PITT COUNTY SCHOOLS · Web viewTeachers assist children as they make connections to the targeted word. For example: A story may read, “The bear lumbered down the path.” To assist

Pitt County Schools Revised 2009

PITT COUNTY SCHOOLSENGLISH LANGUAGE ARTS

ASSESSMENT RUBRIC

KINDERGARTEN

Key to Initials in the Grading Section:P = Performing at Expectations for this Marking PeriodN = Not Meeting Expectations for this Marking PeriodE = Above Grade Level Expectations for this Marking Period

We recognize that the items on the Kindergarten Report card are the grade level objectives from the NC SCOS that are to be mastered by the end of the year. We recognize that some objectives have more than one component and that teachers using on-going assessment will need to make decisions as to which portion of each objective they need to focus on at any given time. Objectives with multiple aspects should be scored in a holistic manner. The above statements are written on the report card for parents. Grading using the Assessment Rubric is in teacher language, therefore is different.

PHONEMIC AWARENESS:

Develops phonemic awareness and knowledge of alphabetic principle (1.02)Students internalize that our spoken language is a sequence of identifiable sounds. They also internalize that the sequence of letters in a written word represents the sequence of sounds in the spoken word. Students understand that some words begin and/or end alike. (Objective assessed during Guided or Shared Reading, Interactive Writing or Managed Independent Learning). Teachers may choose to use the assessments located in the front section of the Fountas and Pinnell Firsthand Phonics Lessons book, copies of which were purchased for all K-2 teachers several years ago. This objective may be observed during Shared Reading, Interactive Teacher Read Alouds (ITRA), Guided and Shared Reading and Word Study block. Assessment:

1st 9 Weeks 2nd 9 Weeks 3rd 9 Weeks 4th 9 WeeksRecognizes rhyme

Student actively participates in instruction focused on recognizing rhyme.

Given pairs of one syllable words, student can identify whether the pair rhyme or don’t rhyme some of the time.

Given pairs of one syllable words, student can identify whether the pair rhyme or don’t rhyme most of the time.

Given a one syllable word, the student can generate a rhyming word or rhyming nonsense word.

Identifies beginning consonant sounds

Students will recognize words that begin like their name.

Student can identify the beginning consonant sounds using pictures representing consonants taught this 9 weeks.

Student can identify the beginning consonant sounds using pictures representing consonants taught over the past 18 weeks .

Student can identify the beginning consonant sounds using pictures representing consonants taught over the past 27 weeks.

Identifies ending consonant sounds

Not assessed this 9 weeks

Same as above Same as above Same as above

Pitt County Schools June 2009 Kindergarten Page 1

Grading: Evidence of expected phonemic awareness and alphabetic principle: PNo evidence of expected phonemic awareness and alphabetic principle: NEvidence of above grade level expectation of phonemic awareness and alphabetic principle: E

PHONICS:

Demonstrates decoding and word recognition strategies and skills (1.03)Students recognize and name the upper and lower case letters of the alphabet, some high frequency words such as the, me and can, their own name, and common environmental print such as signs, labels, and trademarks. Objective assessed during Guided or Shared Reading, Interactive Writing or Managed Independent Learning/MIL.

Assessment: First 9Weeks

Second 9 Weeks Third 9Weeks

Fourth 9 Weeks

Upper case letters Not assessed this 9 weeks(Teachers will focus instruction on the student’s 1st name.)

Student can recognize and name 13/26 upper case letters.



Lower case letters Not assessed this 9 weeks (Teachers will focus instruction on the student’s 1st name.)

Student can recognize and name 13/26 lower case letters.



High frequency words


Students can read 9/25 high frequency words.



First and last name


Student recognizes first name 100% of the time.

Student recognizes first name 100% of the time and last name 50% of the time.

Student recognizes first and last name 100% of the time.

Environmental print


Student recognizes environmental print (Icons used in classroom, Stop/Exit signs, boy’s room) etc., as taught.

Student recognizes environmental print taught(store names, restaurant names, road signs).

Student recognizes environmental print taught (food labels like Cheerios, commonly known snack foods like Pepsi/Coke).

