Curriculum.austinisd.org
2015 4th Nine Weeks Pre-K Assessment Rubrics and Portfolio Expectations
|PK Guideline |Student Outcome |Page # |Score |
|Concepts of Print |
|III.A.1 |Child engages in pre-reading and reading-related activities. (This outcome refers to being able to identify|p. 3 | |
| |types of environmental print, including the child’s own name.) | | |
|III.A.2 |Child uses books and other written materials to engage in pre-reading behaviors (This includes identifying |p. 4 | |
| |parts of a book (e.g., front and back) and tracking print from left-to-right). | | |
|III.B.6 |Child can produce a word that rhymes with a given word. |p. 5 | |
|III.C.1 |Child names at least 20 upper and at least 20 lower case letters. |p. 6 | |
|III.C.3 |Child produces the correct sounds for at least 10 letters. |p. 7 | |
|III.D.3 |Child asks and answers appropriate questions about the book (e.g. predicting events and identifying |p. 8 | |
| |characters, plot, problem, setting, and the resolution of the story.) | | |
|Average | |
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|Oral Language |
|II.B.3 |The child provides appropriate information for various situations. |p. 9 | |
|II.D.1 |Child uses a wide variety of words to label and describe people, places, things, and actions. |p. 10 | |
|II.D.2 |Child demonstrates understanding of terms used in the instructional language of the classroom. |p. 11 | |
|II.E.5 |Child combines sentences that give lots of detail, sticks to the topic, and clearly communicates intended |p. 12 | |
| |meaning. | | |
|Average | |
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|Writing |
|IV.A.1 |Child intentionally uses scribbles/writing to convey meaning. |p. 13 | |
|IV.B.1 |Child independently uses letters or symbols to make words or parts of words. |p. 14 | |
|IV.B.2 |Child writes own name not necessarily with full correct spelling or well-formed letters. |p. 17 | |
|Average | |
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|Mathematics |
|V.A.5 |Child counts up to 10 items, and demonstrates that the last count indicates how many items were counted |p. 18 | |
|V.A.9 |Child recognizes one-digit numerals, 0 – 9. |p. 20 | |
|V.B.1/ V.B.2 |Child uses concrete models or makes a verbal word problem for adding up to 5 objects/ subtracting 1-5 |p. 21 | |
| |objects from a set. | | |
|V.C.1 |Child names common shapes. |p. 22 | |
|Average | |
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|Social Studies |
|VII.C.1 |Child identifies and creates common features in her immediate environment. |p. 23 | |
|Average | |
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|Science |
|VI.B.1 |Child identifies and describes the characteristics of organisms. |p. 24 | |
|Average | |
|PK Guideline |Student Outcome |Page # |Score |
|Health |
|VI.D.1; VI.D.2; VI.D.3|Child identifies and practices good habits of personal safety, health, hygiene, nutrition, exercise, and |p. 25 | |
| |rest. | | |
|Average | |
|Technology |
|X.A.2 |Child uses and names a variety of computer input devices, such as mouse, keyboard, voice/sound recorder, |p. 26 | |
| |touch screen, CD-ROM. | | |
|Average | |
| |
|Fine Arts |
|VIII.A.1 |Child uses a variety of art materials and activities for sensory experience and exploration. |p. 27 | |
| |Child participates in classroom music activities. | | |
|VIII.B.1 | | | |
|Average | |
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|Physical Education |
|IX.A.2 |Child coordinates sequence of movements to perform tasks. |p. 28 | |
| |Average | |
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|ESL |
|II.A.3 |Child shows understanding of the new language being spoken by English-speaking teachers and peers (ELL). |p. 29 | |
|Average | |
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|Personal Development |
|NA |These are correlated to district expectations, not PK Guidelines. Refer to the right side of the district |pp. 30-31 |NA |
| |report card. | | |
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|Individual Student Portfolios |
|Non-negotiable Portfolio Entries for the 4th Nine Weeks |
|An authentic writing sample that is most representative of the child’s current development within the continuum of the emergent stages of writing (Refer to p. |
|15-16). |
|Picture-of-me illustration and name writing sample |
|Documentation of the child’s ability to count a set of up to 10 objects. |
|Evidence that the child is able to use objects, numbers, pictures, and/ or words to represent a sum (up to 5) when two sets are joined or the difference (within 5)|
|between two sets when a quantity is taken apart. |
|Work sample that shows that the child can create a picture with shapes—this includes a building/ structure with blocks *NOTE: This can be used to show evidence |
|that the child can identify features in his/her environment—an outcome addressed in social studies (VII.C.1) for the 4th nine weeks reporting period. |
