KINDERGARTEN REPORT CARD RUBRIC. Performance Level 2

Transcription

1 KINDERGARTEN REPORT CARD RUBRIC READING Understands how English is Written/Printed Uses Strategies to Comprehend Texts Understands and Uses New Vocabulary from Texts Comprehends Literary Texts: Theme &Genre Poetry Fiction /assistance. The student and increasing frequency. The student recognizes that words can be represented by print identifies upper- and lower-case letters demonstrates one-to-one correspondence between a spoken word and a printed word in text recognizes the difference between a letter and a printed word demonstrates an awareness of word boundaries (including the role of spaces between words) demonstrates book directionality (front/back, page turning, word directionality) identifies parts of a book (e.g., front and back covers, title page) skill/concept consistently. The student s. The student independently Comprehension Main Focus: comprehends a variety of texts drawing on useful strategies as needed predicts what might happen in text based on the cover, title, and illustrations asks questions and responds to questions about texts read aloud identifies and reads at least 25 RRISD High Frequency Words from the RRISD High Frequency Word List (in the context of reading books, texts) discusses purposes for reading & listening to various texts asks & responds to questions about texts monitors & adjusts comprehension makes inferences based on covers, titles, illustrations, & plots retells or acts out important events in stories makes connections to own experiences, to ideas in other texts, to the larger community, & discusses textual evidence Decoding Supports Comprehension: uses the relationships between letters and sounds, spelling patterns, and morphological analysis to decode written English use letter-sound relationships to decode words decodes words in isolation new words are created when letters are changed, added, or deleted reads base words with inflectional endings identifies and reads at least 25 high-frequency words from the RRISD High Frequency Word List understands new vocabulary and uses it correctly when reading and writing identifies words that name actions, directions, positions, sequences, and locations recognizes that compound words are made up of shorter words identifies and sorts pictures of objects into conceptual categories (e.g., colors, shapes, textures) uses a picture dictionary to find words Theme and Genre provides text evidence to understanding identifies elements of a story including setting(s), character(s), and key events discusses the big idea (theme) of a well-known folktale or fable and connects it to personal experience recognizes sensory details recognizes recurring phrases and characters in traditional fairy tales, lullabies, and folktales from various cultures Poetry identifies rhythm and rhyme in poetry by identifying a regular beat identifies rhythm and rhyme in poetry by identifying similarities in word sounds Fiction retells a main event from a story read aloud RRISD Kindergarten Grade Report Card Rubric (Rev ) Page 1

2 Comprehends Informational Texts: Culture & History Expository Texts Procedural Texts Comprehends Media Literacy [adult assistance required according to state standards where indicated] describes characters in a story and reasons for their actions Culture and History analyzes the author s purpose in cultural, historical, and contemporary text draws conclusions about the author s purpose in cultural, historical, and contemporary text provides text evidence to understanding identifies the topic of cultural and historical texts (read to the student) Expository Text identifies the topic and details in expository text (read or heard), referring to the words and/or illustrations retells important facts in a text (read or heard) discusses ways authors group information in text uses titles and illustrations to make predictions about text Procedural Texts gleans (extracts) and uses information in procedural texts and documents follows pictorial directions (e.g., recipes, science experiments) identifies the meaning of specific signs (e.g., traffic signs, warning signs) uses comprehension skills to identify how words, images, graphics and sounds work together in various forms to impact meaning identifies different forms of media (e.g., advertisements, newspapers, radio programs) identifies techniques used in media (e.g., sound, movement) WRITING Uses the Writing Process to Compose Texts [adult assistance required according to state standards] Writing Literary Texts Writing Expository and Procedural Texts /assistance. The student and increasing frequency. The student skill/concept consistently. The student uses elements of the writing process (planning, drafting, revising, editing, and publishing to compose text) plans a first draft by generating ideas for writing through class discussion develops drafts by sequencing the action or details in a story revises by adding details or sentences edits drafts by leaving spaces between letters and words shares writing with others writes literary texts to express ideas and feelings about real or imagined people, events, and ideas dictates or writes sentences to tell a story and begins to put the sentences in chronological sequence writes short poems writes expository and procedural or work-related texts to communicate ideas and information to specific audiences for specific purposes dictates or writes information for lists, captions, or invitations s. The student independently RRISD Kindergarten Grade Report Card Rubric (Rev ) Page 2

