Curriculum.austinisd.org



2014 1st Nine Weeks Pre-K Assessment Rubrics and Portfolio Expectations

|PK Guideline |Student Outcome |Page # |Score |

|Concepts of Print |

|III.A.3 |Child engages in pre-reading and reading related activities—e.g. environmental print. |p. 3 | |

|III.C.1 |Child names at least 20 upper and at least 20 lower case letters. |p. 4 | |

|III.C.2 |Child recognizes at least 20 letter sounds. |p. 4 | |

|II.C.2 |Child perceives differences between similar sounding words. |p. 5 | |

|Average | |

| |

|Oral Language |

|II.B.1 |Child is able to use language for different purposes. |p. 6 | |

|II.D.1 |Child uses a variety of words to label and describe people, places, things, and actions. |p. 7 | |

|II.A.2 |Child shows understanding by following two-step oral directions and usually follows three-step directions. |p. 8 | |

|Average | |

| |

|Writing |

|IV.B.1 |Child independently uses letters or symbols to make words or parts of words. |p. 9 | |

|IV.A.1 |Child intentionally uses scribbles/writing to convey meaning. |p. 12 | |

|IV.B.2 |Child writes own name not necessarily with full correct spelling or well-formed letters. |p. 13 | |

|Average | |

| |

|Mathematics |

|V.A.2 |Child uses words to rote count from 1 to 30. |p. 14 | |

|V.C.1 |Child names common shapes. |p. 15 | |

|V.E.1 |Child sorts objects that are the same and different into groups and uses language to describe how the groups|p. 16 | |

| |are similar and different. | | |

|Average | |

| |

|Social Studies |

|VII.D.4 |Child identifies similarities among people like himself and classmates as well as among himself and people |p. 17 | |

| |from other cultures. | | |

|I.B.1a |Child follows classroom rules and routines with occasional reminders from teacher. |p. 18 | |

|Average | |

| |

|Science |

|VI.A.1 |Child describes, observes, and investigates properties and characteristics of common objects. |p. 19 | |

|Average | |

| |

|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. 20 | |

| |rest. | | |

|Average | |

|PK Guideline |Student Outcome |Page # |Score |

|Technology |

|X.A.2 |Child uses and names a variety of computer input devices, such as mouse, keyboard, voice/sound recorder, |p. 21 | |

| |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. 22 | |

| |Child participates in classroom music activities. | | |

|VIII.B.1 | | | |

|Average | |

| |

|Physical Education |

|IX.A.2 |Child coordinates sequence of movements to perform tasks. |p. 23 | |

| |Average | |

| |

|ESL |

|II.A.3 |Child shows understanding of the new language being spoken by English-speaking teachers and peers (ELL). |p. 24 | |

|Average | |

| |

|Personal Development |

|NA |These are correlated to district expectations, not PK Guidelines. Refer to the right side of the district |pp.25-26 |NA |

| |report card. | | |

| |

|Individual Student Portfolios |

|Non-negotiable Portfolio Entries for the 1st 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. 7). |

|Picture-of-me illustration and name writing sample |

|Shape-cut out Picture or photo of child’s pattern block design. |

|Oral Language Sample taken from the child’s conversations during dramatic play or story writing. |

|Science Interactive Notebook Entry that represents the child’s observations of any hands-on science experiment |

|LANGUAGE ARTS: Concepts of Print |

| |

|Target PK Guideline: |III.A.1 Child engages in pre-reading and reading related activities—e.g. environmental print. |

|Supporting PK Guidelines |IX.B.1 Child shows control of tasks that require small-muscle strength and control |

| |II.A.1 Child shows understanding by responding appropriately. |

|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 3 and 8 of the 1st Nine Weeks CRMs. |

|Form of Documentation |

|Describe the tasks here: |

| |

| |

| |

| |

| |What to look for: |

| |

| |

|Target PK Guidelines: |III.C.1 Child names at least 20 upper and at least 20 lower case letters. |

| |III.C.1 Child recognizes at least 20 letter sounds. |

|Supporting PK Guidelines |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, 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 2, 3 and 5 of the 1st Nine Weeks CRMs. |

|Form of Documentation |

|Describe the tasks here: |

| |

| |

| |

| |

| |What to look for: |

| |

| |

|Target PK Guideline: |II.C.2 Child perceives differences between similar sounding words. |

|Supporting PK Guidelines |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, 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 4 and 8 of the 1st Nine Weeks CRMs. |

|Form of Documentation |

|Describe the tasks here: |

| |

| |

| |

| |

| |What to look for: |

| |NOTE **This outcome can only be scored as a 1 or 3. |

| |

| |

|Target PK Guidelines: |II.B.1 Child is able to use language for different purposes. |

|Supporting PK Guidelines |II.B.2 Child engages in conversations in appropriate ways. |

| |II.B.4 Child demonstrates knowledge of verbal conversational rules. |

|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 5, 6 and 7 of the 1st Nine Weeks CRMs. |

