Kindergarten ELA Parent Rubric

Reading Foundational 2013-2014 Kindergarten ELA Parent Rubric ELACCKRF1: Demonstrate understanding of the organization and basic features of print. a. Follows words L to R, T to B, and page to page; * Tracks text b. recognizes that words are represented in written language by sequence *Demonstrates that print has meaning of letters; * Distinguishes among written letters, words, and sentences c. understands words are separated by spaces d. recognizes and names all upper and lowercase letters Print Concepts * Recognizes and names all upper and lowercase letters 7/26/201312:00 AM Kindergarten Page1 of 25

Reading Foundational Phonological Awareness ELACCKRF2: Demonstrate understanding of spoken words, syllables, and sounds (phonemes). a. Recognizes and produces rhyming words b. Counts, pronounces, blends, and segments syllables in spoken words c. Blends and segments onsets and rimes of single syllable spoken words * Identifies and produces rhyming words * Manipulates auditory sequences * Identifies word play in short poems, rhymes, and songs with repeated text * Identifies and uses word families d. Isolates and pronounces the initial, medial vowel, and final sounds (phonemes) in CVC words (not ending in l,r,x) e. Adds or substitutes individual sounds (phonemes) in simple, one syllable words to make new words 7/26/201312:00 AM Kindergarten Page2 of 25

Reading Foundational Phonics and Word Recognition ELACCKRF3: Know and apply grade-level phonics and word analysis skills in decoding word. a. Produces the primary sounds for each consonant b. Associates long and short sounds with common spellings (graphemes) for the 5 major vowels c. Reads common high-frequency words by sight d. Distinguishes between similarly spelled words by identifying the sounds of the letters that differ * Produces 21 consonant sounds and the short and long sounds for the five major vowels *Reads 50 sight words *Identifies how words are alike or different in all given words 7/26/201312:00 AM Kindergarten Page3 of 25

Reading Foundational Fluency ELACCKRF4: Reads emergent-reader text with purpose and understanding. Independently reads and comprehends grade level text (see chart) with appropriate: * accuracy * rate * expression * self correction 7/26/201312:00 AM Kindergarten Page4 of 25

Reading Literary ELACCKRL1: With prompting and support, ask and answer questions about key details in a text. ELACCKRL2: With prompting and support, retell familiar stories, including key details. Key Ideas and Details * Formulates sentences whose purpose is to ask questions * Understands and applies the use of question mark * Identifies the main idea of the text * Lists important details about a story * Retells familiar events in stories in order * Restates a favorite story using your own words * Analyzes important details from unimportant details * Organizes key details that are out of order * Uses story map to relate key details 7/26/201312:00 AM Kindergarten Page5 of 25

Reading Literary ELACCKRL3: With prompting and support, identifies characters, setting, and major events in a story. Key Ideas and Details * Identifies the conflict in story * Recognizes main idea of a story and identify the details that support it * Compares and contrasts characters, settings, and events in different stories Craft and Structure ELACCKRL4: Asks and answers questions about unknown words in a text. * Identifies words in a text that are unknown * Uses context clues to determine meaning of unknown words * Uses questioning techniques to formulate questions about unknown words * Replaces unknown words with synonyms 7/26/201312:00 AM Kindergarten Page6 of 25

Reading Literary Craft and Structure ELACCKRL5: Recognizes common types of text. * Identifies characteristics of stories and poems * Compares and contrasts stories * Recognizes differences between texts (magazine, newspaper, books) ELACCKRL6: With prompting and support, name the author and illustrator of a story and define the role of each in telling the story. With prompting and support, names and defines the role of author and illustrator 7/26/201312:00 AM Kindergarten Page7 of 25

Reading Literary ELACCKRL7: With prompting and support, describes the relationship between illustrations and the story in which they appear. ELACCKRL9: With prompting and support, compares and contrasts adventures and experiences of characters in familiar stories. Integration of Knowledge and Ideas * Makes predictions from pictures and titles * Uses prior knowledge, graphic features, and graphic organizers * Makes a picture-story match * Understands the concept of comparison and contrast *Discriminates among the actions of characters * Summarizes adventures of familiar characters Range of Reading and Level of Text Complexity ELACCKRL10: Actively engages in group reading activities with purpose and understanding. (not on the report card) 7/26/201312:00 AM Kindergarten Page8 of 25

Reading Informational ELACCKRI1: With prompting and support, ask and answer questions about key details in a text. ELACCKRI2: With prompting and support, identify the main topic and retell key details of a text. Key Ideas and Details * Recognizes how informational text differs from literary text * Understands how to properly ask a question * States the answers by referring explicitly to key details * Demonstrates how key details form the necessary information critical to informational text * Uses text and graphic features as sources to identify the main topic * Demonstrates understanding by orally retelling the key details 7/26/201312:00 AM Kindergarten Page9 of 25

