KINDERGARTEN REPORT CARD PERFORMANCE LEVEL INDICATORS

Transcription

1 KINDERGARTEN REPORT CARD PERFORMANCE LEVEL INDICATORS I- Insufficient Consistently working below kindergarten standards, even with a high level of teacher support P- Progressing Consistently making progress toward kindergarten standards P- (P minus) indicates a concern over the consistency or rate of progress toward kindergarten standards. (Throughout the year, most students will be progressing toward mastery.) M- Mastery Consistently meeting assigned kindergarten standards (Mastery of all kindergarten content standards is the end goal for all kindergarten students.) A student who receives an M on a report card indicator has consistently shown mastery of that skill or concept by demonstrating the descriptors listed in the right column. These performance level descriptors are based on the kindergarten student expectations of the Texas Essential Knowledge and Skills (TEKS). TEKS for each course and grade level are found on the Texas Education Agency website under curriculum. A P indicates that a student is successfully showing consistent progress toward full mastery of a kindergarten standard. (Teachers may write a minus (-) following a P to indicate a concern regarding the consistency or pace of progress,) An I indicates that a student s progress is consistently below grade level expectations. Students will be scored on assigned content each six weeks. A student might receive an M in language arts one six weeks and a P the following six weeks as the assigned content becomes more complex. The table below shows the kindergarten language arts student expectations grouped by the reporting categories listed on the kindergarten report card. LANGUAGE ARTS READING Understands how English is written/printed Displays phonological awareness Uses decoding strategies to comprehend texts Understands and uses new vocabulary from texts Comprehends a variety of texts* *Students are expected to provide text evidence to support understanding for a variety of texts. Target Performance Level: M Student Consistently Exhibits Mastery of Assigned Skill/Concept K.1A Recognize that words can be re by print K.1B Identify upper- and lower-case letters (and sounds) *See chart K.1C Demonstrate one-to-one correspondence between a spoken word and a printed word in text K.1D Recognize the difference between a letter and a printed word K.1E Demonstrate an awareness of word boundaries (including the role of spaces between words) K.1F Demonstrate book directionality (front/back, page turning, word directionality) K.1G Identify parts of a book (e.g., front and back covers, title page) K.2A Identify a sentence made up of a group of words K.2B Identify syllables in spoken words K.2C Orally generate rhymes K.2D Distinguish orally rhyming pairs from non-rhyming pairs K.2E Recognize spoken alliteration or groups of words that begin with the same onset or initial sound K.2F Blend spoken onsets and rimes to form simple words (onset /c/ and rime /at/ make cat) K.2G Blend spoken phonemes to form one-syllable words (/m/ /a/ /n/ says man) K.2H Isolate the initial sound in one-syllable spoken words K.2I Segment spoken one-syllable words into two to three phonemes (dog:/d/ /o/ /g/) K.3A Identify the common sounds that letters represent K.3B Use knowledge of letter-sound relationships to decode regular words in text and independent of content K.3C Recognize that new words are created when letters are changed, added, or deleted K.5A Identify and use words that name actions, directions, positions, sequences, and locations K.5B Recognize that compound words are made up of shorter words K.5C Identify and sort pictures of objects into conceptual categories (e.g., colors, shapes, textures) K.5D Use a picture dictionary to find words Literary Text: Theme/Genre K.6A Identify elements of a story including setting(s), character(s), and key events K.6B Discuss the big idea (theme) of a well-known folktale or fable and connects it to personal experience K.6C Recognize sensory details K.6D Recognize recurring phrases and characters in traditional fairy tales, lullabies, and folktales from various cultures Poetry K.7A Respond to rhythm and rhyme in poetry by identifying a regular beat and similarities in word sounds Fiction