|Evidence (e.g., photo, science notebook entry, etc.) that the child can describe the characteristics of organisms. *NOTE: (This can be used to show evidence that |
|the child can use theme related vocabulary—an outcome addressed in the oral language section (II.D.1) of the 4th nine weeks reporting period). |
|LANGUAGE ARTS: Concepts of Print |
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|Target PK Guideline: |III.A.1 Child engages in pre-reading and reading-related activities. (This outcome refers to being able to identify types of |
| |environmental print, including the child’s own name.) |
|Supporting PK Guidelines |III.A.2 Child uses books and other written materials to engage in pre- reading behaviors. |
| |III.A.3 Child asks to be read to or asks the meaning of written text. |
|Assessment Documentation: In this section, provide information on what type of documentation (e.g., anecdotal records, work samples, interviews, etc.) you gathered|
|to show each child’s progress related to the PK Guideline specified in the above. Consult the suggestions for embedded, informal assessment activities listed in |
|Week 35 of the 4th Nine Weeks CRMs. |
|Form of Documentation |
|Describe the tasks here: |
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| |What to look for: |
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|Target PK Guideline: |III.A.2 Child uses books and other written materials to engage in pre-reading behaviors (e.g., tracking print left to right, |
| |identifying parts of a book, etc.). |
|Supporting PK Guidelines |III.A.1 Child engages in pre-reading and reading-related activities. |
| |III.A.3 Child asks to be read to or asks the meaning of written text. |
|Assessment Documentation: In this section, provide information on what type of documentation (e.g., anecdotal records, work samples, interviews, etc.) you gathered|
|to show each child’s progress related to the PK Guideline specified in the above. Consult the suggestions for embedded, informal assessment activities listed in |
|Weeks 29, 30, 37 and 38 of the 4thNine Weeks CRMs. |
|Form of Documentation |
|Describe the tasks here: |
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|Target PK Guideline: |III.B.6 Child can produce a word that rhymes with a given word. |
|Supporting PK Guidelines |II.C.2 Child perceives differences between similar sounding words. |
| |II.C.3 Child investigates and demonstrates growing understanding of the sounds and intonation of the English language (ELL). |
|Assessment Documentation: In this section, provide information on what type of documentation (e.g., anecdotal records, work samples, TANGO, interviews, etc.) you |
|gathered to show each child’s progress related to the PK Guideline specified in the above. Consult the suggestions for embedded, informal assessment activities |
|listed in Weeks 29 and 30 of the 4thNine Weeks CRMs. |
|Form of Documentation |
|Describe the tasks here: |
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| |What to look for: |
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|Target PK Guideline: |III.C.1 Child names at least 20 upper and at least 20 lower case letters. |
|Supporting PK Guidelines |III.C.2 Child recognizes at least 20 letter sounds. |
| |III.C.3 Child produces the correct sounds for at least 10 letters. |
|Assessment Documentation: In this section, provide information on what type of documentation (e.g., anecdotal records, TANGO, work samples, interviews, etc.) you |
|gathered to show each child’s progress related to the PK Guideline specified in the above. Consult the suggestions for embedded, informal assessment activities |
|listed in Weeks 34 and 36 of the 4thNine Weeks CRMs. |
|Form of Documentation |
|Describe the tasks here: |
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|Target PK Guideline: |III.C.3 Child produces the correct sounds for at least 10 letters. |
|Supporting PK Guidelines |III.C.1 Child names at least 20 upper and at least 20 lower case letters. |
| |III.C.2 Child recognizes at least 20 letter sounds. |
|Assessment Documentation: In this section, provide information on what type of documentation (e.g., anecdotal records, work samples, interviews, TANGO, etc.) you |
|gathered to show each child’s progress related to the PK Guideline specified in the above. Consult the suggestions for embedded, informal assessment activities |
|listed in Weeks 34 and 36 of the 4thNine Weeks CRMs |
|Form of Documentation |
|Describe the tasks here: |
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|Target PK Guideline: |III.D.3 Child asks and answers appropriate questions about the book (e.g. predicting events and identifying characters, plot, |
| |problem, setting, and story resolution.) |
|Supporting PK Guidelines |III.D.1 Child retells or reenacts a story after it is read aloud. |
| |III.D.2 Child uses information learned from books by describing, relating, categorizing or comparing and contrasting |
