RUBRIC | ELA | KINDERGARTEN | STANDARDS
First Nine Weeks
Kindergarten Report Card
ELA Skills
SatisfactoryConsistently
demonstrates
understanding of
concepts, skills,
and processes
taught; meets
expectations
N - Needs time,
help, and practice
Second Nine Weeks
SatisfactoryConsistently
demonstrates
understanding of
concepts, skills,
and processes
taught; meets
expectations
N - Needs time,
help, and practice
Identifies characters, setting, and events
*RL.K.1. With prompting and support, ask and
answer questions about key details in a text.
*RL.K.3. With prompting and support, identify
characters, settings, and major events in a story.
•RI.K.1. With prompting and support, ask and
answer questions about key details in a text.
•RI.K.2. With prompting and support, identify the
main topic and retell key details of a text.
Tester: Place a familiar story in front of the
student.
A. Who is one character in this story?
B. What is the setting in this story?
C. What happens in this story?
Tracks print from top to bottom and left to
right.
RF.K.1.a-c Demonstrate understanding of the
organization and basic features of print.
A .Follow words from left to right, top to bottom,
and page by page.
b. Recognize that spoken words are represented
in written language by specific sequences of
letters.
c. Understand that words are separated by
spaces in print.
Tester: Place a decodable book in front of the
child.
A. Can you show me where to begin reading?
B. Point to the words as I read
Recognizes and produces rhyming words
RF.K.2 Demonstrate understanding of spoken
words, syllables, and sounds (phonemes).
a. Recognize and produce rhyming words.
Tester:
A. I am going to read some words. Tell me if the
words rhyme:
cat, hat
pig, bed
sun, fun
B. Tell me a word that rhymes with:
bat _________
pin _________
sip
_________
Identifies beginning letters and sounds
RF.K.2. Demonstrate understanding of spoken
words, syllables, and sounds (phonemes).
A. Correctly identifies
two or more word
pairs as rhyming or
not rhyming.
B. n/a
Correctly identifies
two or more beginning
letters/ sounds.
School District of Pickens County | 1348 Griffin Mill Road Easley, SC 29640 | www.pickens.k12.sc.us
A. Unable to
correctly identify two
or more word pairs as
rhyming or not
rhyming.
B. n/a
Identifies less than
two beginning letters/
sounds
Third Nine Weeks
SatisfactoryConsistently
demonstrates
understanding of
concepts, skills,
and processes
taught; meets
expectations
Fourth Nine Weeks
N - Needs time,
help, and practice
SatisfactoryConsistently
demonstrates
understanding of
concepts, skills,
and processes
taught; meets
expectations
N - Needs time,
help, and practice
Able to identify
character, setting, and
main events
Unable to identify
character, setting, and
main events
Able to identify
character, setting, and
main events
Unable to identify
character, setting, and
main events
Frequently tracks print
from left to right/top to
bottom
Seldom or unable to
track print from left to
right/top to bottom
Consistently tracks
print from left to
right/top to bottom
Seldom or unable to
track print from left to
right/top to bottom
A. Correctly
identifies all three
word pairs as rhyming
or not rhyming.
A. Unable to
correctly identify all
three word pairs as
rhyming or not
rhyming.
A. Correctly
identifies all three
word pairs as rhyming
or not rhyming.
A. Unable to
correctly identify all
three word pairs as
rhyming or not
rhyming.
B. Names two or
more correct rhyming
words
Correctly identifies all
three beginning
letters/ sounds
B. Unable to name
two or more correct
rhyming words
Identifies less than
three beginning
letters/ sounds
B. Names three
correct rhyming
words.
Correctly identifies all
three beginning
letters/ sounds
B. Unable to name
three correct rhyming
words
Identifies less than
three beginning
letters/ sounds
Revised February 6, 2016 | Page 1 of 4
RUBRIC | ELA | KINDERGARTEN | STANDARDS
d. Isolate and pronounce the initial, medial vowel,
and final sounds (phonemes) in three-phoneme
(consonant-vowel-consonant, or CVC) words.1
(This does not include CVCs ending with /l/, /r/, or
/x/.)
