Jenks Public Schools Kindergarten Report Card Rubrics
Adaptive Skills
Standard
3 – Consistently Successful
85% to 100% of the time
2 – Progressing
70% to 84% of the time
1 – Area of Concern
Less than 70% of the time
Needs constant reminders and adult
intervention to complete tasks in a small
group
Completes tasks in a small
group
Consistently completes tasks in a small
group within a specified time frame.
Interacts with peers in a
small group
Consistently interacts cooperatively with
children without adult supervision i.e.,
cooperative play.
Communicates with peers
in a small group
Consistently interacts with peers using
language to communicate desires, solve
problems, and express feelings.
Needs occasional prompts to complete tasks
in a small group within a specified time
frame.
Requires occasional reminders for
interacting and playing cooperatively with
children without adult supervision i.e.,
parallel play.
Occasionally interacts with children using
language to communicate desires, solve
problems, and express feelings.
Consistently participates in large group
activities, listening and responding
appropriately.
Occasionally participates in large group
activities, listening and responding
appropriately.
Rarely participates in large group
activities, listening and responding
appropriately.
Consistently stays with and completes
tasks independently.
Consistently and independently follows
daily classroom routines and procedures
i.e., getting in line, taking care of
backpack, raising hand, giving notes to
teachers.
May need some assistance to complete
tasks.
Requires a great deal of assistance to
complete tasks.
Rarely follows daily classroom routines
and procedures. Often needs guidance or
redirection i.e., getting in line, taking
care of backpack, raising hand, giving
notes to teachers.
Participates in large
group activities, listening
& responding
appropriately
Completes tasks
independently
Performs classroom
routines without
frustration
Demonstrates respect for
school rules
Demonstrates respect for
the ideas, feelings, and
property of others
May need reminders to follow daily
classroom routines and procedures i.e.,
getting in line, taking care of backpack,
raising hand, giving notes to teachers.
May need occasional reminders to be
respectful of authority and follow school
rules.
May need occasional reminders to be
Consistently demonstrates respect for the
respectful of the ideas, feelings, and
ideas, feelings, and property of others.
property of others.
Consistently demonstrates respect for
authority and school rules.
Needs constant reminders and adult
intervention with interactions and play
i.e., solitary play.
Rarely interacts with children using
language to communicate desires, solve
problems, and express feelings.
Rarely demonstrates respect for authority
or school rules.
Rarely demonstrates respect for the
ideas, feelings, and property of others.
Revised June 2015 for science
*Suggested Assessment Tools: Teacher observations, checklists, rubrics, completion of tasks, manipulatives, journals, and portfolios.
1
Jenks Public Schools Kindergarten Report Card Rubrics
Reading/Language Arts
3 – Consistently Successful
85% to 100% of the time
Standard
Follows simple two-step
oral directions
Speaks audibly and
expresses thoughts,
feelings, and ideas
clearly.
Uses comprehension
strategies i.e., telling
what is happening in a
picture, retelling a
familiar text
Consistently follows two-step directions
without teacher intervention and models
behavior for others.
Participates actively in conversations,
consistently speaking in complete
sentences of five or more words that are
grammatically correct & include
describing words.
Consistently uses comprehension
strategies i.e., telling what is happening in
a picture, retelling a familiar text.
Composes books to write narrative (story
from his/her life), informational text (all
about or expert books), or opinions. Shows
Composes books
clear organization & uses some detail &
description.
Produces simple rhyming Consistently produces simple rhyming
pairs i.e., boat/coat.
pairs
Identifies and explains
Consistently identifies and explains simple
simple synonyms and
synonyms and antonyms verbally.
antonyms
2 – Progressing
70% to 84% of the time
1 – Area of Concern
Less than 70% of the time
Follows two-step directions with teacher
intervention or support.
Must have constant teacher redirection to follow a two-step
direction.
Participates in conversations, consistently
speaking in complete sentences of three or
more words with increasing length and
grammatical complexity.
Rarely forms complete sentences.
Does not communicate thoughts.
Rarely uses correct grammar.
Inconsistently uses comprehension strategies
i.e., telling what is happening in a picture,
retelling a familiar text.
