K
R
C
T
G
2015 – 2016

All teachers are asked to use the grading guidelines so that we can maintain grading consistency across the District.
We are working together to provide each child with the knowledge and skills needed to be successful.
they will be retained.
The State of Oklahoma has developed grade level standards which identify the essential knowledge and skills that should be taught and learned at each grade level.
Our standards-based Kindergarten Report Card provides written documentation regarding student attainment of these standards. It compares the students’ performance against a set of standards. It does not compare the students’ performance against the performance of other students. Therefore the teacher has a better understanding of each child’s strengths and weaknesses. A standardsbased report card looks at the standards and reports how the student is progressing towards meeting the grade-level standards.
We have created a
Kindergarten Report Card Teacher’s Guide
that provides an explanation of each assessed objective, offers suggested assessment tools, and in some cases it lists activities that can be used to measure an objective.
A copy of the form you are to use in determining whether a child should be retained is included. These guidelines were developed with the assistance of the Special Education
Department.
We have also developed a Quarterly Teaching Guide that suggests in which quarters objectives could most appropriately be introduced. Once a skill is introduced, instruction should continue until mastery is achieved.

Moore Public Schools
Kindergarten Report Card
2015– 2016
Name_____________________________________
Teacher___________________________________
School____________________________________
Attendance
Total Days
Quarters
1 2 3 4
Days Absent
Days Tardy
Attendance/Tardies
Affecting Progress (X)
   
Conference requested
  
F IRST G RADE R EADINESS S TATUS

+ Currently meeting the guidelines
-- Progressing but needs more practice
Quarters
1 2 3 4
Score

Scoring: An open space indicates not assessed.
Characteristics for Successful Learners
1= Below grade level expectations
2= Demonstrates frequently
3= Demonstrates consistently, easily
Objectives:
Strives for quality work
Uses time wisely
Organizes materials and belongings
Quarter
1 2 3 4
Shows consideration and respect for others
Practices self-control
Accepts responsibility for own actions
Appropriate attention span
Safety and Security
1= Does not state
2= States partial information
3= States complete information without prompts
Objectives:
States house number, street, city, and state
States first and last name of parent/guardian
Quarters
1 2
Motor Skills

Lacks control

Good control
Use of writing materials
Colors within lines
Colors filling space within lines well
Cuts on a line
Cuts on a line, smooth strokes
Quarter
1 2 3 4
L ANGUAGE A RTS
Writing Words
0= Does not demonstrate
1= Strings random letters
2= Records some sounds in words
3= Records most sounds in words
Score
Quarter
1 2 3 4
Sentence Writing
1= Does not demonstrate
2= Demonstrates sometimes
3= Demonstrates consistently, easily
Writing left to right
Writing top to bottom
Writes using spaces between words
Writes a complete simple sentence
Writes using capital letter
Writes using end punctuation
Quarter
1 2 3 4
Prints Name
1= Does not demonstrate all letters
2= Mixes capital/lowercase letters or
incorrect letter form
3= All letters correct case and form
First Name
Last Name
Quarter
1 2 3 4
Oral Language – Listening and Speaking
1= Below grade level expectations
2= Demonstrates frequently
3= Demonstrates consistently, easily
Quarter
Objectives:
Follows two part instructions
Listens without interrupting
1 2 3 4
Retells a story in sequence

M ATHEMATICS

Scoring: An open space indicates not assessed.
Geometry

Does not name shape

Names shape
Circle
Square

or

Triangle
Rectangle
Trapezoid
Hexagon
Sphere
Cone
Cylinder
Cube
Numbers
1 Does not demonstrate all
2 All with difficulty or corrections
3 All with ease/without corrections
Recognizes numbers 0-5
Quarter
1 2 3 4
Recognizes numbers 6-10
Recognizes numbers 11-15
Recognizes numbers 16-20
Numeral writing : occasional reversals excluded
Numeral Writing 0-5
Numeral Writing 6-10
Numeral Writing 11-15
Numeral Writing 16-20
Orally count by 10’s to 100
Orally counting on 3 more from given # 5 10
Counts Orally to 100 by 1’s
Counts to
20 100
Counting
1 Does not demonstrate
2 With difficulty or corrections
3 With ease/without corrections
Count objects & match number 0-5
Quarter
1 2 3 4
Count objects & match number 6-10
Count objects & match number 11-15
Count objects & match number 16-20
Math Calculation with Objects
1 Does not demonstrate
2 With oral recounting
3 Visual recognition without counting
Addition to 5 ( ex. 2+ 3= ___ )
Subtraction to 5 (ex. 5-3= ___ )
Quarter
1 2 3 4
Math Readiness
1 Does not demonstrate
2 Demonstrates sometimes
3 Demonstrates with ease
Sorts by one attribute
Quarter
1 2 3 4
Verbally communicates an understanding of “equal”
Verbally communicates an understanding of “greater than”
Verbally communicates an understanding of “less than”
States “one more than” a given number to 20 5 10 15 20
Compares 2 object’s measurable attributes
Addition to 10 ( ex. C = ___+___ )
Solves addition word problems within 10
Solves subtraction word problems within 10
L ITERACY S KILLS
Rhyming
1= Does not demonstrate
2= With difficulty or corrections
3= With ease
Matches picture to spoken word
Completes oral rhyming
Creates rhyming pair
Quarters
1 2
Blends 3 Letter Words
1= Does not demonstrate
Quarters
2= With verbal sound prompts 3
3= Consistently, easily without prompts
4