Reading Informational Key Ideas and Details ELACCKRI3: With prompting and support, describes the connection between 2 individuals, events, ideas, or pieces of information in a text. * Understands that an individual is a person, an event is a thing that happens, an idea is something we think of, and pieces of info are what makes up informational text * Explains and describes how two things in a text may be connected Craft and Structure ELACCKRI4: With prompting and support, ask and answer questions about Student demonstrates consistent achievement within the standard. unknown words in a text. * Identifies words in a text that are unknown * Uses prior knowledge and experiences to determine the meaning of unknown words * Experiments with using context clues to determine unknown words * Begins to use dictionaries 7/26/201312:00 AM Kindergarten Page10 of 25

Reading Informational Craft and Structure ELACCKRI5: Identify the front cover, back cover, and title page of a book. ELACCKRI6: Name the author and illustrator of a text and define the role of each in presenting the ideas or information in a text. * Recognizes how the front cover differs from the back cover * Locates the title page * Understands the purpose of a title page Names the author and illustrator of a text and defines the role of each in presenting the ideas or information in a text 7/26/201312:00 AM Kindergarten Page11 of 25

Reading Informational Integration of Knowledge and Ideas ELACCKRI7: With prompting and support, describes the relationship between illustrations and the text in which they appear. * Identifies the purpose of an illustration * Makes connections from illustrations to the content * Provides ideas for illustrations that are not present but that would add to the understanding of the text * Explains how placement of illustrations helps the reader comprehend 7/26/201312:00 AM Kindergarten Page12 of 25

Reading Informational ELACCKRI8: With prompting and support, identifies the reasons an author gives to support points in a text. ELACCKRI9: With prompting and support, identifies basic similarities in and differences between two texts on the same topic. Integration of Knowledge and Ideas * Understands how informational text is different from literary text * Recognizes how an author uses facts to support the information * Understands the purpose of informational text * Identifies the facts that an author gives to support the information in his or her book * Makes connections between two texts on the same topic Range of Reading and Level of Text Complexity ELACCKRI10: Actively engage in group reading activities with purpose and understanding. (not on the report card) 7/26/201312:00 AM Kindergarten Page13 of 25

Writing ELACCKW1: Use a combination of drawing, dictating, and writing to compose opinion pieces in which they tell a reader the topic or the name of the book they are writing about and state an opinion or preference about the topic or book. ELACCKW2: Use a combination of drawing, dictating, and writing, to compose informative/explanatory texts in which they are writing about and supply some information about the topic. Text Types and Purposes * Writes or dictates to compose/state and opinion * Uses drawings, letters, and phonetically spelled words to create meaning * Uses words, illustrations, or graphics to support an opinion * Uses drawings, letters, and phonetically spelled words to create meaning and to share information * Demonstrates left to right progression * Begins to use organizational structure 7/26/201312:00 AM Kindergarten Page14 of 25

Writing ELACCKW3: Uses a combination of drawing, dictating, and writing to narrate a single event or several loosely linked events, tells about the events in the order in which they occurred, and provides a reaction to what happened. Text Types and Purposes * Uses drawings, letters, and phonetically spelled words to create meaning * Demonstrates left to right progression * Begins to use organizational structure (Beginning-Middle-End) * Understands an event and how to create a sequence * Writes or dictates to describe familiar persons, places, or experiences 7/26/201312:00 AM Kindergarten Page15 of 25

Writing ELACCKW5: With guidance and support from adults, respond to questions and suggestions from peers and add details to strengthen writing as needed. ELACCKW6: With guidance and support from adults, explore a variety of digital tools to produce and publish writing, including in collaboration with peers. Production and Distribution of Writing With guidance and support, * Includes a draft developed from prewriting * uses graphic organizers and pictures * May publish a final copy * Responds appropriately to suggestions/questions from peers * Begins to use a variety of resources (dictionary, internet, books) and strategies to gather information about a topic * May publish a final copy 7/26/201312:00 AM Kindergarten Page16 of 25

Writing Handwriting ELACCKL1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. a. Prints many upper- and lowercase letters Independently holds writing instrument with a tripod grip With prompting, writes numbers and letters in a left to right and top to bottom progression with smooth writing strokes; writing is neat and clear Independently forms upper and lowercase letters correctly; uses lines to guide correct letter formation; writing is neat and clear Size of letters is consistent; spacing is appropriate for type of line or writing space 7/26/201312:00 AM Kindergarten Page17 of 25

