Kindergarten Rubrics!!
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Content Area: Reading – Foundational Skills
Report Card Language: The student understands the basic concepts of print. (RF.K.1)
Skills in this standard include:
a. Follow words from left to right, top to bottom, and page by page
b. Recognize that spoken words are represented in written language by specific sequences of letters
c. Understands that words are separated by spaces in print
d. Recognize and name all upper- and lowercase letters of the alphabet.
Performance Levels for Reported Standards
Evidence/
Assessments
Limited progress
Progressing toward
toward standard
• May use Clay’s
Concepts of Print
Assessment or
observation.
• Letter Naming Fluency in
DIBELS or regular
classroom assessment of
letter names (untimed).
• Recognizes and names
less than 40upper and
lowercase letters of the
alphabet (e.g., only the
letters in his/her name).
At the end of the year, is
not able to name all upper
and lower case letters.
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Exceeds the
(proficient)
standard
the standard
• Rarely demonstrates the
skills associated with
concepts of print, or
demonstrates skills with
prompting, modeling, and
support.
North Clackamas School District ! !
Meets the standard
• Demonstrates some, but
not all, of the indicators of
concepts of print
independently.
• Consistently and
independently
demonstrates all four of
the indicators.
• Recognizes and names
punctuation at the
beginning and end of
sentences.
• Recognizes and names
between 40-51 upper and
lowercase letters of the
alphabet. Consistently
able to name all letters that
have been introduced in
the curriculum.
• Is able to identify
directionality of print,
recognition that words are
sequences of letters and
that they are separated by
spaces in print.
• Identifies different types
of text (e.g., a poem
versus a story, versus an
informational text).
• Recognizes and names
all 52upper and lowercase
letters of the alphabet.
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11/1/1013
Kindergarten Rubrics!!
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Content Area: Reading – Foundational Skills
Report Card Language: The student can put together and take apart sounds in words (phonological awareness) (RF.K.2)
Skills associated with this standard include:
a.
b.
c.
d.
e.
Recognize and produce rhyming words.
Count, pronounce, blend, and segment syllables in spoken words
Blend and segment onsets and rimes of single syllable spoken words
Isolate and produce the initial, medial, vowel, and final sounds in three phoneme (CVC) words.
Add or substitute individual sounds in simple one-syllable words to make new words.
Performance Levels for Reported Standards
Evidence/
Assessments
Limited progress
Progressing toward
toward standard
• Phonological awareness
assessments,
• Demonstrates only one
or two of the indicators
(may not be able to
reliably demonstrate any
of the indicators).
• DIBELS Next First
Sound Fluency (FSF) and
Phonemic Segmentation
Fluency (PSF).
• Requires adult support
and prompting to
demonstrate one or two of
the indicators.
• With prompting and
support, demonstrates
from 3 to 5 of the
indicators.
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(proficient)
standard
• Consistently
demonstrates all 5
indicators with words that
contain single syllables
and are in the CVC format.
• The student produces
5-30 correct sounds on
First Sound Fluency in the
fall or winter.
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DIBELS Composite
schore must be greater
than:
• The student produces
greater than 30 correct
sounds on First Sound
Fluency in the fall or
winter.
•End of year may be
Strategic in one or more
DIBELS measures
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• Independently
demonstrates all 5
indicators and extends
skills to words with
multiple syllables and
digraphs.
• Able to recognize and
produce 3 rhyming words,
and create “word families.”
• The student segments
10-39 correct sounds on
Phoneme Segmentation
Fluency in winter or spring.
• The student segments
less than 10 correct
sounds on Phoneme
Segmentation Fluency in
winter or spring.
•Intensive on DIBELS
measures.
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Exceeds the
the standard
• The student produces
less than 5 correct sounds
on First Sound Fluency in
the fall or winter.
North Clackamas School District ! !
Meets the standard
Fall: 52
Winter: 189
Spring: 113
• The student segments
greater than 39 correct
sounds on Phoneme
Segmentation Fluency in
winter or spring.
•Benchmark on all DIBELS
measures
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11/1/1013
Kindergarten Rubrics!!