K INDERGARTEN S IGHT W ORDS
( Minimum students should know by end of Kindergarten) to have red blue yellow orange zero one two
I can we the like a see go
R
EADING
S
IGHT
W ORDS
Minimum of 51 words what little said green black pink purple four five three is play are for you this do
1
Quarter
2 3 4
Goal: Recognize one letter name or sound per second with my me where white brown eight nine ten six seven here was she he has look
ALL 26 letters and sounds will be evaluated in random order each nine weeks until mastery is met for two consecutive nine week periods.
F IRST N INE W EEKS
____knows all letters ____knows all sound of letters
First Nine Weeks
Capital Letters: _____/ 26 Time: ______seconds
Lower Case Letters: _____/ 26 Time: ______seconds
Letter Sounds: _____/ 26 Time: ______seconds
S
ECOND
N
INE
W
EEKS
____knows all letters ____knows all sound of letters
Capital Letters: _____/ 26 Time: ______seconds
Lower Case Letters: _____/ 26 Time: ______seconds
Letter Sounds: _____/ 26 Time: ______seconds
T
HIRD
N
INE
W
EEKS
____knows all letters ____knows all sound of letters
Capital Letters: _____/ 26 Time: ______seconds
Lower Case Letters: _____/ 26 Time: ______seconds
Letter Sounds: _____/ 26 Time: ______seconds
F
OURTH
N
INE
W
EEKS
____knows all letters ____knows all sound of letters
Capital Letters: _____/ 26 Time: ______seconds
Lower Case Letters: _____/ 26 Time: ______seconds
Letter Sounds: _____/ 26 Time: ______seconds
DIBELS** Fall Winter Spring
First Sound Fluency
Letter Naming Fluency
10+ 30+
Phoneme Segmentation
Nonsense Word Fluency
20+ 40+
17+ 28+
Composite
26 122 119
** The benchmark scores that are in the lower right corner of each square indicate the minimum score for students to achieve.
Students must meet or exceed these scores to be successful in reading.

F IRST G RADE R EADINESS S TATUS
+ Currently meeting the guidelines
-- Progressing but needs more practice
Score
Quarters
1 2 3 4
H OW P ARENTS C AN H ELP

Read with your child everyday
 Review content of your child’s folder together everyday

Be sure your child comes to school prepared for class daily with back pack

Return school folder

Return required paperwork
Please sign and return this report card to the school.
If you have any questions or concerns, complete the parent comment section or contact your child’s teacher or counselor.
Teacher Comments:
1 st Nine Weeks
3 rd Nine Weeks
Teacher Comments:
Teacher requests conference (X)

Parent’s Signature___________________________
Comments:
4 th Nine Weeks
Teacher Comments:
Parent’s Signature____________________________
2 nd Nine Weeks
Teacher Comments:
Teacher requests conference (X)

Parent’s Signature______________________________
Comments
R
ECOMMENDED
G
RADE
P
LACEMENT
Student has been recommended for grade ______ for the ____________ school year.
__________________________________________
Teacher’s Signature Date