2 Sight Words (reported on back of report card) WRITING Writes a variety of texts* *Adult assistance required according to state standards Writing research* *Adult assistance required according to state standards ORAL AND WRITTEN CONVENTIONS Conventions and academic language* *Adult assistance required according to state standards as indicated Handwriting, capitalization, and punctuation Spelling LISTENING AND SPEAKING Uses comprehension skills to speak, work productively, & listen to others in formal and informal settings K.8A Retell a main event from a story read aloud K.8B Describe characters in a story and reasons for their actions Informational Text: Culture and History K.9A Identify the topic of cultural and historical texts (read to the student) Expository Text K.10A Identify the topic and details in expository text (read or heard), referring to the words and/or illustrations K.10B Retell important facts in a text (read or heard) K.10C Discuss ways authors group information in text K.10D Use titles and illustrations to make predictions about text Procedural Texts K.11A Follow pictorial directions (e.g., recipes, science experiments) K.11B Identify the meaning of specific signs (e.g., traffic signs, warning signs) Media Literacy K.12A Identify different forms of media (e.g., advertisements, newspapers, radio programs) K.12B Identify techniques used in media (e.g., sound, movement) Comprehension Standards Integrated Across Genres K.4A/10D Predict what might happen in text based on the cover, title, and illustrations Fig19A Discuss purposes for reading and listening to various texts Fig19B/4B Ask and respond to questions about texts Fig19C Monitor & adjust comprehension Fig19D Make inferences based on covers, titles, illustrations, and plots Fig19E/8A/10B Retell or act out important events in stories Fig19F Make connections to own experiences, to ideas in other texts, to the larger, & discuss textual evidence K.3D Identify and read at least 25 high frequency words from the MISD High Frequency Word List *See chart Writing Process K.13A Plan a first draft by generating ideas for writing through class discussion K.13B Develop drafts by sequencing the action or details in a story K.13C Revise by adding details or sentences K.13D Edit drafts by leaving spaces between letters and words K.13E Share writing with others Literary Text K.14A Dictate or write sentences to tell a story and begin to put the sentences in chronological sequence K.14B Write short poems Expository and Procedural Text K.15A Dictate or write information for lists, captions, or invitations K.19A Develop a plan by asking questions about topics of class wide interest K.19B Decide what sources or people can answer these questions K.20A Gather evidence from provided text sources K.20B Use pictures in conjunction with writing when documenting research K.16Ai Understand and use past and future tenses (speaking only) K.16Aii Understand and use nouns (singular and plural) K.16Aiii Understand and use descriptive words K.16Aiv Understand and use prepositions and simple prepositional phrases appropriate to speaking or writing K.16Av Understand and use pronouns (e.g., I, me) K.16B Speak in complete sentences to communicate K.16C Use complete simple sentences K.17A Form upper- and lower-case letters legibly using the basic conventions of print (left-to-right and top-to-bottom) K.17B Capitalize the first letter in a sentence K.17C Use punctuation at the end of a sentence K.18A Use phonological knowledge to match sounds to letters K.18B Use letter-sound correspondences to spell consonant-vowel-consonant (CVC) words K.18C Write one s own name K.21A Listen attentively by facing speakers and asking questions to clarify information K.21B Follow oral directions that involve a short related sequence of actions K.22A Share information and ideas by speaking audibly and clearly The table below shows the kindergarten mathematics student expectations grouped by the reporting categories listed on the kindergarten report card. MATHEMATICS Target Performance Level: M

3 Student Consistently Exhibits Mastery of Assigned Skill/Concept MATHEMATICAL PROCESS STANDARDS (Integrated into each content standard) Uses mathematical processes to acquire and demonstrate mathematical understanding (These standards are not reported separately on the report card. Instead these are incorporated into the content each six weeks.) NUMBERS Reads, writes, and represents numbers 0-20 Counts forward and backward to 20 Compares quantities up to 20 Composes and decomposes numbers to 10 Recites numbers to 100 COMPUTATION Models, solves, and explains addition and subtraction problems with numbers to 10 GEOMETRY Identifies and sorts 2-D shapes and 3-D solids Compares measurable attributes of objects DATA AND FINANCE Creates and interprets picture graphs Understands personal financial literacy K.1A Apply mathematics to problems arising in everyday life, society, and the workplace K.1B Use a problem-solving model that incorporates analyzing given information, formulating a plan or strategy, determining a, justifying the, and evaluating the problem-solving process and the reasonableness of the K.1C Select tools, including real objects, manipulatives, paper and pencil, and technology as appropriate, and techniques, including mental