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1.
Prekindergarten assessments are based upon the performance assessments in the unit. They are listed below with scoring guides. Students are expected to understand print awareness, how verbal language translates into print, and beginning phonological awareness during this unit.
Using the information provided from the CIRCLE assessment, teachers can begin to use that information to conduct small group instruction – not as an intervention, but to provide focused instruction to the depth that students need it. After the 2 nd nine weeks, teachers will begin intervention groups with students who are not making progress. The performance Assessment assessments below are examples of how teachers can provide ongoing assessment during centers / small group instruction. Other students are participating in centers.
Provide magnetic or plastic letters that include upper- and lowercase. Students match 5 pairs of letters (capital/lowercase) and name the letters. Then they are given another set of letters. Can continue to assess, if student is able to match more than 10 sets. (III.C.I) (Use anecdotal records or checklists in order to monitor progress.)
Score
3
2
1
Performance Assessment 1 Criteria
Can identify and capital and lowercase letters with no difficulty or assistance needed.
No errors are present.
Can identify no fewer than 8 upper and 8 lowercase letters with little assistance. Letters may not necessarily be pairs of upper/ lowercase letters.
Identifies 7 upper / lower case letters with much assistance or guidance needed.
2.
The teacher will set out a set of picture cards – some examples of words that rhyme and don’t rhyme. The teacher will name a card and the child will locate a rhyming picture card from the group, name it, and indicate why it rhymes and the others do not. Repeat at least 5 times.
(II.C.2, III.B.6)
Score
3
2
1
Performance Assessment 2 Criteria
Student can locate & name, without error, appropriate rhyming word cards and express why it rhymes and other cards from set do not. No assistance needed.
Student can locate & name MOST of the rhyming pairs of cards. Student may require minimal assistance from the teacher to indicate why the cards rhyme and others do not. There may be some errors or misconceptions.
The student cannot locate and name more than a few, if any, rhyming pairs without substantial teacher assistance.
2

3.
Child listens to a poem that has multiple pairs of rhyming words. Child orally identifies rhyming words and non-rhyming words and generates words that rhyme with other words from the poem. (III.B.6)
Score
3
2
1
Performance Assessment 3 Criteria
Student can generate, without error, appropriate rhyming words to complete given open-ended rhymes posed by the teacher
The student can generate appropriate rhyming words MOST of the time – or – the student may require minimal assistance from the teacher in order to be successful.
The student has some difficulty generating appropriate rhyming words without teacher support. May be some misconceptions.
4.
Child creates a book about an important family or classroom event. He/she Illustrates and dictates the story in a student created book (using blank, unlined paper) in a way that shows a sequence to this event from beginning to end. The student shares the completed book to teacher or small group of peers demonstrating proper reading behaviors that include left to right, top to bottom, front/ back of book, while retelling story. (III.A.2, II.E.5, IV.D.1)
Score
Score Performance Assessment 4 Criteria: Reading Behaviors (III.A.2)
3
2
1
Student has control of all book handling behaviors during sharing/ retelling time: Left to right, top to bottom, and front to back
Student has control of early book handling behaviors; however, may display inconsistently
Student has significant difficulty with book handling behaviors, and may move finger/ pointer around on a page of text without showing an understanding of the concept during retelling / sharing time.
3
2
1
Performance Assessment 4 Criteria: Emergent Writing
(VI.D.1)
Student scribbles and/or writes starting on the left side of paper and progresses to right, more or less in a horizontal line, top to bottom; illustrating a story that has a beginning, middle and end.
There can be some adult assistance when child dictates what is
happening in the story.
Student provides some scribbles and/or writing, but inconsistent use of left/ right, top/bottom, etc. Story has some illustrations, but not necessarily beginning, middle,
end. Child needs more assistance than just dictation.
Student unable to illustrate or tell a story that stays on topic and follows a sequence of beginning, middle, and
end. Some illustration, but story changes with each telling.
3
5.
Read or listen to an informational text. Illustrate and (with adult assistance) label three things learned about the topic. Using appropriate oral conventions, share with a small group or the whole class. (II.D.5, II.E.3, III.D.1, III.D.2, IV.D.1)
Score Performance Assessment 5 Criteria: Comprehension of Text II.E.3,
III.D.1, III.D.2
3
2
1
Student oral explanation makes sense and is spoken in complete sentences and perhaps, using some of the academic vocabulary associated with the story.
Student oral explanation generally makes sense and is easy to follow; however, there may be minor inconsistences that do not impact meaning.
Student oral explanation is not given in complete sentences and many errors are made.
Score Performance Assessment 5 Criteria: Vocabulary II.D.5
3
2
Appropriately draws and/or labels (with assistance) or dictates three important ideas learned from the text.
Draws three ideas learned from the text, but needs teacher assistance to focus on important ideas from story.
1 Student needs significant teacher assistance to complete drawings and to stay focused on topic.

4
Provide magnetic or plastic letters that include upper- and lowercase. Students match 5 pairs of letters(capital/ lowercase)and name the letters. Then they are given another set of letters. Can continue to assess, if student is able to match more than 10 sets. (III.C.I) (Use anecdotal records or checklists in order to monitor progress.)
The teacher will set out a set of picture cards – some examples of words that rhyme and don’t rhyme. The teacher will name a card and the child will locate a rhyming picture card from the group, name it, and indicate why it rhymes and the others do not. Repeat at least 5 times. (II.C.2, III.B.6)
Child listens to a poem that has multiple pairs of rhyming words.
Child orally identifies rhyming words and nonrhyming words and generates words that rhyme with other words from the poem. (III.B.6)
Child creates a book about an important family or classroom event. He/she Illustrates and dictates the story in a student created book (using blank, unlined paper) in a way that shows a sequence to this event from beginning to end. The student shares the completed book to teacher or small group of peers demonstrating proper reading behaviors that include left to right, top to bottom, front/ back of book, while retelling story. (III.A.2, II.E.5,
IV.D.1)
Read or listen to an informational text.
Illustrate and (with adult assistance) label three things learned about the topic. Using appropriate oral conventions, share with a small group or the whole class. (II.D.5, II.E.3,
III.D.1, III.D.2, IV.D.1)