|Assessment Documentation: In this section, provide information on what type of documentation (e.g., anecdotal records, work samples, interviews, etc.) you gathered|
|to show each child’s progress related to the PK Guideline specified in the above. Consult the suggestions for embedded, informal assessment activities listed in |
|Weeks 33 and 36 of the 4thNine Weeks CRMs. |
|Form of Documentation |
|Describe the tasks here: |
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|Target PK Guidelines: |II.B.3 The child provides appropriate information for various situations. |
|Supporting PK Guidelines |II.B.2 Child engages in conversations in appropriate ways. |
| |II.B.6 Child matches language to social contexts |
|Assessment Documentation: In this section, provide information on what type of documentation (e.g., anecdotal records, work samples, interviews, etc.) you gathered|
|to show each child’s progress related to the PK Guideline specified in the above. Consult the suggestions for embedded, informal assessment activities listed in |
|Weeks 33and 34 of the 44t Nine Weeks CRMs. |
|Form of Documentation |
|Describe the tasks here: |
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| |What to look for: |
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|Target PK Guidelines: |II.D.1 Child uses a wide variety of words to label and describe people, places, things, and actions. |
|Supporting PK Guidelines |II.D.3 Child demonstrates understanding in a variety of ways or knowing the meaning of three to four thousand words*, many more |
| |than he or she uses. |
|Assessment Documentation: In this section, provide information on what type of documentation (e.g., anecdotal records, TANGO, work samples, interviews, etc.) you |
|gathered to show each child’s progress related to the PK Guideline specified in the above. Consult the suggestions for embedded, informal assessment activities |
|listed in Weeks 29, 30 and 38 of the 44t Nine Weeks CRMs |
|Form of Documentation |
|Describe the tasks here: |
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| |What to look for: |
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|Target PK Guidelines: |II.D.2 Child demonstrates understanding of terms used in the instructional language of the classroom. |
|Supporting PK Guidelines |II.D.1 Child uses a wide variety of words to label and describe people, places, things, and actions. |
| |II.D.4 Child uses a large speaking vocabulary, adding several new words daily. |
|Assessment Documentation: In this section, provide information on what type of documentation (e.g., anecdotal records, work samples, interviews, etc.) you gathered|
|to show each child’s progress related to the PK Guideline specified in the above. Consult the suggestions for embedded, informal assessment activities listed in |
|Weeks 31 and 32 of the 4th Nine Weeks CRMs. |
|Form of Documentation |
|Describe the tasks here: |
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| |What to look for: |
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|Target PK Guidelines: |II.E.5 Child combines sentences that give lots of detail, sticks to the topic, and clearly communicates intended meaning. |
|Supporting PK Guidelines |II.E.1 Child typically uses complete sentences of four or more words and grammatical complexity usually with subject, verb, and |
| |object order. |
|Assessment Documentation: In this section, provide information on what type of documentation (e.g., anecdotal records, work samples, interviews, etc.) you gathered|
|to show each child’s progress related to the PK Guideline specified in the above. Consult the suggestions for embedded, informal assessment activities listed in |
|Weeks 31, 32 and 33 of the 4th Nine Weeks CRMs.. |
|Form of Documentation |
|Describe the tasks here: |
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| |What to look for: |
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|Target PK Guidelines: |IV.A.1 Child intentionally uses scribbles/writing to convey meaning. |
|Supporting PK Guidelines |IX.B.1 Child shows control of tasks that require small-muscle strength and control. |
| |IV.C.1 Child independently writes some letters on request (not necessarily well-formed). |
|Assessment Documentation: In this section, provide information on what type of documentation (e.g., anecdotal records, work samples, writing journals, etc.) you |
|gathered to show each child’s progress related to the PK Guideline specified in the above. Consult the suggestions for embedded, informal assessment activities |
|listed in Week 28 of the 4th Nine Weeks CRMs. |
|Form of Documentation |
|Describe the tasks here: |
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| |What to look for: |
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|Target PK Guidelines: |IV.B.1 Child independently uses letters or symbols to make words or parts of words. |
|Supporting PK Guidelines |IV.A.1 Child intentionally uses scribbles/writing to convey meaning. |
