K-1 SPEAKING/LISTENING RUBRIC CHECKLIST
Kindergarten Reading Rubric Checklist
STUDENT NAME ID # ENTRY DATE
Instructions: A checked box indicates the descriptor has been met.
|Objective |Standard |ELL Level 1 |ELL Level 2 |ELL Level 3 |ELL Level 4 |Grade Level Expectations* |
|ELL Report Card | |2.1 Pronounce the individual |2.1 Identify and pronounce | | |2.0 Meets grade level |
|Descriptor 2: Student| |sounds of the alphabet. |individual sounds of the alphabet | | |expectations (phonological |
|will discriminate | | |(including short vowel sounds) out | | |awareness, dictation): |
|among and reproduce | | |of sequence. ( | | | |
|the sounds of English | | |2.2 Occasionally makes sound/symbol| | |Q1 ____ Q2 ____ |
|with appropriate | |2.2 Begins to make sound/symbol |associations. | | |Q3 ____ Q4 ____ |
|intonation and |LA 0.1.3.b |associations. ( |2.3 Occasionally blends |2.2 Often makes sound/symbol |2.2 Consistently makes | |
|inflection. | |2.3 Begins to blend sound/symbol |sound/symbol associations to read |associations. |sound/symbol associations. ( | |
| |LA 0.1.2.d |associations to read words, |words, phrases, and simple |2.3 Often blends sound/symbol |2.3 Consistently blends | |
| | |phrases, and simple sentences. |sentences. (CVC, word families, |associations to read |sound/symbol associations to read | |
| |LA 0.1.6.d |(CVC, word families, ch/sh/th/wh) |ch/sh/th/wh) |grade-appropriate text. |grade-appropriate text. | |
| | |2.4 Begins to match a |2.4 Occasionally generates rhyming | | | |
| | |teacher-generated rhyme. |words on their own. | | | |
| | | | | | | |
| | | | |2.4 Often generates rhyming words on |2.4 Consistently generates rhyming| |
| | | | |their own. |words on their own. | |
|Objective |Standard |ELL Level 1 |ELL Level 2 |ELL Level 3 |ELL Level 4 |Grade Level Expectations* |
|ELL Report Card | |3.1 Begins to identify high |3.1 Occasionally identifies high |3.1 Often identifies high frequency|3.1 Consistently identifies high |3.0 Meets grade level |
|Descriptor 3: The | |frequency words. |frequency words. |words. |frequency words. |expectations (high frequency |
|student will acquire | | |3.2 Occasionally uses environmental| |3.2 Consistently uses |word identification): |
|vocabulary necessary |LA 0.1.3.c |3.2 Begins to use environmental |print and survival vocabulary. |3.2 Often uses environmental print |environmental print and survival | |
|for instruction. | |print and survival vocabulary. | |and survival vocabulary. |vocabulary. |Q1 ____ Q2 ____ |
| |LA 0.1.3.e | | | | |Q3 ____ Q4 ____ |
|ELL Report Card | |4.1 Begins to understand and |4.1 Understand and identify a word,| | |4.0 Meets grade level |
|Descriptor 4: Student| |identify a word, space, and |space, and punctuation in a printed| | |expectations (DRA): |
|will participate in | |punctuation in a printed text. |text. ( | | | |
|reading activities to | |4.2 Begins to read | | | |Q1 NA Q2 NA |
|acquire and deliver | |grade-appropriate materials in |4.2 Begins to read | | |Q3 ____ Q4 ____ |
|information. | |structured activities with teacher |grade-appropriate materials with |4.2 Read grade-appropriate |4.2 Read grade-appropriate | |
| | |support. |emerging intonation with teacher |materials with proper phrasing and |materials with proper phrasing and| |
| | |4.3 Begins to participate in |support. |intonation with minimal teacher |intonation independently. | |
| |LA 0.1.2.a |language experience stories written|4.3 Participates in and reads back |support. | | |
| | |by teacher. |language experience stories written| | | |
| |LA 0.1.3.e | |by teacher. ( | | | |
| | | |4.4 Begins to read and understand | | | |
| | | |simple vocabulary and phrases. |4.4 Occasionally reads and |4.4 Often reads and understands | |
| | | |4.5 Occasionally responds to |understands simple vocabulary and |simple vocabulary and phrases. | |
| | |4.5 Begins to respond to |illustrations in books. |phrases. |4.5 Consistently responds to | |
| | |illustrations in books (pointing to| |4.5 Often responds to |illustrations in books. | |
| | |pictures, one word responses). | |illustrations in books. | | |
|Objective |Standard |ELL Level 1 |ELL Level 2 |ELL Level 3 |ELL Level 4 |Grade Level Expectations* |
|ELL Report Card | |6.1 Follow left to right and top to| | | |6.0 Meets grade level |
|Descriptor 6: Student| |bottom with a return sweep (Q1). ( | | | |expectations (Concepts of |
|will understand and | |6.2 Know the difference between a | | | |print): |
|demonstrate knowledge |LA 0.1.1.b |letter, word, space and sentence | | | | |
