Kindergarten Performance Tasks
Report Card
Section
Standard Assessed
Learners will complete a circle map with 3
or more characteristics of each holiday.
History
Identifies and explains
significance of
holidays.
Identifies and explains
significance of
historical figures.
Demonstrates
understanding of the
concept of chronology.
Performance Task
K.1AB
K.10C
OR
Learners will compare/contrast two
holidays using a double bubble map.
K.2AB
K.3AB
Learners will make a flip book of the VIP’s
explaining in picture or in words the
influence each one made.
Learners will place 4 or more events in
chronological order using a flow map. S/he
will tell which one comes first, next, after,
last, etc. by presenting it to a partner or a
small group.
Geography
Understands the
concept of location
Students will create a map with a key (i.e. a
map of their classroom, playground,
kindergarten hallway, etc.) and will explain
their map.
K.4ABC
Learners will write a story about a character
who is lost. The character will use various
tools to help him/her find his way home.
Identifies physical and
human characteristics
of place
K.5AB
Learners will make a relief map (3D or
raised map) of 3 or more landforms. S/he
will label each landform.
MS
Assessment of Mastery
AS
IPS
Identifies 3 or more
characteristics of
Constitution Day,
Veterans Day,
Presidents’ Day, AND
Independence Day.
Identifies 1-2
characteristics of
Constitution Day,
Veterans Day,
Presidents’ Day, AND
Independence Day.
Identifies 0
characteristics of
Constitution Day,
Veterans Day,
Presidents’ Day, AND
Independence Day.
Identifies
Christopher
Columbus and
George Washington
as significant
historical figures and
explains what
historical influence
each made in
America.
Identifies Stephen F.
Austin and Jose
Navarro as
significant historical
figures and explains
what historical
influence each made
in Texas.
Learner is able to
place 4 or more
events in
chronological order
using proper vocab
(before, next, after,
first, last, yesterday,
today, tomorrow).
Learner is able to
identify and find 3-4
places on the school
campus
independently (gym,
bathroom, café,
classroom, office,
etc.) using proper
location vocabulary
(near, next to,
beside, left, right,
after, around)
Identifies
Christopher
Columbus and
George Washington
as significant
historical figures but
cannot explain
historical influence.
Does not identify
Christopher
Columbus or George
Washington as
historical figures or
explain influence in
America.
Identifies Stephen F.
Austin and Jose
Navarro as
significant historical
figures but cannot
explain historical
influence.
Does not identify
Stephen F. Austin or
Jose Navarro as
historical figures or
explain influence in
Texas.
Places 2-3 events in
chronological order.
Places 0-1 events in
chronological order.
Learner is able to
identify and find 1-2
places on the school
campus
independently.
Learner is unable to
identify or find
places on the school
campus
independently.
Identifies 3 or more
tools that aid in
determining location
(map, globe, GPS).
Identifies 2 tools that
aid in determining
location (map, globe,
GPS).
Identifies 0-1 tools
that aid in
determining location
(map, globe, GPS).
Identifies 3 or more
land forms and/or
bodies of water
(mountain, river,
valley, ocean, etc.)
Identifies 1-2 land
forms and/or bodies
of water (mountain,
river, valley, ocean,
etc.)
Identifies 0 land
forms and/or bodies
of water (mountain,
river, valley, ocean,
etc.)
Your teacher will be taking you outside to
observe today's weather. If you were a
meteorologist or a weather scientist, how
would you describe today's weather to
another scientist? When you return to your
classroom list at least four features of
today's weather and what you would need.
Learners will work in a small group to make
a brochure of Irving/Coppell showing some
jobs available, some activities, some kinds of
shelter, what kinds of food are around, and
what clothing someone would need to travel
here. (Or a different location if teacher
chooses.)
Identifies 3 or more
ways of how weather
affects our daily lives
(recess, clothing,
activities, ozone
days, etc.).
Identifies 2 ways of
how weather affects
our daily lives
(recess, clothing,
activities, ozone
days, etc.).
Identifies 0-1 way of
how weather affects
our daily lives
(recess, clothing,
activities, ozone
days, etc.).
Explains how
location affects jobs,
activities, shelter,
clothing, and food
(all 5).
Explains how
location affects jobs,
activities, shelter,
clothing, and food
(2-4).
Explains how
location affects jobs,
activities, shelter,
clothing, and food
(0-1).
Learners will be given a scenario and will
have to sort needs vs. wants
Defines “needs” as
food, water, clothing,
and shelter (ALL!)
Defines “needs” as
food, water, clothing,
and shelter (2-3)
Defines “needs” as
food, water, clothing,
and shelter (0-1)
Learners will be given pictures and will
have to sort them into the appropriate box.
Explains how needs
and wants can be
met in different
ways: selfproducing,
purchasing, trading
(ALL 3).