3 ORAL & WRITTEN CONVENTIONS Conventions & Academic Language [adult assistance required according to state standards where indicated] Handwriting, Capitalization, & Punctuation Spelling /assistance. The student and increasing frequency. The student skill/concept consistently. The student understands the function of and uses the conventions of academic language when speaking and writing understands and uses past and future tenses (speaking only) with adult assistance understands and uses nouns (singular and plural) with adult assistance understands and uses descriptive words with adult assistance understands and uses prepositions and simple prepositional phrases appropriate to speaking or writing with adult assistance understands and uses pronouns (e.g., I, me) with adult assistance speaks in complete sentences to communicate uses complete simple sentences (in writing) writes legibly in their compositions uses appropriate capitalization and punctuation conventions in their compositions forms upper- and lower-case letters legibly using the basic conventions of print (left-to-right and top-to-bottom) capitalizes the first letter in a sentence uses punctuation at the end of a sentence spells correctly uses phonological knowledge to match sounds to letters uses letter-sound correspondences to spell consonant-vowel-consonant (CVC) words writes one s own name writes at least 25 RRISD High Frequency Words from the RRISD High Frequency Word List (in stories and journals) s. The student independently RESEARCH Research Plan [adult assistance required according to state standards where indicated] Gathering Sources [adult assistance required according to state standards where indicated] /assistance. The student and increasing frequency. The student skill/concept consistently. The student answers open-ended questions develops a plan for answering research questions asks questions about topics of class-wide interest decides what sources or people in the classroom, school, library, or home can answer generated questions determines, locates, and explores the full range of relevant sources addressing a research question systematically records information gathered from a full range of relevant resources to address a research question gathers evidence from sources provided uses pictures in conjunction with writing when documenting research s. The student independently RRISD Kindergarten Grade Report Card Rubric (Rev ) Page 3

4 LISTENING & SPEAKING Uses comprehension skills to listen to others in formal and informal settings /assistance. The student and increasing frequency. The student uses comprehension skills to listen attentively to others in formal and informal settings listens attentively by facing speakers and asking questions to clarify information follows oral directions that involve a short related sequence of actions skill/concept consistently. The student s. The student independently Speaks clearly and to the point Works productively with other team members speaks clearly and to the point shares information and ideas speaking audibly and clearly works productively with others in teams follows agreed-upon rules for discussion takes turns, speaking one at a time MATH Uses mathematical processes to acquire and demonstrate math understanding Begins to make drawings and use manipulatives in appropriate ways, with Begins to select a problem solving strategy, with Begins to use concrete, and pictorial models and representations, with Begins to use math vocabulary and communicates ideas, with Problem Solving Skills/Concepts, uses drawings and manipulatives to begin to solve problems, begins to explain problem solving strategy and solutions with limited language, begins to use concrete, and pictorial models and representations, makes progress with math vocabulary, makes progress toward using logical reasoning to justify thinking Exhibits mastery of skill/concept Consistently identifies math in everyday situations Consistently solves problems with that include processes of understanding the problem, making a plan, carrying out the plan and evaluating the solution for reasonableness Consistently selects or develops an appropriate problem-solving strategy (draw picture, look for pattern, systematic guess & check, act out) Consistently uses tools (real objects, manipulatives, technology) Consistently communicates math ideas using objects, words, pictures, and numbers Consistently relates everyday language to math language and symbols Consistently uses logical reasoning Independently gives evidence of selecting appropriate strategies Independently gives clear explanation of conceptual understandings using precise math language Independently applies concrete, pictorial, and abstract models and representations to work Independently uses multiple representations to communicate math (symbols, diagrams, graphs, language) Independently selects mathematical tools Uses numbers to name quantities Begins to recognize and name fewer than 9 numbers, with Begins to demonstrate one to one correspondence, with Number & Operations Skills/Concepts, recognizes and uses numbers in verbal or written form Consistently displays math concepts in problem solving connected to everyday life RRISD Kindergarten Grade Report Card Rubric (Rev ) Page 4 Independently recognizes and uses sets of objects beyond 21 Independently forms connection