| |IV.C.1 Child independently writes some letters on request (not necessarily well-formed). |
|Assessment Documentation: In this section, provide information on what type of documentation (e.g., anecdotal records, work samples, interviews, etc.) you gathered|
|to show each child’s progress related to the PK Guideline specified in the above. Consult the suggestions for embedded, informal assessment activities listed in |
|Week 33 of the 4th Nine Weeks CRMs.. |
|Form of Documentation |
|Describe the tasks here: |
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| |What to look for: Refer to pages 15-16 (Emergent Stages of Writing) |
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|Uncontrolled Scribbling | |
|Child marks paper while experimenting with the writing tools. | |
|Child marks randomly at any place on the page. | |
|This is the beginning form of writing. | |
|Drawing as Writing | |
|Although the marks do not resemble print, they are significant because the young | |
|writer uses them to show ideas. | |
|Child begins to draw a somewhat recognizable picture and may tell about it | |
|Scribbling as Writing | |
|Child begins to assign meaning to the scribbles. | |
|Child may begin to use directionality when writing (left to right, top to bottom)| |
|Emergent Letters | |
|Letter-like forms emerge sometimes randomly placed, and are interspersed with | |
|numbers. They may appear to be floating. | |
|The children might begin to copy environmental print from around the room. | |
|Pictures may contain more detail and are becoming more recognizable. | |
|Emergent Stages of Writing (Stages 5 – 8) |
|Letter Strings | |
|Children seem to know more about writing and begin to use legible letters. | |
|Children are developing awareness of the letter-to-sound symbol relationship, | |
|although they are not matching most sounds. | |
|Children usually write in capital letters in a left-to-right progression and have| |
|not yet begun spacing. | |
|Beginning Sounds Emerge | |
|Children begin to see the difference between a letter and a word. Words may be | |
|represented by one letter. Their message makes sense and matches the picture, | |
|especially when they choose the topic. | |
|This is the beginning stage of invented spelling. | |
|Consonants Represent Words (For Spanish, this may be Syllables) | |
|Children begin to leave spaces between their words and may often mix upper and | |
|lower case letters in their writing. | |
|They usually write sentences that tell ideas. | |
|Initial, Middle, and Final Sounds | |
|Children may spell correctly some sight words, sibling’s names, and environmental| |
|print, but other words are spelled the way they sound | |
|Their writing is readable. | |
|LANGUAGE ARTS: Writing |
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|Target PK Guidelines: |IV.B.2 Child writes own name not necessarily with full correct spelling or well-formed letters. |
|Supporting PK Guidelines |IX.B.1 Child shows control of tasks that require small-muscle strength and control. |
| |IX.B.2 Child shows increasing control of tasks that require eye-hand coordination. |
|Assessment Documentation: In this section, provide information on what type of documentation (e.g., anecdotal records, work samples, interviews, etc.) you gathered|
|to show each child’s progress related to the PK Guideline specified in the above. Consult the suggestions for embedded, informal assessment activities listed in |
|Week 37 of the 4th Nine Weeks CRMs. |
|Form of Documentation |
|Describe the tasks here: |
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| |What to look for: |
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|Target PK Guidelines: |V.A.5 Child counts up to 10 items, and demonstrates that the last count indicates how many items were counted. |
|Supporting PK Guidelines |V.A.2 Child uses words to rote count from 1 to 30. |
| |V.A.3 Child counts 1–10 items, with one count per item. |
|Assessment Documentation: In this section, provide information on what type of documentation (e.g., anecdotal records, TANGO, interviews, etc.) you gathered to |
|show each child’s progress related to the PK Guideline specified in the above. Consult the suggestions for embedded, informal assessment activities listed in Weeks|
|31, 32, 34, 37 and 38 of the 4th Nine Weeks CRMs. |
|Form of Documentation |
|Describe the tasks here: |
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| |What to look for: |
| |Refer to p. 18, Steps 1-4 of the One-on-One Individual Student Counting Assessment Interview |
| |1 |
|Date: |Student: | |
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|Child______________________________ Date: _________________ Teacher: ________________________ |
|Steps and Instructions: |
|Present the child with no greater than 21 to 25 counters displayed in a jar. Ask: How many ___ do you think there may be inside? |
