Maury County Public Schools
Portfolio Assessment Requirements
Phonological
Awareness
Running
Records
Concepts of
Print
Kindergarten
Portfolio
Reading
Conferences
Writing
Samples
Writing
Conferences
Updated May 2009
Kindergarten Assessment Requirements
HOW OFTEN DO I GIVE INFORMAL RUNNING RECORDS?




Emergent readers (Levels A through G):
Upper emergent readers (Levels H through K):
Early fluent readers (Levels L through O):
Fluent readers (Levels P and beyond)
every 2 to 4 weeks
every 4 to 6 weeks
every 6 to 8 weeks
every 8 to 10 weeks
The “Phonological Awareness Screener” will be given according to the screener guidelines.
•Begin Concepts of Print Checklist
•Writing Sample Assessed by District
Rubric (1)
•Writing Conferences (2)
•Update Concepts of Print Checklist
•Writing Sample Assessed by District
Rubric (1)
•Writing Conferences (2)
•Reading Conference (1)
•Rigby Running Records for Emergent
Readers with Retelling Response
•Update Running Record Graph for
Emergent Readers
FIRST NINE
WEEKS
SECOND
NINE WEEKS
•Update Concepts of Print Checklist
•Writing Sample Assessed by District
Rubric (1)
•Writing Conferences (2)
•Reading Conference (1)
•Rigby Running Records for Emergent
Readers with Retelling Response and
Miscue Analysis
•Update Running Record Graph for
Emergent Readers
•Update Concepts of Print Checklist
•Writing Sample Assessed by District
Rubric (1)
•Writing Conferences (2)
•Reading Conference (1)
•Rigby Running Records for Emergent
Readers with Retelling Response and
Miscue Analysis
•Update Running Record Graph for
Emergent Readers
THIRD NINE
WEEKS
FOURTH
NINE WEEKS
These assessment requirements will be on-going for students in grades K – 3 and
will serve as part of the students’ permanent record documentation.
Updated May 2009
CONCEPTS OF PRINT CHECKLIST
The Concepts of Print Checklist should begin the 1st nine weeks of school and should be
updated during the 2nd, 3rd, and 4th nine weeks. The date each item is assessed should be
recorded in the boxes below. It is not necessary to re-assess the portions of the
assessment that the student has previously mastered.
STUDENT NAME ____________________________
ITEM
1. Front and back of book
“Show me the front of the book.”
“Show me the back of the book.”
2.
Print tells the story concept
“Show me where I would start reading.”
3. Directional rules
“I want to point to the words as I read. Show
me how my finger should move on the page
as I read. Where do I go after that?”
4. Voice print pairing
First modeled by teacher
“Now you point to the words as I read them.”
5. First and Last
“Show me the first part of the story and the
last part of the story.”
6. Top/Bottom picture
“Show me the top of the picture.”
“Show me the bottom.”
7. Punctuation
Point to all available forms of punctuation.
“What is this for? Do you know what is
called?”
8. Capital and lower-case letters
Using the text of a book say, “Show me a
capital letter. Show me a lower-case letter.”
9. Letter concepts
“Show me just one letter. Do you know the
name of that letter? Show me another letter.
What sound does that letter make?”
10. Word Concepts
“Show me just one word. Show me two
words.”
Updated May 2009
1ST
2ND
3RD
4TH
COMMENTS
DISTRICT WRITING RUBRIC
KINDERGARTEN
ORGANIZATION
AND FOCUS
IDEAS AND CONTENT
Work exhibits these features:
Not at all
Partially
Solidly
Ideas belong to the student and are not copied
0
1
2
Illustration has some recognizable figures (people, trees, etc.)
0
1
2
Illustration includes some details (eyes, windows, etc.)
0
1
2
Student is able to dictate words or can tell about own writing
0
1
2
Student writes independently
0
1
2
Ideas and Content
/10
SCORE
Illustration and writing complement each other (does not need
to match topic)
0
1
2
Illustration matches the topic
0
1
2
Writing matches the topic
0
1
2
Writing tells a complete idea
0
1
2
Writing contains multiple sentences/ideas that go together
0
1
2
Organization and Focus
/10
CONVENTIONS:
CAPITALIZATION,
SPELLING, AND
HANDWRITING
STYLE: WORD
CHOICE, AUDIENCE,
VOICE, AND SETNECE
FLUENCY STRUCTURE
SCORE
Writing uses descriptive words (e.g. yellow bus)
0
1
2
Personality or personal experiences is expressed
0
1
2
Illustration uses multiple shapes or colors
0
1
2
Writing has large or colorful words
0
1
2
1
2
Strings words together to form a sentence or sentence-like
0
structure
Style: Word Choice, Audience, Voice, and Sentence Fluency Structure
/10
SCORE
Writing progresses from left to right
0
1
2
Proper spacing between words
0
1
2
Letters written correctly
0
1
2
Writing includes letters for initial sounds in words
0
1
2
C-V-C words spelled correctly (not, big, etc.)
0
1
2
Conventions: Capitalization, Spelling, and Handwriting
SCORE
/10
TOTAL
/40
This rubric is intended to be an instrument for the teacher to use to guide his/her instruction.