5 Uses comparative language to compare sets of objects Begins to compare a set as more/less/equal to another set with Begins to use one to one correspondence and language such as more than, same as, and two less than to describe sizes of sets, demonstrates one-to-one correspondence With increasing frequency uses one to one correspondence and language such as more than, same as, and two less than to describe sizes of sets compares sets as more/less/equal to another set, makes progress using language such as before or after to describe position of objects Consistently forms connection between counting with a set of objects and the number that describes a set of objects Consistently compares sets as more/less/greater/equal to another set. Consistently uses one to one correspondence and language such as more than, same as, and two less than to describe sizes of sets between counting with a set of objects and the number that describes a set of objects Consistently gives evidence that the student conserves number Consistently gives evidence that the student understands cardinality of number (last item stated names set) Consistently reads, writes, and represents whole numbers without objects Consistently understands relationships within numeration system Consistently subitizes small groups of objects in random and organized arrangements Independently uses one to one correspondence and language such as more than, same as, and two less than to describe sizes of sets Consistently uses comparative language to describe two numbers up to 20 as written numerals. Consistently generates a set using pictorial models more/less/greater/equal to a given number up to 20 Independently generates a number that is more or less than a given whole number up to 20 without concrete and pictorial models Models addition and subtraction Begins to model addition and subtraction situations using concrete objects, with Begins to communicate thinking, with, models and creates addition and subtraction problems in real situations within sums to 5 using manipulatives concrete objects and/or pictorial representations Consistently models and creates addition and subtraction problems in real situations with concrete objects and/or pictorial representations Independently uses concrete, pictorial, and abstract models and representations to represent addition and subtraction problems in real situations Consistently models separating sets to represent subtraction and joining sets to represent addition Consistently composes and decomposes numbers up to 10 with objects and pictures Consistently uses drawings when solving word problems Consistently explains the strategies used to solve problems RRISD Kindergarten Grade Report Card Rubric (Rev ) Page 5

6 Applies process standards to identify coins Counts by ones to 100 Recognizes attributes of twodimensional shapes Recognizes attributes of threedimensional solids Begins to identify U.S. coins by name, including pennies, nickels, dimes, and quarters Begins to count by 1 s to 20, with Begins to use math vocabulary with Begins to recognize circles, triangles, rectangles, and squares (as a special type of rectangle), with Begins to recognize 2 or fewer of the above 2D shapes, with Begins to recognize 2D shapes in the classroom, with Begins to use informal kindergarten geometry vocabulary, with Begins to describe and compare real-life objects (balls, boxes, cans, cones) or models of 3D figures Begins to recognize real-life 3D figures or models, identifies U.S. coins by name, including pennies, nickels, dimes, and quarters Algebraic Reasoning Skills/Concepts, counts by 1 s to 100, counts by ones to a number less than 100 Geometry Skills/Concepts, makes progress toward naming and recognizing attributes of four of the 2D shapes, recognizes circles, triangles, rectangles, and squares (as a special type of rectangle), uses informal kindergarten geometry vocabulary, describes and compares real-life objects (balls, boxes, cans, cones) or models of 3D figures, recognizes real-life 3D figures or models Measurement Skill/Concepts Consistently identifies U.S. coins by name, including pennies, nickels, dimes, and quarters Consistently counts by ones to 100 independently Consistently names and recognizes attributes of four of the 2D shapes Consistently recognizes circles, triangles, rectangles and squares (as a special type of rectangle) Consistently uses informal kindergarten geometry vocabulary Consistently describes and compares real-life objects (balls, boxes, cans, cones) or models of 3D figures Consistently recognizes real-life 3D figures or models Independently identifies U.S. coins by name, including pennies, nickels, dimes, and quarters Independently counts beyond 100 Independently applies pattern strategies in problem solving Independently uses concrete, pictorial and abstract models and representations Independently names and recognizes attributes of four of the 2D shapes Independently recognizes circles, triangles, rectangles and squares (as a special type of rectangle) Independently uses informal kindergarten geometry vocabulary Consistently uses formal kindergarten geometry vocabulary Consistently classifies and sorts irregular 2D shapes Consistently creates 2D shapes using various materials, drawings Consistently analyzes attributes to develop generalizations about the properties of 2D shapes Independently describes and compares real-life objects or models of 3D figures Independently recognizes real-life figures or models. Consistently classifies and sorts irregular three-dimensional shapes Consistently uses formal geometric vocabulary for three-dimensional shapes Directly compares attributes of length, capacity, and weight Begins to directly compare and order two or more objects by, directly compares or Consistently directly compares and Independently compares or orders length, weight, and capacity, with orders the following: length, weight, orders 2 or 3 concrete objects Independently begins to experiment and capacity according to length (longer/shorter with some indirect measurement Begins to use math measurement than, same) (compares two objects to a third RRISD Kindergarten Grade Report Card Rubric (Rev ) Page 6