math, estimation, and number sense, as appropriate, to solve problems K.1D Communicate mathematical ideas, reasoning, and their implication using multiple representations, including symbols, diagrams, graphs, and language, as appropriate K.1E Create and use representations to connect and communicate mathematical ideas K.1F Analyze mathematical relationship to connect and communicate mathematical ideas. K.1G Display, explain, and justify mathematical ideas and arguments using precise mathematical language in written or oral communication K.2B Read, write, and represent whole numbers from 0 to at least 20 with and without objects and pictures K.2C Count a set of objects up to at least 20 and demonstrate that the last number said tells the number of objects in the set regardless of their arrangement or order K.2D Recognize instantly the quantity of a small group of objects in organized and random arrangement K.2A Count forward and backward to at least 20 with and without objects K.2E Generate a set using concrete and pictorial models that represents a number that is more than, less than, and equal to a given number up to 20 K.2F Generate a number that is one more than or one less than another number up to at least 20 K.2G Compare sets of objects up to at least 20 in each set using comparative language K.2H Use comparative language to describe the relationship between two numbers K.2I Compose and decompose numbers up to 10 with objects and pictures K.5A Recite numbers up to at least 100 by ones and tens beginning with any given number K.3A Model the action of joining to represent addition and the action of separating to represent subtraction K.3B Solve word problems using objects and drawings to find sums up to 10 and differences within 10 K.3C Explain the strategies used to solve problems involving adding and subtracting within 10 using spoken words, concrete and pictorial models, and number sentences K.6A Identify two-dimensional shapes, including circles, triangles, rectangles, and squares as special rectangles K.6B Identify three-dimensional solids, including cylinders, cones, spheres, and cubes, in the real world K.6C Identify two-dimensional components of three-dimensional objects K.6D Identify attributes of two-dimensional shapes using informal and formal geometric language interchangeably K.6E Classify and sort a variety of regular and irregular two- and three-dimensional figures regardless of orientation or size K.6F Create two-dimensional shapes using a variety of materials and drawings K.7A Give an example of a measurable attribute of a given object, including length, capacity, and weight K.7B Compare two objects with a common measurable attribute to see which object has more of/less of the attribute and describe the difference K.8A Collect, sort, and organize data into two or three categories K.8B Use data to create real-object and picture graphs K.8C Draw conclusions from real-object and picture graphs K.4A Identify U. S. coins by name, including pennies, nickels, dimes, and quarters K.9A Identify ways to earn income K.9B Differentiate between money received as income and money received as gifts K.9C List simple skills required for jobs K.9C Distinguish between wants and needs and identify income as a source to meet one s wants and needs The table below shows the kindergarten science student expectations grouped by the reporting categories listed on the kindergarten report card. Target Performance Level: M SCIENCE Student Consistently Demonstrates Mastery of Assigned Skill/Concept ONGOING SKILLS: First-Sixth Six Weeks Uses scientific investigation and reasoning skills to explore and understand science concepts K.1A Identify and demonstrate safe practices as described in the Texas Safety Standards during classroom and outdoor investigations, including wearing safety goggles, washing hands, and using materials appropriately; K.1B Discuss the importance of safe practices to keep self and others safe and healthy; and K.1C Demonstrate how to use, conserve, and dispose of natural and materials such as conserving water and reusing or recycling paper, plastic, and metal. ask questions about organisms, objects, and events observed in the natural world;