Grading:Evidence of expected decoding and word recognition strategies and skills: PNo evidence of decoding and word recognition strategies and skills: NEvidence of above grade level decoding and word recognition strategies and skills: E

Pitt County Schools June 2009 2

FLUENCY:

Interacts for at least 10 minutes daily with self-selected texts that are consistent with the student’s independent reading level (1.05)

Students interact with books that they choose. These interactions first appear as retelling of a story using pictures and their memories. Soon, however, the children transition into using the story’s meaning, picture clues and the simple patterned print to read the book of their choice. By the end of the kindergarten year, it is expected that all children spend a minimum of 10 minutes per day interacting with texts of their choice. First semester, these interactions may occur during workstations or during whole group DEAR time. Second semester, students should grow into a solid 5 and then 10 minute block of interacting with text while everyone reads and the teacher confers with the readers. Objective may be assessed during MIL or DEAR time.

Assessment: 1st 9 Weeks 2nd 9 Weeks 3rd 9 Weeks 4th 9 Weeks

Interacts with text of choice for 10 minutes


Not Assessed this 9 weeks

Student interacts with text of choice during workstations and maintains focus for a minimum of 5 minutes during DEAR time for a daily total of 5-10 minutes.

Student interacts with text of choice during workstations and maintains focus for a minimum of 10 minutes during DEAR time for a daily total of 10+ minutes.

Grading: Evidence of consistently interacting with texts at grade level expectations: PNo evidence of consistently interacting with texts: NEvidence of consistently interacting with texts of choice for extended periods of time beyond grade level expectations: E

Demonstrates familiarity with a variety of types of books and selections (2.02)

Kindergarten is a time when the world of reading is expanded. It is a time when the children are introduced to a variety of books and selections that they may not have been exposed to at home or in daycare. Kindergarten teachers read daily from a variety of texts/genres. Through the reading and rereading of these texts, children come to understand the characteristics that make each of the different texts unique. Children are exposed to picture books, caption books, informational books, nursery rhymes, word and finger plays and puppet plays. Children use Work Stations during Managed Independent Learning to interact with these different types of texts. Objective may be assessed during Guided or Shared Reading, Interactive Writing, or Managed Independent Learning.

Grading: Evidence of recognizing a variety of types of books and selections: PNo evidence of recognizing a variety of types of books and selections: NVOCABULARY:

Demonstrates understanding of literary language and other vocabulary specific to a genre (2.07)

Kindergarten children understand specific book language, such as “Once upon a time,” or “Long, long ago” or “said mom” as “how books sound.” They understand that book language is different from the


way they speak. They recognize similes (comparisons using as or like) as the way an author paints a picture for the reader. They understand that when a simile is used, it is NOT to be taken literately. It is NOT required that students can identify the simile as “a simile” only that they understand it as a way that authors paint pictures for the reader’s mind. Students understand the terms characters, problem, solution, setting, beginning, middle, ending, stanza, pictures, charts, graphs, title, author, illustration, bold print, glossary, index and table of contents as words we use when we talk about text. Objective may be assessed during Guided or Shared Reading, Interactive Writing or Managed Independent Learning observations.

Assessments: 1st 9 Weeks 2nd 9 Weeks 3rd 9 Weeks 4th 9 Weeks

Literary language


Students will recognize common phrases ( Long, long ago… or Once upon a time… or Lived happily ever after…) that denote a fantasy/fiction book .

Students will recognize common phrases that denote a fantasy/fiction book.

Students will recognize common phrases that denote a fantasy/fiction book. Students will understand that authors use common similes (Ex. Quick as a cricket or smart like a fox) to help the reader visualize what they are describing.

Vocabulary specific to a genre


Students will understand the terms: title, pictures/illustrations, author and illustrator.

In addition to terms already mastered students will understand the terms character, setting, bold print problem, solution, beginning, middle, ending.

In addition to terms already mastered students will understand the terms table of contents and charts/graphs, glossary, index and stanza (sections of a poem).

Grading: Evidence of expected understanding of literary language and vocabulary specific to a genre: PNo evidence of understanding of literary language and vocabulary specific to a genre: NEvidence of above grade level understanding of literary language and vocabulary specific to a genre: E

Associates target words with prior knowledge and explores an author’s choice of words (3.03) (Assessed 2nd 9 weeks)

Kindergarten is the time for children to expand their listening, speaking and written vocabulary. During Shared Reading, Interactive Teacher Read Alouds, and Guided Reading, students will have opportunities to note how authors use words. Teachers draw children’s attention to vocabulary words that they feel will be confusing or new to the children. Teachers assist children as they make connections to the targeted word. For example: A story may read, “The bear lumbered down the path.”