This guide lists the assessed items as they appear on the Kindergarten report card including the Common
Core objectives. Under each objective is an explanation of what should be assessed or examples are provided. If an objective has no item of explanation, this means that the committee believed the objective did not need further clarification.
When marking this section, the following rubric should be used:
1= Below grade level expectations
2=Demonstrates frequently
3=Demonstrates consistently, easily
Strives for quality work
1= Always rushed, sloppy work
2=Sometimes working carefully
3=Always working for quality work
Uses time wisely
1=Always late, or last to complete work; consistently not on task
2=Sometimes on task; frequently finishing within the given time
3=Consistently on task; consistently finishing within the given time
Organizes materials and belongings
1=Always scattered supplies; lost belongings; materials not stored properly
2=Sometimes organized; frequently stores materials properly
3=Always organized; materials are stored appropriately
Shows consideration and respect for others
1=Always has difficulty listening to others; does not take turns or share; often speaks unkindly
2=Sometimes listens to others; frequently takes turns and shares; often speaks kindly
3=Always listens to others without interrupting; takes turns and shares; speaks kindly
Practice self-control
1=Never in control of body movements; never in control of speaking out;
2=Sometimes controls body movements; frequently interacts without interruptions
3=Always in control of body movement; always interacts appropriately
Accepts responsibility for own actions
1=Always blames others
2=Sometimes takes responsibility for inappropriate actions
3=Always takes responsibility for own behaviors
Appropriate attention span (Minimum Goals: 1 st Q=5 min, 2 nd Q=10, 3 rd Q=15, 4 th Q=20)
1=Always stays on task less than minimum goal
2=Frequently meets minimum goal
3= Always meets or exceeds minimum goal
When marking this section, the following rubric should be used:
1= Does not state
2=States partial information
3=States complete information without prompts
States house number, street, city, and state

States first and last name of parent/guardian (May give one parent/guardian name)
When marking this section, the following rubric should be used:
- Lacks control
+ Good control
Use of writing materials (in formation of letters and numerals)
Colors within lines
Colors filling space within lines well
Cuts on a line
Cuts on a line, smooth strokes
L ANGUAGE A RTS
When marking this section, the following rubric should be used:
0=Does not demonstrate, does not record letters, uses pictures or squiggles
1= Strings random letters
2=Records some sounds in words
3=Records most sounds in words
When marking this section, the following rubric should be used:
1= Does not demonstrate
2=Demonstrates sometimes
3=Demonstrates consistently, easily
Writing left to right on page
Writing top to bottom on page
Writes using spaces between words
Writes a complete simple sentence.
A sentence must include a subject and a verb. (a simple sentence) Grade disregarding capitalization, spaces and punctuation.
Writes using capital letter (at the beginning of a sentence)
Writes using end punctuation
When marking this section, the following rubric should be used:
1= Does not demonstrate all letters
2=Mixes capital/lowercase letters or incorrect letter form
3=All letters correct case and form
First Name
Last Name

Square
Triangle
Rectangle
Trapezoid
Hexagon
Sphere
Cone
Cylinder
Cube
When marking this section, the following rubric should be used:
1= Below grade level expectations
2=Demonstrates frequently
3=Demonstrates consistently, easily
Follows two part instructions
1=Completes zero or one part of a two part instruction
2=Sometimes completes two part instructions
3=Always completes two or more instructions
Listens without interrupting
1=Consistently interrupts speaker
2=Sometimes listens without interrupting
3=Always listens without interrupting
Retells a story in sequence (using 4 picture sequence cards)
1=Using cards in and out of order; unable to retell story
2=Sometimes retells story using the cards in order
3=Always orders and retells story
M ATHEMATICS
When marking this section, the following rubric should be used:
- Does not name shape
+ Names shape
Circle

When marking this section, the following rubric should be used:
1= Does not demonstrate ALL
2=Demonstrates ALL but with difficulty or corrections
3= ALL with ease/without corrections
Recognizes numbers 0-5
Recognizes numbers 6-10
Recognizes numbers 11-15
Recognizes numbers 16-20
Numeral writing 0-5
Numeral writing 6-10
Numeral writing 11-15
Numeral writing 16-20
Count by 10’s to 100
Orally counting on 3 more from given number (0-20)
Counts to:

The teacher records the highest number counted by student without assistance; teacher may stop students at 100 or allow them to continue. Once the student reaches 100 unassisted, the space may be left open indicating not assessed.
When marking this section, the following rubric should be used:
1= Does not demonstrate (after student counts, teacher asks “how many do you have?”…student always recounts before stating the correct number)
2= Demonstrates with difficulty or corrections (after student counts, teacher asks “how many do you have?”…student sometimes recounts before stating the correct number)
3=With ease/without corrections ( after student counts, teacher asks “how many do you have?”…student must respond, without recounting, stating the correct number)
Counts objects & match number 0-5
Counts objects & match number 6-10

Objects should be teacher arranged in a scattered configuration.
Counts objects & match number 11-15
Counts objects & match number 16-20

Objects should be teacher arranged in a line, rectangular array or a circle.
When marking this section, the following rubric should be used:
1 = Does not demonstrate
2 = With oral recounting
3 = Visual recognition without counting
Addition to 5 ( ex. 2+ 3= _) see attachment
Addition to 10 (ex. C=__+__)
Subtraction to 5 (ex. 5 – 3 = _ )