|Instruct the child to remove the counters from the jar. Say: Go ahead and count them to make sure how many there are altogether. |
|Observe and use the recording sheet below to document the child’s counting. If the child struggles with the original amount, remove some (down to 12, then to 7, |
|and finally to 5) and make note of the child’s strategies and accuracy in the notes section. |
|Skill |Description/ Behavior |Notes |
|Rote Counting |Child says the counting word sequence in correct |Accurate: (Yes/ No) |
| |order—e.g., starts at 1, then says 2, then 3, then 4, |Up to what #: ____ (Circle up to which number): |
| |then 5, etc. |1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 |
|Tagging/ One-to-one Correspondence|Child touches each object once and only once (never |Accurate: (Yes/ No) |
| |double counting) |Up to what #: ____ (Circle up to which number): |
| | |1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 |
|Synchronicity |Child’s recitation of the counting word sequence is |Accurate: (Yes/ No) |
| |synchronous to her/his touching of each object. |Up to what #: ____ (Circle up to which number): |
| | |1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 |
|Organization |The child keeps track of what is counted. |Accurate: (Yes/ No) |
| | |Up to what #: ____ (Circle up to which number): |
| | |1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 |
|When the child appears to have stopped counting, ask: So, how many ____ did you count? (or) So, how many ____ were there? |
|Skill |Description/ Behavior |Notes |
|Cardinality |The child states the total number of items she/he |Accurate: (Yes/ No) |
| |counted when asked, “So, how many ___ do you have?” |Up to what #: ____ (Circle up to which number): |
| | |1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 |
|If the child was successful counting objects, ask him/her to make the following sets: |
|If the child successfully counted up to 21 or 25 objects, say: Make a set of 19 (or) Give me 19. |
|If the child successfully counted up to 12 objects, say: Make a set of 10 (or) Give me 10. |
|If the child successfully counted up to 7 objects, say: Make a set of 5 (or) Give me 5. |
|If the child successfully counted up to 5 objects, say: Make a set of 3 (or) Give me 3. |
|Skill |Description/ Behavior |Notes |
|Hierarchical Inclusion |The child is able to count out a requested amount of |Accurate: (Yes/ No) |
| |objects—e.g., There are 15 cubes and you ask for 10. |Up to what #: ____ (Circle up to which number): |
| |The child correctly produces 10. |1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 |
|MATHEMATICS: Number |
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|Target PK Guidelines: |V.B.9 Child recognizes one-digit numerals, 0 – 9. |
|Supporting PK Guidelines |V.A.2 Child uses words to rote count from 1 to 30. |
| |V.E.3 Child recognizes and creates patterns. |
|Assessment Documentation: In this section, provide information on what type of documentation (e.g., anecdotal records, TANGO, work samples, interviews, etc.) you |
|gathered to show each child’s progress related to the PK Guideline specified in the above. Consult the suggestions for embedded, informal assessment activities |
|listed in Week 29 and 30 of the 4th Nine Weeks CRMs. |
|Form of Documentation |
|Describe the tasks here: |
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| |What to look for: |
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|Target PK Guidelines: |V.B.1/ B.2 Child uses concrete models or makes a verbal word problem for adding up to 5 objects/ subtracting 1-5 objects from a |
| |set. |
|Supporting PK Guidelines |V.A.4 Child demonstrates that the order of the counting sequence is always the same regardless of what is counted. |
|Assessment Documentation: In this section, provide information on what type of documentation (e.g., anecdotal records, work samples, TANGO, etc.) you gathered to |
|show each child’s progress related to the PK Guideline specified in the above. Consult the suggestions for embedded, informal assessment activities listed in Weeks|
|28, 31, 32, 33, and 34 of the 4th Nine Weeks CRMs. |
|Form of Documentation |
|Describe the tasks here: |
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| |What to look for: |
| |1 |2 |
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|Target PK Guideline: |V.C.1 Child names common shapes. |
|Supporting PK Guidelines |V.C.2 Child creates shapes. |
| |V.C.4 Child slides, flips, and turns shapes to demonstrate that the shapes remain the same. |
|Assessment Documentation: In this section, provide information on what type of documentation (e.g., anecdotal records, work samples, interviews, etc.) you gathered|
|to show each child’s progress related to the PK Guideline specified in the above. Consult the suggestions for embedded, informal assessment activities listed in |
|Weeks 35 and 36 of the 4th Nine Weeks CRMs. |
|Form of Documentation |
|Describe the tasks here: |
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| |What to look for: |
