texas essential knowledge and skillscurriculum.austinisd.org/schoolnetdocs/early_childhood... ·...

Kindergarten Assessment Rubric4th Nine Weeks

Sample portfolio pieces are included and/or may be substituted with teacher’s activities provided it assesses the stated TEKS.

Reading

Overarching Idea: Print awareness is a child’s earliest introduction to literacy. It is an understanding that language is written, printed, and organized in a certain structure.

Texas Essential Knowledge and

Skills

1Needs

ImprovementStudent has very

limited understanding of subject of study and

concepts on grade level.

2Emerging

UnderstandingStudent is beyond

beginning learning the subject of study and


3Proficient

Student has strong understanding of

subject of study on grade level.

4Mastery

Student has full understanding of subject of study on grade level

and is able to make connections to other

areas.Tasks/Student Samples/Evidence of Understanding:

Ongoing Assessment – Identify 52 Letter names1 2 3 4

K1(B)Identify upper and lower case letter

Identifies 44 or fewer letter names (upper &/or lower case)

Identifies 45 - 47 letter names (upper &/or lower case)

Identifies 48 - 51 letter names (upper &/or lower case)

Identifies 52 letter names (upper & lower case)

Tasks/Student Samples/Evidence of Understanding:Ongoing Assessment and decoding words (VC‐ax, CVC‐mud, CCVC – slim, CVCC – vest)

1 2 3 4K.3A,BK3(A)Identify common sounds that letters representK3(B)Use knowledge of letter-sound

Identifies 25 or fewer letter sounds

Identifies 26 letter sounds

Identifies 31 letter sounds including vowel sounds

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

Austin ISD K Department, 2015 / 2016



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

HFW Word List1 2 3 4

K3(D)Identify and read at least 25 high-frequency words from a commonly used list

Reads 39 or fewer sight words

Reads 40 - 44 sight words

Reads 45 - 48 sight words

Reads 49 sight words

Tasks/Student Samples/Evidence of Understanding:Poetry Criteria Check List

1 2 3 4 K.7, K.9K7 Students understand, make inferences and draw conclusions about the structure and elements of poetry and provide evidence from text to support their understanding. Students are expected to respond to rhythm and rhyme in poetry through identifying a

Poetry CriteriaCan identify features found in different poems.Children are able to identify 1 of the following:

- Alliteration- Rhymes/

Doesn’t Rhyme

- Repetition- Can sound



Doesn’t Rhyme




Doesn’t Rhyme


Poetry CriteriaCan identify features found in different poems.Children are able to identify all of the following:


Doesn’t Rhyme

- Repetition- Can sound like




regular beat and similarities in word sounds.K.9 Reading/Comprehension of Informational Text/Culture and History. Students analyze, make inferences and draw conclusions about the author’s purpose in cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding. Students are expected to identify the topic of an informational text heard.

like a song- Meaning/

Emotion


Emotion


Emotion

a song- Meaning/

Emotion

Tasks/Student Samples/Evidence of Understanding:Story Map – Jack and the Beanstalk

1 2 3 4K.6 A-D (A) identify elements of the story including setting, character, and key events. (B) discuss the big idea (theme) of a well-known folktale or

Literary ElementsChildren are able to identify 2 or less of the following:Setting, character, key events, big idea, sensory

Literary ElementsChildren are able to identify 3-4 or more of the following:Setting, character, key events, big idea, sensory

Literary ElementsChildren are able to identify 5 or more of the following:Setting, character, key events, big idea, sensory

Literary ElementsChildren are able to identify all of the following:Setting, character, key events, big idea, sensory details,




fable and connect it to personal experience. (C) recognize sensory details (D) recognize recurring phrases and characters in traditional fairy tales, lullabies and folktales from various cultures.

Fig 19Reading/Comprehension Skills. Students use a flexible range of metacognitive reading skills in both assigned and independent reading to understand an author’s message. Students will continue to apply earlier standards with greater depth in increasingly more complex texts as they become self-directed, critical readers.

details, recurring phrases in characters.



recurring phrases in characters with automaticity.

Language ArtsAustin ISD K Department, 2015 / 2016



(Writing, Listening, and Speaking)Overarching Idea: Oral and Written Conventions/Spelling. Students spell correctly.

Texas Essential

Knowledge and Skills

1Needs

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

grade level.

