Jenks Public Schools Pre-kindergarten Report Card Rubrics
Adaptive Skills
Standard
Takes care of personal needs
i.e., toileting, clothing,
washing hands
3 – Consistently Successful
85% to 100% of the time
Takes care of personal needs
consistently and independently.
Separates from parent
without undue stress
Interacts & plays
cooperatively with children
without constant adult
supervision
Consistently & independently dresses
for outdoor play with minimal
assistance.
Independently enters the classroom
and follows arrival procedures.
Consistently interacts and plays
cooperatively with children without
constant adult supervision i.e.,
cooperative play.
Respects others
Shows respect most of the time.
Accepts responsibility for
his/her actions
Accepts responsibility most of the time
i.e., hands, feet, words, body.
Interacts with children &
adults using language to
communicate desires, solve
problems & express feelings
Most of the time interacts with
children and adults using language to
communicate desires, solve problems
and express feelings.
Participates in large group
activities, listening &
responding appropriately
Consistently participates in large
group activities, listening attentively
and responding appropriately.
Dresses for outdoor play
with minimal assistance
Follows daily classroom
routines and procedures
Stays with & completes a
self-selected activity for 1520 minutes
Takes care of materials
Consistently & independently follows
daily classroom routines & procedures
i.e., getting in line, taking care of
backpack, raising hand, giving notes to
teachers.
Consistently stays with & completes a
self-selected activity for 15-20
minutes.
Is respectful and conscientious about
care of materials.
2 – Progressing
70% to 84% of the time
Attempts with reminders to take care of
personal needs.
Usually needs some assistance in
dressing for outdoor play.
Occasionally has difficulty separating
from parent.
Requires occasional reminders for
interacting and playing cooperatively
with children without constant adult
supervision.
Requires occasional reminders about
showing respect for others.
Attempts to accept responsibility but
needs reminders i.e., hands, feet, words,
body.
Occasionally interacts with children and
adults using language to communicate
desires, solve problems and express
feelings.
Attempts to participate in large group
activities, listen attentively and respond
appropriately. May need some redirection.
May need reminders to follow daily
classroom routines & procedures i.e.,
getting in line, taking care of backpack,
raising hand, giving notes to teachers.
Sometimes stays with and completes a
self-selected activity. Spends 5-10
minutes in the activity.
Is somewhat careless. Often requires
reminders about care of materials.
1 – Area of Concern
Less than 70% of the time
Rarely or seldom is able to take care of
personal needs independently. Requires
teacher’s assistance.
Rarely or seldom is able to dress for
outdoor play. Requires teacher’s
assistance.
Frequently has difficulty separating from
parent.
Needs constant reminders and adult
intervention with interactions and play.
Rarely or seldom shows respect for others.
Rarely or seldom accepts responsibility
i.e., hands, feet, words, body.
Rarely interacts with children and adults.
Has difficulty using language to
communicate desires, solve problems and
express feelings.
Rarely or seldom participates in large
group activities. Needs constant
re-direction to listen and respond
appropriately.
Rarely or seldom follows daily classroom
routines & procedures; often needs
guidance or re-direction i.e., getting in
line, taking care of backpack, raising hand,
giving notes to teachers.
Seldom stays with a self-selected activity.
Spends 0-5 minutes in the activity.
Destroys materials or does not care
properly for materials.
Revised June 2015 for science
Suggested Assessment Tools: Teacher observations, checklists, completion of tasks, manipulatives, journals, and portfolios.
1
Jenks Public Schools Pre-kindergarten Report Card Rubrics
Adaptive Skills…. continued
Standard
Cleans up workspace
after each activity
Manages transitions
3 – Consistently Successful
85% to 100% of the time
Consistently cleans up workspace after
each activity without being reminded.
Handles transitions with confidence and
without teacher intervention i.e., lining
up, cleaning up, getting ready for next
activity.
2 – Progressing
70% to 84% of the time
Attempts to return materials & clean up
workspace; needs reminders by teacher.
Verbal reminders and re-direction are
needed for transitions i.e., lining up,
cleaning up, getting ready for next
activity.
1 – Area of Concern
Less than 70% of the time
Rarely or seldom returns materials or
cleans up workspace.
Needs constant adult intervention for
transitions i.e., lining up, cleaning up,
getting ready for next activity.