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|Target PK Guideline: |VII.C.1 Child identifies and creates common features in her immediate environment. |
|Supporting PK Guidelines |V.C.3 Child demonstrates use of location words (such as “over”, “under”, “above”, “on”, “beside”, “next to”, “between”, “in front |
| |of”, “near”, “far”, etc.).. |
|Assessment Documentation: In this section, provide information on what type of documentation (e.g., anecdotal records, work samples, interviews, etc.) you gathered|
|to show each child’s progress related to the PK Guideline specified in the above. Consult the suggestions for embedded, informal assessment activities listed in |
|Weeks 28, 31, 32, and 35 of the 4th Nine Weeks CRMs. |
|Form of Documentation |
|Describe the tasks here: |
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| |What to look for: |
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|Target PK Guideline: |VI.B.1 Child identifies and describes the characteristics of organisms. |
|Supporting PK Guidelines |VI.B.2 Child describes life cycles of organisms. |
| |VI.B.3 Child recognizes, observes, and discusses the relationship of organisms to their environments. |
|Assessment Documentation: In this section, provide information on what type of documentation (e.g., anecdotal records, work samples, interviews, etc.) you gathered|
|to show each child’s progress related to the PK Guideline specified in the above. Consult the suggestions for embedded, informal assessment activities listed in |
|Weeks 29, 30, 31, 32, 33, 34 and 35 of the 4th Nine Weeks CRMs. |
|Form of Documentation |
|Describe the tasks here: |
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| |What to look for: |
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|Target PK Guideline: |VI.D.1/ VI.D.2/ VI.D.3 Child identifies and practices good habits of personal safety, health, hygiene, nutrition, exercise, and |
| |rest. |
|Supporting PK Guidelines |I.A.1 Child is aware of where own body is in space, respects personal boundaries. |
| |I.B.1.a Child follows classroom rules and routines with occasional reminders from teacher. |
|Tasks: |On-Going: Observe children as they are eating lunch in the cafeteria. Pay attention to eating etiquette related to health and hygiene. Interview |
| |children about rules for staying healthy on a periodic basis. Keep record of the child’s hand washing and other health related habits—e.g., rest, time,|
| |using a tissue to wipe their nose, covering coughs, etc. |
| |What to look for: |
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|Target PK Guideline: |X.A.2 Child uses and names a variety of computer input devices, such as mouse, keyboard, voice/sound recorder, touch screen, |
| |CD-ROM. |
|Supporting PK Guidelines |X.A.1 Child opens and navigates through software programs designed to enhance development of appropriate concepts. |
|Tasks: |On-Going: Observe children as engage with computer software or other technological devices—iPad, etc. |
| |One-on-one Interview: Informally engage with the child at the computer center. Interview the child and take notes to document the child’s familiarity |
| |with technology. |
| |What to look for: |
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|Target PK Guideline: |VIII.A.1 Child uses a variety of art materials and activities for sensory experience and exploration. |
| |VIII.B.1 Child participates in classroom music activities. |
|Supporting PK Guidelines |VIII.A.2 Child uses art as a form of creative self-expression. |
| |VIII.C.1 Child creates or recreates stories, moods, or experiences through dramatic representations. |
|Tasks: |On-Going: Observe children as they explore and use various materials—e.g., paints, collage materials, play dough, glue, crayons, chalk, etc.—available |
| |at the art center. |
| |On-Going: Observe children as they participate in music, movement, and dramatic play activities throughout the day. |
| |What to look for: |
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|Target PK Guideline: |IX.A.2 Child coordinates sequence of movements to perform tasks. |
|Supporting PK Guidelines |I.A.1 Child is aware of where own body is in space, respects personal boundaries. |
| |IX.A.1 Child demonstrates coordination and balance in isolation (may not yet coordinate consistently with a partner. |
|Tasks: |On-Going: Observe the children during both informal and structured physical education exercises that involve coordinating a sequence of movement to |
| |perform the specified tasks. Refer to the Sports Fun manual on your campus for a list of related activities and ideas on how to support the children’s|
| |attainment of these skills. |
| |What to look for: |
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|Target PK Guideline: |II.A.3 Child shows understanding of the new language being spoken by English-speaking teachers and peers (ELL). |