4 (These standards are incorporated into the science content each six weeks.) FIRST SIX WEEKS SECOND SIX WEEKS THIRD SIX WEEKS FOURTH SIX WEEKS FIFTH SIX WEEKS SIXTH SIX WEEKS K.2B Plan and conduct simple descriptive investigations such as ways objects move; K.2C Collect data and make observations using simple equipment such as hand lenses, primary balances, and non-standard measurement tools; K.2D Record and organize data and observations using pictures, numbers, and words; and K.2E Communicate observations with others about simple descriptive investigations. K.3A Identify and explain a problem such as the impact of littering on the playground and propose a in his/her own words K.3B Make predictions based on observable patterns in nature such as the shapes of leaves K3.C Explore that scientists investigate different things in the natural world and use tools to help in their investigations. K.4A Collect information using tools, including computers, hand lenses, primary balances, cups, bowls, magnets, collecting nets, and notebooks; timing devices, including clocks and timers; non-standard measuring items such as paper clips and clothespins; weather instruments such as demonstration thermometers and wind socks; and materials to support observations of habitats of organisms such as terrariums and aquariums; and K.4B Use senses as a tool of observation to identify properties and patterns of organisms, objects, and events in the environment K.1B Use senses as a tool of observation to identify properties and patterns of organisms, objects, and events in the environment. K.5A Observe and record properties of objects, including relative size and mass, such as bigger or smaller and heavier or lighter, shape, color, and texture; and K.6C Observe and describe the location of an object in relation to another such as above, below, behind, in front of, and beside; and K.6D Observe and describe the ways that objects can move such as in a straight line, zigzag, up and down, back and forth, round and round, and fast and slow. K.6A Use the five senses to explore different forms of energy such as light, heat, and sound; K.6B Explores the interactions between magnets and various materials K.5B Observe, record, and discuss how materials can be changed by heating and cooling K.8A Observe and describe weather changes from day to day and over the seasons K.8B Identify events that have repeated patterns including seasons of the year and day and night K.5B Observe, record, and discuss how materials can be changed by heating and cooling K.7A Observe, describe, compare, and sort rocks by size, shape, color, and texture K.7B Observe and describe the physical properties of natural sources of water, including color and clarity K.7C Give examples of ways that rocks, soil, and water are useful K.9A Differentiate between living and nonliving things based upon whether they have basic needs and produce offspring K.9B Examine evidence that living things have basic needs such as food, water and shelter for animals and air, water, nutrients, sunlight and space for plants K.10A Sort plants and animals into groups based on physical characteristics such as color, size, body covering, or leaf shape K.10B Identify parts of plants such as roots, stems, and leaves, and parts of animals such as head, eyes, and limbs K.10C Observe changes that are part of the simple life cycle of a plant: seed, seedling, plant, flower, fruit (may go in to 6 th six weeks) K.10A Sort plants and animals into groups based on physical characteristics such as color, size, body covering, or leaf shape K.10B Identify parts of plants such as roots, stems, and leaves, and parts of animals such as head, eyes, and limbs The table below shows the kindergarten social studies student expectations grouped by the reporting categories listed on the kindergarten report card. Target Performance Level: M SOCIAL STUDIES Student Consistently Demonstrates Mastery of Assigned Skill/Concept FIRST SIX WEEKS K.4B Locate places on the school campus and describe their relative locations K.6A Identify basic human needs of food, clothing, and shelter K.6B Explain the difference between needs and wants K.6C. Explain how basic human needs can be met such as through self-producing, purchasing, and trading K.8B Identify rules that provide order, security, and safety in the home and school K.9A Identify authority figures in the home, school, and K.9B Explain how authority figures make and enforce rules

5 SECOND SIX WEEKS THIRD SIX WEEKS K.10A Identify the flags of the United States and Texas K.10B Recite the Pledge of Allegiance to the United States Flag and the Pledge to the Texas Flag K.10C Identify Constitution Day as a celebration of American freedom K.11A Identify similarities and differences among people such as kinship, laws, and religion K.11B Identify similarities and differences among people such as music, clothing, and food K.13A Identify examples of technology used in the home and school and music K.14C Sequence and categorize information K.15B Create and interpret visuals, including pictures and maps decision K.2A Identify contributions of historical figures, including Stephen F. Austin, George Washington, Christopher Columbus, and José Antonio Navarro, who helped to shape the state and nation K.2B Identify contributions of patriots and good citizens who have shaped the K.3A Place events in chronological order