|about English print. | |(Q2). ( | | | |Q1 ____ Q2 ____ |
| |LA 0.1.1.f |6.3 Identify period, question mark | | | |Q3 ____ Q4 ____ |
| | |and exclamation mark (Q2). | | | | |
| |LA 0.1.2.a |6.4 Understand one-to-one | | | | |
| | |correspondence (Q3). ( | | | | |
| |LA 0.1.1.c | | | | | |
|Objective |Standard |ELL Level 1 |ELL Level 2 |ELL Level 3 |ELL Level 4 |Grade Level Expectations* |
|ELL Report Card | |8.1 With teacher support, begin to |8.1 With teacher support, uses |8.1 With minimal teacher support, |8.1 Independently uses picture |8.0 Not assessed in general |
|Descriptor 8: Student| |use picture clues and text patterns|picture clues, text patterns, and |uses picture clues, text patterns, |clues, text patterns, and phonetic |ed. Skills related directly |
|will effectively apply| |to read. |phonetic knowledge to read. |and phonetic knowledge to read. |knowledge to read. |to language acquistion. |
|a variety of reading | | |8.2 Begins to make meaningful |8.2 Occasionally makes meaningful | | |
|strategies for | | |substitutions and begin to |substitutions and begin to |8.2 Often makes meaningful | |
|comprehending a wide | | |self-correct when reading does not|self-correct when reading does not |substitutions and begin to | |
|range of reading | | |make sense. |make sense. |self-correct when reading does not | |
|materials. |LA 0.1.5.c | |8.3 Use pre-reading strategies | |make sense. | |
| | | |(prior knowledge, previewing |8.3 Begins to use pre-reading and |8.3 Begins to incorporate | |
| |LA 0.1.6.k | |pictures, and purpose) to improve |strategies during reading |pre-reading, during reading, and | |
| | | |comprehension with teacher |(meaning and visual cues, |after reading strategies | |
| |LA 0.1.6.d | |support. |self-correction, re-reading, etc.) to|(retelling, checking for | |
| | | |8.4 Begins to count syllables in |improve comprehension with teacher |understanding, etc.) to improve | |
| | | |words with teacher support. |support. |comprehension with teacher support.| |
| | | | |8.4 Count syllables in words with |8.4 Count syllables in words. | |
| | | | |teacher support. | | |
| | | | | | | |
| | | | | | | |
| | |8.4 Begins to understand words have| | | | |
| | |syllables with teacher support. | | | | |
|Objective |Standard |ELL Level 1 |ELL Level 2 |ELL Level 3 |ELL Level 4 |Grade Level Expectations* |
|ELL Report Card | |10.1 Identify parts of a book. ( | | | | |
|Descriptor 9: | |10.2 Identify title, author, and | | | | |
|Students will use | |illustrator. ( | | | | |
|academic skills and | |10.3 Recognize abbreviations. ( | | | | |
|resources to acquire | |10.4 Write his or her name. ( | | | | |
|and organize new | |10.5 Recognize own name in print. | | | | |
|information. | |( | | | | |
| | |10.6 Begins to read own writing. | | | | |
| | |10.7 Begins to use pictures, lists,| | | | |
| |LA 0.1.1.e |and charts to comprehend text | | | | |
| | |across curriculum with teacher | | | | |
| | |support. |10.6 Occasionally reads own |10.6 Often reads own writing. |10.6 Consistently reads own | |
| | | |writing. |10.7 Often uses pictures, lists, and|writing. | |
| | | |10.7 Occasionally uses pictures, |charts to comprehend text across |10.7 Consistently uses pictures, | |
| | | |lists, and charts to comprehend |curriculum with teacher support. |lists, and charts to comprehend | |
| | | |text across curriculum with | |text across curriculum with teacher| |
| | | |teacher support. | |support. | |
Objective |Standard |ELL Level 1 |ELL Level 2 |ELL Level 3 |ELL Level 4 |Grade Level Expectations* | | | | |10.8 Begins to use single resource to locateinformation with teacher support.
|10.8 Occasionally uses single resource to locate information with teacher support. |10.8 Often uses single resource to locate information with teacher support. | | |
*Grade Level Expectation Column is not intended to restrict level movement. It was developed to foster communication between ELL and general ed. classrooms to ensure that how students are being leveled matches their skill base in the general ed. classroom. ELL teachers could use documented scores from general ed. report cards.
**2.5—Teachers are provided a checkbox for each quarter-specific phonics objective. If students accomplish their quarter’s goals, they get credit for it on the report card. The main objective may not be checked until all four quarters worth of skills are accomplished.
Descriptor Guidelines:
Begins: 25% of the time
Occasionally: 50% of the time
Often: 75% of the time
Consistently: 85-90% of the time
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