2Emerging




3Proficient

Student has strong understanding of subject of study on grade level.

4Mastery




Spelling Test (lab, leg, win, dot, nut)1 2 3 4

K.18 A-B(A)Use phonological knowledge to match sounds to letters(B)Use letter-sound correspondences to spell consonant-vowel-consonant (CVC) words (e.g.,”cut”)

Not able to write name or form letters legibly

Uses letter-sound correspondences to spell CVC words with the help of anchor charts and teacher support.

Uses letter-sound correspondences to spell CVC words with the help of anchor charts.

Uses letter-sound correspondences to spell CVC words with automaticity.

Tasks/Student Samples/Evidence of Understanding:Teacher Observation (ex: Show and Tell or Presentation)

1 2 3 4K.21(A) Listen Does not face Faces speaker when Listens and Listens and




attentively by facing speakers and asking questions to clarify information

speaker and is unable to asks questions to clarify.

listening OR can asks questions if prompted.

understands by asking questions if prompted.

participates (faces speaker/ask questions to clarify information).

Tasks/Student Samples/Evidence of Understanding:Short poem on Flowers (Acrostic Poem)

1 2 3 4K14(B)Write short poems

Unable to write a short poem.

Students can produce/write a short poem by choosing words to fill in the blanks on a provided poem.

Students can produce/write a short poem with support.

Students can produce/write a short poem on their own.

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

1 2 3 4K.13C Students will revise drafts by adding details or sentences.K.13D Students will edit drafts by leaving spaces between letters and words.

Child is unable to add detail to their pictures or writing to clarify their message. Child is also unable to leave spaces between letters and words when editing draft.

Child sometimes adds detail to their pictures or writing to clarify their message.Child also often leaves spaces between letters and words when editing draft.

Child consistently adds detail to their pictures or writing to clarify theirmessage. Child also consistently leaves spaces between letters and words when editing draft.

With automaticity-Child consistently adds detail to their pictures or writing toclarify their message. Child also consistently leaves spaces between letters and words when editing draft.

Tasks/Student Samples/Evidence of Understanding:Journal or Booklets – Research and Expository Text Samples

1 2 3 4Austin ISD K Department, 2015 / 2016



K.19A -B Students will ask questions about topics of class-wide interest. Students will decide what sources or people in the classroom, school, library, or home can answer these questions.K.20A Students will gather evidence from provided text sources.

Child is unable to: ask questions

when meaning breaks down

identify who can answer question they might have

to use pictures and text to learn more about a given topic and shares that information through pictures and words

Child often: ask questions


knows what sources or people will answer their questions

uses pictures and text to learn more about a given topic and shares that information through pictures and words

Child consistently: ask questions


decides what sources or people will answer their questions


With automaticity-Child consistently: ask questions


decides what sources or people will answer their questions


Tasks/Student Samples/Evidence of Understanding:Journal or Booklets – Research and Expository Text Samples

1 2 3 4K.20B Students will use pictures in conjunction with writing when documenting research.

Child is unable to use pictures and writing when documenting research.

Child often uses pictures and writing when documenting research.

Child consistently uses pictures and writing when documenting research.

With automaticity-Child consistently uses pictures and writing when documenting research.




Math

Overarching Idea: Students use mathematical processes to acquire and demonstrate mathematical understanding.

Texas Essential


1Needs


grade level.

2Emerging




3Proficient


4Mastery




Class Discussion with Anchor Chart1 2 3 4

K.9A-DK9(A)Identify ways to earn incomeK9(B)Differentiate between money received as income and money received as giftsK9(C)List simple skills required for jobsK9(D)Distinguish between wants and needs and

Financial LiteracyStudents are able to do all of the following identify ways to

earn income; differentiate

between money received as income and money received as gifts

list simple skills




list simple skills




list simple skills




list simple skills required for jobs

distinguish Austin ISD K Department, 2015 / 2016



identify income as a source to meet one’s wants and needs

required for jobs distinguish

between wants and needs and identify income as a source to meet one's wants and needs.






