Lincoln Public Schools Report Card Rubrics Kindergarten

Lincoln Public Schools Report Card Rubrics Kindergarten Subjects: Kindergarten Report Card Character Development Scoring Guide Math Language Arts Science Social Studies Health Art Technology P.E.

Rev. 6/05 Student Student ID Report Card Kindergarten Lincoln Public Schools Absences Q1 Q2 Q3 Q4 School Homeroom Teacher Year Tardies Q1 Q2 Q3 Q4 Academic Achievement 4=Exceeds district 3=Meets district 2=Approaches but does not meet district 1=Does not meet district =Not taught/assessed this quarter Work/Study Habits 4=Exceeds expectations 3=Meets expectations 2=Approaches expectations 1=Does not meet expectations Indicators: Listens, Follows oral and written directions, Is on task, Participates in class, Strives for quality work, Seeks help as necessary, Completes assignments on time. The descriptions below reflect the Lincoln Public Schools for this grade level. The marks given reflect quarterly performance. Character Development Q1 Q2 Q3 Q4 Selects and Uses Age-Appropriate Behavior Accepts consequences for actions taken Demonstrates self-discipline/control Follows school and classroom rules Selects and Uses Age-Appropriate Coping Skills Demonstrates decision making skills Demonstrates organizational skills Acts on the need for help Demonstrates Confidence in Self Recognizes and accepts own abilities Demonstrates a positive attitude toward self Expresses personal feelings and ideas Interacts with Others Appropriately Develops and maintains friendships Demonstrates respect for individual rights Works cooperatively with others Teacher(s) Number Sense Counts sets Reads numerals Writes numerals Geometry Identifies shapes Algebra Sorts and classifies objects Creates and extends patterns Measurement Identifies money Tells time to the hour Measures lengths Computational Thinking Understands addition and subtraction Data Analysis Creates and interprets picture graphs Work/Study Habits Teacher(s) Mathematics Q1 Q2 Q3 Q4 READING Concepts About Print Understands how print works Alphabet Names Names letters of the alphabet rapidly Alphabet Sounds Identifies the sound of each letter Phonological Awareness Generates rhyming words Blends sounds to form words Segments words into sounds Identifies final sounds and syllables Phonics Writes dictated words by listening to sounds Vocabulary Reads high frequency words Builds oral language Comprehension Demonstrates understanding of what is read by retelling a story Wide Range Reading Listens to stories Chooses books for enjoyment and information Exploration/Inquiry Asks questions to get information and contributes to group projects Work/Study Habits WRITING Writing Composition Participates in shared and interactive writing with class Writes and illustrates own simple stories Writing Conventions Uses capitalization, ending punctuation, and spacing Handwriting Prints uppercase and lowercase letters correctly Work/Study Habits SPEAKING/LISTENING Interpersonal Communication/Presentations Shares thoughts by contributing to class discussions Participates in rhymes and songs Speaks in front of a group Active Listening Listens to speakers Follows directions Work/Study Habits Teacher(s) Language arts Q1 Q2 Q3 Q4 Q1 Q2 Q3 Q4 Q1 Q2 Q3 Q4 Copyright 2005 by Lincoln Public Schools

Kindergarten Report Card Integrated Studies Student comprehends facts and concepts, and demonstrates processes in: HEALTH School Safety Drug Safety Body Basics Food Facts Work/Study Habits SOCIAL STUDIES My Country and Me People and Celebrations Going Places Where We Live Work/Study Habits SCIENCE Senses Sink, Float, Dissolve Seasons Plants Work/Study Habits Teacher(s) Art Thinks with Art Practices the 5 steps of the Creative Process Connects with Art Reflects upon art in relation to history and cultures Communicates with Art Uses the elements of design with a variety of materials to communicate ideas through art Talks about Art Looks at and talks about their work and the work of others using the language of art Work/Study Habits Q1 Q2 Q3 Q4 Q1 Q2 Q3 Q4 Q1 Q2 Q3 Q4 Q1 Q2 Q3 Q4 Physical Skills and Movement Patterns Demonstrates locomotor, manipulative, and tumbling skills Movement and Fitness Concepts Identifies concepts of skills, fitness, and activities Health-Related Physical Activity/Fitness Participates in fitness activities for enjoyment Work/Study Habits Personal and Social Behavior Demonstrates fair play, cooperation, sharing, and respect for others Teacher(s) Physical Education Technology Basic Operations and Concepts Uses keyboard, mouse, and other input devices to operate computers, printers, and other technologies Uses age appropriate computer software to support learning Technology Tools Uses media and technology resources in learning activities Creates age-appropriate multimedia projects Work/Study Habits Teacher(s) Q1 Q2 Q3 Q4 Q1 Q2 Q3 Q4 Teacher(s) Music Music Concepts Demonstrates an understanding of melody, rhythm, harmony, form, tone color, and expressive qualities (Verbal/Written/In-Class Performances) Music Skills Exhibits skills in singing, playing instruments, improvising, notating, and/or reading music. Responds to music through listening, describing, moving and/or creating. Work/Study Habits Q1 Q2 Q3 Q4 Teacher(s) This report offers the best professional judgment about your child's performance in relation to school expectations. It is designed to convey a general view of your child's performance. A more specific report can be gained through a parent-teacher conference. Two conference days are scheduled each year. Additional conferences are welcome. Copyright 2005 by Lincoln Public Schools