Language Writing ELACCKW7: Participate in shared research and writing projects (e.g., explore a number of books by a favorite author and express opinions about them). ELACCKW8: With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question. * Begins to use a variety of resources (dictionary, internet, books) and strategies to gather information for a writing topic * Participates in small group and class research and writing projects With guidance and support, * Recalls information (familiar persons, places, objects, or experiences) to answer a question * Communicates effectively when relating experiences and retelling stories * Connects life experiences to read aloud text * Writes or dictates to describe familiar persons, places, objects, or experiences ELACCKL1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. Research to Build and Present Knowledge Conventions of Standard English * Appropriately uses question words (interrogative- who, what, where, when, why, how) b. Uses frequently occurring nouns and verbs * Asks relevant questions * Identifies and defines question words presented in a variety of texts c. Forms regular plural nouns orally by adding /s/ or /es/ when speaking * Uses prepositions (to, from, in, out, on, off, for, of, by, with) d. Understands and uses question words * Uses complete sentences when speaking e. Uses the most frequently occurring prepositions f. Produces and expands complete sentences in shared language activities 7/26/201312:00 AM Kindergarten Page18 of 25

Language ELACCKL2: Demonstrates command of the conventions of standard English, capitalization, punctuation, and spelling when writing. a. Capitalizes the first word in a sentence and the pronoun I * Understands capitalization and punctuation are used in all written sentences b. Recognizes and names end punctuation * Recognizes and names end punctuation (.?!) * Uses drawings, letters, and phonetically spelled words to create meaning c. Writes a letter or letters for most common consonant and short vowel sounds (phonemes) d. Spells simple words phonetically, drawing on knowledge of soundletter relationships Conventions of Standard English * Uses spelling patterns to recognize words * Begins to use common rules of spelling * Applies learned phonics skills when reading and writing words, sentences, and stories 7/26/201312:00 AM Kindergarten Page19 of 25

Language Vocabulary Acquisition and Use ELACCKL4: Determines or clarifies the meaning of unknown and multiple meaning words and phrases based on kindergarten reading and content a. Identifies new meanings for familiar words and applies them accurately b. Uses the most frequently occurring inflections and affixes (-ed, -s, re-, un-, pre-, -ful, -less) as a clue to the meaning of an unknown word * Recognizes that some words and phrases have multiple meanings * Identifies new meanings for familiar words * Applies the appropriate meaning for the word within the context * Identifies word parts to determine meanings * Uses inflections and affixes to determine meaning of words 7/26/201312:00 AM Kindergarten Page20 of 25

Language ELACCKL5: With guidance and support from adults, explore word relationships and nuances in word meanings. a. Sorts common objects into categories to gain a sense of the concepts categories represent. b. Demonstrates understanding of frequently occurring verbs and adjectives by relating them to their opposites (antonyms). c. Identifies real-life connections between words and their uses d. Distinguishes shades of meaning among verbs describing the same general action by acting out the meaning Vocabulary Acquisition and Use * Discusses commonalities among groups of words * Sorts and categorizes objects (shapes, foods) * sorts words into groups * Discusses the meaning of words and understands that some words have multiple meanings * Discusses and acts out a variety of verbs that have the same general meaning (walk, march, prance, strut) * Identifies words that are opposites (antonyms) or have similar meanings (synonyms) 7/26/201312:00 AM Kindergarten Page21 of 25

Language Vocabulary Acquisition and Use ELACCKL6: Uses words and phrases acquired through conversations, reading and being read to, and responding to texts. * Increases vocabulary to reflect a growing range of interests and knowledge * Listens to a variety of texts and uses new vocabulary in oral language 7/26/201312:00 AM Kindergarten Page22 of 25

Speaking and Listening ELACCKSL1: Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups. a. Follows agreed upon rules for discussions (listening to others and taking turns speaking about the topics and texts under discussion) b. Continues a conversation through multiple exchanges. Comprehension and Collaboration * Listens and speaks appropriately with peers and adults * Displays appropriate turn- taking behaviors * Communicates effectively when relating experiences and retelling stories ELACCKSL2: Confirms understanding of written text read aloud or information presented orally or through media by asking or answering questions about key details and requesting clarification if something is not understood. * Interprets information presented and seeks clarifications when needed * Asks appropriate questions for seeking help to get information or clarify something 7/26/201312:00 AM Kindergarten Page23 of 25

Speaking and Listening Comprehension and Collaboration ELACCKSL3: Asks and answers questions in order to seek help, get information, or clarify something that is not understood. * Interprets information presented and seeks clarifications when needed * Asks appropriate questions for seeking help to get information or clarify something Presentation of Knowledge and Ideas ELACCKSL4: Describes familiar people, places, things, and events and, with prompting and support, provides additional detail. * Describes people, places, things, locations, and actions * Connects prior knowledge to new learning 7/26/201312:00 AM Kindergarten Page24 of 25

Speaking and Listening ELACCKSL5: Adds drawings or other visual displays to descriptions as desired to provide additional detail. ELACCKSL6: Speaks audibly and expresses thoughts, feelings, and ideas clearly. Presentation of Knowledge and Ideas * Uses drawings, letters, and phonetically spelled words to create meaning and share information * May use words, illustrations, or graphics to support an opinion * Increases vocabulary to reflect a growing range of interests and knowledge * Communicates effectively when relating experiences and retelling stories * Uses complete sentences when speaking * Begins to use subject verb agreement and tense 7/26/201312:00 AM Kindergarten Page25 of 25