Tasks/Student Samples/Evidence of Understanding:Class Surveys (printed from web or created)

1 2 3 4K.8A-CK8(A)Collect, sort and organize data into two or three categoriesK8(B)Use data to create real-object and picture graphsK8(C)Draw conclusion from real-object and picture graphs

SurveysStudents are able to do 2 or less of the following

- collect- sort- organize data

into two or three categories

- Interpret data with elaborate detail

SurveysStudents are able to do 3 of the following




SurveysStudents are able to do all of the following with support




SurveysStudents are able to do all of the following







Tasks/Student Samples/Evidence of Understanding:Addition Four Square Math Problem or Addition UPS Word Problem

1 2 3 4K.3A-C AdditionK3(A)Model the action of joining to represent addition and the action of separating to represent subtractionK3(B)Solve word problems using objects and drawings to find sums up to 10 and differences within 10K3(C)Explain the strategies used to solve problems involving adding and subtracting within 10 using spoken words, concrete and pictorial models, and number sentences

Students are able to solve word problems to find sums up to 10 using none or 1 of the following-spoken words- manipulatives- pictures- number sentences

Students are able to solve word problems to find sums up to 10 using 2 of the following-spoken words- manipulatives- pictures- number sentences


Students are able to solve word problems to find sums up to 10 using all of the following-spoken words- manipulatives- pictures- number sentences

Tasks/Student Samples/Evidence of Understanding:Subtraction Four Square Math Problem or Subtraction UPS Word Problem




1 2 3 4K.3A-C SubtractionK3(A)Model the action of joining to represent addition and the action of separating to represent subtractionK3(B)Solve word problems using objects and drawings to find sums up to 10 and differences within 10K3(C)Explain the strategies used to solve problems involving adding and subtracting within 10 using spoken words, concrete and pictorial models, and number sentences

Students are able to solve word problems to find sums up to 10 using none or 1 of the following-spoken words- manipulatives- pictures- number sentences



Students are able to solve word problems to find sums up to 10 using all of the following-spoken words- manipulatives- pictures- number sentences




ScienceOverarching Idea: Students know that organism resemble their parents and have structures and processes that help them survive within their environment.

Texas Essential


1Needs


grade level.

2Emerging




3Proficient


4Mastery




Ladybug Life Cycle, label, characteristics and needs1 2 3 4

K.10A,BK10(A)Sort plants and animals into groups based on physical characteristics such as color, size, body covering or leaf shapeK10(B)Identify parts of plants such as roots, stem, and leaves and parts of

Insects (Ladybugs) or animalStudents are able to do 2 or fewer of the following

- label the parts of an insect or animal

- create and label life cycle of an insect or animal

- list the

Insects (Ladybugs) or animalStudents are able to do 3 of the following



- list the

Insects (Ladybugs) or animalStudents are able to do all of the following with support


- create and label life cycle of an insect or

Parts of Animals - Insects (Ladybugs) or animalStudents are able to do all of the following



- list the characteristics




animals such as head, eyes, and limb.

characteristics of an insect or animal

- list the needs of an insect or animal



animal- list the


- list the needs of an insect or animal of an insect

of an insect or animal


Tasks/Student Samples/Evidence of Understanding:Foldable Plant Page

1 2 3 4K.10A-DK10(A)Sort plants and animals into groups based on physical characteristics such as color, size, body covering or leaf shapeK10(B)Identify parts of plants such as roots, stem, and leaves and parts of animals such as head, eyes, and limb

PlantsStudents are able to do 1 or fewer of the following

- label the parts of a plant (roots, stems and leaves)

- create and label life cycle of a plant (seed, seedling, plant, flower, and

PlantsStudents are able to do 2 of the following


- create and label life cycle of a plant (seed, seedling, plant, flower, and fruit)

- list the needs

PlantsStudents are able to do all of the following with support


- create and label life cycle of a plant (seed, seedling, plant, flower,

PlantsStudents are able to do all of the following


- create and label life cycle of a plant (seed, seedling, plant, flower, and fruit)

- list the needs of




K10(C)Identify ways that young plants resemble the parent plantK10(D)Observe changes that are part of a simple life cycle of a plant: seed, seedling, plant, flower, and fruit

fruit)- list the needs

of a plant

of a plant and fruit)- list the needs

of a plant

a plant

Tasks/Student Samples/Evidence of Understanding:Rock Observation Book

1 2 3 4K.7A,C7(A)Observe, describe, compare, and sort rocks by size, shape, color, and texture7(C)Give examples of ways rocks, soil, and water are useful

RocksStudents are able to perform one or none of the following: observe, describe, compare and sort by size, shape, color and texture.