Character Development Scoring Guide - Grades K-5 Selects and Uses Age Appropriate Behavior Selects and Uses Age-Appropriate Coping Skills Demonstrates Confidence in Self Interacts with Others Appropriately 4 3 2 1 Exceeds district Meets district Approaches, but does not meet district Does not meet district Follows classroom rules Follows classroom rules Needs frequent prompting Relies on constant redirection without prompting from with minimal prompting from the teacher to follow from teacher to follow classroom the teacher from the teacher classroom rules rules Independently monitors Usually monitors own Needs extensive support Is not able to monitor own own behavior behavior independently to monitor own behavior behavior Takes responsibility for Usually takes responsibility Does not accept Does not accept responsibility own actions for own actions responsibility for actions for actions and usually reacts in and may react in a defiant a defiant manner when a request Is persistent, knows when to ask for assistance Independently uses decision making skills to make choices Is organized, completes quality work on time without teacher assistance Takes risks repeatedly even with occasional failures Is willing to try new tasks Is able to clearly state feelings and ideas without prompting Demonstrates leadership skills Shows respect for others Develops and maintains friendships with many classmates Is usually persistent, asks for assistance when needed Uses decision making skills to make choices with minimal teacher assistance Will take risks often even with occasional failures Needs minimal encouragement to attempt a new task Frequently shares feelings and ideas with minimal prompting manner Needs frequent teacher assistance to complete task Needs frequent teacher assistance with using decision making skills to make choices Needs help organizing materials and needs frequent prompting to Cooperates within a group Shows respect for others with minimal prompting Develops and maintains friendships with several classmates complete work Is unsure of own ability and needs frequent support to complete a familiar task Needs frequent encouragement and support to start a new task Will usually share feelings and ideas when prompted Present in a group but needs teacher assistance to participate in a cooperative way Needs frequent reminders to be respectful of others Needs assistance to develop and maintain friendships is made Needs extensive teacher assistance to begin and complete task Is unable to use decision making skills to make choices without extensive teacher assistance Is unable to organize materials and complete tasks without extensive teacher assistance Needs constant and intensive encouragement to attempt a familiar or new task Sometimes uses negative self talk Rarely shares feelings and ideas even when prompted Observes but does not participate in group work Needs constant reminders to be respectful of others Needs extensive assistance to develop and maintain friendships

District Report Card Mathematics Grades 1-5 The Elementary Report Card is a standsrds-based report. That is, students are measured against an absolute standard/expectation, not their progress toward meeting that standard. In mathematics, students are graded in four different areas: content strands, problem solving, conceptual understanding, and work/study habits. 1) Six different content strands. These content strands come directly from the Nebraska State Math Standards. Each grade has different descriptors below the content strands on the report card. These descriptors are intended to be illustrative, are in now way intended to be comprehensive, and tend to describe year-end. The purpose of the descriptors is to give both parents and teachers a sense of what is included under that content strand. Parents should be referred to the objective card for a complete listing of what is included in each content. The objective card should be freely shared with parents. In order to mark the content section of the Report Card teacher must refer to the student s objective card. Marks on the Report Card are based on the objective card. For example, in order to assign a mark to the Numeration and Number Sense content strand, a teacher would preceed as follows: 1. Find all the objectives on the objective card that are labeled Number Sense [NUM] 2. Find the mode of the marks made for all objectives labeled Number Sense (not just those objectives within the quarter s marking period, but all objectives for the year labeled Number Sense). 3. The mode of those marks will be the student s mark on the Repoprt Card for that content strand. If there is more than one mode, then a teacher should refer to the Elementary Report Card Mathematics Marking Guide for evidence to consider when making a determination of the final Report Card mark. 4. Repeat steps 1-3 for the remaining content strands. The math section of the Report Card is marked differently from other subjects on the report. Each quarter, all objectives should be considered when making marks. For example, when making fourth quarter marks in the Computation Strand, you will consider computation objectives covered during quarters 1, 2, and 3 as well. This is done for three reasons: 1. The cumulative nature of mathematics means that student learning can improve over time. The math strands build on one-another and for the most part are not discrete units or topics.

2. The emphasis on re-teaching, re-learning, and re-testing means that students will have an opportunity to re-learn and demonstrate their understanding after initial marks are made. 3. Over the course of the year this practice reduces the number of marks made on the math portion of the Report Card. The percentages found on the Elementary Report Card Mathematics Marking Guide are not to be used as the single determiner of a student s mark on the Report Card. The percentage bands are provided mainly to provide teachers with a sense of the level of work reflected by each mark. The Report Card marks are to be based on the objective card marks. The marks on the objective card in turn are to be based primarily on the student s test marks, with additional considerations made for other artifacts of student learning. 4. Problem Solving. Problem Solving is marked according to the guidelines found on the Elementary Report Card Mathematics Marking Guide. This section is less objective than the content strand marks. Teacher judgements in this section should be based on the problem solving section of chapter tests, students independent practice, teacher observations, and those objectives marked as problem solving [PS] on the objective card. 5. Developing Conceptual Understanding. Conceptual Understanding is marked according the EXAMPLE guidelines found on the DOCUMENT Elementary Report Card Mathematics Marking Guide. This section is less objective than the content strand marks. Teacher judgements in this section should be based on the justifications students provide on their chapter tests, class discussion, their journal writing, and teacher observation. 6. Work/Study Habits. This section is marked according to guidelines provided on the Report Card.