Rarely uses comprehension strategies
i.e., telling what is happening in a
picture, retelling a familiar text.
Composes books to write narrative (story
from his/her life), informational text (all
about or expert books), or opinions. Shows
sense of communication, but has
questionable organization.
Inconsistently produces simple rhyming
pairs i.e., boat/coat.
Inconsistently identifies and explains simple
synonyms and antonyms verbally.
Identifies and uses initial
consonant sounds
Consistently uses initial consonant sounds
in writing, matching, and decoding.
Inconsistently uses initial consonant sounds
in writing, matching, and decoding.
Identifies and uses
ending consonant sounds
Consistently uses ending consonant sounds
in writing, matching, and decoding.
Inconsistently uses ending consonant sounds
in writing, matching, and decoding.
Recognizes and names
upper case letters
Recognizes and names
lower case letters
Consistently recognizes and names upper
case letters.
Consistently recognizes and names lower
case letters.
Inconsistently recognizes and names upper
case letters, sometimes requires assistance.
Inconsistently recognizes and names lower
case letters, sometimes requires assistance.
Lacks sense of communication, does
not form ideas, & speaks about the
book in incomplete sentences.
Seldom produces simple rhyming pairs
i.e., boat/coat.
Seldom identifies and explains simple
synonyms and antonyms verbally.
Seldom identifies initial consonant
sounds in writing, matching, and
decoding.
Seldom identifies ending consonant
sounds in writing, matching, and
decoding.
Seldom recognizes and names upper
case letters.
Seldom recognizes and names lower
case letters.
Revised June 2015 for science
*Suggested Assessment Tools: Teacher observations, checklists, rubrics, completion of tasks, manipulatives, journals, and portfolios.
2
Jenks Public Schools Kindergarten Report Card Rubrics
Reading/Language Arts … continued
Standard
Uses appropriate
handwriting to trace, copy
and generate letters
Prints first name
Prints last name
Recognizes eight basic
color words: red, yellow,
blue, purple, green,
orange, black, brown
Recognizes and reads first
and last name in print
Recognizes environmental
print
Recognizes high frequency
words
Identifies parts of a book
(front and back cover, title,
title page, and author)
Holds book correctly (right
side up), indicates where to
begin and follows words on
the page (front to back, top
to bottom, left to right)
Counts syllables in words
Recognizes the same
sounds in different words
3 – Consistently Successful
85% to 100% of the time
Consistently traces, copies, and legibly
prints letters. Children may still be
reversing some letters.
Consistently prints first name with
proper upper and lower case letters and
pencil grip. Some reversals are still
occurring at this age.
Consistently prints last name with proper
upper and lower case letters and pencil
grip. Some reversals are still occurring at
this age.
2 – Progressing
70% to 84% of the time
Inconsistently traces, copies, and legibly
prints letters and numerals. Children may still
be reversing some letters.
Attempts to print first name legibly: in a line
with letters in sequence i.e., a mixture of
upper and lower case letters. Some reversals
are still occurring at this age.
Attempts to print last name legibly: in a line
with letters in sequence i.e., a mixture of
upper and lower case letters. Some reversals
are still occurring at this age.
1 – Area of Concern
Less than 70% of the time
Consistently recognizes the basic color
words.
Inconsistently recognizes the basic color
words, sometimes requires assistance.
Seldom recognizes the basic color
words.
Consistently identifies and reads first
and last name in print.
Consistently identifies environmental
print i.e., names, labels, logos, signs.
Consistently recognizes high frequency
words taught to date.
Inconsistently identifies and reads first and
last name in print, may need some assistance.
Inconsistently identifies environmental print
i.e., names, labels, logos, signs.
Inconsistently recognizes high frequency
words taught to date.
Is unable to identify first and last
name in print; needs assistance.
Seldom identifies environmental print
i.e., names, labels, logos, signs.
Seldom recognizes high frequency
words taught to date.
Consistently identifies parts of a book.
Inconsistently identifies parts of a book.
Seldom identifies parts of a book.
Consistently holds book correctly,
consistently indicates where to begin,
and consistently follows words on the
page.