Motor/Creative Skills
Standard
Tosses & catches a large
ball a distance of five to
six feet using two hands
Participates in group
musical and movement
activities
Reproduces these motions
when requested: pedals
and steers a tricycle
Reproduces these motions
when requested: climbs,
runs, marches, jumps,
balances, responds to
rhythm
Holds a pencil with a two
fingers and thumb grasp
Completes a 10-12 piece
puzzle
Copies a circle and a plus
sign; attempts a square
3 – Consistently Successful
85% to 100% of the time
Consistently catches and tosses a 6-10”
ball a distance of five to six feet, using
two hands
2 – Progressing
70% to 84% of the time
1 – Area of Concern
Less than 70% of the time
Attempts to catch and toss a 6-10” ball
but often has difficulty.
Cannot catch or toss a 6-10” ball.
Consistently demonstrates appropriate
movement during group activities.
Needs some assistance with reminders to
participate in an appropriate way.
Seldom participates in group musical and
movement activities.
Does not need help to pedal and steer a
tricycle.
Attempts to pedal and steer a tricycle in
an appropriate way but may need some
assistance.
Cannot use pedals to move and steer a
tricycle.
Demonstrates all movements
successfully.
Attempts all movements and is successful
with a majority of the movements.
Unable to perform a majority of the
movements.
Consistently uses two fingers and thumb
grip.
Does not need assistance or directions
with puzzle; is independently successful.
Legibly copies a circle and a plus sign;
attempts a square.
Attempts to use two fingers and thumb
grip.
May need occasional assistance to
complete a 10-12 piece puzzle.
Attempts to copy a circle, a plus sign, and
a square.
Uses scissors to cut a fourinch line
Completes cutting a four-inch line with
no assistance from teacher.
Attempts to cut a four-inch line but needs
some assistance from teacher.
Works creatively with art
materials and tools
Confidently participates in art with a
variety of materials and tools.
Attempts and may need some direction to
use art materials and tools.
Seldom uses two fingers and thumb grip.
Needs teacher assistance to complete a
10-12 piece puzzle.
Is unable to copy a circle, a plus sign, and
a square.
Is unable to cut a four-inch line and/or
requires assistance from teacher to use
scissors.
Rarely participates in art activities.
Revised June 2015 for science
Suggested Assessment Tools: Teacher observations, checklists, completion of tasks, manipulatives, journals, and portfolios.
2
Jenks Public Schools Pre-kindergarten Report Card Rubrics
Cognitive Skills: Language Arts and Reading
Standard
3 – Consistently Successful
85% to 100% of the time
Understands & responds to
oral directions
Intuitively follows two directions in
sequence without teacher intervention.
Speaks for a variety of
purposes and clearly enough
to be understood
Speaks clearly and pronounces words
distinctly.
Expresses ideas in complete
& grammatically- correct
sentences
Asks simple questions
Names basic colors
Recognizes his/her first
name in print
Prints his/her first name
Hears and identifies rhyming
sounds; makes oral rhymes
Recognizes and names
uppercase letters
Holds book correctly (right
side up); indicates where to
begin (front to back)
including top to bottom, left
to right.
Consistently speaks in complete
sentences of three or more words with
increasing length and grammatical
complexity.
Confidently and appropriately asks
simple questions.
Consistently names the eight basic
colors: red, yellow, blue, purple, green,
orange, black, brown
Consistently recognizes first name in
print.
Demonstrates independence in printing
first name: in a line, letters in sequence
i.e., a mixture of upper and lower case
letters, some reversals may be occurring.
Consistently identifies and makes simple
rhyming pairs i.e., cat/hat, pig/wig,
pie/sky.
By the end of the school year,
consistently & correctly recognizes &
names the uppercase letters of the
alphabet.
Consistently holds book right side up
and progresses from front to back.
2 – Progressing
70% to 84% of the time
Attempts to follow two directions in
sequence. May need occasional
re-direction.
1 – Area of Concern
Less than 70% of the time
Seldom follows two directions in
sequence. Must have constant teacher
re-direction to accomplish task.
May mispronounce some words.
Is difficult to understand without
contextual clues.
Occasionally speaks in broken
sentences and phrases.
Seldom forms complete sentence.
Occasionally asks simple questions.
Inconsistently names the eight basic
colors: red, yellow, blue, purple,
green, orange, black, brown
Inconsistently recognizes first name in
print.