Elementary Report Card Mathematics Marking Guide Grades K-5 4 3 2 1 Exceeds District Standards General Description Below: Meets District Standards General Description Below: Approaches, but Does Not Meet District Standards General Description Below: Does Not Meet District Standards General Description Below: Content Strands Marks are transferred from chapter tests content strand objectives. See Curriculum Guide for directions & below. Problem Solving Marks are transferred from chapter tests problem solving objectives/sections. Conceptual Understanding Teacher judgment, based on student work. Evidence to Support Marks Is able to consistently use and apply the corresponding objectives. The student can routinely perform these skills independently and makes very few errors. Is able to consistently use and apply problem solving strategies. Can read and understand problems, plan solutions, find the solution, and check to see if the answer is reasonable. Can routinely solve problems independently and makes few errors. Demonstrates profound understanding of conceptual mathematics. Can explain to the teacher or other students why and how a procedure works. Knows when to apply particular strategies, makes connections among different concepts, can solve problems in more than one way, easily detects patterns, can provide counterexamples. Can perform the corresponding skills with some teacher assistance and from time to time makes minor errors, but demonstrates overall conceptual understanding. Can solve problems with some teacher or peer assistance. Carries out all four problem solving steps, but may need help understanding the problem and from time to time makes minor errors. Can explain why procedures work, or what to do, and makes connections among different concepts if prompted with questions from the teacher. Is making progress toward district but has frequent difficulty performing the skills. The student inconsistently performs skills, requires significant teacher assistance, occasionally makes conceptual errors, and struggles. Has frequent difficulty solving problems. Requires significant teacher assistance, has significant difficulty reading and interpreting problems, and makes conceptual errors. Can barely explain why procedures work, or what to do, if extensively prompted by the teacher. Chapter tests, daily work (independent practice), quick-checks, classroom observations, class discussion. Experiences significant difficulty performing skills. The student can barely perform the skills with teacher assistance and makes major conceptual errors. Has significant difficulty solving problems. Cannot read and interpret problems and can barely carry out problem solving steps with teacher assistance. Cannot explain why, where, or when to apply procedures or concepts. All elementary math grades are cumulative: once a mark is made in a content strand there will always be a mark in that content strand. Each mathematical strand is marked separately. Content strands are labeled on the objective card and chapter tests. Chapter tests include a scoring rubric. The chapter test scoring rubric is used to assign marks on the test by objective. The marks on tests are then transferred to the objective card (marks on the objective card can and should include consideration of student work beyond the chapter tests). Marks on the objective card are then used to assign marks on the Report Card. For example, to mark the Number Sense [NUM] strand you proceed as follows: 1. Find all the objectives on the objective card labeled Number Sense [NUM] (all such labeled objectives for the entire year). 2. Find the mode of the marks made for all objectives labeled Number Sense. 3. The mode of those marks will be the student s mark on the Report Card for that strand. If there is more than one mode, then teacher judgment should be used as filtered through the definitions above. 4. Repeat steps 1-3 for the remaining content strands. 9/27/05

Concepts About Print (CAP) Kindergarten 1 st 2 nd 3 rd _CAP-score 13 4 Exceeds _Awareness of advanced text structures such as quotation marks, commas, speech bubbles, table of contents _CAP-score 13 _Awareness of advanced text structures such as quotation marks, commas, speech bubbles, table of contents _ 3 Meets 2 Approaches 1 Does Not Meet _CAP-score 8-12 _CAP-score 6-7 _CAP-score 5 or less _CAP-score 10-12 _CAP-score 11-13 _CAP-score 8-9 _CAP-score 10 _CAP-score 7or less _CAP-score 9 or less 4 th Skills Taught _ First Front of the book Back of the book Title page Where to start reading One-to-one word match Directionality _CAP-score 12-13 #5 correct _CAP-score 10-11 Second Period Question mark Exclamation point Identify letter/word Capital letter at start of sentence _CAP-score 9 or less Options for Assessment CAP test (required) Observation in guided reading Observation in shared reading Grading Standard: Meets all criteria; no grade of 4 is given 3 rd and 4 th quarter. Lincoln Public Schools July, 2005

Alphabet Names Kindergarten 4 Exceeds 3 Meets 2 Approaches 1 Does Not Meet 1 st Letter Names: score 54 Letter Names: score 20-53 Letter names: score 10-20 Letter names: score 9 or less : 2 nd Letter Names: score 54 Letter Names: score 40-53 Letter Names: score 20-39 Letter Names: score 19 or less 3 rd Letter Names: score 54 Letter names: score 46-53 Letter names: score 40-45 Letter names: score 39 or less 4 th Skills Assessed Options for Assessment _ Letter Names: Upper and lower case (54) Letter Sounds: Consonant and short vowel sounds (26) First -Fourth Letter Names (required) Grading Standard: Grade can be given fourth quarter to show improvement but should not exceed a 3. Lincoln Public Schools July, 2005

Alphabet Sounds Kindergarten 4 Exceeds 3 Meets 2 Approaches 1 Does Not Meet 1 st 2 nd Letter Sounds: score 21-26 Letter Sounds: score 12-20 Letter Sounds: score 9-11 Letter Sounds: score 8 or less 3 rd Letter Sounds: score 25-26 Letter Sounds: score 20-24 Letter Sounds: score 12-19 Letter Sounds: score 11 or less 4 th Letter Sounds: score 26 Letter Sounds: score 24-25 Letter Sounds: score 20-23 Letter Sounds: score 19 or less Skills Assessed Letter Sounds: Consonant and short vowel sounds (26) Grading Standard: Sounds may be tested and graded first quarter. If a 4 grade is assigned, it is not necessary to assess or grade the following quarters. Lincoln Public Schools July, 2005

