Midland Independent School District Standards Based 6 Weeks Rubric Matrix
Core Subject Area: Language Arts/Reading
Standard (TEKS)
1st Six Weeks
Reading/Print Awareness
Letters of child’s name in order
Identifies
ELAR
targeted letters
SLAR
Moves from top to bottom, and
Knows print directionality
left to right
Front and back covers, title page
Identifies parts of a book
Demonstrates 1:1 matching
Demonstrates awareness of word
boundaries
manipulates objects for each
word in sentence
recognize that a sentence is
made up of a group of words
identifies words and spaces
between words
2nd Six Weeks
3rd Six Weeks
4th Six Weeks
5th Six Weeks
Ii, Tt, Pp, Nn, Ss, Aa, Ll, Dd, Ff, Hh
Ii, Aa, Oo,Ee, Uu, Pp, Ll, Ss, Mm, Dd
Moves from top to bottom, and left
to right
Front and back covers, title page
Ee, Gg ,Oo, Kk ,Cc, Mm, Rr ,Bb
Tt, Rr, Bb, Vv, Nn, Jj, Cc, Ff
Yy, Jj, Uu, Ww, Vv, Xx, Zz, Qq
ch, rr, ll, w, g ,h ,z
y, x, ñ
1:1 match between spoken word
and printed word
recognize difference between letter
and word
Reading/Phonological Awareness
Distinguishes between rhyming
Orally generates rhymes
Blends to form
spoken words
ELAR
Identify rhyming words in
poems
and non-rhyming words
Generates words that rhyme
with a spoken word
Matches pictures of rhyming
words
put two words together to form
compound word
ELAR
Identify rhyming words in
poems
Blends onset and rime to form
words
Blends spoken phonemes to
form syllables and words
Blends spoken phonemes to
form syllables and words
Identifies syllables in spoken
words
Isolates beginning sounds
Segments spoken words into
onset and rime
Segment spoken one-syllable
words into 2-3 phonemes
Identifies syllables in spoken
words
Separates spoken multi-syllabic
words into 2-3 syllables
SLAR
Segments words
Grade Level: Kindergarten
6th Six Weeks
Segment spoken one-syllable
words into 2-3 phonemes
segment compound word into
two smaller words
segment compound word into
two smaller words
Segment spoken one-syllable words
into 2-3 phonemes
SLAR
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Midland Independent School District Standards Based 6 Weeks Rubric Matrix
Core Subject Area: Language Arts/Reading
Standard (TEKS)
1st Six Weeks
Reading/Phonics
Identifies sounds that letters
represent
2nd Six Weeks
3rd Six Weeks
Uses knowledge of letter-sound
relationships to decode/spell
(CVC) words
5th Six Weeks
Yy, Jj, Uu, Ww, Vv, Xx, Zz, Qq
Segments and blends beginning,
middle and ending sounds to
read a word (orally and with
print)
Identifies and manipulates the
beginning and ending sounds of
words (orally)
Identifies and manipulates the
beginning, middle and ending
sounds of words (orally)
Segments and blends beginning,
middle, and ending sounds to read
a word (orally and with print)
Identifies and manipulates the
beginning, middle and ending
sounds of words (orally)
Matches sounds to letters
Uses letter-sound knowledge to
spell CVC words
Identifies and manipulates the
beginning and ending sounds of
words (orally and with print)
Decode CVC words
Spell CVC words
Identifies and manipulates the
beginning, middle and ending
sounds of words (orally and with
print)
Uses letter-sound knowledge to
decode and spell CVC words
Identifies and manipulates the
beginning, middle and ending
sounds of words (orally and with
print)
Uses letter-sound knowledge to
spell CVC words
Reads 25 High Frequency Words
ch, rr, ll, w, g ,h ,z
Isolate the initial syllabic sound
in spoken words.
y, x, ñ
recognize that new words are
created when syllables are
changed, added, or deleted
English Language Arts
Ii, Tt, Pp ,Nn, Ss, Aa, Ll, Dd, Ff, Hh
Ee, Gg, Oo, Kk, Cc, Mm, Rr ,Bb
Uses knowledge of letter-sound
relationships to decode/spell
(CVC) words
Reading/Phonics
Identifies sounds that letters
represent
Grade Level: Kindergarten
6th Six Weeks
4th Six Weeks
Spanish Language Arts
Ii, Aa, Oo,Ee, Uu, Pp, Ll, Ss, Mm, Dd
Tt, Rr, Bb, Vv, Nn, Jj, Cc, Ff
match Use knowledge of letter-sound
Use knowledge of letter-sound
Use knowledge of letter-sound
relationships to decode (e.g., CV, relationships to decode (e.g., CV, relationships to decode (e.g., CV,
VC, CVC, CVCV words).
VC, CVC, CVCV words).