To assist the children in understanding “lumbered,” the teacher helps the children associate “lumbered” with “walking very slowly.” Drama, “Being the Word” or non-linguistic representations are several classroom strategies teachers may want to use to assist students in internalizing vocabulary. Teachers help kindergarten students begin to understand that authors make a conscious decision to use specific words in written compositions or oral presentations. Authors choose words that they think best paint a picture in the reader’s/listener’s mind or enable the reader to visualize the character or scene. By drawing students’ attention to the decisions that authors make about word choice, teachers encourage students to be selective in their own word choice when they are speaking or writing. Teachers highlight unusual or specific words students use during the share portion of Writer’s Workshop. Objective may be assessed during Guided or Shared Reading, Interactive Writing, Writer’s Workshop, or Managed Independent Learning.

Grading:

Evidence of associating target words with prior knowledge and exploring an author’s choice of words: P No evidence of associating target words with prior knowledge and exploring an author’s choice of words: N Uses speaking and listening skills and media to connect experiences and texts (3.04)

(Assessed 1st 9 weeks)

Students make connections to texts they have read or heard. Students orally connect text to their personal life experiences, to other text they have read or heard and to their understandings about how the world works. Students use a variety of media to connect text to their personal life experiences, to other text they have read or heard, and to their understandings about how the world works. Objective may be assessed during Guided or Shared Reading, Interactive Writing, Managed Independent Learning, Writer’s Workshop, Read Alouds or share time.

Grading: Evidence of using oral language to make connections to text read or heard: PNo evidence of using oral language to make connections to text read or heard: N

Uses new vocabulary in own speech and writing (4.01)(Assessed 1st 9 weeks)

Students use the new vocabulary they hear in their everyday speech and writing activities. Objective may be assessed during conversations, Independent Writing, or Managed Independent learning.

Grading: Evidence of using new vocabulary in their everyday speech and writing activities: PNo evidence of using new vocabulary in their everyday speech and writing activities: N Uses words that name and words that tell action in a variety of simple texts (oral retelling)

( 4.02)Students use words that name (nouns or pronouns) and words that show action (verbs) in oral retellings of personal events or books read or heard. Please keep in mind that it is not important that primary children identify a word’s part of speech (noun, verb, and pronoun). Objective may be assessed during Guided or Shared Reading, Interactive Writing, or Managed Independent Learning.

Assessment:1st 9 Weeks 2nd 9 Weeks 3rd 9 Weeks 4th 9 WeeksNot assessed this Oral retelling of a Oral retelling of a Oral retelling of a


Oral retelling

9 weeks personal event or story heard or read will be brief and only partially complete. May include some but not all of these elements: setting, character(s), beginning and end. May be prompted.

story heard or read will be brief and may include some but not all the following elements: setting, character(s) beginning, middle and end. May be prompted.

story heard or read will include setting, character(s), beginning, middle and end. May be prompted.

Grading:

Evidence of using grade level expectations to orally retell a story heard or read: P No evidence of using expectations to orally retell a story heard or read: NEvidence of using above grade level expectations to orally retell a story heard or read: E

Uses words that describe color, size, and location in a variety of texts (4.03)

Students add adjectives or describing words to their vocabulary. Students point out how authors use words that describe color, size and location to help the reader create a better picture in their mind. Again, keep in mind that this objective is NOT about the identification of this part of speech, but rather the usage of words that describe in their spoken and written communications efforts. Objective may be assessed during Guided or Shared Reading, ITRA, Interactive Writing, Independent Writing, Writer’s Workshop, or Managed Independent Learning.

Assessment:1st 9 Weeks 2nd 9 Weeks 3rd 9 Weeks 4th 9 Weeks

Uses adjectives that describe color, size and location


Students use words that describe color, size and location in their oral language.

Students use words that describe color, size and location in their oral language and written labels.

Students use words that describe color, size and location in their oral language and in simple phrases or sentences in written text.May be prompted

Grading:Evidence of grade level expectations in describing items using color, size and location in oral and/or written forms: P No evidence of grade level expectations in describing items using color, size and location in oral and/or written form: NEvidence of consistently meeting above grade level expectations in describing items using color, size and location in oral and written forms: E


Maintains conversation and discussions (4.04)(Assessed 1st 9 weeks)

Students engage in conversations with adults and their peers by maintaining eye contact and waiting until the speaker has finished his/her thoughts before beginning to speak. The student is a careful listener who does not allow his/her body movements to detract from the speaker’s message. The student is a respectful responder who may agree or disagree with the speaker without demeaning the speaker. Objective assessed during one-on-one, small group, or whole group interactions.

Assessment: Student engages in conversations with adults. Student engages in conversations with his/her peers. Student demonstrates careful listening. Student demonstrates respectful responding.