Phonological Awareness Kindergarten 4 Exceeds 3 Meets 2 Approaches 1 Does Not Meet 1 st Phonological Awareness: score10 Consistently identifies and generates rhyming words and beginning sounds Phonological Awareness: score 8-9 Often identifies and can generate rhyming words and beginning sounds Phonological Awareness: score 6-7 Occasionally identifies and can generate rhyming words and beginning sounds Phonological Awareness: score 5 or less Is unable to identify or generate rhyming words and beginning sounds 2 nd Phonological Awareness: score 20 Consistently is able to blend and segment 2- part phonemes Phonological Awareness: score 16-19 Often is able to blend and segment 2-part phonemes Phonological Awareness: score 12-15 Occasionally is able to blend and segment 2- part phonemes Phonological Awareness: score 11 or less Is unable to blend and segment 2-part phonemes 3 rd Phonological Awareness: score 30 Consistently is able to blend and segment 3- part phonemes Phonological Awareness: score 24-29 Often is able to blend and segment 3-part phonemes Phonological Awareness: score 18-23 Occasionally is able to blend and segment 3- part phonemes Phonological Awareness: score 17 or less Is unable to blend and segment 3-part phonemes 4 th Phonological Awareness: score 40 Consistently is able to identify ending sounds & count syllables Phonological Awareness: score 32-39 Often is able to identify ending sounds & count syllables Phonological Awareness: score 24-31 Occasionally is able to identify ending sounds & count syllables Phonological Awareness: score 23 or less Is unable to identify ending sounds & count syllables Skills Assessed Options for Assessment Phonological Awareness: Q1-Rhyming words and beginning sounds Q2-Blending and segmenting 2-part phonemes Q3-Blending and segmenting 3-part phonemes; Q4-Identifying ending sounds & Counting syllables Phonological Awareness K-2 Assessment, quarterly assessment, score is cumulative Grading Standard: Meets both criteria Lincoln Public Schools July, 2005

Phonics Kindergarten 4 Exceeds 3 Meets 2 Approaches 1 Does Not Meet 3 rd Phonics Dictation: score 15 Consistently uses phonics to generate words in writing Phonics Dictation: score 13-14 Often uses phonics to generate words in writing Phonics Dictation: score 11-12 Occasionally uses phonics to generate words in writing Phonics Dictation: score 10 or less Is unable to use phonics to generate words in writing 4 th Phonics Dictation: score 23-24 Consistently uses phonics to generate words in writing Phonics Dictation: score 19-22 Often uses phonics to generate words in writing Phonics Dictation: score 17-18 Occasionally uses phonics to generate words in writing Phonics Dictation: score 16 or less Is unable to use phonics to generate words in writing Skills Assessed Options for Assessment Phonics Dictation: Q3-Writing CVC words with a and i; Q4-Writing CVC words with a, e, i, o, u Third Phonics Dictation (required) Student writing Fourth quarter Phonics Dictation (required) Student writing Lincoln Public Schools July, 2005

4 Exceeds Vocabulary Kindergarten 3 Meets 2 Approaches 1 Does Not Meet 1 st 2 nd Vocabulary Word List #1: 7 Consistently and independently. understands and uses academic language, e.g. setting, sentence, punctuation Vocabulary Word List #2: 14 Vocabulary Word List #1: 6 Often and with little support understands and uses academic language, e.g. setting, sentence, punctuation Vocabulary Word List #2: 13 Vocabulary Word List #1: 4-5 Occasionally and with support. understands and uses academic language, e.g. setting, sentence, punctuation Vocabulary Word List #2: 11-12 Vocabulary Word List #1: 3 or less Is unable to..understand and uses academic language, e.g. setting, sentence, punctuation Vocabulary Word List #2: 10 or less 3 rd 4 th Options for Assesment Consistently and independently..understands and uses academic language, e.g. beginning, middle, end, main idea Consistently and independently. understands and uses academic language, e.g. describing words Often and with little support. understands and uses academic language, e.g. beginning, middle, end, main idea Vocabulary Word List #3: 20 Often and with little support understands and uses academic language, e.g. describing words Occasionally and with support. understands and uses academic language, e.g. beginning, middle, end, main idea Is unable to understand and use academic language, e.g. beginning, middle, end, main idea Vocabulary Word List #3: 21 Vocabulary Word List #3: 18-19 Vocabulary Word List #3: 17 or less DRA: above level 3 DRA: Level 3 DRA: Level 1-2 DRA: Below level 1 Vocabulary Word List (required) Occasionally and with support understands and uses academic language, e.g. describing words Is unable to understand and use academic language, e.g. describing words Teacher observation during large and small group instruction, shared writing, interactive writing, writer s workshop Developmental Reading Assessment Grading Standard: Meets all criteria Lincoln Public Schools July, 2005