Inconsistently holds book correctly,
inconsistently indicates where to begin, and
inconsistently follows words on the page.
Seldom holds book correctly, seldom
indicates where to begin, and seldom
follows words on the page.
Consistently counts syllables in words.
Consistently recognizes the same sounds
in different words.
Inconsistently counts syllables in words.
Inconsistently recognizes the same sounds in
different words.
Seldom counts syllables in words.
Seldom recognizes the same sounds in
different words.
Rarely produces recognizable letters.
Rarely prints first name legibly or
does not attempt.
Rarely prints last name legibly or
does not attempt.
Revised June 2015 for science
*Suggested Assessment Tools: Teacher observations, checklists, rubrics, completion of tasks, manipulatives, journals, and portfolios.
3
Jenks Public Schools Kindergarten Report Card Rubrics
Mathematics
Standard
3 – Consistently Successful
85% to 100% of the time
Counts objects using
one to one
correspondence, 1 to 20
Confidently counts objects using one to
one correspondence.
Counts orally from 1100 by ones and tens
Confidently and correctly counts from 1
to 100 orally.
Independently identifies and names
numerals 0 to 20 in and out of order. (1st
/2nd Quarter: 0-10; 3rd Quarter: 0-20)
Legibly prints numerals 0 to 20 in order
i.e., some children may still be reversing
Writes numerals 0-20
individual digits. (1st -2nd Quarters: 010; 3rd Quarter: 0-20)
Constructs, identifies, & Independently constructs, identifies, and
names sets of objects from 0 to 20. (1st
names sets of objects
Semester: 0-10; 2nd Semester )-20)
from 0 to 20
Identifies and names
numerals 0-20
Recognizes relationships
between two sets
Recognizes relationships
between tens and ones
Adds and subtracts using
manipulatives within 10
Decomposes numbers less
than or equal to 10
2 – Progressing
70% to 84% of the time
Attempts to count objects using one to
one correspondence; may need
occasional assistance.
Counts from 1 to 100 orally with some
self or teacher redirection; may skip a
few numbers.
Attempts to identify and name
numerals 0 to 20 in and out of order;
may need some assistance.
Attempts to print numerals 0 to 20 in
order; may need some assistance to
complete the task, may reverse place
value digits, may be out of sequence.
Attempts to construct, identify, and
name sets of objects from 0 to 20; may
need some assistance.
Confidently & consistently builds or
identifies groups or sets that have more
than, less than, and equivalent quantities.
May require assistance building or
identifying groups or sets that have more
than, less than, and equivalent quantities.
Confidently & consistently demonstrates
the ability to develop concrete models of
tens & ones; can state the place value of
tens & ones.
Consistently & confidently adds &
subtracts objects, using manipulatives;
minimal assistance required.
Consistently & confidently decomposes
(breaks apart) numbers less than or equal to
10 in multiple ways i.e., 5 = 2+3 & 5 = 4+1.
Inconsistently demonstrates the ability to
develop concrete models of tens & ones;
inconsistently states the place value of tens
& ones.
Attempts to add & subtract objects, using
manipulatives; may require some
assistance.
With some assistance, decomposes (breaks
apart) numbers less than or equal to 10 in
multiple ways i.e., 5 = 2+3, 5 = 4+1.
1 – Area of Concern
Less than 70% of the time
Requires assistance counting
objects using one to one
correspondence.
May be able to count to 10,
however, requires prompting to
continue.
Requires assistance identifying and
naming numerals 0 to 20 in and out
of order.
Seldom or unable to produce
numerals 0 to 20 in order.
Requires assistance constructing,
identifying, and naming sets of
objects from 0 to 20.
Requires teacher assistance to build or
identify groups or sets that have more
than, less than, and equivalent
quantities.
Rarely demonstrates the ability to
develop concrete models of tens &
ones; rarely states the place value of
tens & ones.
Even with assistance & using objects,
is unable to add & subtract objects.
Seldom or unable to decompose (break
apart) numbers less than or equal to 10.
