KINDERGARTEN WRITING SGG AND READING SGG:
Student Growth Goal for Writing Arguments to Support Claims:
Teacher: ________________________
Grade: Kindergarten
School Year: 2015-2016
Enduring Skill: Write arguments to support claims
Student Growth Goal:
During the 2015-2016 school year, all of my kindergarten students will make measurable progress in writing an
opinion piece, based on the attached Bourbon County Opinion Writing Rubric. Each student will increase a
minimum of 3 points on his/her total score on the rubric from the pre-assessment to the post-assessment.
_____% of students will score Proficient or higher (on total score), based on the rubric.
Pre- and Post-Assessment: (Use this writing prompt for students to write independently)
My favorite thing to do in summer is _______ because _________. (Do not write this prompt on board for
students to copy; just read it slowly to allow time for them to record or observe behavior during this time.)
Score with this rubric:
Student Growth Goal for Writing
Enduring Skill: Writing arguments to support claims (W1)
Grade Level: Kindergarten
Subskill:
Below
Proficient
Above
Idea Development (W1)
Uses only drawing and
dictating to compose opinion
piece in which they tell a
reader the topic or name of a
book and state an opinion or
preference about the topic
or book OR does not give an
opinion at all
Uses a combination of
drawing, dictating, and
writing to compose opinion
piece 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 the
topic or book (My favorite
book is…)
Writes opinion piece on topic
or text. Introduces the topic
or text, states an opinion and
provides one or more reasons
to support the opinion;
concluding statement is also
provided
Organization
- Writing Expectation Per
Grade
Level
Uses a fragmented sentence
to give an opinion or a
nonsense response
Uses a complete sentence to
give an opinion
Creates an organizational
structure using an opening
sentence, a middle sentence
stating the opinion/reason,
and a closing sentence
Spacing between words
Uses random letters with no
spacing to show word units
Consistently uses spaces
between words
Hearing and Recording
Sounds in Words (L2d)
Conventions
-Capitalization (L2a)
Unable to hear and record
sounds in words, even for
initial sounds; reader is
unable to read what is
written
Lacks use of capitalization
when writing
Conventions
-Punctuation (L2)
Lacks use of punctuation
when writing
Uses spaces between word
units, even though not
consistently
Uses phonetic spelling for
words, hearing and
recording the prominent
sounds in most words in
correct sequence
Begins sentence with a
capital letter and uses
capital I for the word “I”
Demonstrates appropriate
use of ending punctuation
when writing, including
period and question mark
Uses conventional spelling
words for some sight words
and some phonetically
correct words
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Scoring Based on the Rubric:
There are 6 subskills with 2 or 3 categories, so the maximum number of points that could be earned from a student would be
16 points.
If a student scores 6 to 9 points total, that is a “Below Level” score.
If a student scores 10 to 14 points total, that is a Proficient score.
If a student scores 15 to 16 points total, that is a “Above Level” score.
There would not be percentage scores, just total number of points to determine which category.
Below the rubric, an area for “Next Teaching Points” for teachers to reflect on which areas are weak for each student.
Student Growth Goal for Foundational Reading Skills:
Teacher: ________________________
Grade: Kindergarten
School Year: 2015-2016
Enduring Skill: Apply phonics and word analysis in decoding text
Student Growth Goal:
During the 2015-2016 school year, all of my kindergarten students will make measurable progress in applying
phonics and word analysis skills to decode text, based on the attached Bourbon County Foundational Reading
Skills/Phonics Rubric. Each student will increase a minimum of three points on total points earned (16 possible
points) from the pre-assessment to the post-assessment. _____% of students will have an overall score of
Proficient or higher (10 to 16 points), based on the attached rubric.
Pre- and Post-Assessment (Use this same assessment):
1)
Ask student all uppercase and lowercase letters (total of 52)
2) Ask student all consonant sounds (show the letter and ask for the sound)
3) Have students read words under each heading (for the words, if child reads 3 or less, score is below level;
if child reads 4 or 5 words, score is proficient; if child reads 1 or 2 of the extra words, score is above level.
**Note: Only ask for the Above Level words if student reads at least 4 of the 5 words.
CVC Words:
pet
mop
bug
rip
sat
Above level: flip, last
Consonant Digraph Words:
the
ship
chop
with
she
Above level: chick, wish
Long Vowel Words:
like
cake
rope
keep
cute
Above level: tube, week
Sight Words:
you
little
see
like
to
Above level: here, this
Score with this rubric:
Student Growth Goal: Foundational Reading Skills/Phonics and Word Recognition (RF 1 & 3)
Enduring Skill: Apply phonics and word analysis in decoding text
Grade Level: Kindergarten
Subskill:
Below
Proficient
Above
Letter Identification (RF1)
Recognizes and names 48 or
less of upper and lowercase
letters of the alphabet
--------
Letter-Sound
Correspondence for
Consonants (RF3a)
Demonstrates basic
knowledge of one-to-one
letter-sound correspondence
by producing the primary
sound for 15 or fewer
consonants
Associates the long or short
sounds with the common
spellings for the five major
vowels OR can do short and
long, but inconsistently
Unable to read common highfrequency words by sight
Recognizes and names at
least 49 of the 52 upper and
lowercase letters of the
alphabet (standard says all)
Demonstrates basic
knowledge of one-to-one
letter-sound correspondence
by producing the primary
sound for at least 16 of the
21 consonants
Associates the long and short
sounds with common
spellings (graphemes) for the
five major vowels
Reads common highfrequency words by sight
(e.g., the, of, to, you, she,
my, is, are, do, does)
Reads phonetically correct
CVC words and can
distinguish between similarly
spelled words by identifying
the sounds of the letters that
differ
Knows the spelling-sound
correspondences for the
three common consonant
digraphs (sh, th, ch)
Reads above-grade-level
high- frequency words by
sight
Vowel Sounds – Long and
Short (RF3b)
Sight Words (RF3c)
Reading CVC words (RF3d)
Unable to read CVC words
and distinguish between two
similarly spelled words
Consonant Digraphs (sh, th,
ch)
Unable to identify the three
common consonant digraphs
---------
Knows and uses vowel
teams to represent vowel
sounds in decoding words
Reads higher level words
with common spelling
patterns and consonant
blends (ex. truck)
Decodes words with
consonant digraphs
Scoring Based on the Rubric:
There are 6 subskills with 2 or 3 categories, so the maximum number of points that could be earned from a student would be
16 points (Above Level in all 6 subskills).
If a student scores 6 to 9 points total, that is a “Below Level” score.
If a student scores 10 to 14 points total, that is a Proficient score.
If a student scores 15 to 16 points total, that is a “Above Level” score.
There would not be percentage scores, just total number of points to determine which category.
Below the rubric, an area for “Next Teaching Points” for teachers to reflect on which areas are weak for each student.