Comprehension Rubric Kindergarten Grade 4 Exceeds 1 st 2 nd 3 Meets 2 Approaches 1 Does Not Meet _ Comprehension score of 4 on DRA at placement level OR _ Comprehension Selection 1: raw score 5 _ Comprehension score of 3 on DRA at placement level OR _ Comprehension Selection 1: raw score 4 _ Comprehension score of 2 on DRA at placement level OR _ Comprehension Selection 1: raw score 3 _ Comprehension score of 1 on DRA at placement level OR _ Comprehension Selection 1: raw score 2 or less 3 rd 4 th _ Comprehension score of 4 on DRA at placement level OR _ Comprehension Selection 2: raw score 5 OR _ Independently retell a story read by teacher or self includes beginning, middle, end, character(s), additional details _ DRA Comprehension rating of 4 at placement level 3 or above _ Comprehension score of 3 on DRA at placement level OR _ Comprehension Selection 2: raw score 4 OR _ Informal retelling with minimal support of a story read by teacher or self includes beginning, middle, end, character(s) _ DRA Comprehension score of 3 at placement level 3 or above _ Comprehension score of 2 on DRA at Level A OR _ Comprehension Selection 2: raw score 3 OR _ Informal retelling with extensive support of a story read by teacher or self includes beginning, middle, end, character(s) _ DRA Comprehension score of 2 at Levels 2 or lower _ Comprehension score of 1 on DRA at Level A OR _ Comprehension Selection 2: raw score 2 or less OR _ Unable to give informal retelling of a story read by teacher or self _ DRA Comprehension score of 1 at Levels 2 or lower Options for Assessment DRA Second semester, End-of-year (required) Do not test above level 18. HM Comprehension Selections 1 & 2, K-2 Assessment, p. K14, K15 Informal retelling of story or expository test read by teacher or student Lincoln Public Schools July, 2005

Wide Range Reading Kindergarten First 4 Exceeds _ Consistently attends to read alouds in a whole group setting 3 Meets _ Often attends to read alouds in a whole group setting 2 Approaches _ Occasionally attends to read alouds in a whole group setting 1 Does Not Meet _ Is unable to attend to read alouds in a whole group setting Second _ Consistently uses independent time to read alone or with a buddy _ Consistently attends to read alouds in a whole group setting _ Often uses independent time to read alone or with a buddy _ Often attends to read alouds in a whole group setting _ Occasionally uses independent time to read alone or with a buddy _ Occasionally attends to read alouds in a whole group setting _ Is unable to use independent time to read alone or with a buddy _ Is unable to attend to read alouds in a whole group setting Third Fourth _ Consistently uses independent time to read alone or with a buddy _ Consistently shares information from books with others in a variety of ways _ Consistently attends to read alouds in a whole group setting _ Consistently uses independent time to read alone or with a buddy _ Consistently shares information from books with others in a variety of ways _ Often uses independent time to read alone or with a buddy _ Often shares information from books with others in a variety of ways _ Often attends to read alouds in a whole group setting _ Often uses independent time to read alone or with a buddy _ Often shares information from books with others in a variety of ways _ Occasionally uses independent time to read alone or with a buddy _ Occasionally shares information from books with others in a variety of ways _ Occasionally attends to read alouds in a whole group setting _ Occasionally uses independent time to read alone or with a buddy _ Occasionally shares information from books with others in a variety of ways _ Is unable to use independent time to read alone or with a buddy _ Is unable to share information from books with others in a variety of ways _ Is unable to attend to read alouds in a whole group setting _ Is unable to use independent time to read alone or with a buddy _ Is unable to share information from books with others in a variety of ways _ Consistently listens to expository text read aloud and can share information learned _ Often listens to expository text read aloud and can share information learned _ Occasionally listens to expository text read aloud and can share information learned _ Is unable to listen to expository text read aloud and can share information learned Strategies Independently spends time with a wide variety of books Learns routines for buddy reading Strategies to share books (Discussions, journals, pictures) Options for Assessment Observation Retellings Book sharing products (Journals, pictures, written products) Grading Standard: Meets all criteria Lincoln Public Schools July, 2005

First Fourth Third Second 4 Exceeds _ Consistently explores environmental print _ Consistently asks questions to get information and understand events _ Consistently asks questions to get information and understand events _ Consistently selects, checks out and returns books to media center _ Consistently finds information to answer questions _ Consistently contributes to a class report (shared writing) _ Consistently uses media center to get information _ Consistently uses observation and information in writing Exploration/Inquiry--Kindergarten 3 Meets _ Often explores environmental print _ Often asks questions to get information and understand events _ Often asks questions to get information and understand events _ Often selects, checks out and returns books to media center _ Often finds information to answer questions _ Often contributes to a class report (shared writing) _ Often uses media center to get information 2 Approaches _ Occasionally explores environmental print _ Occasionally asks questions to get information and understand events _ Occasionally asks questions to get information and understand events _ Occasionally selects, checks out and returns books to media center _ Occasionally finds information to answer questions _ Occasionally contributes to a class report (shared writing) _ Occasionally uses media center to get information _ Often uses observation and information in writing _ Occasionally uses observation and information in writing 1 Does not Meet _ Is unable to explore environmental print _ Is unable to ask questions to get information and understand events _ Is unable to ask questions to get information and understand events _ Is unable to select, check out and return books to media center _ Is unable to find information to answer questions _ Is unable to contribute to a class report (shared writing) _ Is unable to use media center to get information _ Is unable to use observation and information in writing Learning Strategies Teacher modeling Orientation to the media center Direct instruction by the media specialist Include Integrated Studies as content to teach these skills Information Literacy Skills (Program Guide ivory pages in back of Reading section.) Options for Assessment Observation: Student initiated search Student questions Use of media Contributing to class discussions Student products: Pictures Written products (fourth quarter) Grading Standard: Can be graded all quarters; required grading on the 4 th quarter. Lincoln Public Schools July, 2005