Grading: Evidence of maintaining conversations and discussions: P No evidence of maintaining conversations and discussions: N

COMPREHENSION:

Develops book and print awareness (1.01)Student demonstrates book and print awareness.

Student can show the front and back of the book. Student knows that the print contains the message. Student has left to right directionality. Student has top to bottom directionality. Student has return sweep of text. Student demonstrates one-to-one correspondence on simple illustrated text when read to

him/her. Student can locate white space between words. Student can identify a period, a question mark, exclamation mark and a comma. Student can differentiate between a picture, a letter, a word and a sentence.

Assessment: Use “Concepts about Print” in Clay’s Observation Survey or the CAP assessment from NC DPI K-2 Assessment. Only assess the items missed each nine weeks. You may use any text to assess items missed.

Use pencil on Use blue ink - Use red ink- Use pencil on CAP form same form as same form as new CAP form 1st nine weeks 1st & 2nd 9 wks

Within the 1st 9 Weeks

End of 2nd 9 Weeks

End of 3rd 9 Weeks

End of 4th 9 Weeks

Develops book and print awareness

Student masters atleast 4 out of 20 items on CAP




Evidence from observation that grade level CAP indicators are mastered: PEvidence from observation that grade level CAP indicators are not mastered: NEvidence from observation that at least 17+ {at any point in the year} CAP indicators are mastered: E


Reads or begins to read (1.04)It is expected that children read or attempt to read their own dictated stories early in kindergarten. By the end of kindergarten students should be able to read* simple patterned texts, decodable texts, and/or predictable texts using letter-sound knowledge (phonics), and some basic high frequency words and pictures (meaning) to construct the meaning. In Pitt County it is expected that all kindergarten children leave kindergarten reading at or above a DRA Level 3 with strategies and skills in place that enable them to be successful in first grade. This objective should be assessed during Guided Reading. Running Records or Records of Oral Reading will serve as documentation. Both should include a fluency score and evidence of a PROMPTED retelling.Assessment:

End of 1st 9 Weeks

End of 2nd 9 Weeks

End of 3rd 9 Weeks

End of 4th 9 Weeks

Student reads or begins to read*


Student reads*At the DRALevel 1.

Student reads* at the DRA Level 2.

Student reads*at the DRA Level 3.

* To read means that the student, when given an appropriate book introduction, can decode the words at 90% or better, reads in a fluent phrased manner (Scores a 3 or a 4 on the Fluency Rubric), and comprehends the text as evidenced by a retelling which may be prompted. Teachers may use the retelling rubric from the K-2 Assessment Document.

Fluency Rubric Score 4 Score 3 Score 2 Score 1Reading is primarily in large, meaningful phrases with only a few slow-downs for problem solving of words or reading to confirm accuracy or meaning. Expressive interpretation is evident throughout the reading. Attention to punctuation and syntax is present.

Reading is a mixture of word by word reading, fluent, and phrased reading. There is evidence of attention to punctuation and syntax with rereading for problem solving.

Reading is mostly word by word but with some two-word phrasing. Expressive interpretation may result in longer examples of phrasing. There is evidence of awareness, but there is inconsistent application of punctuation and syntax with rereading for problem solving.

All reading is word by word with long pauses between words and very little fluency. There is little evidence of phrasing or awareness of punctuation. There may be two-word phrases but word groupings are often awkward.

K-2 Assessment Document Retelling Fiction Rubric

Prompt: “Tell me in your own words what happened in this story.”Score 4 Discusses similarities or connections to other stories, events, experiences

Makes connections to the author’s purposeClearly describes the theme, point of the story, author’s purposeDescribes the main character(s) and any character developmentGives accurate information in sequence using rich detailDescribes the time and locationRequires limited prompting

Score 3 Connects to another story, event or experienceMakes some connection to the author’s purposeDescribes the theme or point of the story with some lack of clarityTells the plot perhaps with errors in sequence that do not change the meaningGives accurate information with some detailIdentifies the main character(s)Tells the problem or goal with solution or endingIdentifies the time and location


Requires limited promptingScore 2 Makes little connection to another story, event or experience

Makes little connection to the author’s purposeGives limited informationGives inaccuracies or omits details in time, location, or charactersTells fragments of plot with major gaps that affect meaningNeeds a great deal of prompting with limited results

Score 1 Makes no connection to another story, event or experienceMakes no connection to the author’s purposeRetelling has no sense of storyGives very limited information about the storyUnable to respond even when prompted

K-2 Assessment Document Retelling Nonfiction RubricComprehending nonfiction text is about understanding concepts and constructing meaning. It may help to allow students to draw or take notes on the book they have read in order to adequately retell a story.

