PRE-KINDERGARTEN REPORT CARD
TEACHER GUIDE
Designed to Maintain Grading Consistency
Across the District
2015-2016
Introduction to Standards-Based Report Card
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.
The students in your classroom are required by Oklahoma State Law
to be on or above grade level in reading by the end of the third grade
or 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 Pre-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 standards-based report
card looks at the standards and reports how the student is progressing towards meeting
the grade-level standards.
We have created a Pre-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.
Once a skill is introduced, instruction should continue until the achievement level
specified has been reached.
Teacher Guide
This guide lists the assessed items as they appear on the Pre-Kindergarten report card based on PASS
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.
CHARACTERISTICS FOR SUCCESSFUL LEARNERS
When marking this section, the following rubric should be used:
1. Below grade level expectations
2. Demonstrates frequently
3. Demonstrates consistently, easily
Easily separates from parent
1. Regularly displays anxiety (i.e. crying, failure to engage in activities)
2. Sometimes displays anxiety
3. Consistently separates from parent without anxiety
Takes care of personal needs
1. Frequently requires teacher assistance
2. Sometimes requires teacher assistance
3. Consistently takes care of personal needs
Respects the property of others
1. Frequently does not leave others’ things alone (school, teacher, student)
2. Sometimes does not leave others’ things alone (school, teacher, student)
3. Consistently leaves others’ things along
Observes classroom and school procedures
1. Rarely observes classroom and school procedures
2. Sometimes observes classroom and school procedures
3. Consistently observes classroom rules and school procedures
Takes turns and shares
1. Does not take turns nor shares
2. Sometimes takes turns and shares
3. Takes turns and shares
Practices self control
1. Never in control of body movements and motions
2. Sometimes controls body movements and motions
3. Consistently practices self-control
Accepts responsibility for own actions
1. Always blames others
2. Sometimes takes responsibility for inappropriate actions
3. Consistently takes responsibility for own behavior
Plays cooperatively with other children
1. Frequently requires teacher intervention during play
2. Sometimes requires teacher intervention during play
3. Consistently takes responsibility for own behavior
Makes choices and stays with an activity for a reasonable length of time
1. Frequently has a hard tune choosing an activity and/or flits from activity to activity
2. Sometimes makes choices and stays with an activity for a reasonable length of time
3. Consistently makes choices and stays with an activity for a reasonable length of time
Returns materials to correct place when finished with an activity
1. Always scattered supplies; lost belongings; materials not stored properly
2. Sometimes organized; frequently stores materials properly
3. Always organized; materials are stored appropriately
Completes work in a reasonable amount of time
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
Participates in large and small group activities
1. Rarely participates in large and small group activities
2. Sometimes participates in large and small group activities
3. Consistently participates in large and small group activities
Listens without interrupting
1. Never in control of speaking out.
2. Sometimes interacts without interruptions
3. Consistently listens without interrupting
Strives for quality work
1. Always rushed, sloppy work
2. Sometimes working carefully
3. Consistently working for quality work
SAFETY AND SECURITY
When marking this section, the following rubric should be used:
1. Needs more time to develop
2. Has demonstrated but needs more consistency
3. Consistently demonstrates
States first, middle, last name
States birthday and age: month, day, age
States house number, street, city, and state
States first and last name of parent/guardian (May give one parent/guardian name)
Motor Skills
1. Needs more time to develop
2. Has demonstrated but needs more consistency
3. Consistently demonstrates
Uses finger pinch grasp
Traces lines with control
Cuts on a line
Uses correct scissor grasp
Completes a 10-12 piece puzzle independently
LANGUAGE ARTS
Oral Language – Listening and Speaking
1. Needs more time to develop
2. Has demonstrated but needs more consistency
3. Consistently demonstrates
Listens with interest to stories read aloud