First Second and Third s Fourth 4 Exceeds _ Consistently participates in shared and interactive writing _Independently writes stories including picture and text _ Independently generates and writes stories including picture and text with a beginning, middle, end _ Score of 4 on District Writing Prompt Post test Writing Composition--Kindergarten 3 Meets _ Often dictates or retells stories for teacher to write _ Often uses beginning writing (pictures, labels, familiar words) _ Often participates in shared and interactive writing _ Often uses beginning writing (pictures, labels, familiar words) _ Often participates in shared and interactive writing _ Often writes stories including picture and text with little support _ Often uses beginning writing (pictures, labels, familiar words) _ Often participates in shared and interactive writing _Generates and writes stories including picture and text with little support _Score of 3 on District Writing Prompt Post test 2 Approaches _Occasionally dictates or retells stories for teacher to write _ Occasionally uses beginning writing (pictures, labels, familiar words) _Occasionally participates in shared and interactive writing _ Occasionally uses beginning writing (pictures, labels, familiar words) _Occasionally participates in shared and interactive writing _Writes stories including picture and text with considerable support _ Occasionally uses beginning writing (pictures, labels, familiar words) _ Occasionally participates in shared and interactive writing _Generates and writes stories including picture and text with considerable support _Score of 2 on District Writing Prompt Post test 1 Does Not Meet _ Is unable to dictate or retell stories for teacher to write _ Is unable to use beginning writing (pictures, labels, familiar words) _ Is unable to participate in shared and interactive writing _ Is unable to use beginning writing (pictures, labels, familiar words) _ Is unable to participates in shared and interactive writing _Is unable to write stories including picture and text _ Is unable to use beginning writing (pictures, labels, familiar words) _ Is unable to participate in shared and interactive writing _Is unable to generate and write stories including picture and text _Score of 1 on District Writing Prompt Post Test Strategies Writer s Workshop Shared Writing Interactive Writing, Guided writing Writing centers Writing journal Tools for Assessment Writing products District Writing Prompt (required prior to Sept. 15 and prior to May 15) Anecdotal observations of group writing and informal writing Grading Standard: Meets all criteria Lincoln Public Schools July, 2005

Writing Conventions Kindergarten 4 Exceeds 3 Meets 2 Approaches 1 Does Not Meet 1 st 2 nd _ Consistently recognizes use of ending punctuation AND _Consistently uses sounds of letters to represent words _ Consistently uses ending punctuation _ Often recognizes use of ending punctuation AND _ Often uses sounds of a few letters to represent words _ Often uses ending punctuation _ Occasionally recognizes use of ending punctuation AND _ Occasionally uses sounds of a few letters to represent words _ Occasionally uses ending punctuation _ Does not recognize use of ending punctuation AND _Does not use any sounds of letters to represent words _Does not use ending punctuation 3 rd _ Consistently recognizes the use of a capital letter at the beginning of a sentence _ Consistently recognizes the use of spaces between words _ Often recognizes the use of a capital letter at the beginning of a sentence _ Often recognizes the use of spaces between words _ Occasionally recognizes the use of a capital letter at the beginning of a sentence _ Occasionally recognizes the use of spaces between words _Does not recognize the use of a capital letter at the beginning of a sentence _Does not recognize the use of spaces between words _ Consistently uses phonetic spelling to represent words _ Consistently uses ending punctuation _ Often uses phonetic spelling to represent words _ Often uses ending punctuation _ Occasionally uses phonetic spelling to represent words _ Occasionally uses ending punctuation _Does not use phonetic spelling to represent words _Does not use ending punctuation _ Consistently uses a capital letter at the beginning of a sentence _ Often uses a capital letter at the beginning of a sentence _ Occasionally uses a capital letter at the beginning of a sentence _Does not use a capital letter at the beginning of a sentence 4 th _ Consistently uses spaces between words to make text readable _ Consistently uses phonetic spelling to represent words _ Often uses spaces between words to make text readable _ Often uses phonetic spelling to represent words _ Occasionally uses spaces between words to make text readable _ Occasionally uses phonetic spelling to represent words _Does not use spaces between words to make text readable _Does not use phonetic spelling to represent words Strategie s _ Consistently spells familiar words correctly Shared and Interactive Writing Mini-lessons for writing Daily Message _ Often spells familiar words correctly _ Occasionally spells familiar words correctly Discussions Word Wall Phonics instruction _Is unable to spell familiar words correctly Options for Writing Sample (required 1 st and 4 th quarters) Daily writing Observation Grading Standard: Meets minimum of 3 out of 4 third quarter; meets minimum of 4 out of 5 criteria fourth quarter. Lincoln Public School July, 2005