When marking this section, the following rubric should be used:
1 Does not demonstrate
2 Demonstrates sometimes
3 Demonstrates with ease
Sorts by one attribute
Ex. Size, color or shape.
Verbally communicates an understanding of “equal”
This can be assessed while assessing other items such as counting or sorting.
Verbally communicates an understanding of “greater than”
This can be assessed while assessing other items such as counting or sorting.
Verbally communicates an understanding of “less than”
This can be assessed while assessing other items such as counting or sorting.
States “one more than” a given number to 20
Can be done with or without objects; however, student may not recount the given number.
Compares two objects’ measurable attributes
Students orally use terminology to describe and compare two objects, (ex. longer/shorter, more/less, heavier/lighter, taller/shorter)
Solves addition word problems within 10
Students solves oral, simple word problems by using objects or drawings to represent the problem.
Solves subtraction word problems within 10
Students solves oral, simple word problems by using objects or drawings to represent the problem.
R EADING
Minimum of 51 words

31 Treasures sight words, 10 color words and 10 number words
When marking this section, the following rubric should be used:
1= Does not demonstrate
2= With difficulty or corrections
3= With ease
Matches picture to spoken word

Teacher gives a word and students picks rhyming word from a choice of cards
Completes oral rhyming
Teacher gives a word and students provides a rhyming match
Creates rhyming pair

Teacher says give me two words that rhyme.

If teacher provides an example -- score a “2”

When marking this section, the following rubric should be used:
1= Does not demonstrate
2= With verbal sound prompts (teacher gives sound prompts)
3= Consistently, easily without prompts (without teacher sound prompts)

The goal is for students to develop automaticity by improving letter/sound speed while blending and reading words. The score of “3” indicates that a child is sounding and blending fluently.

Letters will be presented in random order. Student will give letter or sound by touching and speaking without prompts.
Teacher will use a timer to record letter/sound fluency.

It is important to time letters/sounds each nine weeks. The goal is for students to develop automaticity by improving letter/sound speed. However, if a child has met the goal of one letter/sound per second for two consecutive nine week periods, the teacher has the option to not assess further. The teacher should indicate “knows all letters/knows all sounds” on the report card for any remaining nine week periods.

Continuation of Kindergarten
A student demonstrating 4 out of 6 of the following indicators may signify a need to continue in
Kindergarten for another year.
____ 1. Recognizes fewer than 20 letter sounds (one sound per second)
____ 2. Scores less than 30 on DIBELS first sound fluency winter benchmark assessment
____ 3. Scores less than 20 on the DIBELS phoneme segmentation winter benchmark assessment
____ 4. Recognizes fewer than 25 sight words
____ 5. Unable to count objects and match quantity.
____ 6. Lacks maturity as indicated by the “Characteristics for Successful Learners” on the
Kindergarten Report Card
Promotion to First Grade Recommended
___ Yes – For the following reasons
____ 1. Child has been previously retained.
____ 2. Needs of child require assistance that begins in first grade.
Indicators for Special Education Intervention/Referral
A student demonstrating 3 out of 5 of the indicators listed below may suggest the need for Special
Education intervention.
____ 1. Discrepancies between skills—highs and lows
____ 2. Short term memory not developed as evidenced in performance
____ 3. Lack of visual, motor or auditory perception
____ 4. Ineffective communication skills
____ 5. Meets criteria for other health impairments as defined by Special Education
Non-identifiable Indicators for Special Education Intervention/Referral
1.
ELL
2.
Age/Birthday

M ATHEMATICS
Morning Meeting

Counting to 100 by ones

Beginning Place Value

Academic Vocabulary
 Above, below, beside, in front of, behind, next to
 Same as, more, fewer
 Shorter, taller, lighter, heavier, longer, etc.

AB Pattern

ABB Pattern
Concepts

Same/different

Sorting by one attribute

Position words

Counting and writing 1 – 5

More/fewer/same as
 1 more/fewer
 2 more/fewer

Shapes
R EADING /L ANGUAGE A RTS
Phonemic Awareness

Rhyming: Matches picture to spoken word

Rhyming: completes rhyming pair

Recognize same beginning sounds in different words
(Alliteration)

