KINDERGARTEN REPORT CARD RUBRIC
STUDENT NAME:
Trimester 1
Life Skills
Demonstrates self-control (hands, body, voice)
Works/plays cooperatively with others
Trimester 2
Trimester 3
Beginning
Developing
Secure
Beginning
Developing
Secure
Beginning
Developing
Secure
Children cannot
complete the task
independently.
Children show some
understanding.
However, errors or
misunderstandings
still occur.
Reminders, hints
and suggestions are
needed to promote
children’s
understanding.
Children can
apply the skill or
concept correctly
Children cannot
complete the task
independently.
Children show some
understanding.
However, errors or
misunderstandings
still occur.
Reminders, hints
and suggestions are
needed to promote
children’s
understanding.
Children can
apply the skill or
concept correctly
Children cannot
complete the task
independently.
Children show some
understanding.
However, errors or
misunderstandings
still occur.
Reminders, hints
and suggestions are
needed to promote
children’s
understanding.
Children can
apply the skill or
concept correctly
Accepts responsibility for actions
Solves problems appropriately (seeks help
when needed)
Works independently (organizes materials and
time)
Displays effort in work
Is responsible for personal belongings
(homework, clothing, library books, materials)
Shows respect toward adults, peers, self and
property
Literacy
Reading Readiness
Assessment Binder
Phonemic segmentation (includes sound
discrimination – DIBELS 3rd Trimester)
Blends sounds
Produces rhymes
Re-tells a simple story
Asks questions and responds to stories read
aloud (Instructional Expectation): Teacher
models and provides practice of
comprehension strategies: makes connections
(text to self, text to text, text to world),
visualizes, predicts, identifies characters,
setting
Recognizes and names lower case letters
Recognizes and names upper case letters
Beginning
Developing
Secure
Beginning
Developing
Secure
Beginning
Unable to identify
beginning sounds
(cvc words)
Inconsistently
identifies beginning
sounds (cvc words)
Identifies
beginning sound
of cvc words
Identifies
beginning sounds
of cvc words
(PSF 0-4)
Identifies beginning
and ending sounds
(PSF 5-8)
PSF > 9
segments words
PSF > (10-35)
segments words
DIBELS
Independently
segments words
(PSF > 35)
DIBELS
Given 2 parts of
compound word
(e.g. airplane) is
unable to blend
word
Unable to
discriminate
rhyming words
auditorily
Not assessed at
this time
Given 2 parts of a
compound word,
Inconsistently
blends words
Given 2 parts of
a compound
word, is able to
blend words
Given a syllable
(e.g. ta-ble) is
unable to blend
parts of the word
Given a syllable
inconsistently
blends parts of word
Given a syllable,
is able to blend
parts of word
Given the
phonemes of a
word, inconsistently
blends
Given the
phonemes of a
word is able to
blend
Inconsistently
discriminates
rhyming words
auditorily
Not assessed at this
time
Consistently
discriminates
rhyming words
auditorily
Not assessed at
this time
Unable to state a
rhyming word for
a given word
Inconsistently states
a rhyming word for a
given word
Inconsistently states
2 words that rhyme
Consistently
states 2 words
that rhyme
Seldom
formulates
appropriate
questions using
comprehension
strategies
Usually formulates
appropriate
questions
Consistently
formulates
appropriate
questions
Orally unable to
retell story
(Corduroy)
Seldom responds
with an adequate
understanding
and strategy use
Orally retells story
missing key points
(Corduroy)
Shows adequate
understanding and
strategy use
Consistently
states a rhyming
word for a given
word
Orally retells
complete story
(Corduroy)
Shows thorough
understanding
and strategy use
Inconsistently
identifies
beginning and
ending sounds
(PSF <10)
DIBELS
Given the
phonemes of a
word (e.g.