Handwriting Kindergarten 4 Exceeds 3 Meets 2 Approaches 1 Does Not Meet 1 st Name Writing _Writes first name using upper- and lowercase letters _Writes first name legibly _Writes first name with letters missing, reversed, or in the wrong order _Writes first name illegibly or does not attempt to write name 2 nd 3 rd & 4 th Strokes/ Formation Shape Formation Position (Pencil and Paper) Spacing Name Writing _Writes most letters using correct starting points and strokes _ Letters are formed legibly from top down _Usually uses upper and lower case letters correctly _Uses tripod or other appropriate grasp _Uses correct paper position _Letters within a word are correctly spaced _Spacing between words is about width of finger _Writes first and last name using correct letter formation _Writes letters taught using correct starting points and strokes _ Most letters are formed legibly from top down _Sometimes mixes upper and lowercase letters _Uses tripod or other appropriate grasp _Usually uses correct paper position _Usually letters within a word are correctly spaced _Usually uses correct spacing between words _Writes first name using correct letter formation _Writes a few letters taught using correct starting points and strokes _ Frequent malformations _ Frequently mixes upper and lowercase letters _Uses tripod or other appropriate grasp with reminders _Uses incorrect paper position _Uses uneven spacing between letters and words _Writes first name _Uses a model to write last name _Is not aware of correct starting points and strokes _ Manuscript writing is often illegible _Appropriate grasp is not used _Manuscript writing is often illegible _Needs assistance writing first and last name Options for Assessment Notes Literacy Center Products Daily Written Practice Handwriting Practice Writers Workshop: Published Writing Benchmark Writing Samples from RLA Program Guide pg. F74 Size is taught but not assessed at this level. Tripod grasp is encouraged. Grading Criteria: The student meets a minimum of 5 out of seven criteria in 3 rd and 4 th quarter. Lincoln Public Schools July, 2005

Interpersonal Communications/Presentations Kindergarten 4 Exceeds _ Consistently shares thoughts clearly in class discussions _ Consistently and independently tells stories about self and family using details 3 Meets _ Often shares thoughts by contributing to class discussions _ Often and with little support tells stories about self and family using details 2 Approaches _ Occasionally shares thoughts in class discussions with teacher prompting _ Occasionally and with support tells stories about self and family using details 1 Does Not Meet _ Is unable to share thoughts in a group _ Is unable to tell stories about self and family using details Yearlong _ Consistently participates in rhymes and songs and makes suggestions to extend the experience _ Often participates in rhymes and songs _ Occasionally participates in rhymes and songs _ Does not participate in rhymes and songs _ Consistently describes an item or product using several complete sentences _ Often describes an item or product using one or more complete sentences _ Usually describes an item or product using words or phrases _ Answers question prompts about their item or product using single word replies _ Averages a score of 4 on Sharing Checklist (see below) _ Averages a score of 3 on Sharing Checklist (see below) _ Averages a score of 2 on Sharing Checklist (see below) _ Averages a score of 1 on Sharing Checklist (see below) Options for Assessment Students can share Personal writing samples Homework/Show and Tell Center Products Book Talks Retellings Reports; e.g., Integrated Studies concepts, areas of interest, and Houghton Mifflin connections LPS Reading/Language Arts Program Guide, Speaking and Listening Section, page 23-24, Show and Tell Checklist. See revised copy on back. Lincoln Public Schools July, 2005

Active Listening Kindergarten 4 Exceeds _ Consistently sits in the listening and learning position (hands and feet to self, facing the speaker, using appropriate eye contact, voices off) 3 Meets _ Often sits in the listening and learning position (hands and feet to self, facing the speaker, using appropriate eye contact, voices off) 2 Approaches _ Occasionally sits in the listening and learning position (hands and feet to self, facing the speaker, using appropriate eye contact, voices off) 1 Does Not Meet _ Is unable to sit in the listening and learning position (hands and feet to self, facing the speaker, using appropriate eye contact, voices off) Yearlong _ Consistently listens for enjoyment, information, and to follow directions _ Often listens for enjoyment, information, and to follow directions _ Occasionally listens for enjoyment, information, and to follow directions _ Is unable to listen for enjoyment, information, and to follow directions _ Consistently asks questions at appropriate time for clarification _ Often asks questions at appropriate time for clarification _ Occasionally asks questions for clarification _ Does not ask questions for clarification Options for Assessment Teacher observation in large and small group settings; e.g., shared reading, read alouds, mini-lessons, songs, guided reading, calendar, and when giving directions Lincoln Public Schools July, 2005

Kindergarten HEALTH Scoring Guide - SCHOOL SAFETY Facts and Concepts to Assess 4 3 2 1 Exceeds district Is able to identify safety rules related to street crossing, fire, and strangers including additional information Meets district Is able to identify safety rules related to street crossing, fire, and strangers Approaches, but does not meet district Is able to identify safety rules related to street crossing, fire, and strangers with assistance Does not meet district Is unable to identify safety rules related to street crossing, fire, and strangers Is able to describe information to give in an emergency call with details Is able to describe information to give in an emergency call Is able to describe information to give in an emergency call with assistance Is unable to describe information to give in an emergency call Processes to Assess Evidence to Support Student Learning Is able to demonstrate safe behaviors without prompting Students demonstrate learning through: Group projects Journaling Demonstrations Role-playing Is able to demonstrate safe behaviors with minimal prompting Is able to demonstrate safe behaviors with extensive prompting Is unable to demonstrate safe behaviors Teachers collect evidence of student learning through: Completed student work (journal entries, projects) Checklists Anecdotal notes Health unit portfolios

Kindergarten HEALTH Scoring Guide - DRUG SAFETY Facts and Concepts to Assess Processes to Assess Evidence to Support Student Learning 4 3 2 1 Exceeds district Is able to identify harmful drugs including additional information Is able to identify medicines and how to take safely with details Is able to demonstrate how to say no to harmful drugs without prompting Meets district Is able to identify harmful drugs Is able to identify medicines and how to take safely Students demonstrate learning through: Group projects Journaling Demonstrations Role-playing Is able to demonstrate how to say no to harmful drugs with minimal prompting Approaches, but does not meet district Is able to identify harmful drugs with assistance Is able to identify medicines and how to take safely with assistance Is able to demonstrate how to say no to harmful drugs with extensive prompting Does not meet district Is unable to identify harmful drugs Is unable to identify medicines and how to take safely Is unable to demonstrate how to say no to harmful drugs Teachers collect evidence of student learning through: Completed student work (journal entries, projects) Checklists Anecdotal notes Health unit portfolios