Attempts to print first name. Some
assistance may be needed i.e., may not
be in a line and/or in sequence, may
have missing letters and reversals.
Rarely asks simple questions. Does not
understand question concept.
Struggles to name the eight basic colors:
red, yellow, blue, purple, green, orange,
black, brown
Is unable to recognize first name in print.
Does not attempt to print first name or
scribbles name.
Inconsistently identifies and make
simple rhyming pairs.
Does not complete simple rhyming pairs.
Inconsistently recognizes and names
the uppercase letters of the alphabet.
Is unable to recognize the uppercase letters
of the alphabet.
Inconsistently holds book right side up
and progresses from front to back.
Rarely holds book right side up and
progresses from front to back.
Revised June 2015 for science
Suggested Assessment Tools: Teacher observations, checklists, completion of tasks, manipulatives, journals, and portfolios.
3
Jenks Public Schools Pre-kindergarten Report Card Rubrics
Cognitive Skills: Language Arts and Reading … continued
Standard
3 – Consistently Successful
85% to 100% of the time
2 – Progressing
70% to 84% of the time
Composes books
Confidently uses pictures to write a
story or an informational book.
Needs some support using pictures to
write a story or an informational book.
Discriminates, identifies, &
works with beginning
phonemes in spoken words
Arranges 3 of 4 story cards
in sequential order
Consistently discriminates, identifies,
and works with beginning phonemes in
spoken words.
Consistently arranges 3 of 4 story cards
in sequential order.
Inconsistently discriminates, identifies,
and works with beginning phonemes in
spoken words.
Inconsistently arranges 3 of 4 story cards
in sequential order.
1 – Area of Concern
Less than 70% of the time
Lacks sense of communication. Does not
attempt to use pictures to write stories or
informational books
Rarely discriminates, identifies, and
works with beginning phonemes in
spoken words.
Rarely arranges 3 of 4 story cards in
sequential order.
Cognitive Skills: Mathematics
Standard
Counts orally to 20
Counts 0-10 objects with oneto-one correspondence
Shows understanding of
cardinality
Represents a number of
objects with a written
numeral (0-10)
Compares sets of objects
3 – Consistently Successful
85% to 100% of the time
Consistently counts to 20, without
skipping numbers.
Confidently counts 1-10 objects using
one-to-one correspondence (0-5
objects by December, 0-10 objects by
May).
Consistently understands that the last
number said tells the number of
objects counted (cardinality).
Independently & confidently
represents a printed number to a set of
objects or counts out the objects to
represent to a printed number (0-10).
(0-5 by December; 0-10 by May)
2 – Progressing
70% to 84% of the time
Inconsistently counts to 20; may skip a
number or two.
Confidently compares objects in
sets i.e., identifying whether the
number of objects in one set is
more, less, greater than, fewer, and/
or equal to the number of objects in
another set.
1 – Area of Concern
Less than 70% of the time
Must have assistance to count to 20.
Attempts to count objects using one-to-one
correspondence; may need some
assistance.
Must have assistance counting objects
using one-to-one correspondence.
Is beginning to understand cardinality i.e.,
that the last number said tells the number
of objects counted.
Does not understand cardinality; always
recounts the objects.
Attempts to represent a printed number to
a set of objects or count out the objects to
represent to a printed number (0-10); may
need some assistance.
Must have assistance to represent a
printed number to a set of objects or
count out the objects to represent to a
printed number (0-10)
Needs occasional assistant to compare
objects in sets i.e., identifying whether
the number of objects in one set is
more, less, greater than, fewer, and/ or
equal to the number of objects in
another set.
Must have assistance to compare
objects in sets i.e., identifying
whether the number of objects in
one set is more, less, greater than,
fewer, and/ or equal to the number of
objects in another set..
Revised June 2015 for science
Suggested Assessment Tools: Teacher observations, checklists, completion of tasks, manipulatives, journals, and portfolios.
4
Jenks Public Schools Pre-kindergarten Report Card Rubrics
Cognitive Skills: Mathematics…..continued
Uses manipulatives
(objects, fingers) to
understand addition as
adding to
Uses manipulatives
(objects, fingers) to
understand subtraction as
taking from
Confidently & independently
demonstrates understanding of
addition as adding to, using oral
mathematics stories e.g., if we have
3 apples & add 2 more, how many
do we have in all?