Explains how needs
and wants can be
met in different
ways: selfproducing,
purchasing, trading
(2).
Explains how needs
and wants can be
met in different
ways: selfproducing,
purchasing, trading
(0-1).
K.6B
Learners will compare/contrast wants and
needs using a double bubble map.
Gives 3 or more
differences between
wants and needs.
Gives 2 differences
between wants and
needs.
Gives 0-1 difference
between wants and
needs.
K.7AB
Learners will make a tree map identifying
jobs in the home, school, or community.
Learners will then make a “Helpers” book
showing/telling who helps.
Identifies 4 or more
jobs in the home,
school, and local
community and
explain why people
have jobs.
Identifies 4 or more
authority figures in
the home, school,
and community and
explains how they
make and enforce
rules.
Identifies 3 or more
purposes for having
rules (order, safety,
security, equality,
protection).
Identifies the US and
Texas flags
independently.
(“Which flag is
this?”)
Recites US and TX
pledges
independently.
Identifies 2-3 jobs in
the home, school,
and local community
and/or explain why
people have jobs.
Identifies 0-1 jobs in
the home, school,
and local community
and/or explain why
people have jobs.
Identifies 2-3
authority figures in
the home, school,
and community
and/or explains how
they make and
enforce rules.
Identifies 1-2
purposes for having
rules (order, safety,
security, equality,
protection).
Identifies the US and
Texas flags with
teacher direction.
(“Which is the US
flag? Texas flag?”)
Recites US or TX
pledge
independently.
Identifies 0-1
authority figures in
the home, school,
and community
and/or explains how
they make and
enforce rules.
Identifies 0 purposes
for having rules
(order, safety,
security, equality,
protection).
Does not identify the
US and Texas flags
with teacher
direction.
Economics
Identifies basic needs
and how they can be
met.
Explains the difference
between wants and
needs
Identifies jobs in the
home, school, and
community
K.6AC
Government
Learners will create a Thinking Map of
authority figures and why rules are
important
Identifies authority
figures and the
purpose of rules
K.8AB
K.9AB
Learners will create a behavior goal they
would like to achieve.
Learners will identify American and Texas
flags.
Citizenship
Identifies important
symbols, customs, and
responsibilities that
represent American
beliefs and principles
K.10ABD
Learners will recite the pledges
independently without influence/help from
others. He/she will show patriotism by
crossing his/her heart and showing honor
to the flag(s) by standing straight and tall
and looking at the flag while reciting the
pledge(s).
Does not recite US or
TX pledge
independently.
Culture
Identifies similarities
and differences among
people including
family customs and
traditions
K.11AB
K.12AB
Science, Technology,
and Society
Describes ways
technology has
changed how people
live
each unit. K.13ABC
Learner will make a poster showing his/her
family, religion, special clothing, special
food, and music from his/her culture.
He/she will then compare his culture to
another learner’s culture (i.e. My family is
Hindu, but Johnny’s family is Christian.)
OR
A student and his/her partner will share
three likenesses and three differences
between them and will record these
likenesses and differences (written or
dictated).
Learners will create a T-chart with
pictures/drawing showing how technology
helps us at home, school, and our
community.
Learners will make a flip book/foldable
showing at least 3 ways of how different
types of technology helps us to do different
tasks (i.e. iPad for “Listen to Reading”).
Learners will pretend there is a new student
coming to our class from a faraway place
(Newby Citizen). Learners will tell 2 or
more ways of how we can communicate
with him before he comes.
Tells 3 or more ways
people are similar
and different
(kinship, laws,
religion, music,
clothing, food).
Compares/contrasts
own family
customs/traditions to
at least 2 others.
Tells 2 ways people
are similar and
different (kinship,
laws, religion, music,
clothing, food).
Tells 0-1 way people
are similar and
different (kinship,
laws, religion, music,
clothing, food).
Compares/contrasts
own family
customs/traditions to
1 other.
Does not compare
own family
customs/traditions to
others.
Identifies 5 or more
examples of
technology used in
the home and school.
Describes 3 or more
ways of how
technology helps
accomplish tasks.
Describes at least
two ways technology
keeps families
connected (cellular
devices, email,
Facetime,
transportation, etc.)
Identifies 3-4
examples of
technology used in
the home and school.
Describes 2 ways of
how technology
helps accomplish
tasks.
Describes one way
technology keeps
families connected
(cellular devices,
email, Facetime,
transportation, etc.)
Identifies 1-2
examples of
technology used in
the home and school.
Describes 0-1 way of
how technology
helps accomplish
tasks.
Describes 0 ways
technology keeps
families connected
(cellular devices,
email, Facetime,
transportation, etc.)
Social Studi
es Skills 14AB
C, 15AB, and 16AB will be embe
dded in