Revised June 2015 for science
*Suggested Assessment Tools: Teacher observations, checklists, rubrics, completion of tasks, manipulatives, journals, and portfolios.
4
Jenks Public Schools Kindergarten Report Card Rubrics
Mathematics … continued
Standard
Manipulates a variety of
numbers to make 10
Fluently adds and
subtracts within 5
Describes and compares
measurable attributes
Classifies objects & counts
the number of objects in
each category
Analyzes, compares,
creates, and composes
shapes
3 – Consistently Successful
85% to 100% of the time
Consistently & confidently manipulates a
variety of numbers to make 10 i.e., 8 + 2
= 4 + 4 +2 = 10.
Consistently adds and subtracts within 5,
without hesitation or needing
manipulatives.
Consistently describes measurable
attributes of objects i.e., length, weight;
can compare two objects with a common
attribute e.g., tell which object is
shorter/longer.
Confidently sorts, counts, & classifies
objects into categories; communicates
sorting reasoning.
Consistently analyzes & compares 2dimensional & 3-dimensional shapes
using informal language to describe
similarities, differences, parts i.e., number
of sides/ corners, & attributes i.e., having
sides of equal length.
Consistently models shapes in the real
world by building shapes from
components.
Consistently shows the ability to compose
simple shapes to form larger shapes
2 – Progressing
70% to 84% of the time
1 – Area of Concern
Less than 70% of the time
May need assistance manipulating a variety
of numbers to make 10.
Seldom or unable to manipulate a
variety of numbers to make 10.
Inconsistently adds and subtracts within 5;
may need assistance or manipulatives.
Struggles to add and subtract within
5.
May need assistance to describe measurable
attributes of objects i.e., length, weight or
compare two objects with a common
attribute e.g., tell which object is
shorter/longer.
May require assistance sorting, counting, &
classifying objects into categories &
communicating sorting reasoning.
Struggles to describe measurable
attributes of objects i.e., length,
weight, and compare two objects with
a common attribute e.g., tell which
object is shorter/longer.
Struggles to sort, count, & classify
objects into categories or
communicate sorting reasoning.
Requires assistance to analyze &
compare 2-dimensional & 3dimensional shapes using informal
language to describe similarities,
differences, parts i.e., number of
sides/ corners, & attributes i.e.,
having sides of equal length.
Requires assistance to model shapes
in the real world by building shapes
from components.
Requires assistance to show the
ability to compose simple shapes to
form larger shapes
May need assistance to analyze & compare
2-dimensional & 3-dimensional shapes using
informal language to describe similarities,
differences, parts i.e., number of sides/
corners, & attributes i.e., having sides of
equal length.
May need assistance to model shapes in the
real world by building shapes from
components.
May need assistance in showing the ability
to compose simple shapes to form larger
shapes
Revised June 2015 for science
*Suggested Assessment Tools: Teacher observations, checklists, rubrics, completion of tasks, manipulatives, journals, and portfolios.
5
Jenks Public Schools Kindergarten Report Card Rubrics
Science
3 – Consistently Successful
85% to 100% of the time
Standard
2 – Progressing
70% to 84% of the time
In consistently uses science and
engineering design processes and tools,
sometimes needing assistance, e.g.,
 Asking questions; defining problems
 Developing and using models
 Planning and carrying out
investigations
 Analyzing and interpreting data
 Using mathematics and computational
thinking
 Constructing explanations and
designing solutions
 Engaging in argument from evidence
 Obtaining, evaluating, and
communicating information.
Consistently uses understanding of
Inconsistently uses understanding of
concepts and key ideas when contributing concepts and key ideas when
to class discussions, participating in group contributing to class discussions,
and individual investigations, and
participating in group and individual
completing oral and written
investigations, and completing oral and
communication tasks.
written communication tasks; sometimes
needs assistance.