Confidently & independently
demonstrates understanding of
subtraction as taking from, using
oral mathematics stories e.g., if we
have 3 apples & one is eaten, how
many are left?
Attempts to demonstrate understanding
of addition as adding to, using oral
mathematics stories; may need some
assistance. .
Must have assistance to demonstrate
understanding of addition as adding
to.
Attempts to demonstrate understanding
of subtraction as taking from, using
oral mathematics stories; may need
some assistance. .
Must have assistance to demonstrate
understanding of subtraction as
taking from.
Creates and extends simple
patterns with concrete
objects
Confidently creates and extends simple
patterns.
Attempts to create or extend simple
patterns; may need some assistance.
Must have assistance to create or
extend simple patterns.
Sorts and describes objects
by their attributes
Confidently and independently sorts
objects by attributes (colors, shapes,
sizes); can explain how he/she sorted
e.g., red ones, blue ones, green ones
Must have assistance to sort objects by
attributes (colors, shapes, sizes) and
explain how he/she sorted e.g., red
ones, blue ones, green ones.
Describes & compares
measurable attributes
Confidently describes and compares
measurable attributes (length, weight)
of objects using terms like small, big,
short, tall, heavy, light.
Identifies basic shapes
(circle, square, triangle,
rectangle) & describes their
attributes
Consistently identifies basic shapes;
can describe attributes of the basic
shapes e.g., straight or curved lines,
round, corners, number of sides.
Attempts to sort objects by attributes
(colors, shapes, sizes) and explain how
he/she sorted e.g., red ones, blue ones,
green ones; may need some assistance.
Attempts to describe & compare
measurable attributes (length, weight) of
objects using terms like small, big, short,
tall, heavy, light; may need some
assistance.
Inconsistently identifies the basic shapes;
needs some assistance in describing
attributes of the basic shapes e.g., straight
or curved lines, round, corners, number of
sides.
Follows directions involving
positional words: top,
bottom, up, down, in front
of, behind, over, under, next
to
Consistently and independently
responds to position words in moving
his/her body through space or placing
objects in space.
May need occasional assistance in
responding to position words in moving
his/her body through space or placing
objects in space.
Must have assistance to measurable
attributes (length, weight) of objects
using terms like small, big, short, tall,
heavy, light.
Requires assistance to identify the basic
shapes and describe an attribute of the
shape.
Is unable to respond to position words
in moving his/her body through space
or placing objects in space.
Cognitive Skills: Science
Revised June 2015 for science
Suggested Assessment Tools: Teacher observations, checklists, completion of tasks, manipulatives, journals, and portfolios.
5
Jenks Public Schools Pre-kindergarten Report Card Rubrics
Standard
Observes and investigates
during science activities
3 – Consistently Successful
85% to 100% of the time
Consistently uses science and
engineering design processes and tools
i.e., observes, classifies/sorts,
questions, investigates, designs
solutions to problems, communicates.
2 – Progressing
70% to 84% of the time
Sometimes needs assistance using science
and engineering design processes and
tools i.e., observing, classifying/sorting,
questioning, investigating, designing
solutions to problems, communicating.
1 – Area of Concern
Less than 70% of the time
Seldom, even with assistance, uses science and
engineering design processes and tools i.e.,
observing, classifying/sorting, questioning,
investigating, designing solutions to problems,
communicating.
Cognitive Skills: Social Studies
3 – Consistently Successful
85% to 100% of the time
Consistently demonstrates
Interacts with children in
appropriate interaction with peers
dramatic play
and materials i.e., cooperative play.
States personal information: Consistently & correctly states first
first and last name, parent/ & last name, parent/guardian
name(s), age.
guardian name(s), age
Consistently participates in
Participates in discussions of
discussions pertaining to self, family
self, family and community
and community.
Standard
2 – Progressing
70% to 84% of the time
Attempts with reminders to participate
appropriately with peers and materials
i.e., parallel play.
Requires some assistance to state first &
last name, parent/guardian name(s), age.
1 – Area of Concern
Less than 70% of the time
Rarely participates or interacts appropriately
with peers and materials i.e., solitary play.
Attempts to but may need some
assistance participating in discussions of
self, family, and community.
Rarely participates in discussions of self,
family and community.
Is unable to state first and last name,
parent/guardian name(s), and age.
Revised June 2015 for science
Suggested Assessment Tools: Teacher observations, checklists, completion of tasks, manipulatives, journals, and portfolios.
6