7 Constructs and uses graphs of real objects or pictures SCIENCE Understands science concepts presented and comparative vocabulary, with Begins to construct a graph of real objects, with Begins to locate one piece of information from the graph, with Begins to organize information, with Begins to use math vocabulary with Begins to observe and record properties of objects; and observes, records and discusses how materials are changed by heating and cooling. Begins to explore light, heat and sound energy using the five senses; explores interactions between magnets and other materials; observes and describes the location of an object in relation to another; and observes and describes the ways that objects can move. Begins to observe, describe, compare and sort rocks by size, shape, color and texture; observes and describes physical properties of natural sources of water; and gives examples of ways rocks, soil and water are useful., makes progress using math measurement and comparative vocabulary Data Analysis Skills/Concepts, constructs a graph of real objects or pictures, uses correct vocabulary when answering questions, makes progress towards using information from a graph of real objects or pictures when answering questions Physical, Life and Earth Science observes and records properties of objects; and observes, records and discusses how materials are changed by heating and cooling. explores light, heat and sound energy using the five senses; explores interactions between magnets and other materials; observes and describes the location of an object in relation to another; and observes and describes the ways that objects can move. observes, describes, compares and sorts rocks by size, shape, color and texture; observes and describes physical properties Consistently directly compares two containers according to capacity (holds more/less/same) Consistently directly compares two objects according to weight (heavier/lighter/equal) Consistently uses math measurement and comparative vocabulary Consistently constructs graphs using real objects or pictures in order to answer questions Consistently uses information from a graph of real objects or pictures in order to answer questions Consistently displays math concepts in problem solving connected to everyday life Exhibits mastery of skill/concept Consistently observes and records properties of objects; and observes, records and discusses how materials are changed by heating and cooling. Consistently explores light, heat and sound energy using the five senses; explores interactions between magnets and other materials; observes and describes the location of an object in relation to another; and observes and describes the ways that objects can move. Consistently observes, describes, compares and sorts rocks by size, shape, color and texture; observes and describes physical properties of natural sources of water; and gives examples of ways rocks, soil RRISD Kindergarten Grade Report Card Rubric (Rev ) Page 7 with same attribute to compare the two objects) Independently applies knowledge of comparative measure to math problem solving Independently uses language used to communicate measurements and comparisons Consistently provides examples of measureable attributes of a given object, including length, capacity, and weight Independently uses mathematical language in explanations of information (We had two more sunny days than rainy days.) Independently creates pictorial representations of quantifiable concepts Independently begins to use symbols to represent pictures or real objects Consistently uses a graph to draw conclusions Independently observes and records properties of objects; and observes, records and discusses how materials are changed by heating and cooling. Independently explores light, heat and sound energy using the five senses; explores interactions between magnets and other materials; observes and describes the location of an object in relation to another; and observes and describes the ways that objects can move. Independently observes, describes, compares and sorts rocks by size, shape, color and texture; observes and describes physical properties of natural sources of water; and gives examples of ways rocks, soil