|Form of Documentation |

|Describe the tasks here: |

| |

| |

| |

| |

| |What to look for: |

| |

| |

|Target PK Guidelines: |II.D.1 Child uses a variety of words to label and describe people, places, things, and actions. |

|Supporting PK Guidelines |II.D.4 Child uses a large speaking vocabulary, adding several new words daily |

| |II.D.5 Child uses category labels to understand how the words/objects relate to each other. |

|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 6 and 7 of the 1st Nine Weeks CRMs. |

|Form of Documentation |

|Describe the tasks here: |

| |

| |

| |

| |

| |What to look for: |

| |

| |

|Target PK Guidelines: |II.A.2 Child shows understanding by following two-step oral directions and usually follows three-step directions. |

|Supporting PK Guidelines |II.A.3 Child shows understanding of the new language being spoken by English-speaking teachers and peers (ELL). |

|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 1, 4, and 5 of the 1st Nine Weeks CRMs. |

|Form of Documentation |

|Describe the tasks here: |

| |

| |

| |

| |

| |What to look for: |

| |

| |

|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 |

|Weeks 1 and 4 of the 1st Nine Weeks CRMs. |

|Form of Documentation |

|Describe the tasks here: |

| |

| |

| |

| |

| |What to look for: Refer to pages 8-9 (Emergent Stages of Writing) |

| |

|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 |

| |

|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, 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 1 and 4 of the 1st Nine Weeks CRMs. |

|Form of Documentation |

|Describe the tasks here: |

| |

| |

| |

| |

| |What to look for: |

| |

| |

|Target PK Guidelines: |IV.B.1 Child writes own name not necessarily with full correct spelling or well-formed letters. |

|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 |

|Weeks 2 and 8 of the 1st Nine Weeks CRMs. |

|Form of Documentation |

|Describe the tasks here: |

| |

| |

| |

| |

| |What to look for: |

| |

| |

|Target PK Guidelines: |V.A.2 Child uses words to rote count 1 to 30. |

|Supporting PK Guidelines |V.A.3 Child counts 1–10 items, with one count per item. |

| |V.A.6 Child demonstrates understanding that when counting, the items can be chosen in any 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 |

|Week 6 of the 1st Nine Weeks CRMs. |

|Form of Documentation |

|Describe the tasks here: |

| |

| |

| |

| |

| |What to look for: |

| |

| |

|Target PK Guidelines: |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 |

|Week 4 of the 1st Nine Weeks CRMs. |

|Form of Documentation |

|Describe the tasks here: |

| |

| |

| |

| |

| |What to look for: |

| |

| |

|Target PK Guideline: |V.E.1 Child sorts objects that are the same and different into groups and uses language to describe how the groups are similar and|

| |different |

|Supporting PK Guidelines |V.E.2 Child collects data and organizes it in a graphic representation. |

| |V.D.1 Child recognizes and compares heights and lengths of people and objects. |

|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. Consider the button sorting activity suggested on Day 7 of the of the 1st 20 Days|

|of Instruction as one possible assessment task. |

|Form of Documentation |

|Describe the tasks here: |

| |

| |

| |

| |

| |What to look for: |

| |

| |

|Target PK Guideline: |VII.D.4 Child identifies similarities among people like himself and classmates as well as among himself and people from other |

| |cultures. |

|Supporting PK Guidelines |I.A.3 Child shows reasonable opinion of his own abilities and limitations. |

| |VII.A.1 Child identifies similarities and differences in characteristics of people. |

|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 3 and 4 of the 1st Nine Weeks CRMs. |

|Form of Documentation |

|Describe the tasks here: |

| |

| |

| |

| |

| |What to look for: |

| |

| |

|Target PK Guideline: |I.B.1a Child follows classroom rules and routines with occasional reminders from teacher. |

|Supporting PK Guidelines |I.A.1 Child is aware of where own body is in space, respects personal boundaries. |

| |I.B.1.b Child takes care of and manages classroom materials. |

|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. On-Going: Observe children how children manage classroom materials and their |

|awareness of personal space and boundaries. Document through anecdotal records that describe how children interact during centers and if they follow rules with |

|occasional reminders. |

|Form of Documentation |

|Describe the tasks here: |

| |

| |

| |

| |

| |What to look for: |

| |

| |

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

|Supporting PK Guidelines |VI.A.2 Child investigates and describes position and motion of objects. |

| |VI.A.3 Child uses simple measuring devices to learn about objects. |

|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 3, 4 and 5 of the 1st Nine Weeks CRMs. |

|Form of Documentation |

|Describe the tasks here: |

| |

| |

| |

| |

| |What to look for: |

| |

| |

|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: |

| |1 |2 |

| |

| |

|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: |

| |

| |

|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: |

| |

| |

|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: |

| |1 |2 |

| |

| |

|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. | |

................
................

In order to avoid copyright disputes, this page is only a partial summary.

Google Online Preview   Download