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Content Area: Reading – Foundational Skills
Report Card Language: The student knows the letter sounds. (RF.K.3)
The skills in this standard include:
a. Demonstrate basic knowledge of letter-sound correspondences by producing the primary/most frequent sound of consonants.
b. Associate the long and short sounds with the common spellings for the five major vowels.
Performance Levels for Reported Standards
Evidence/
Assessments
Limited progress
Progressing toward
toward standard
• Classroom assessments
• Quick Phonics Screener
(Tasks 1a and 1b)
• DIBELS Next:
Nonsense Word Fluency
(winter and spring)
Meets the standard
Exceeds the
(proficient)
standard
the standard
• Rarely able to produce
the sound associated with
consonants or vowels.
• Is able to reliably
produce the common
sound of consonants that
have been introduced in
instruction.
• Unable to reliably
produce the sounds of
letters that have been
introduced in instruction.
• Sometimes produces
both the long and short
sounds of the 5 major
vowels.
• The student produces
less than 8 Correct Letter
Sounds on NWF in winter
or spring.
• Consistently says the
most common sound of
each consonant (21
sounds).
• Independently and
fluently produces the
common sound of each
consonant.
• Consistently identifies 5
major vowels and says
long and short sounds (10
sounds).
• Independently and
correctly produces the
long or short vowel sound,
depending on spelling of
words.
• The student produces
greater than 27 Correct
Letter Sounds on NWF in
winter or spring.
• Able to produce letter
sounds with prompting and
adult support.
• Produces the sounds of
common consonant
digraphs.
• The student produces
8-27 Correct Letter
Sounds on NWF in winter
or spring.
North Clackamas School District ! !
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• The student produces
greater than 57 Correct
Letter Sounds AND 13
Whole Words Read on
NWF in winter or spring.
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11/1/1013
Kindergarten Rubrics!!
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Content Area: Reading- Foundational Skills
Report Card Language: The student reads high frequency words from the curriculum. (RF.K.3)
Performance Levels for Reported Standards
Evidence/
Assessments
Limited progress
Progressing toward
toward standard
• Treasures: 31 High
Frequency Words
• Reads fewer than 31 of
the Treasures High
Frequency words, but it on
track to reading all words
by the end of the school
year.
• Is not able to produce at
least 50% of the words
that have been taught.
• At end of year, reads
between 20-30 words.
• At end of the year, reads
fewer than 20 of the high
frequency words from
Treasures word list.
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Exceeds the
(proficient)
standard
the standard
• Is not consistently
reading Treasures High
Frequency Words (e.g.,
reads fewer than 10
words).
North Clackamas School District ! !
Meets the standard
• Consistently able to read
31 out of 31 of the
Treasures High Frequency
words.
• Independently identifies
and reads all High
Frequency Words in
connected text.
• Consistently able to
recognize and read high
frequency words when
they appear in texts.
• Consistently reads High
Frequency Words from
first grade word list.
• Reads many of the high
frequency words when
presented individually but
does not consistently
identify and read the words
when they appear in text.
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11/1/1013
Kindergarten Rubrics!!
Report Card Language:
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Content Area: Reading- Foundational
The student can read kindergarten level text orally with purpose and understanding. (RF.K.4)
Performance Levels for Reported Standards
Evidence/
Assessments
Limited progress
Progressing toward
toward standard
• Classroom assessments
• Developmental Reading
Assessments
• Treasures Running
Record (as appropriate)
• Reads emergent-level
texts with support and
prompting from adults.
• Is not able to consistently
read sight words or use
pictures to support
understanding.
• Sometimes uses pictures
and sight words in text to
support understanding.
• DRA = Level 2 or 3 with a
comprehension score of
19 at the end on year.
• Sounds out all words or
asks for teacher help to
read sight words.
•Treasures Running
Record level 2 or 3 with
95% comprehension.
• DRA = Level Rebus or 1
or Level 2/3 with a
comprehension score of
less than 19 at end of the
year
•Treasure Running Record
less than Level 2 with less
than 95% Comprehension
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Exceeds the
(proficient)
standard
• With end of kindergarten
level text:
• Consistently reads
kindergarten text with few
errors.