8 Begins to observe and describe weather changes from day to day and over seasons; identifies natural events that have repeating patterns; and observes, describes and illustrates objects in the sky. Begins to differentiate between living and nonliving things based upon whether they have basic needs and produce offspring; and examines evidence that living organisms have basic needs. Begins to sort plants and animals into groups based on physical characteristics; identifies parts of plants and animals; identifies ways that young plants resemble the parent plant; and observes changes that are part of a simple life cycle of a plant. of natural sources of water; and gives examples of ways rocks, soil and water are useful. observes and describes weather changes from day to day and over seasons; identifies natural events that have repeating patterns; and observes, describes and illustrates objects in the sky. differentiates between living and nonliving things based upon whether they have basic needs and produce offspring; and examines evidence that living organisms have basic needs. sorts plants and animals into groups based on physical characteristics; identifies parts of plants and animals; identifies ways that young plants resemble the parent plant; and observes changes that are part of a simple life cycle of a plant. and water are useful. Consistently observes and describes weather changes from day to day and over seasons; identifies natural events that have repeating patterns; and observes, describes and illustrates objects in the sky. Consistently differentiates between living and nonliving things based upon whether they have basic needs and produce offspring; and examines evidence that living organisms have basic needs. Consistently sorts plants and animals into groups based on physical characteristics; identifies parts of plants and animals; identifies ways that young plants resemble the parent plant; and observes changes that are part of a simple life cycle of a plant. and water are useful. Independently observes and describes weather changes from day to day and over seasons; identifies natural events that have repeating patterns; and observes, describes and illustrates objects in the sky. Independently differentiates between living and nonliving things based upon whether they have basic needs and produce offspring; and examines evidence that living organisms have basic needs. Independently sorts plants and animals into groups based on physical characteristics; identifies parts of plants and animals; identifies ways that young plants resemble the parent plant; and observes changes that are part of a simple life cycle of a plant. Uses scientific investigation and reasoning skills to explore and understand science concepts. Begins to conduct investigations following safety procedures and use environmentally responsible practices - identifies and demonstrates safe practices during classroom and outdoor investigations; discusses the importance of safe practices for self and others; and demonstrates how to use, conserve and dispose of natural resources and materials. Begins to develop ability to ask questions and seek answers in investigations - asks questions about organisms, objects and events observed; plans and conducts simple descriptive investigations; collects data and makes observations using simple equipment; records and organizes data and observations using pictures, numbers and words; and communicates observations with others about simple descriptive investigations. Begins to demonstrate knowledge conducts investigations following safety procedures and uses environmentally responsible practices - identifies and demonstrates safe practices during classroom and outdoor investigations; discusses the importance of safe practices for self and others; and demonstrates how to use, conserve and dispose of natural resources and materials. develops ability to ask questions and seek answers in investigations - asks questions about organisms, objects and events observed; plans and conducts simple descriptive investigations; collects data and makes observations using simple equipment; records and organizes data and observations using pictures, numbers and words; and communicates observations with others about simple descriptive Consistently conducts investigations following safety procedures and uses environmentally responsible practices - identifies and demonstrates safe practices during classroom and outdoor investigations; discusses the importance of safe practices for self and others; and demonstrates how to use, conserve and dispose of natural resources and materials. Consistently develops ability to ask questions and seek answers in investigations - asks questions about organisms, objects and events observed; plans and conducts simple descriptive investigations; collects data and makes observations using simple equipment; records and organizes data and observations using pictures, numbers and words; and communicates observations with others about simple descriptive RRISD Kindergarten Grade Report Card Rubric (Rev ) Page 8 Independently conducts investigations following safety procedures and uses environmentally responsible practices - identifies and demonstrates safe practices during classroom and outdoor investigations; discusses the importance of safe practices for self and others; and demonstrates how to use, conserve and dispose of natural resources and materials. Independently develops ability to ask questions and seek answers in investigations - asks questions about organisms, objects and events observed; plans and conducts simple descriptive investigations; collects data and makes observations using simple equipment; records and organizes data and observations using pictures, numbers and words; and communicates observations with others about simple descriptive