Tester: Provide pictures of the following three
words. Have students name the beginning letter
for each word.
hat __at
sun __un
dog __og
Identifies ending letters and sounds
RF.K.2. Demonstrate understanding of spoken
words, syllables, and sounds (phonemes).
d.Isolate and pronounce the initial, medial vowel,
and final sounds (phonemes) in three-phoneme
(consonant-vowel-consonant, or CVC) words.1
(This does not include CVCs ending with /l/, /r/, or
/x/.) Tester: Provide pictures of the following three
words. Have students name the ending letter for
each word.
fox fo_
cat ca_
bug bu_
Blends sounds to make words
RF.K.2.(b-c) Demonstrate understanding of
spoken words, syllables, and sounds (phonemes).
b. Count, pronounce, blend, and segment
syllables in spoken words.
c. Blend and segment onsets and rimes of singlesyllable spoken words.
Tester:
A. Listen to the sounds and blend them to make a
word:
/f/ /o/ /x/
/t/ /a/ /p/
/p/ /i/ /g/
B. Blend these parts together to make a word.
ba-na-na
to-ma-to
do-nut
Changes beginning sounds to make new
words
RF.K.2. (e)
Demonstrate understanding of spoken words,
syllables, and sounds (phonemes).
e. Add or substitute individual sounds (phonemes)
in simple, one-syllable words to make new words.
School District of Pickens County | 1348 Griffin Mill Road Easley, SC 29640 | www.pickens.k12.sc.us
Correctly identifies
two or more ending
letters/ sounds.
Identifies less than
two ending letters/
sounds.
Correctly identifies all
three ending letters/
sounds
Identifies less than
three ending letters/
sounds
Blends to make four
or more words
Makes less than four
words
Blends to make all six
words
Makes less than six
words
Changes beginning
sounds to make new
words (word families)
Seldom or unable to
change beginning
sounds to make new
words
Revised February 6, 2016 | Page 2 of 4
RUBRIC | ELA | KINDERGARTEN | STANDARDS
Uses strategies to decode unknown words
RF.K.3a Know and apply grade level phonics and
word analysis skills in decoding words.
Demonstrate basic knowledge of letter sound
correspondences by producing or most frequent
sound for each constant.
RI.K.4;RL.K.4: Ask and answer questions about
unknown words in a text.
L.K.4 Determine or clarify the meaning of
unknown and multiple-meaning words and
phrases based on kindergarten reading and
content.
Tester: Observation
Reads emergent reader texts with purpose/
understanding
K.RF.4. Reads emergent texts with purpose and
understanding.
Tester: Place a decodable book in front of the
child.
A. Read this story to me. Point to the words as
you read.
B. What happened in the story? Tell me what you
remember.
Demonstrates grade appropriate stages of
writing
K.SL.5. Adds to drawings to provide additional
detail
W.K.2. Use a combination of drawing, dictating,
and writing to compose informative/explanatory
texts in which they name what they are writing
about and supply some information about the
topic.
W.K.3. Use a combination of drawing, dictating,
and writing to narrate a single event or several
loosely linked events, tell about the events in the
order in which they occurred, and provide a
reaction to what happened.
Tester: Evaluate Writing Sample
Writes first name correctly
Uses at least one
strategy to decode
unknown words
Does not use
strategies to decode
unknown words
Uses three or more
strategies to decode
unknown words
Uses less than three
strategies to decode
unknown words
Reads and retells
Level 1 emergent
reader texts.
Unable to read and
retell Level 1
emergent reader
texts.
Reads and retells
Level 2 emergent
reader texts.
Unable to read and
retell Level 2
emergent reader
texts.
Reads and retells
Level 3 emergent
reader texts.
Unable to read and
retell Level 3
emergent reader
texts.
Seldom or unable to
use drawings and
words to create a
story and /or provide
information
Uses drawings and
sentences to create a
story and /or provide
information.
Seldom or unable to
use drawings and
sentences to create a
story and /or provide
information
Seldom or unable to
write first name using
correct letter
formation with
attention to upper and
lower case letters
Seldom or unable to
write last name using
correct letter
formation with
attention to upper and
lower case letters
Consistently writes
first name using
correct letter
formation with
attention to upper and
lower case letters
Consistently writes
last name using
correct letter
formation with
attention to upper and
lower case letters
Seldom or unable to
write first name using
correct letter
formation with
attention to upper and
lower case letters
Seldom or unable to
write last name using
correct letter
formation with
attention to upper and
lower case letters
Uses drawings to
create a story and /or
provide information
Seldom or unable to
use drawings to
create a story and /or
provide information
Uses drawings and
letters to create a
story and /or provide
information.