and tomorrow K.4A Use terms, including over, under, near, far, left, and right, to describe relative location K.5B Identify the characteristics of place such as ways of earning a living, shelter, clothing, food, and activities are based upon geographic location K.6C Explain how basic human needs can be met such as through self-producing, purchasing, and trading K.7A Identify jobs in the home, school, and K.7B Explain why people have jobs K.8B Identify rules that provide order, security, and safety in the home and school K.10A Identify the flags of the United States and Texas K.10B Recite the Pledge of Allegiance to the United States Flag and the Pledge to the Texas Flag K.11A Identify similarities and differences among people such as kinship, laws, and religion K.13A Identify examples of technology used in the home and school K.13B Describe how technology helps accomplish specific tasks and meet people's needs K.13C Describe how his or her life might be different without modern technology and music K.14C Sequence and categorize information K.15B Create and interpret visuals, including pictures and maps K.1A Explain the reasons for national patriotic holidays such as Presidents' Day, Veterans Day, and ; and K.3A Place events in chronological order and tomorrow. K.5A Identify the physical characteristics of place such as landforms, bodies of water, natural, and weather K.7A Identify jobs in the home, school, and K.8B Identify rules that provide order, security, and safety in the home and school K.10A Identify the flags of the United States and Texas K.10B Recite the Pledge of Allegiance to the United States Flag and the Pledge to the Texas Flag

6 FOURTH SIX WEEKS FIFTH SIX WEEKS K.12A Describe and explain the importance of family customs and traditions K.12B Compare family customs and traditions and music; K.14C Sequence and categorize information. K.15B Create and interpret visuals, including pictures and maps. K.1A Explain the reasons for national patriotic holidays such as Presidents' Day, Veterans Day, and K.1B Identify customs associated with national patriotic holidays such as parades and fireworks on K.2A Identify contributions of historical figures, including Stephen F. Austin, George Washington, Christopher Columbus, and José Antonio Navarro, who helped to shape the state and nation K.2B Identify contributions of patriots and good citizens who have shaped the. K.3A Place events in chronological order; and and tomorrow. K.8B Identify rules that provide order, security, and safety in the home and school. K.10A Identify the flags of the United States and Texas; K.10B Recite the Pledge of Allegiance to the United States Flag and the Pledge to the Texas Flag; K.11A Identify similarities and differences among people such as kinship, laws, and religion K.13A Identify examples of technology used in the home and school; and music; K.14C Sequence and categorize information. K.15B Create and interpret visuals, including pictures and maps. K.2A Identify contributions of historical figures, including Stephen F. Austin, George Washington, Christopher Columbus, and José Antonio Navarro, who helped to shape the state and nation K.2B Identify contributions of patriots and good citizens who have shaped the. K.3A Place events in chronological order and tomorrow. K4C Identify tools that aid in determining location, including maps and globes. K.5A Identify the physical characteristics of place such as landforms, bodies of water, natural, and weather K.5B Identify how the human characteristics of place such as ways of earning a living, shelter, clothing, food, and activities are based upon geographic location. K.8B Identify rules that provide order, security, and safety in the home and school. K.10A Identify the flags of the United States and Texas; K.10B Recite the Pledge of Allegiance to the United States Flag and the Pledge to the Texas Flag; K.11A Identify similarities and differences among people such as kinship, laws, and religion; and K.13A Identify examples of technology used in the home and school; and music; K.14C Sequence and categorize information. ; and ; and

7 SIXTH SIX WEEKS K.1A Explain the reasons for national patriotic holidays such as Presidents' Day, Veterans Day, and K.1B Identify customs associated with national patriotic holidays such as parades and fireworks on ; K.8B Identify rules that provide order, security, and safety in the home and school. K.10A Identify the flags of the United States and Texas; K.10B Recite the Pledge of Allegiance to the United States Flag and the Pledge to the Texas Flag; K.13A Identify examples of technology used in the home and school; K.13B Describe how technology helps accomplish specific tasks and meet people's needs; K.13C Describe how his or her life might be different without modern technology.