RocksStudents are able to perform two of the following: observe, describe, compare and sort by size, shape, color and texture.

RocksStudents are able to observe, describe, compare and sort by size, shape, color and texture with teacher support.

RocksStudents are able to observe, describe, compare and sort by size, shape, color and texture.

Social Studies

Overarching Idea: Students understand physical and human characteristics of place.





Skills

1Needs


grade level.

2Emerging




3Proficient


4Mastery




Landform Activity1 2 3 4

K 5(A)Identify the physical characteristics of place such as landforms, bodies of water, natural resources, and weather

LandformsStudents are able to identify and create 1 different types of landforms




Tasks/Student Samples/Evidence of Understanding:Draw and label four bodies of water

1 2 3 4K 5(A)Identify the physical characteristics of place such as landforms, bodies of water, natural resources, and weather

Bodies of WaterStudents are able to identify and create 1 different bodies of water




Tasks/Student Samples/Evidence of Understanding:Austin ISD K Department, 2015 / 2016



Read and Color the Texas Map1 2 3 4

K.4 A-C. K.5A, K.14 A-C, K.15 A,BK4(A)Use terms, including over, under, near, far, left, and right to describe relative locationK4(B)Locate places on the school campus and describe their relative locationK4(C)Identify tools that aid in determining location, including maps and globesK 5(A)Identify the physical characteristics of place such as landforms, bodies of water, natural resources, and weatherK14(A)Obtain information about a topic using a variety of valid oral sources

MapsStudents are able to create OR interpret a map with teacher support. (i.e. U.S.A. on a globe, Texas on a U.S.A. map, keys, school maps, Compass Rose)

MapsStudents are able to create AND interpret a map with teacher support. (i.e. U.S.A. on a globe, Texas on a U.S.A. map, keys, school maps, Compass Rose)

MapsStudents are able to create OR interpret a map without teacher support. (i.e. U.S.A. on a globe, Texas on a U.S.A. map, keys, school maps, Compass Rose)

MapsStudents are able to create AND interpret a map without teacher support. (i.e. U.S.A. on a globe, Texas on a U.S.A. map, keys, school maps, Compass Rose)




such as conversations, interviews and musicK14(B)Obtain information about a topic using a variety of valid visual sources such as a pictures symbols, electronic media, print material, and artifactsK14(C)Sequence and categorize informationK15(A)Express ideas orally based on knowledge and experiencesK15(B)Create and interpret visual, including pictures and mapsTasks/Student Samples/Evidence of Understanding:

Summer Holidays Book – Easter, Cinco de Mayo, Memorial Day, July 41 2 3 4

K.1A,B, K.11A,B, K.12A,B(A)Explain the reasons for national patriotic, holidays

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

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

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

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




such as President’s Day, Veteran’s Day(B)Identify customs associated with national patriots holidays such as parades and fireworks on Independence DayK11(A)Identify similarities and differences among people such as kinship, laws and religion(B)Identify similarities and differences among people such as music, clothing, and food.K12(A)Describe and explain the importance of family customs and traditionsK12(B)Compare family customs and traditions.




Health

Overarching Idea: Students understand that behaviors result in healthy or unhealthy conditions throughout the life span.


Skills

1Needs


grade level.

2Emerging




3Proficient


4Mastery




Using outline of a person – have kids draw and label four protective pieces of equipment1 2 3 4

K2(A)Identify the purpose of protective equipment such as a seat belt and a bicycle helmet

Students are able to identify 1 pieces of protective equipment such as seatbelts, helmets, reflective clothing, knee pads, etc.




Tasks/Student Samples/Evidence of Understanding:Class Discussion on harmful drugs

1 2 3 4K.2C,D,HK2(C)Name the harmful effects of

Students are able to do 1 or fewer of the following

Students are able to do 2 of the following

- name the

Students are able to do 3 of the following

- name the

Students are able to do all of the following

- name the Austin ISD K Department, 2015 / 2016



tobacco, alcohol, and other drugsK2(D)Identify ways to avoid harming oneself or another personK2(H)Name objects that may be dangerous such as knives, scissors, and screwdrivers and tell how they can be harmful.

- name the harmful effects of drugs

- identify ways to avoid harming one self and others

- demonstrate proper procedures for responding to emergencies

- name the objects around the house that can be dangerous (medicines)

harmful effects of drugs













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