Kindergarten HEALTH Scoring Guide - BODY BASICS Facts and Concepts to Assess Processes to Assess Evidence to Support Student Learning 4 3 2 1 Exceeds district Is able to identify body parts and the five senses including additional information Is able to name habits which promote good health with details Is able to demonstrate healthful procedures for clean hands without prompting Meets district Is able to identify body parts and the five senses Is able to name habits which promote good health Students demonstrate learning through: Group projects Journaling Demonstrations Role-playing Is able to demonstrate healthful procedures for clean hands with minimal prompting Approaches, but does not meet district Is able to identify body parts and the five senses with assistance Is able to name habits which promote good health with assistance Is able to demonstrate healthful procedures for clean hands with extensive prompting Does not meet district Is unable to identify body parts and the five senses Is unable to name habits which promote good health Is unable to demonstrate healthful procedures for clean hands Teachers collect evidence of student learning through: Completed student work (journal entries, projects) Checklists Anecdotal notes Health unit portfolios

Kindergarten HEALTH Scoring Guide - FOOD FACTS Facts and Concepts to Assess Processes to Assess Evidence to Support Student Learning 4 3 2 1 Exceeds district Is able to name five basic food groups including additional information. Is able to describe healthy meals and snacks with details Is able to demonstrate healthful food choices without prompting Meets district Is able to name five basic food groups Is able to describe healthy meals and snacks Students demonstrate learning through: Group projects Journaling Demonstrations Role-playing Is able to demonstrate healthful food choices with minimal prompting Approaches, but does not meet district Is able to name five basic food groups with assistance Is able to describe healthy meals and snacks with assistance Is able to demonstrate healthful food choices with extensive prompting Does not meet district Is unable to name five basic food groups Is unable describe healthy meals and snacks Is unable to demonstrate healthful food choices Teachers collect evidence of student learning through: Completed student work (journal entries, projects) Checklists Anecdotal notes Health unit portfolios

Kindergarten Social Studies Scoring Guide Where We Live Fourth Facts and Concepts to Assess 4 3 2 1 Exceeds district Meets district Approaches, but does not meet district Does not meet district Is able to identify the Is able to identify the Is able to identify the Is unable to identify the physical shape of Nebraska physical shape of Nebraska physical shape of Nebraska physical shape of Nebraska and include additional Is able to identify land and with assistance. with assistance. information. water on a map and globe Is able to identify land and Is unable to identify land and Is able to identify land and water on a map and globe water on a map and globe water on a map and globe and with assistance. with assistance. add details. Processes to Assess Is able to use maps and globes without prompting to recognize real places, i.e. locations, water, land. Is able to identify newspapers and other forms of media as a source of information about current events and provide details. Is able to use maps and globes with minimal prompting to recognize real places, i.e. locations, water, Is able to use maps and globes with extensive prompting to recognize real places, i.e. locations, water, EXAMPLE land DOCUMENT land Is able to identify newspapers Is able to identify newspapers and other forms of media as a and other forms of media as a source of information about source of information about current events with minimal current events with extensive prompting. prompting. Is unable to use maps and globes with prompting to recognize real places, i.e. locations, water, land Is unable to identify newspapers and other forms of media as a source of information about current events with prompting. Evidence to support student learning Students may demonstrate learning through: Group projects Individual projects Drawing or writing Demonstrations Role-playing Teachers may collect evidence of student learning through: Completed student work, i.e. dramatic play, matching games and activities Observation checklists Anecdotal notes Daily work Portfolios Kdgt Grade Social Studies Report Card Rubric Page 1 of 5 REV Fall 2005

Kindergarten Social Studies Scoring Guide Going Places Third Facts and Concepts to Assess Processes to Assess Evidence to support student learning 4 3 2 1 Exceeds district Meets district Approaches, but does not meet district Does not meet district Is able to name and classify Is able to name and classify Is able to name and classify Is unable to name and modes of transportation and modes of transportation. modes of transportation with classify modes of include additional Is able to describe how assistance. transportation with information. transportation connects Is able to describe how assistance. Is able to describe how people, places, and products. transportation connects Is unable to describe how transportation connects people, places, and products transportation connects people, places, and products, with assistance. people, places, and products and include additional with assistance. information Is able to use pictures or models without prompting to enhance their understanding. Is able to identify newspapers and other forms of media as a source of information about current events and provide details. Students may demonstrate learning through: Group projects Individual projects Drawing or writing Demonstrations Role-playing Is able to use pictures or models with minimal prompting to enhance their understanding. Is able to identify newspapers and other forms of media as a source of information about current events with minimal prompting. Is able to use pictures or models with extensive prompting to enhance their understanding. Is able to identify newspapers and other forms of media as a source of information about current events with extensive prompting. Is unable to use pictures or models with prompting to enhance their understanding. Is unable to identify newspapers and other forms of media as a source of information about current events with prompting. Teachers may collect evidence of student learning through: Completed student work, i.e. dramatic play, matching games and activities Observation checklists Anecdotal notes Daily work Portfolios Kdgt Grade Social Studies Report Card Rubric Page 2 of 5 REV Fall 2005