Score 4 Gives accurate information in sequence using rich detailDescribes the main topicDescribes the important ideas using key vocabularyDescribes the conclusionsClearly describes the theme and author’s purposeDiscusses similarities or connections to other texts, events, experiencesRequires limited prompting

Score 3 Gives accurate information with some detailIdentifies the main topicIdentifies the important ideasTells the conclusionsDescribes the theme and author’s purpose with some lack of clarityConnects to another text, event or experienceRequires limited prompting for the retelling

Score 2 Gives limited informationGives inaccuracies or omits important detailsTells fragments of theme and author’s purposeNeeds a great deal of prompting with limited results

Score 1 Gives very limited or incorrect information about the textRetelling has no sense of the topicUnable to respond even when prompted

Grading: Evidence of reading* at grade level expectation: P Evidence of reading* below grade level expectation: NEvidence of reading* above grade level: E 4+ must be reached to get an E at any point in the year

Demonstrates sense of story (2.01)Students identify the beginning, middle, and end of a story along with the characters, setting, and some of the critical details when prompted. Students can demonstrate this objective while at the “Story Telling” workstation. Pocket Chart activities using pictures, paired with or without text, allow children opportunities to practice this objective. This objective may be assessed during Shared and Guided Reading, Writer’s Workshop or MIL.


Assessment:End of 1st 9 Weeks

End of 2nd 9 Weeks

End of 3rd 9 Weeks

End of 4th 9 Weeks

Student can identify beginning, middle, ending, characters, setting and some critical details when prompted.


Student can identify characters and setting in stories read or heard when prompted.

Student can identify characters, setting, beginning, and ending in stories read or heard when prompted.

Student can identify characters, setting, beginning, middle, ending, and some critical details in stories read or heard when prompted.

Grading: Evidence of on grade level expectations: PEvidence of below grade level expectations: NEvidence of above grade level expectations and/or prompting not required: E Uses preparation strategies to activate prior knowledge and experiences before and during

the reading of texts (2.03)

Students use a variety of strategies before they begin to read. Students look at the title and think about what they know about the subject. They think of what they know about the author and/or illustrator. Students flip through the selection and look at the pictures and the table of contents. Although most kindergarten students are unable to read headings, charts, graphs or blurbs, they notice text features* such as headings, charts and graphs, the author and illustrator blurbs, and even the boldfaced print. They know that these characteristics help readers understand the text. Students ask themselves questions before, during and after they read or hear a text. Objective may be assessed during Shared and Guided Reading or Interactive Teacher Read Alouds.


End of 2nd 9 Weeks

End of 3rd 9 Weeks

End of 4th 9 Weeks

Student uses a variety of strategies before they begin to read

Not assessed this 9 weeks.

Students use the cover, title and other illustrations to predict what the book they will hear or pretend to read will be about.

Students use the cover, title, illustrations and what they know about the subject to predict what the book they will hear or pretend to read will be about.

Students use the cover, title, illustrations and what they know about the subject to predict what the book they will read or pretend to read will be about.

Grading:Evidence of on grade level use of a variety of strategies before/during reading: PNo evidence of using grade level strategies before/during reading: NEvidence of above grade level text features* used with a variety of strategies before/during reading: E


Formulates questions that a text might answer before beginning to read (2.04)

As proficient readers we ask ourselves questions before, during and after we read. These questions help us make text-to-self connections and keep us focused on constructing meaning as we read. This objective may be assessed during Shared and Guided Reading or Teacher Read Aloud.


End of 2nd 9 Weeks

End of 3rd 9 Weeks

End of 4th 9 Weeks

Student formulates questions that a text might answer before beginning to read.


Student formulates a question that the text might answer before listening to a story..

Student formulates more than one question that the text might answer before listening to a story.

Student formulates questions that the text might answer before reading a story when given the title and a brief book introduction.

Grading: Evidence of meeting grade level expectations: PNo evidence of meeting grade level expectations: NEvidence of formulating multiple questions before, during, and after reading a text: E

Predicts possible events in texts before and during reading (2.05)

Proficient readers use what they know about life and what meaning they have gathered from the texts to make predictions of possible events before and during reading. Students use these predictions during reading to help them dismiss or confirm their understanding of the characters’ actions and the story’s events. Students use these predictions to monitor their comprehension. Objective may be assessed during Shared and Guided Reading or Teacher Read Aloud.