c-a-t) is unable to
blend
Unable to state 2
words that rhyme
Developing
Secure
Orally unable to
retell story
(Carrot Seed)
Rarely
demonstrates
proficient skills
and requires
intensive teacher
support
Orally retells story
missing key points
(Carrot Seed)
Usually formulates
appropriate
questions
Orally retells
complete story
(Carrot Seed)
Independently
demonstrates all
proficient skills
when listening
and responding
to stories read
aloud
0-5
6-10
11-26
6-10
11-19
20-26
0-19
20-25
26
0-5
6-10
11-26
6-10
11-19
20-26
0-19
20-25
26
10-30-06
KINDERGARTEN REPORT CARD RUBRIC
STUDENT NAME:
Trimester 1
Reading
Produces consonant letter and vowel sounds
Reads high frequency words - sight word list
Reads simple (cvc words)
Trimester 2
Beginning
Developing
Secure
Beginning
Developing
0-5
Not assessed at
this time
Not assessed at
this time
6-10
Not assessed at this
time
Not assessed at this
time
11-26
Not assessed at
this time
Not assessed at
this time
6-10
Reads <5 sight
Not assessed at
this time
Not assessed at this
time
Not assessed at
this time
Does not
complete task
(Nothing in the
Mailbox)
Uses pictures and text to make predictions
Listening/Speaking
Uses appropriate language to express
message. Proficient behavior includes:
- easily understood by others
- speaks with appropriate volume
- maintains eye contact
- stays on topic
Listens while others are speaking. Proficient
behavior includes:
- uses active listening behaviors; maintains eye
contact, quiet while others are speaking,
minimal body movements
- understands and uses grade-level appropriate
words and sentences
Listens to and follows directions
Contributes appropriately to discussions.
Proficient behavior includes:
- takes turns speaking
- responds in a timely manner
- asks questions and/or responds appropriately
Beginning
Developing
Demonstrates
few or rarely
demonstrates the
proficient
behaviors and
requires intensive
teacher help
Demonstrates
few or rarely
demonstrates the
proficient
behaviors and
requires intensive
teacher help
Demonstrates some
or inconsistently
demonstrates
proficient behaviors
and requires some
teacher help
Demonstrates
proficient
behaviors.
Secure
Demonstrates some
or inconsistently
demonstrates
proficient behaviors
and requires some
teacher help
Demonstrates
proficient
behaviors
Rarely follows
simple directions
and requires
intensive teacher
help
Rarely
demonstrates
proficient
behaviors and
requires intensive
teacher help.
Inconsistently
follows directions
and requires some
teacher help
Follows simple
directions
Inconsistently
demonstrates
proficient behaviors
and requires some
teacher help.
Demonstrates
proficient
behaviors.
Trimester 3
Secure
Beginning
11-20
Reads 5-14 sight
21-26
Reads >15 sight
0-20
Reads <15 sight
21-25
Reads 15-26 sight
words
words
words
words
words
sight words
Unable to read
cvc words
Segments sounds in
cvc words (does not
blend) and/or reads
1 or 2 cvc words
Makes an
inaccurate
prediction (Nothing
in the Mailbox)
Reads all cvc
words
Segments
sounds in cvc
words (does not
blend)
Does not
complete task
(Little Yellow
Chicken)
Reads 1 or 2 cvc
words
Reads all cvc
words
Makes an
inaccurate
prediction (Little
Makes an
appropriate
prediction (Little
Yellow Chicken)
Makes an
appropriate
prediction
(Nothing in the
Mailbox)
Beginning
Developing
Demonstrates
few or rarely
demonstrates the
proficient
behaviors and
requires intensive
teacher help
Demonstrates
few or rarely
demonstrates the
proficient
behaviors and
requires intensive
teacher help
Demonstrates some
or inconsistently
demonstrates
proficient behaviors
and requires some
teacher help
Demonstrates
proficient
behaviors.
Secure
Demonstrates some
or inconsistently
demonstrates
proficient behaviors
and requires some
teacher help
Demonstrates
proficient
behaviors
Rarely follows
simple directions
and requires
intensive teacher
help
Rarely
demonstrates
proficient
behaviors and
requires intensive
teacher help.
Inconsistently
follows directions
and requires some
teacher help
Follows simple
directions
Inconsistently
demonstrates
proficient behaviors
and requires some
teacher help.
Demonstrates
proficient
behaviors.
Developing
Yellow Chicken)
Secure
26
Reads all 27
Beginning
Developing
Demonstrates
few or rarely
demonstrates the
proficient
behaviors and
requires intensive
teacher help
Demonstrates
few or rarely
demonstrates the
proficient
behaviors and
requires intensive
teacher help
Demonstrates some
or inconsistently
demonstrates
proficient behaviors
and requires some
teacher help
Demonstrates
proficient
behaviors.
Secure
Demonstrates some
or inconsistently
demonstrates
proficient behaviors
and requires some
teacher help
Demonstrates
proficient
behaviors
Rarely follows
simple directions
and requires
intensive teacher
help
Rarely
demonstrates
proficient
behaviors and
requires intensive
teacher help.
Inconsistently
follows directions
and requires some
teacher help
Follows simple
directions
Inconsistently
demonstrates
proficient behaviors
and requires some
teacher help.
Demonstrates
proficient
behaviors.