9 SOCIAL STUDIES Understands the concept of citizenship among self, home, school, and community Applies critical thinking skills to organize and use information from a variety of resources ART Demonstrates concepts and skills that information and critical thinking are used in scientific problem solving - identifies and explains problems and solutions in his/her own words; makes predictions based on observable patterns in nature; and explores how scientists investigate different things in the natural world using investigative tools. Begins to use age-appropriate tools and models to investigate the natural world collects information and s observations using appropriate tools and materials; uses senses as an observation tool to identify properties and patterns of organisms, objects and events in the environment. Begins to explain and participate in discussions about concepts presented Begins to use terminology and gather information from visual and oral sources such as class discussions Begins to communicate concepts and ideas in written, oral, and visual forms. Applies the art elements - line, investigations. demonstrates knowledge that information and critical thinking are used in scientific problem solving - identifies and explains problems and solutions in his/her own words; makes predictions based on observable patterns in nature; and explores how scientists investigate different things in the natural world using investigative tools. uses age-appropriate tools and models to investigate the natural world collects information and s observations using appropriate tools and materials; uses senses as an observation tool to identify properties and patterns of organisms, objects and events in the environment. Begins to explain and participate on their own and in discussions about the concepts presented Begins to use terminology and gather information from visual and oral sources such as pictures and class discussions Begins to communicate and share concepts and ideas in written, oral, and visual forms Applies the art elements - line, investigations. Consistently demonstrates knowledge that information and critical thinking are used in scientific problem solving - identifies and explains problems and solutions in his/her own words; makes predictions based on observable patterns in nature; and explores how scientists investigate different things in the natural world using investigative tools. Consistently uses age-appropriate tools and models to investigate the natural world collects information and s observations using appropriate tools and materials; uses senses as an observation tool to identify properties and patterns of organisms, objects and events in the environment. Exhibits mastery of skill/concept Consistently asks questions, shares ideas, and draws conclusions on their own and in discussions about the concepts presented Consistently uses terminology and gathers information from visuals and oral sources such as pictures and class discussions Consistently answers questions, interprets, information, and identifies problems and solutions in group settings Consistently communicates and shares concepts and ideas in written, oral, and visual forms Exhibits mastery of skill/concept RRISD Kindergarten Grade Report Card Rubric (Rev ) Page 9 investigations. Independently demonstrates knowledge that information and critical thinking are used in scientific problem solving - identifies and explains problems and solutions in his/her own words; makes predictions based on observable patterns in nature; and explores how scientists investigate different things in the natural world using investigative tools. Independently uses ageappropriate tools and models to investigate the natural world collects information and s observations using appropriate tools and materials; uses senses as an observation tool to identify properties and patterns of organisms, objects and events in the environment. Independently connects and applies knowledge on their own and in discussions about the concepts presented Independently uses terminology and gathers information from visuals and oral sources such as pictures and class discussions Independently draws conclusions, asks new questions, and identifies problems and solutions Independently communicates concepts and shares ideas in written, oral, and visual forms using a variety of formats (graphs, charts, multimedia, etc)

10 Participates in activities MUSIC Demonstrates concepts and skills color, shape, texture, form, pattern, unity and emphasis with direct to their personal artwork. Listens and participates occasionally in the art class with consistent reminders and redirections. Demonstrates singing, beat and an understanding of musical comparatives with direct. color, shape, texture, form, pattern, unity, and emphasis in their personal artwork and art discussions with minimal. Listens and participates in the art class with few reminders or redirection. Demonstrates singing, beat and an understanding of musical comparatives with minimal. Able to use a variety of materials to consistently apply the art elements - line, color, shape, texture, form, pattern, unity, and emphasis in all of their personal artwork and art discussions. Listens and participates in all of the art class projects/discussions. Exhibits mastery of skill/concept Consistently demonstrates singing, beat and an understanding of musical comparatives. Independently applies and expresses their understanding of the art elements-line, color, shape, texture, form, pattern, unity, and emphasis in all of their personal artwork and art discussions Listens critically and participates in the art class projects/discussions and demonstrates new insight/solutions to the presented problems. Independently demonstrates singing, beat and an understanding of musical comparatives. Participates in activities PHYSICAL EDUCATION Listens and participates occasionally in musical experiences with consistent reminders and redirections. Listens for a sustained period of time and participates in musical experiences with few reminders or redirection. Listen actively and responds to musical experiences. Exhibits mastery of skill/concept RRISD Kindergarten Grade Report Card Rubric (Rev ) Page 10 Listens critically and expands ideas and experiences to demonstrate new insight in musical experiences Demonstrates concepts and skills Exhibits skills/concepts with direct Exhibits skills/concepts with Exhibits mastery of skill/concept Understandings go beyond minimal grade s Participates in activities Participates with direct Participates with minimal Participates fully in activities Participation exceeds grade level expectation TECHNOLOGY Exhibits mastery of skill/concept Demonstrates creativity and innovation while developing digital products. Starts and exits programs with assistance. Creates and prints files with assistance. Uses font, color, and graphics with assistance. Creates and publishes products with assistance. Applies language skills including capitalization, punctuation, spelling, and use of numbers as grade-level appropriate. Uses a variety of input methods. Starts and exits programs with minimal. Creates and prints files with minimal. Uses font, color, and graphics with minimal. Creates and publishes products with minimal. Applies language skills including capitalization, punctuation, spelling, and use of numbers as grade-level appropriate. Uses a variety of input methods. Uses technology terminology appropriate to the task. Starts and exits programs independently. Creates and prints files independently. Uses font, color, and graphics Creates and publishes products. Applies language skills including capitalization, punctuation, spelling and use of numbers as grade-level appropriate. Uses simulations. Uses a variety of input methods. Uses technology terminology appropriate to the task. Starts and exits programs independently Creates and prints files independently. Uses technology terminology appropriate to the task. Creates and publishes products. Uses font, color, and graphics for effective communication. Applies language skills including capitalization, punctuation, spelling, and use of numbers as grade-level appropriate. Uses virtual environments and