End of 2nd 9 Weeks

End of 3rd 9 Weeks

End of 4th 9 Weeks

Student predicts possible events in texts before and during reading.


Student predicts possible events in text before listening to a story.

Student predicts possible events in texts before and during listening to a story.

Student predicts possible events in texts before and during the reading of a story.

Grading:Meets grade level expectation on grade level appropriate text: PNo evidence of meeting grade level expectations: NExceeds grade level expectations by performing objective on above grade level texts: E Understands and follows oral-graphic directions (2.06)

(Assessed 1st 9 weeks)Kindergarten students participate in daily Managed Independent Learning (Workstations). This is a time for students to practice independent reading and writing skills while the teacher works with a small group of children. Students work in stations that have been designed to reinforce reading and writing


skills they are currently learning. At each workstation, teachers place simple written directions explaining the tasks to be completed with picture support, keying in on specific “directional terms” such as cut, read, listen, draw, illustrate, and glue. In addition, teachers use ordinal number words (first, second) and their abbreviations (1st, 2nd) to help children internalize mathematical and literacy terms. Early in the year, the teacher may create a big book that uses these terms for Shared Reading experiences. Reading and rereading this text acts as a sound introduction to terms that make understanding simple written directions much easier for students. Sending a small copy home further advances these skills. This objective may be observed and assessed during MIL and/or Guided Reading.

Grading: Evidence of understanding and following oral-graphic directions: PUnable to follow oral-graphic directions: N

Distinguishes fantasy from reality when reading texts (2.08)Experiencing both fantasy and reality texts during Interactive Read Alouds helps students identify critical characteristics of genre. These characteristics include, but are not limited to, how the author presents the characters, the setting, and the format/layout of the text. Keep in mind that in the story Hansel and Gretel the two main characters are presented as normal children with mean parents. It isn’t until the candy house (setting) and witch enter the story that it is obvious that the story would be classified as a fantasy selection. Students are taught to make judgments based on a variety of aspects of the text that include the title and the text features such as table of content and glossary. During Interactive or Shared Writing, teachers create pictorial Anchor Charts that reflect the distinguishing features between fantasy and reality. These Anchor Charts serve as a resource for students as they learn to sort out the difference between fantasy and reality texts. This objective may be assessed during ITRA, Guided Reading or at MIL workstations.

Assessment:

End of 1st 9 Weeks

End of 2nd 9 Weeks

End of 3rd 9 Weeks

End of 4th 9 Weeks

Student distinguishes fantasy from reality when reading texts

Not assessed Student can distinguish fantasy and reality texts before listening to a text by using the title, cover or text features. They can also distinguish fantasy and reality while listening to a text. May be prompted.

Student can distinguish fantasy and reality texts before listening to a text by using the title, cover or text features. They can also distinguish fantasy and reality while listening to a text.

Student can distinguish fantasy and reality texts when reading.

Grading:Student meets grade level expectations: PStudent does not meet grade level expectations: NStudent exceeds grade level expectations: E Identifies the sequence of events in a story (2.09)Students identify the beginning, middle, and ending of a story heard or read. Students sequence pictures of events, or illustrate and verbally explain illustrations to demonstrate this objective. This objective may be observed during Guided Reading, Writer’s Workshop or MIL. Observations may be made in the Story Telling or Art workstations.



End of 2nd 9 Weeks

End of 3rd 9 Weeks

End of 4th 9 Weeks

Student identifies the beginning, middle and ending of a story heard or read.

Not assessed Student can identify beginning and ending of stories heard.

Students can identify the beginning, middle and ending of stories heard.

Students can identify the beginning, middle, and ending of stories heard AND can identify the beginning and ending of stories read using grade appropriate text.

Grading: Student performs at grade level expectations: PStudent performs below grade level expectations: NReading above grade level text, the student can identify the beginning, middle and ending events in a story: E

Connects information and events in texts to experiences (3.01)In order to understand information read or heard we must be able to connect to the information in some way. Students connect to information read or heard in three critical ways. First, by thinking about an experience they have had that was similar to the experiences of characters or to events in the story. Secondly by thinking of a book or selection that is similar to the text heard or read. Lastly, by thinking about other world events or experiences they may have heard of similar to the topic or theme.


End of 2nd 9 Weeks

End of 3rd 9 Weeks

End of 4th 9 Weeks

Student connects information and events of text heard or read to experiences

Students connect text heard to personal experiences by orally describing the connection.

May be prompted.

Students connect text heard or read to personal experiences orally or pictorially describing the connection.

Students connect text heard or read to personal experiences and/or another text by orally or pictorially describing the connection.