10-30-06
KINDERGARTEN REPORT CARD RUBRIC
STUDENT NAME:
Trimester 1
Writing
Beginning
Writes a simple sentence
(From journal writing)
Uses writing conventions:
- directionality
- word spacing
- punctuation
- capitalization
Fine Motor
Trimester 3
Secure
Beginning
Developing
Secure
Requires teacher
modeling, but
has little or no
understanding of
1:1 matches.
Writing unclear
Using dictation
identifies < 10
sounds correctly
Requires teacher
modeling to reread
using 1:1 matching.
Understands writing
Rereads using
1:1 matching and
understands
writing
Using dictation uses
11-29 sounds
correctly
Using dictation
identifies > 30
sounds correctly
Writes only
known words
Inconsistently uses
sounds to write
unknown words
Writes a simple
sentence that
makes sense to
the writer and
teacher
Requires teacher
assistance in
order to apply
writing
conventions
Attempts writing
conventions
Independently
demonstrates all
writing
conventions and
consistently/
appropriately
applies them
Explains
pictures/writing to
the teacher (with
teacher prompt)
Explains writing to
the teacher
(tracking, voice
match)
Rereads with 1:1
matching at
teacher prompt
(words)
Not assessed at
this time
Not assessed at this
time
Not assessed at
this time
Using dictation
identifies < 5
sounds correctly
Using dictation uses
6-11 sounds
correctly
Using dictation
identifies 12
sounds correctly
Not assessed at
this time
Not assessed at this
time
Not assessed at
this time
Unable to
complete task
Inconsistently writes
known words
Not assessed at
this time
Not assessed at this
time
Not assessed at
this time
Does not attempt
Requires teacher
modeling in order to
attempt writing
conventions
Writes known
words and
inconsistently
uses sounds to
write unknown
words
Attempts writing
conventions
Beginning
Prints letters legibly
Does not attempt
to copy letters or
words
Science units: Seasons, Weather, Plants,
Animals, Matter, Life Cycles, Senses
Developing
Explains
pictures/writing to
the teacher (with
prompt)
Prints name legibly
Science & Social Studies
Beginning
Explanation does
not match
picture/writing
Requires teacher
assistance to
apply skills
Needs intensive
support to write
first name (hand
over hand)
Uses pencil, crayons, scissors and glue with
control
Trimester 2
Secure
Unable to explain
picture/writing
Retells own writing
Writes using letter/sound relationships to
represent words
Trimester 2 – I can ride my bike (12)
Trimester 3 – The bus is coming and it will stop
here to let me get on (40)
Developing
Developing
Needs reminders
and suggestions to
apply skills
Writes first name
with inconsistent
use of capitals and
lower case letters
and/or requires
model
Attempts to copy
letters and words
Secure
Can apply skills
consistently
Writes first name
correctly using
capital and lower
case letters
without a model
Beginning
Requires teacher
assistance to
apply skills
Needs intensive
support to write
first and last
name (more than
a model)
Copies letters
and words legibly
Demonstrates
little
understanding of
letter formation
Developing
Needs reminders
and suggestions to
apply skills
Writes first & last
name with
inconsistent use of
capitals and lower
case letters and/or
requires model
Inconsistently
demonstrates
correct letter
formation
Secure
Can apply skills
consistently
Writes first & last
name correctly
using capital and
lower case letters
without a model
Beginning
Requires teacher
assistance to
apply skills
Needs intensive
support to write
first and last
name (more than
a model)
Consistently uses
correct letter
formation
Demonstrates
little or no
understanding of
letter formation
Developing
Needs reminders
and suggestions to
apply skills
Writes first & last
name with
inconsistent use of
capitals and lower
case letters and/or
requires model
Inconsistently
demonstrates
correct letter
formation
Secure
Can apply skills
consistently
Writes first & last
name correctly
using capital and
lower case letters
without a model
Consistently
demonstrates
correct letter
formation
Beginning
Developing
Secure
Beginning
Developing
Secure
Beginning
Developing
Secure
Children cannot
complete the task
independently.
Children show some
understanding.
However, errors or
misunderstandings
still occur.
Reminders, hints
and suggestions are
needed to promote
children’s
understanding.
Children can
apply the skill or
concept correctly
Children cannot
complete the task
independently.
Children show some
understanding.
However, errors or
misunderstandings
still occur.
Reminders, hints
and suggestions are
needed to promote
children’s
understanding.
Children can
apply the skill or
concept correctly
Children cannot
complete the task
independently.
Children show some
understanding.
However, errors or
misunderstandings
still occur.
Reminders, hints
and suggestions are
needed to promote
children’s
understanding.
Children can
apply the skill or
concept correctly
10-30-06