1. Consistently disrupts storytelling by interfering with their own or others’ listening
2. Sometimes listens with interest to stories read aloud
3. Consistently listens to stories read aloud
Expresses ideas in complete sentences
1. Needs more time to develop
2. Has demonstrated but needs more consistency
3. Consistently demonstrates
Follows oral directions
1. Completes zero or one part of a two part instruction
2. Sometimes completes two part instructions
3. Consistently completes two part instructions
Recites simple poems, rhymes or songs
1. Needs more time to develop
2. Has demonstrated but needs more consistency
3. Consistently demonstrates
Participates in conversations
1. Needs more time to develop
2. Has demonstrated but needs more consistency
3. Consistently demonstrates
Pre-Reading Skills
1. Needs more time to develop
2. Has demonstrated but needs more consistency
3. Consistently demonstrates
Recognizes first name in print
Recognizes last name in print
Matches rhyming pairs (6 pairs) (i.e. picture cards, manipulatives) (orally)
1. Matches 0-1 rhyming pairs
2. Matches 2-5 rhyming pairs
3. Matches 6 rhyming pairs
Match opposite word pairs (6 pairs) (i.e. picture cards, manipulatives) (orally)
1. Creates 0-1 opposite word pairs
2. Creates 2-5 opposite word pairs
3. Creates 6 opposite word pairs
Claps syllables in spoken words (clapping syllables in 6 spoken words of which each word has a
maximum of 4 syllables)
1. Claps syllables in 0-1 of 6 words
2. Claps syllables in 2-5 of 6 words
3. Claps syllables in 6 of 6 words
Recognizes beginning sounds in spoken words (child is able to isolate and make the beginning sound
(phoneme) in 6 words)
(NOT required to say the letter)
1. Makes the beginning sounds in 0-1 of the 6 spoken words
2. Makes the beginning sounds in 2-5 of the 6 spoken words
3. Makes the beginning sounds in 6 of the 6 spoken words
Retells some sequences of events (orally or with cards)
1. Unable to sequence events
2. Sometimes sequences events
3. Consistently sequences events
Tells what is happening in a picture
1. Needs more time to develop
2. Has demonstrated but needs more consistency
3. Consistently demonstrates
Role plays reading
1. Does not use books appropriately
2. Sometimes uses books appropriately
3. Uses book correctly for intended purpose
Retells a story
1. Unable to retell story
2. Sometimes retells a story
3. Consistently retells a story
DEVELOPING WRITING
1. Needs more time to develop
2. Has demonstrated but needs more consistency
3. Consistently demonstrates
Differentiates between writing and drawing
Uses letter-like forms for writing
Uses learned letters in random fashion for writing
Prints first name using correct form
Writes from left to right
Forms identifiable letters
Copies letters or words
Currently on pace to reach readiness for Kindergarten by the end of the year.
(Y = Yes) (N = No)
 Mark ‘Yes” if student scores 3’s on 80% of items assessed for Pre-Reading.
 Percent is figured by number of 3’s divided by number of assessed items.
MATHEMATICS
Identifies and Names Basic Colors
+ Names Color
 Does not name
Red
Blue
Green
Yellow
Orange
Brown
Purple
Black
Pink
White
Gray
Identifying and Using Position Words
1. Needs more time to develop
2. Has demonstrated but not consistently
3. Consistently demonstrates
Responds to word indicating location: under____, above ____, behind ____, front ____, beside ____, over ____
Sorts and Groups Objects into a Set
1. Does not demonstrate
2. Sorts using one characteristic
3. Sorts using two or more characteristics
Patterns
1. Does not demonstrate
2. With difficulty/corrections
3. Demonstrates without help
Continues a simple pattern with ease __________________________
Creates a simple pattern_________________________
Identifies Basic Geometric Shapes
+ Names shape
 Does not name shape
Circle
Square
Triangle
Rectangle
Counting
1. Does not demonstrate
2. Uses 1-to-1 correspondence sometimes
3. Uses skill consistently, easily
Counts objects to five
Creates sets of objects one through five
Counts objects to ten
Counts orally to 20 by 1’s Counts to: 1st Q____, 2nd Q____, 3rd Q____,
4th Q____
Numeral Recognition
+ Names number
 Does not name number
Numbers 0 – 10
Matches Numerals to Quantities
1. Does not demonstrate
2. With difficulty/corrections
3. With ease
Matches numerals to quantities 0 – 5
Matches numerals to quantities 6 – 10
Mathematics Readiness Status
Currently on pace to reach readiness for Kindergarten by the end of the year.
(Y = Yes) (N = No)
 Mark ‘Yes” if student scores 3’s on 80% of items assessed for Math.
 Percent is figured by number of 3’s divided by number of assessed items.