Students connect text heard or read to personal experiences and/or another text and/or world events by orally or pictorially describing the connection.

Grading: Student performs at grade level expectations: PStudent performs below grade level expectations: NReading above grade level text, the student can make connections to the text using a variety of text-to-self, text-to-text and text-to-world connections: E Discusses concepts and information in a text to clarify and extend knowledge (3.02)“In a world in which broad-based, multimedia communication is increasingly important, students need to practice arguing, documenting, persuading, and informing in increasingly sophisticated ways.”


(Fountas and Pinnell, 2001) If these skills are our goals for K-5 students, then it is critical that kindergarten students begin this journey through developing oral skills necessary to discuss concepts and information in texts they hear, read, or view. Students demonstrate clarifying and extending concepts and information during Shared Reading, Guided Reading and content area instruction.Assessment:

End of 1st 9 Weeks

End of 2nd 9 Weeks

End of 3rd 9 Weeks

End of 4th 9 Weeks

Discusses concepts and information in a text to clarify and extend knowledge



Student discusses and/or illustrates new learning from text heard or viewed.

Student discusses and/or illustrates new learning from text read or viewed.

WRITING:

Uses words that name and words that tell action in a variety of simple texts (written texts) (4.02)

Kindergarten students accelerate a life long journey of learning how to communicate through writing from the day they enter school. The journey begins with students orally telling “their stories.” These oral stories are accompanied with drawings that support the topic or event. As students develop the ability to identify sounds within words and match the sounds with letters, they label the items and events in their drawings using temporary spelling. Once they have mastered a few high frequency words and are introduced to the use of the ABC Chart, Name Chart, Word Ring and/or the Word Wall, kindergarten students begin to transition from having their pictures carry the bulk of the meaning to writing simple texts that use words that name (noun) and words that tell action (verbs) in a variety of simple sentences. Students author a variety of entries for their PCS Writing Portfolio. These entries include a list; a self-portrait with a simple text that includes the personal pronoun “I” and the student’s name; a personal narrative of dictated text; a narrative that includes illustrations that denote beginning, middle, and ending events; and a labeled illustration. Assessment:

End of 1st 9 Weeks

End of 2nd 9 Weeks

End of 3rd 9 Weeks

End of 4th 9 Weeks

Uses words that name and words that tell action in a variety of simple texts (written texts)


(Students should be telling stories and creating simple illustrations.)

Students tell stories, illustrate, and add simple labels that may include temporary spellings, OR students actively participate in Interactive Writing that produces labels and/or simple sentences.

Students tell stories, illustrate, and add a simple, readable text and/or labels.

Students tell stories, illustrate, and add multiple related, simple, readable texts to them. Readable labels may also be added.

Grading: Student performs at grade level expectations: PStudent performs below grade level expectations: NEvidence of writing above grade level expectations: E


Uses a variety of sentence patterns such as interrogative requests and sentence fragments that convey emotions (4.05)

Students learn to identify questions during ITRA, Writer’s Workshop, and Shared Reading. They are encouraged to add questions to their texts to engage their readers. Sentence fragment/interjections that show emotions are identified during Interactive Teacher Read Alouds and Shared Reading. Teachers and students insert them in a variety of Interactive Writing samples. Students are encouraged to add sentence fragment/interjections such as: “Oh,” “Help!” and “Hello” into their illustrations or stories during Writer’s Workshop.


End of 2nd 9 Weeks

End of 3rd 9 Weeks

End of 4th 9 Weeks

Uses a variety of sentence patterns such as interrogative requests and sentence fragments/interjections that convey emotions


(Students should be telling stories and asking questions of their peers as they share during the “Share Portion” of Writer’s Workshop.)

Students can orally generate a simple question that they want to know about a topic of choice. They can actively participate in community construction of questions.

Students can generate a simple question about a topic of choice and encode the question recording dominate consonants and punctuate with a question mark, when PROMPTED.

Students can generate a story, illustrate and add a simple, readable text that contains a question and a sentence fragment/interjection that conveys emotions, when PROMPTED.

Grading:Student performs at grade level expectations: PStudent performs below grade level expectations: NEvidence of consistently writing above grade level expectations: E

Writes and/or participants in writing behaviors by using authors’ models of language (4.06) (Assessed 1st 9 weeks)

We learned to speak by watching and listening to those around us. We learned to walk, ride a bike, or play an instrument by watching those who have already conquered each of these skills and then practicing them with the support of a mentor. Students are introduced to the world of writers and the craft of writing. As students study the work of varied authors they use these model texts written by mentor authors as exemplars for writing growth. Students are encouraged to emulate the form and language of accomplished authors as they participate in Interactive Writing, Shared Writing, or Writer’s Workshop.