11 Uses tech tools and digital citizenship to solve problems; communicate; collaborate; acquire, evaluate, and share information STUDENT RESPONSIBILITIES Strives for quality works/shows positive attitude toward learning Follows directions Works independently, completes work, stays on task Organizes self, materials and belongings Participates appropriately in group activities Respects adults, peers and school property Listens attentively without interrupting Takes risks to attempt new tasks Uses communication tools to participate in group projects with assistance. Creates appropriately formatted written products with assistance. Uses search strategies with assistance. Understands and follows the RRISD Acceptable Use Policy. Behaves safely and ethically online. Uses communication tools to participate in group projects with minimal. Creates appropriately formatted written products with minimal. Uses search strategies with minimal. Understands and follows the RRISD Acceptable Use Policy Behaves safely and ethically online. Understands the impact of negative online behavior Uses communication tools to participate in group projects. Creates appropriately formatted written products Learns and uses search strategies Understands and follows the RRISD Acceptable Use Policy. Behaves safely and ethically online. Understands the impact of negative online behavior simulations. Uses data to develop reasonable solutions and complete projects. Uses a variety of input methods and proper keyboarding technique. Uses technology terminology appropriate to the task. Uses communication and collaboration tools to participate in group projects. Creates appropriately formatted written products Learns and uses search strategies Uses research skills and electronic communication to create new knowledge and understanding. Evaluates acquired electronic information for usefulness and validity. Understands and follows the RRISD Acceptable Use Policy. Behaves safely and ethically online. Understands the impact of negative online behavior With direct, strives for quality work and shows positive attitude toward learning With direct, follows directions With direct, works independently, completes work and stays on task With direct organizes self, materials and belongings With direct, participates appropriately in group activities With direct, respects adults, peers and school property With direct, listens attentively without interrupting With direct, takes risks to attempt new tasks, strives for quality work and shows positive attitude toward learning, follows directions, works independently, completes work and stays on task, organizes self, materials and belongings, participates appropriately in group activities, respects adults, peers and school property, listens attentively without interrupting, takes risks to attempt new tasks Consistently strives for quality work and shows positive attitude toward learning Consistently follows directions Consistently works independently, completes work and stays on task Consistently organizes self, materials and belongings Consistently participates appropriately in group activities Consistently respects adults, peers and school property Consistently listens attentively without interrupting Consistently takes risks to attempt new tasks striving for quality work and showing positive attitude toward learning following directions working independently, completing work and staying on task organizing self, materials and belongings participating appropriately in group activities respecting adults, peers and school property listening attentively without interrupting taking risks to attempt new tasks RRISD Kindergarten Grade Report Card Rubric (Rev ) Page 11

12 Makes appropriate transitions between activities With direct, makes appropriate transitions between activities, makes appropriate transitions between activities Consistently makes appropriate transitions between activities making appropriate transitions between activities RRISD Kindergarten Grade Report Card Rubric (Rev ) Page 12