Seldom or unable to
use drawings and
letters to create a
story and /or provide
information
Uses drawings and
words to create a
story and /or provide
information.
Frequently writes first
name using correct
letter formation with
attention to upper and
lower case letters
Seldom or unable to
write first name using
correct letter
formation with
attention to upper and
lower case letters
Frequently writes first
name using correct
letter formation with
attention to upper and
lower case letters
Seldom or unable to
write first name using
correct letter
formation with
attention to upper and
lower case letters
Consistently writes
first name using
correct letter
formation with
attention to upper and
lower case letters
Writes last name correctly
School District of Pickens County | 1348 Griffin Mill Road Easley, SC 29640 | www.pickens.k12.sc.us
Frequently writes last
name using correct
letter formation with
attention to upper and
lower case letters
Revised February 6, 2016 | Page 3 of 4
RUBRIC | ELA | KINDERGARTEN | STANDARDS
Uses correct letter formation L.K.1.(a)
Demonstrate command of the conventions of
standard English grammar and usage when
writing or speaking.
a. Print many upper- and lowercase letters.
Tester: Evaluate Writing Sample
Writes a sentence correctly K.L.2A-B. Uses
grade-appropriate conventions of grammar,
including capitalization and punctuation. Tester:
Evaluate Writing Sample
Writes independently with purpose
W.K.1. Use a combination of drawing, dictating,
and writing to compose opinion pieces in which
they tell a reader the topic or the name of the
book they are writing about and state an opinion
or preference about topic or book (e.g., My
favorite book is...).
W.K.5. With guidance and support from adults,
respond to questions and suggestions from peers
and add details to strengthen writing as needed.
Tester: Evaluate Writing Sample
Spells simple words phonetically K.L.2C-D.
Spells simple words phonetically, drawing on
knowledge of letter-sound relationships. Tester:
Show pictures of the following and have child
write: pig cat fox

Speaks audibly and expresses thoughts/
feelings/ ideas clearly
SL.K.1. Participate
in collaborative conversations with diverse
partners about kindergarten topics and texts with
peers and adults in small and larger groups.
SL.K.2. Confirm understanding of a text read
aloud or information presented orally or through
other media by asking and answering questions
about key details and requesting clarification if
something is not understood. SL.K.4. Describe
familiar people, places, things, and events and,
with prompting and support, provide additional
detail.KSL.K6. Expresses ideas in complete
sentences that are audible and
understandableK.L.1. Uses conventions of
standard English when speaking including nouns,
verbs, plurals, question words,and prepositions.
Tester: Observation
Frequently uses
correct letter formation
Speaks audibly and
expresses thoughts/
feelings/ ideas clearly
Does not speak
audibly and/or
express thoughts/
feelings/ ideas clearly
Speaks audibly and
expresses thoughts/
feelings/ ideas clearly
School District of Pickens County | 1348 Griffin Mill Road Easley, SC 29640 | www.pickens.k12.sc.us
Seldom or unable to
use correct letter
formation
Does not speak
audibly and/or
express thoughts/
feelings/ ideas clearly
Frequently uses
correct letter
formation
Seldom or unable to
use correct letter
formation
Consistently uses
correct letter
formation
Seldom or unable to
use correct letter
formation
rites a sentence
correctly
Seldom or unable to
write a sentence
correctly
Writes independently
with purpose
Seldom or unable to
write independently
with purpose
Writes independently
with purpose
Seldom or unable to
write independently
with purpose
Spells two or more
simple words
phonetically
Spells less than two
words phonetically
Spells all three words
phonetically
Spells less than three
words phonetically
Speaks audibly and
expresses thoughts/
feelings/ ideas clearly
Does not speak
audibly and/or
express thoughts/
feelings/ ideas clearly
Speaks audibly and
expresses thoughts/
feelings/ ideas clearly
Does not speak
audibly and/or
express thoughts/
feelings/ ideas clearly
Revised February 6, 2016 | Page 4 of 4