1 – Area of Concern
Less than 70% of the time
Consistently uses science and engineering
Understands
and uses science design processes and tools e.g.,
and engineering  Asking questions; defining problems
practices
 Developing and using models
 Planning and carrying out
investigations
 Analyzing and interpreting data
 Using mathematics and computational
thinking
 Constructing explanations and
designing solutions
 Engaging in argument from evidence
 Obtaining, evaluating, and
communicating information
Seldom, even with assistance, is able to
use science and engineering design
processes and tools e.g.,
 Asking questions; defining problems
 Developing and using models
 Planning and carrying out investigations
 Analyzing and interpreting data
 Using mathematics and computational
thinking
 Constructing explanations and
designing solutions
 Engaging in argument from evidence
 Obtaining, evaluating, and
communicating information
Communicates
understanding
of concepts and
content
Rarely, even with assistance, uses
understanding of concepts and key ideas
when contributing to class discussions,
participating in group and individual
investigations, and completing oral and
written communication tasks.
Revised June 2015 for science
*Suggested Assessment Tools: Teacher observations, checklists, rubrics, completion of tasks, manipulatives, journals, and portfolios.
6
Jenks Public Schools Kindergarten Report Card Rubrics
Social Studies
3 – Consistently Successful
85% to 100% of the time
Standard
2 – Progressing
70% to 84% of the time
1 – Area of Concern
Less than 70% of the time
States personal
information: name,
birthdate, telephone
number
Confidently and correctly states personal
information.
Requires some assistance to state
personal information.
Does not or makes no attempt to state personal
information.
Participates in
discussions of self,
community, and
geography
Confidently participates and contributes
in discussions pertaining to self,
community i.e., community helpers, and
geography i.e., map features and
information.
Attempts to and may need some
direction in participating and
contributing in discussions pertaining to
self, community i.e., community
helpers, and geography i.e., map
features and information.
Does not or makes no attempt to participate or
contribution in discussions of self, community
i.e., community helpers, and geography i.e.,
map features and information.
2 – Progressing
70% to 84% of the time
Occasionally needs assistance in opening
& closing applications, adjusting
headphones, & using a digital camera.
1 – Area of Concern
Less than 70% of the time
Must have help in opening & closing
applications, adjusting headphones, & using a
digital camera.
3 – Consistently Successful
85% to 100% of the time
2 – Progressing
70% to 84% of the time
1 – Area of Concern
Less than 70% of the time
Consistently demonstrates
understanding and response to learned
statements, questions, commands, and
greetings; response is not always a
verbal response, may be an action.
Needs some repetition to understand and
respond to learned statements, questions,
commands, and greetings; response; does
not always respond verbally; may be an
action.
Must have help to understand and respond to
learned statements, questions, commands, and
greetings; response.
Consistently demonstrates skill in
expressing needs and common
courtesies in the language.
Needs some assistance in expressing
needs and common courtesies in the
language.
Struggles to express needs and common
courtesies in the language.
Consistently and without hesitation
identifies learned words and phrases.
Needs some assistance in identifying
learned words and phrases, often
hesitates.
Struggles to identify learned words and
phrases.
Technology
Standard
Uses various technologies
appropriately
3 – Consistently Successful
85% to 100% of the time
Demonstrates skill in opening &
closing applications, adjusting
headphones, & using a digital camera.
Chinese (SE Immersion Program)
Standard
Understands short,
learned statements/
questions/commands/
greetings
Expresses needs and
common courtesies in the
language
Identifies learned words
and phrases
Revised June 2015 for science
*Suggested Assessment Tools: Teacher observations, checklists, rubrics, completion of tasks, manipulatives, journals, and portfolios.
7
Jenks Public Schools Kindergarten Report Card Rubrics
Transcribes familiar
words/phrases;
reproduces some from
memory
Recognizes some
similarities/differences
between target
culture/own
Consistently demonstrates skill in
transcribing familiar words and
phrases and reproducing some from
memory
Needs some assistance (a written model)
to transcribe familiar words and phrases.
Struggles to transcribe familiar words and
phrases even with a written model.
Consistently recognizes and describes
similarities and differences between
the target culture and own.
Needs some assistance to recognize and
describe some similarities and differences
between target culture/own.
Struggles to recognize similarities or
differences between the target culture and
own.
Revised June 2015 for science
*Suggested Assessment Tools: Teacher observations, checklists, rubrics, completion of tasks, manipulatives, journals, and portfolios.
8