Count words in a sentence
(sentence segmentation)
Phonics

Introduce letters and sounds

Beginning to recognize letters and associate sounds
Fluency

Letter naming fluency

Recite short poems, rhymes and songs
Comprehension

Book Orientation

Listening Comprehension

Tell what is happening in a picture

Distinguish letters from words
Vocabulary

Use new vocabulary and language in own speech

Shares ideas speaking in clear, complete, coherent sentences

Trace, copy, and generate letters

Picture journals

Dictate a story about events or experiences
Writing

Picture Journals

Writing left to right

Writing top to bottom

Uses letters and symbols to represent words

Prints first name all letters correct case and form
Grammar/Usage/Mechanics

Shared writing

M ATHEMATICS
Morning Meeting
 Counting to 100 by 10’s

ABB Pattern

AAB Pattern

Counting forward (counting on)

Academic Vocabulary
 Number line, forward, backward, one more, one less
 Greater than, less than, equal to
Concepts

Measurement (length, capacity and weight)

Compare size, length and weight

Counting and writing 6 – 10

Number line – one more, one less

Comparing sets and numbers to 10 – greater than, less than, equal to

Solid Shapes

Ordinals
R EADING /L ANGUAGE A RTS
Phonemic Awareness

Blending syllables to say word or segmenting spoken words into syllables

Blending or segmenting the initial consonant or consonant cluster (onset) with the vowel and consonant sounds spoken after it (rime)

Segment phonemes of one syllable words
Phonics

Identify alphabet by name

Identify alphabet by sound
Fluency

Reads familiar texts emergently

Recognize some words by sight
Comprehension

Using pre-reading skills (making predictions about text, using picture clues)

Listen with interest to stories

Retell, re-enact, or dramatize a story in sequence
Vocabulary

Uses new vocabulary in speech
Writing

Picture journals

Begin to label picture with beginning sounds

Read own writing to group

Prints first name all letters correct case and form
Grammar/Usage/Mechanics

Speaking in complete sentences

Shared writing

Uses proper verb agreement in spoken sentences.

M ATHEMATICS
Morning Meeting
 Counting to 100 by 1’s and 10’s

ABC Pattern

Number Patterns

Addition word problem of the day

Creating Patterns
Concepts

Counting and writing to 20
 Counting to 100 by 1’s and 10’s

Place Value (10 and some more)

Creating sets to 20

100th day activities

Addition

Addition word problem of the day
R EADING /L ANGUAGE A RTS
Phonemic Awareness

Blend phonemes into words

Hear and repeat sounds in sequence
Phonics

Blends three letter short vowel words
Fluency

Reads familiar texts emergently

Recognize more words by sight
Comprehension

Listen with interest to stories

Retell, re-enact, or dramatize a story

Place events in sequential order using beginning, middle, end
Vocabulary

Uses new vocabulary in speech
Writing

Inventive spelling to describe picture in one or more sentences

Prints first and last name all letters correct case and form
Grammar/Usage/Mechanics

Shared writing

Uses capitals and periods appropriately when writing sentences

Uses proper verb agreement in written sentences

M ATHEMATICS
Morning Meeting

Subtraction word problem of the day
Concepts

Addition to 10

Coins (penny, nickel, dime, quarter)

Graphing/Data analysis

Subtraction

Word problem for addition and subtraction to 10
R EADING /L ANGUAGE A RTS
Phonemic Awareness

Segmenting, manipulating, deleting and substituting phonemes in spoken words
Phonics

Blends three letter short vowel words

Introduce long vowel words using silent e
Fluency

Recognize at least 51 sight words
Comprehension

Distinguish between reality and fantasy in stories.(fiction/nonfiction)

Summarize main points or events of a story

Recognize cause and effect relationships

Begin to identify appropriate sources for gathering information
(word walls/charts etc.)
Vocabulary

Uses new vocabulary in speech and writing
Writing

Inventive spelling to describe picture in one or more sentences

Prints first and last name all letters correct case and form
Grammar/Usage/Mechanics

Shared writing

Uses capitals and periods appropriately when writing
 sentences
Uses proper verb agreement in written sentences

Assessing Addition to 5 (ex. 2+3= _) (2nd 9 weeks)
1.
Teachers lays out 7 objects/manipulatives. Tell student to put 2 in the first circle. Ask “How many do you have?” Teacher lays
3 objects in the second circle. Ask “How many do you have?” Ask “How many do you have all together?” Student gives oral answer only.
1 = Does not demonstrate
2 = With oral recounting
3 = Visual recognition without counting
2. Teachers lays out 7 objects/manipulatives. Tell student to put 3 in the first circle. Ask “How many do you have?” Teacher lays 1 object in the second circle. Ask “How many do you have?” Ask “How many do you have all together?” Student gives oral answer only.
1 = Does not demonstrate
2 = With oral recounting
3 = Visual recognition without counting
Check additional combinations if needed to assess mastery.
+ =