Grading: Evidence of using strategies: PNo evidence of using strategies: N

Develops spelling strategies and skills (5.01)


We spell words by using one or more of the following strategies. 1) We spell words as they sound, such as the word “cat.” 2) We spell words as they look, such as “is or was.” 3) We spell words as they mean, such as “walked.” 4) We spell words by using a resource. Kindergarten students develop the ability to spell words as they sound by analyzing sounds in a word and representing those sounds with the dominant consonant letters, allowing them to represent spoken language with temporary and/or conventional spelling. They write most of the letters of the alphabet correctly. Students are introduced to 25 high frequency words, many of which must be learned by the way they look. Interactive Writing and Guided Reading help make students aware that certain endings (suffixes) are added to words to make them mean something a bit different from the original word. Kindergarten students are introduced to the s and ing chunks. They learn that adding these chunks changes the meaning of the original words. Thus they can expand their written vocabulary from the original base word play to playing or plays. Students are introduced to their first spelling resources. The Name Chart, ABC Chart, Word Rings, and Word Wall are used as resources as needed.

Assessment:1st 9 weeks 2nd 9 weeks 3rd 9 weeks 4th 9 weeks

Spells words how they sound Not Assessed

Student uses 9/26 dominate letter sounds to spell words as they sound.

Student uses 18/26 dominate letter sounds to spell words as they sound.

Student uses 26/26 dominate letters sounds to spell words as they sound.

Spells the 25 High Freq. words Not Assessed

Students can write 9/25 high frequency words.



Adds“s” and/or “ing”

Not Assessed Attempts to add s to writing as needed.

Adds ing and/or s as needed in Interactive Writing.

Adds ing and/or s as needed in own writing some of the time.

Uses resources to spell

Not AssessedUses the name chart or word wall or ABC chart or word ring as needed some of the time.

Uses the name chart or word wall or ABC chart or word ring as needed most of the time.

Uses the name chart or word wall or ABC chart or word ring as needed all of the time.

Grading:Student uses spelling strategies at grade level expectations: PStudent uses spelling strategies below grade level expectations: NEvidence of spelling strategies above grade level expectations: E

Uses capital letters to write the personal pronoun I and the first letter in own name (5.02)Assessment:

First 9Weeks


Fourth 9 Weeks

Capitalizes the word I

Student capitalizes the personal pronoun I some of the time.

Student capitalizes the personal pronoun I most of the time.

Student capitalizes the personal pronoun I all of the time.

Student capitalizes the personal pronoun I all of the time.


Capitalizes the first letter of own name

Student correctly capitalizes his/her first name some of the time.

Student correctly capitalizes his/her first name most of the time.

Student correctly capitalizes his/her first name all of the time.

Student correctly capitalizes his/her first name all of the time.

Grading: Student meets the objective at grade level expectations: PNo evidence of meeting objective: NEvidence of meeting objective consistently at above grade level expectations: E Uses legible manuscript handwriting (5.03)

(Teachers may refer to Fountas and Pinnell’s Phonics Lessons Teaching Resources Firsthand notebook.)

Assessments:First 9Weeks


Fourth 9 Weeks

Legibly forms upper case letters Not assessed this

9 weeks

Student can legibly form 9/26 upper case letters.



Legibly forms lower case letters Not assessed this

9 weeks

Student can legibly form 9/26 lower case letters.



Leaves appropriate space within a word (letters are not too close or too far apart)


Students can use appropriate space within 9/25 high frequency word on K list.

Students can use appropriate space within 17/25 high frequency words on K list.

Students can use appropriate space 25/25 high frequency wordson K list.

Leaves appropriate space within a sentence/phrase


Student leaves appropriate space within a sentence/phrase some of the time.

Student leaves appropriate space within a sentence/phrase most of the time.

Student leaves appropriate space within a sentence/phrase all of the time.

Legibly forms a comma, a period, a question mark and an explanation point


Student legibly forms a period.

Student legibly forms a period and a question mark.

Student legibly forms a period, a comma, a question mark, and an exclamation point.

Grading: Student meets the objective at grade level expectations: PNo evidence of meeting objective: NEvidence of consistently meeting objective at above grade level expectations: E


Documents

PITT COUNTY SCHOOLS · Web viewTeachers assist children as they make connections to the targeted word. For example: A story may read, “The bear lumbered down the path.” To assist