VC, CVC, CVCV words).
use letter-sound correspondences use letter-sound correspondences use letter-sound correspondences to
to spell mono- and multi-syllabic to spell mono- and multi-syllabic spell mono- and multi-syllabic
words;
words;
words;
use knowledge of consonant/
use knowledge of consonant/
use knowledge of consonant/
vowel sound relationships to
vowel sound relationships to
vowel sound relationships to spell
spell syllables and words
spell syllables and words
syllables and words
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Midland Independent School District Standards Based 6 Weeks Rubric Matrix
Core Subject Area: Language Arts/Reading
Standard (TEKS)
1st Six Weeks
Reading/Comprehension
Retells 1 or 2 events or details
Comprehends literary texts
(orally or visually) from a story
2nd Six Weeks
Predicts using title/illustrations
Identifies big idea of
fables/folktales
Identifies elements of a story
Comprehends informational text
Identifies the topic and some
details
Uses strategies to comprehend
text
Makes Text-to-Self, Text-to-Text
and Text-to-World connections
3rd Six Weeks
4th Six Weeks
Predicts using title/illustrations
Identifies big idea of
fables/folktales
Asks and responds to questions
about literary text
Retells events in sequential
order
Describes characters and the
reasons for their actions
Responds to rhythm/rhyme in
poetry
Identifies elements of story
including setting, characters and
key events
Makes Text-to-Self, Text-to-Text
and Text-to-World connections
5th Six Weeks
Describes characters and the
reasons for their actions
Recognizes recurring phrases
and characters in traditional
tales
Identifies big idea of
fables/folktales
Retells key events in sequential
order
Makes text-to-self connections
Follows pictorial directions
Uses titles/illustrations to make
predictions about text
Makes inferences and supports
with text evidence
Asks questions about topics of
interest
Identifies topic and details in
Expository text
Retells important facts/details
Uses picture clues to support
meaning
Monitors comprehension
Rereads when comprehension
breaks down
Self-corrects errors
Monitors using know words
Identifies elements of story
including setting, characters and
key events
Identifies topic of Expository
text
Makes Text-to-self, Text-to-text
and Text-to-world connections
Uses picture clues to support
meaning
Monitors comprehension
Rereads when comprehension
breaks down
Self-corrects errors
Monitors using know words
Grade Level: Kindergarten
6th Six Weeks
Retells most of the important
events from the beginning, middle,
end of the story, generally in
sequential order
Refers to most characters by name
and includes some important
details
Identifies topic and details in
Expository text
Retells important facts/details Ask
questions about text
Gathers facts from a variety of
sources
Discusses ways an author groups
information
Identifies forms of media
Identifies techniques used in media
Uses picture clues to support
meaning
Monitors comprehension
Rereads when comprehension
breaks down
Self-corrects errors
Monitors using know words
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Midland Independent School District Standards Based 6 Weeks Rubric Matrix
Core Subject Area: Language Arts/Reading
Standard (TEKS)
Writing
Uses elements of the writing
process to compose text
Oral and Written Conventions
Written conventions and
handwriting
1st Six Weeks
Grade Level: Kindergarten
2nd Six Weeks
3rd Six Weeks
4th Six Weeks
5th Six Weeks
6th Six Weeks
Dictates or writes complete
sentence to tell a story in
sequence
Dictates or writes complete
sentence to tell a story in
sequence
Writes short poems
Dictates or writes information for
captions
Uses complete simple sentences
Dictates or writes information for
lists
Dictates or writes information for
invitations
Writes short poems
Uses left-to-right progression
Forms letters using basic
conventions (left to right/top to
bottom)
Writes most uppercase letters
and some lowercase letters of the
alphabet legibly
Forms letters using basic
conventions (left to right/top to
bottom)
Writes most uppercase and most
lowercase letters of the alphabet
legibly
Forms letters using basic
conventions (left to right/top to
bottom)
Writes all uppercase letters and
all lowercase letters of the
alphabet legibly
Forms letters using basic
conventions (left to right/top to
bottom)
Uses appropriate spacing
between words
Capitalizes first letter of a
sentence
Uses a period for ending
punctuation
Dictates or writes a story in
chronological order
Capitalizes the first letter of a
sentence
Capitalizes first letter of a
sentence
Writes all uppercase letters and
most lowercase letters of the
alphabet legibly
Forms letters using basic
conventions (left to right/top to
bottom)
Uses appropriate spacing
between words
Capitalizes first letter of a
sentence
Uses punctuation
Uses a period for ending
punctuation
Uses a period for ending
punctuation
Dictates or writes information for
captions
Dictates or writes complete
sentences to tell a story in
sequence
IMPORTANT:
*If a student(s) has not met the expectations for a standard that was taught early in the year and not addressed again, you would continue to teach & assess the student(s) in small group and therefore
it is possible for that student(s) to have a score on the Standards Performance Report during a six weeks when the standard was not taught in whole group.
*Students are ONLY held accountable for content that was actually taught during the six weeks.
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