• Independently and
fluently reads kindergarten
text with no errors, using
voice, timing, and
expression to convey
meaning.
• Uses voice, timing, and
expression to convey
meaning.
• Reads texts that are
above end of kindergarten
level.
• Uses pictures and sight
words in text to support
understanding.
• DRA above Level 6 with
a Comprehension score of
22 by end of year.
• DRA = Level 4 or 6 with a
Comprehension score of
19 at the end of the year.
•Treasures Running
Record Level 6 with 95%
comprehension.
the standard
• Rarely reads
kindergarten level texts
with few errors.
North Clackamas School District ! !
Meets the standard
•Treasures Running
Record level 4 with 95%
comprehension
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11/1/1013
Kindergarten Rubrics!!
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Content Area: Reading – Literature and Informational Text
Report Card Language: The student, with prompting and support, can identify characters and settings from stories they have
heard or read. (RL.K.3)
Performance Levels for Reported Standards
Evidence/
Assessments
Limited progress
Progressing toward
toward standard
Classroom observations
Kindergarten Report
Card Assessment guide
• The student is not able to
define character and
setting.
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Exceeds the
(proficient)
standard
the standard
• Even with prompting and
support, the student is not
able to identify characters
or settings from stories
they have read or heard.
North Clackamas School District ! !
Meets the standard
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• With prompting and
support, the student
identifies some of the
characters and events.
There are a few gaps in
understanding.
• With prompting and
support, the student
identifies all of the main
characters and settings
from stories they have
heard or read.
• The student
independently and
consistently identifies
main characters, settings,
and events from stories
they have heard or read.
• The student is not able to
provide a complete and
accurate definition of
character or setting.
• The student can define
character and setting.
• The student is able to
define and describe
characters and settings
independently.
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11/1/1013
Kindergarten Rubrics!!
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Content Area: Reading – Literature and Informational Text
Report Card Language: The student, with prompting and support, can retell details from stories they have heard or read. (RL.K.2)
Performance Levels for Reported Standards
Evidence/
Assessments
Limited progress
Progressing toward
toward standard
• Classroom observations
Kindergarten Report Card
Assessment Guide
• With prompting and
support, the student is able
use a few details in
retelling the story but only
partially retells or leaves
out major events or
characters.
• With prompting or
support, may only be able
to provide one detail (e.g,
“it was about bears.”)
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Exceeds the
(proficient)
standard
the standard
• The student is unable to
retell familiar stories they
have heard or read.
North Clackamas School District ! !
Meets the standard
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• With prompting and
support, the student uses
all key details in retelling
the story (e.g., does not
miss any major events or
characters in the story).
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• Independently retells
stories, including key
details, and demonstrates
an understanding of the
central message or
lesson.
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11/1/1013
Kindergarten Rubrics!!
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Content Area: Reading – Literature and Informational Text
Report Card Language: The student can, with prompting and support, describe the connection between two individuals, events,
ideas, or pieces of information in a text (RI.K.3)
Performance Levels for Reported Standards
Evidence/
Assessments
Limited progress
Progressing toward
toward standard
Classroom Observations
Kindergarten Report Card
Assessment Guide
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Exceeds the
(proficient)
standard
• With prompting and
support can consistently;
• Identify individuals,
events, ideas or
information,
• Describe a connection/
explain the relationship
between two
individuals, two events,
two ideas, or two pieces
of information.
• Independently describes
the connection between
two individuals, events,
ideas, and pieces of
information in a text
(without prompting or
support).
the standard
• Even with prompting and
support, the student is
rarely able to identify,
describe a connection or
explain a relationship
between two individuals,
events, ideas or pieces of
information.
North Clackamas School District ! !
Meets the standard
• With prompting and
support is able to list a few,
but not most individuals,
events, ideas, or pieces of
information.
• With prompting and
support, sometimes able to
describe a connection or
explain the relationship
between two individuals,
events, ideas or pieces of
information.
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11/1/1013