 4

1

2

Unable to identify

numbers within 10 as

greater than, less

than, or equal to.


can identify numbers within 10

as greater than, less than, or

equal to.


identify numbers within 10 as

greater than, less than, or equal to.

Consistently and

independently can identify

numbers beyond 10 as

greater than, less than, or

equal to.


numbers within 10 as

greater than, less

than, or equal to.


can identify numbers within 10

as greater than, less than, or

equal to.


identify numbers within 10 as

greater than, less than, or equal to.

Consistently and

independently can identify

numbers within 10 as greater

than, less than, or equal to.

Uses one-to-one correspondence Standards: K.CC.B.4a

Trimester 1 2 3 4

1 Unable to apply one-

to-one

correspondence to

numbers between 0-5.


applies one-to-one

correspondence to numbers

between 0-5.


applies one-to-one correspondence

to numbers between 0-5.

Consistently and

independently applies one-to-

one correspondence to


2

Unable to apply one-

to-one

correspondence to

numbers between 0-

10.


applies one-to-one


between 0-10.




Consistently and




3 Unable to apply one-

to-one

correspondence to

numbers between 0-

20.


applies one-to-one


between 0-20.




Consistently and



numbers beyond 20.

Identifies a group of objects as greater than, less than, or equal to another group of objects Standards: K.CC.C.6

Trimester 1 2 3 4

1 Unable identify

groups containing 10

or less objects as

more, less, or equal.


identifies groups containing 10

or less objects as more, less,

or equal.


identifies groups containing 10 or

less objects as more, less, or equal.

Consistently and


groups containing 10 or less

objects as more, less, or

equal by how many.

2

Unable identify


or less objects as

more, less, or equal by

how many.




or equal by how many.



less objects as more, less, or equal

by how many.

Consistently and


groups containing 10 or more

objects as more, less, or

equal by how many.

3 Unable identify


or less objects as

more, less, or equal by

how many.




or equal by how many.



less objects as more, less, or equal

by how many.

Consistently and


groups containing more than

10 objects as more, less, or

equal by how many.

Operations and Algebraic Thinking

Adds with objects, fingers, mental images, and drawings

Standards: K.OA.A.1

Trimester 1 2 3 4

1 Unable to add with

objects, fingers,

mental images, and

drawings 0-5.


adds with objects, fingers,

mental images, and drawings

0-5.

Consistently and independently adds

with objects, fingers, mental images,

and drawings 0-5.

Consistently and

independently adds with

objects, fingers, mental

images, and drawings 0-10.

Adds with objects, fingers, mental images, and drawings (Continued)

2

Unable to add with

objects, fingers,

mental images, and

drawings 0-10.




0-10.



and drawings 0-10.

Consistently and



images, and drawings 0-15.

3 Unable to add with

objects, fingers,

mental images, and

drawings 0-20.




0-20.



and drawings 0-20.

Consistently and



images, and drawings beyond

20.

Solves addition and subtraction word problems Standards: K.OA.A.2

Trimester 1 2 3 4

1

2

Unable to solve

addition and

subtraction word

problems (read aloud)

with objects or

drawings within 5.


solves addition and

subtraction word problems

(read aloud) with objects or

drawings within 5.


solves addition and subtraction word

problems (read aloud) with objects

or drawings within 5.

Consistently and

independently solves addition

and subtraction word

problems (read aloud) with

objects or drawings within

10.

3 Unable to solve

addition and

subtraction word

problems (read aloud)

with objects or

drawings within 10.


solves addition and

subtraction word problems

(read aloud) with objects or

drawings within 10.


solves addition and subtraction word

problems (read aloud) with objects

or drawings within 10.

Consistently and

independently solves addition

and subtraction word

problems (read aloud) with

objects or drawings beyond

10.

Represents multiple partners of 10 Standards: K.OA.A.3, CC.K.OA.A.4

Trimester 1 2 3 4

1

2 Unable to use

manipulatives or

number sentences to

represent multiple

partners of 10.


manipulatives or number

sentences to represent

multiple partners of 10.


manipulatives or number sentences

to represent multiple partners of 10.

Consistently and

independently manipulatives

and number sentences to

represent multiple partners

of 10.