|Supporting PK Guidelines |II.D.6 Child increases listening vocabulary and begins to develop vocabulary of object names and common phrases in English (ELL). |
|Tasks: |On-Going: Refer to the Oral Language rubrics, pp. 11-13, for authentic contexts and tasks that show evidence of the child’s progression towards the |
| |acquisition of the English language. The rubric below is taken from the official district report card that is sent home to parents. If this outcome |
| |does not appear in your Gradespeed window, you should contact your clerk so that he/she can program it into the on-line system/ template. |
| |What to look for: |
| |
| | |
| |What to look for: |
|Student Expectation |1 |2 |3 |4 |
|Demonstrates healthy practices. |Child needs adult help |Child uses self-help skills |Child uses self-help skills |Child extends self-help skills|
| |self-help skills such as |with occasional reminders. |without reminders. |to other children. |
| |dressing or washing hands. | | | |
|Works productively in large group. |Child does not listen or |Child listens for short period|Child listens and participates|Child listens and participates|
| |participate in large group |of time in large group |in large group activities |by giving own observations. |
| |activities. |activities with adult help. |without adult help. | |
|Works productively in small group. |Child does not listen or |Child listens for short period|Child listens and participates|Child listens and participates|
| |participate in small group |of time in small group |in small group activities |by giving own observations. |
| |activities. |activities with adult help. |without adult help. |Child can assist other |
| | | | |children. |
|Focuses on assigned tasks. |Child works on task for a |Child works on task for a |Child completes a task such as|Child completes a task even |
| |short period of time with |short period of time without |putting toys away before going|when difficult ties occur. |
| |adult help. |adult help. |to next activity. | |
|Responds to questions appropriately. |Child does not respond to |Child answers a question with |Child answers questions with a|Child answers questions with a|
| |questions. |1-2 words or gestures. |simple sentence. |sentence containing many |
| | | | |details. |
|Exhibits appropriate fine motor control.|Child uses whole hand to |Child manipulates large |Child manipulates small |Child uses both hands to |
| |manipulate objects. |objects. |objects. |complete a task such as |
| | | | |zipping a zipper and tying a |
| | | | |shoe. |
|Participates actively in unstructured |Child’s movements are not yet |Child shows some coordination |Child becomes more |Child engages in complex |
|physical activity |coordinated. |while climbing steps and |coordinated. Child alternates |movement such as skipping or |
| | |walking. |feet while walking up stairs |dribbling a ball. |
| | | |or tosses and catches a | |
| | | |ball/beanbag. | |
|Manages emotions constructively |Child is unable to control |Child begins to control |Child controls behaviors and |Child consistently controls |
| |behavior and/or intense |behavior and/or intense |intense feelings with |behaviors and intense |
| |feelings. |feelings. |occasional teacher support. |feelings. |
|Respects self and others |Child does not respect other |Child shows awareness of |Child shows awareness of |Child respects other’s rights |
| |children’s rights. |others rights. |other’s rights and changes |and cares for other’s |
| | | |behavior. |belonging such as putting away|
| | | | |friend’s folder. |
|Takes responsibility for own actions. |Child does not assume |Child assumes responsibility |Child assumes responsibility |Child assumes responsibility |
| |responsibilities for actions. |with adult help. |for action. |for action and accepts |
| | | | |consequences. |
|Interacts cooperatively with peers |Child does not work with |Child responds when other |Child initiates and sustains |Child works on complex |
| |others or works and plays |children initiate |interactions with other |problems with other children |
| |along side others without |interactions. |children. |such as sharing a task. |
| |interaction. | | | |
|Interacts cooperatively with adults |Child does not follow |Child follows directions with |Child understands and follows |Child understands the |
| |directions without adult help.|occasional reminders from |directions without adult |consequences of not following |
| | |adult. |assistance. |directions. |
|Solves problems appropriately. |Child does not work to solve |Child requests adult |Child tries to solve problems |Child solves problems with |
| |problems. Child runs away or |assistance to solve problems |by negotiation or other |other children independently |
| |uses force. |and accepts suggestions by |socially acceptable means; |such as taking turns or |
| | |adult. |still seeks adult help when |sharing materials. |
| | | |needed. | |
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