3 Unable to use

manipulatives and

number sentences to

represent multiple

partners of 10.


manipulatives and number

sentences to represent

multiple partners of 10.


manipulatives and number sentences

to represent multiple partners of 10.

Consistently and

independently applies

multiple partners of 10 in

problem solving situations.

Adds and subtracts within 10 Standards: K.OA.A.2

Trimester 1 2 3 4

1

2 Unable to add and

subtract fluently

within 10 with the

assistance of

manipulatives.

With prompting and

support add and subtract

fluently within 10 with the

assistance of manipulatives.


add and subtract fluently within

10 with the assistance of

manipulatives.

Consistently and

independently add and

subtract fluently within 10

without the assistance of

manipulatives.

3 Unable to add and

subtract fluently

within 10 without

the assistance of

manipulatives.

With prompting and

support add and subtract

fluently within 10 without

the assistance of

manipulatives.


add and subtract fluently within

10 without the assistance of

manipulatives.

Consistently and

independently add and

subtract fluently within

20 without the assistance

of manipulatives.

Numbers and Operations in Base Ten

Represents the numbers 11-19 as a ten and ones Standards: K.NBT.A.1

Trimester 1 2 3 4

1

2

3 Unable to compose

and decompose

numbers from 11-19

into tens and ones

using objects or

drawings and records

results with a drawing

or equation.


inconsistently composes and

decomposes numbers from 11-

19 into tens and ones using

objects or drawings and

records results with a drawing

or equation.


consistently composes and

decomposes numbers from 11-19 into

tens and ones using objects or

drawings and records results with a

drawing or equation.

Consistently and

independently composes and

decomposes numbers beyond

19 into tens and ones using

objects or drawings and

records results with a

drawing or equation.

Measurement and Data

Compares and contrasts two objects (length, height, sides, etc…) Standards: K.MD.A.1, K.MD.A.

Trimester 1 2 3 4

1

2

Compares and contrasts two objects (length, height, sides, etc…) (Continued) 3 Unable to compare

and contrast two

objects (length,

height, sides, etc.)


compares and contrasts two

objects (length, height, sides,

etc.)


compares and contrasts two objects

(length, height, sides, etc.)

Consistently and


contrasts two objects

(length, height, sides, etc.)

using multiple attributes or

multiple objects.

Classifies objects into categories Standards: K.MD.B.3

Trimester 1 2 3 4

1 Unable to classify

objects into given

category.


classifies objects into

categories based on

attributes and can count the

number of objects to 5.


classifies objects into categories

based on attributes and can count

the number of objects to 5.

Consistently and

independently classifies

objects into categories

based on attributes and can

count the number of objects

to 5. Student can explain

the reason behind their sort.


objects into given

category.



categories based on







Consistently and








objects into given

category.



categories based on







Consistently and







Geometry

Identifies shapes (squares, circles, triangles, rectangles, hexagons, cubes, cones, cylinders, and spheres) Standards: K.G.A.2

Trimester 1 2 3 4

1


and/or describe two-

dimensional shapes.


identifies two-dimensional

shapes.


identifies two-dimensional shapes.

Consistently and

independently identifies two

and three-dimensional

shapes.

3 Unable to identify and

describe two and

three-dimensional

shapes.


identifies two and three-

dimensional shapes.


identifies two and three-dimensional

shapes.

Consistently and

independently identifies two

and three-dimensional shapes

regardless of their

orientation and/or size.

Compares and contrasts two and three-dimensional objects (number of sides, number of corners, sides with

equal lengths) Standards: K.G.B.4, K.G.A.3

Trimester 1 2 3 4

1

2

3 Unable to compose as

well as compare and

contrast two and

three-dimensional

shapes using informal

language to describe

attributes.


composes as well as compares

and contrasts two and three-

dimensional shapes using

informal language to describe

attributes.


composes as well as compares and

contrasts two and three-dimensional

shapes using informal language to

describe attributes.

Consistently and

independently composes,

draws, and compares and

contrasts two and three-

dimensional shapes using

informal language to describe

attributes.

swedesboro-woolwich school district margaret c. clifford ...€¦ · kindergarten report card...

Documents