Bilingual Kindergarten Language Arts Report Card Rubric - Third Six Weeks

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1 Print Awareness / Phonological Awareness / Phonics I can identify the uppercase and lowercase letters (including diagraphs (ch, ll, rr)) in random order (see chart on report card). K.1(B) The student identifies less than 40 letters including diagraphs when shown in random order. Teacher shows uppercase and lowercase letters and diagraphs in random order. Any combination of uppercase and lowercase letters is acceptable. The student identifies at least 40 letters including diagraphs when shown in random order. Teacher shows uppercase and lowercase letters and diagraphs in random order. Any combination of uppercase and lowercase letters is acceptable. The student identifies (names) 29 uppercase and 30 lowercase letters when shown in random order. Teacher shows student uppercase and lowercase letters and diagraphs in random order. I can read at least 35 highfrequency words (see chart on report card). SLAR N/E Local Expectation The student reads less than 13 AISD high-frequency words when The student reads at least 13 AISD high-frequency words when The student reads the 35 AISD high-frequency words with when The student reads and spells at least 35 AISD high-frequency words with automaticity. The student can also read content area words such as science, math, or social studies words. I can identify the sounds that letters make including the diagraphs /ch/, /rr/, /ll/ (see chart on report card). SLAR N/E Local Expectation K.3(F) The student identifies less than 20 letter sounds. The student identifies (names) 20 letter sounds. The student identifies (names) 26 letter sounds. I can blend sounds (spoken phonemes) to form syllables and words (/m/ /a/ says ma ; /ma/ /pa/ says mapa). K.2(F) The student does not blend phonemes provided by the teacher to form syllables and simple words. The student blends phonemes provided by the teacher to form syllables and simple words. The student blends phonemes to form syllables and simple words independently. The student blends more than three phonemes to form simple words. Curriculum and Instruction Department/Language Arts/Bilingual-ESL 1 July 2014

2 Print Awareness / Phonological Awareness / Phonics I can separate multi-syllabic words into two to three syllables (/to/ /ma/ /te/). K.2(H) The student does not separate two syllables. The teacher says the word and the student separates the word into syllables. two syllables. The teacher says the word and the student separates the word into syllables. three syllables. The teacher says the word. The student separates the word into syllables independently. multisyllabic words with three or more syllables independently. I can isolate the initial (syllabic) sound in spoken words. /la/ta, /ra/ta. K.2(G) The student does not hear and identify and hear the initial sound in two-syllable spoken words with picture prompts. (names) the initial sound in twosyllable spoken words with picture prompts. (names) the initial sound in a two-syllable spoken word. the initial sounds in words that contain blends and diagraphs. I can make predictions in fiction and informational texts. K.4(A), K.10(D) The student does not make predictions in fiction texts based on the cover, title, and illustrations of the book. cover, title, and, illustrations of a illustrations. The student makes predictions in fiction texts based on the cover, title, and illustrations of the book. cover, title, and illustrations of a illustrations. Student s prediction is very basic. Este libro se trata de un zoológico porque se llama Un paseo al zoológico. Yo puedo ver animals en la portada. Hay animales en las páginas del libro. The student makes predictions in both fiction and informational texts based on the cover, title, and illustrations. cover, title, and illustrations of a illustrations. Student s prediction is more detailed. Este libro se trata del zoológico. Se va a tratar de animals como cebras, leones y tigres porque los veo en los dibujos. The student makes reasonable predictions independently while reading both fiction and informational text using a variety of text features (tabla de contenido, subtítulos, índice y marcos enfatizando la idea principal). Curriculum and Instruction Department/Language Arts/Bilingual-ESL 2 July 2014

3 I can identify story elements (escenario,personajes, eventos claves). K.6(A) I can retell or act out main events from a story read K.6(A), Figure 19(E) The student does not identify el escenario y los personajes in a book read the characters in the story? Tell me who was in the story. The student does not retell or act out main events from a story read aloud with teacher prompts. The student identifies (names) el escenario y los personajes in a book read the characters in the story? The student retells or acts out main events from a story read aloud with teacher prompts. The student identifies (names) el escenario, los personajes y los eventos claves in a book read the characters in the story? What was happening in the story? The student retells or acts out main events from a story read The student identifies el escenario, los personajes y los eventos claves in a book read independently at an EDL2 level 4 or above. Teacher interviews student after he/she has read the book. The interview will include the setting, characters, and plot. Student may also write a written response. The student retells the beginning, middle, and end of a story read independently and includes the important story events using character names, details, and relevant vocabulary. I can use a variety of reading strategies to make meaning (revisar la ilustración; regresar y releer). Figure 19(C) The student does not use a reading strategy to make meaning with teacher prompts. The student uses at least one reading strategy to make meaning with teacher prompts. The student uses three or more reading strategies to make meaning. The student may not use all three strategies in one book. The student uses a variety of reading strategies together to make meaning in a story read independently at a EDL2 level 4 or above text. I can describe story characters and the reasons for their actions. K.8(B) The student does not describe the characters in a book read aloud with teacher prompts. acerca de ellos. characters in a book read aloud with teacher prompts. acerca de ellos. characters and the reasons for their actions in a book read acerca de ellos. Dime que ocurrió en la historia y porque los personajes actuaron de esa forma. characters and the reasons for their actions in a story read independently at an EDL2 level 4 or above. Curriculum and Instruction Department/Language Arts/Bilingual-ESL 3 July 2014

4 I can read grade level text. K.3 (B) Local Standard The student reads EDL2 score is level A. The student reads EDL2 level 1-3 independently. The student reads EDL2 level 4 independently. The student reads EDL2 level 6 text or above independently with fluency and comprehension. Oral and Written Conventions / Spelling I can form uppercase and lowercase letters legibly. K.17(A) Student does not form uppercase and lowercase letters to write legibly with teacher prompts. Teacher asks student to rewrite a letter legibly. The student cannot do it with teacher prompting. Student may use ABC card. lowercase letters legibly to write legibly with teacher prompts. Teacher asks student to rewrite a letter legibly. The student can do it with teacher prompting. Student may use ABC card. lowercase letters to write legibly. lowercase letters in such a way that they can be read easily. I can use letter sounds (knowledge of consonant/vowel sound relationships) to spell syllables and words. K.18(C) The student does not use letter sounds to spell the beginning sounds in words. The student uses letter sounds to spell the beginning sounds in simple words (u for un). The student uses letter sounds to spell correctly the beginning, middle, and ending sounds. The student uses letters sounds to spell more difficult words. Writing Process I can plan a draft. K.13(A) The student does not create a picture and/or tell the plan that matches it after generating ideas through class discussion. Teacher provides support to student by modeling how to plan a draft frequently and using mentor texts. The student creates a picture and tells the plan that matches it after generating ideas through a class discussion. Teacher provides support by modeling how to plan a draft frequently and using mentor texts. The student plans a draft independently after generating ideas through a class discussion or with a partner. Teacher provides support by modeling how to plan a draft frequently and using mentor texts. The student makes detailed multi-part plans that include a beginning, middle and end. The student may use lists or thinking maps to plan a draft. Curriculum and Instruction Department/Language Arts/Bilingual-ESL 4 July 2014

5 Writing Process I can develop a draft. K.13(B) I can add pictures, words or sentences to a draft. K.13(C) Student does not develop a draft by creating a one or more page text using invented spelling. The student does not add pictures to a draft. Teacher supports student by asking if there is something he/she could add to the picture to make it clearer for the reader. Student develops a draft by creating a one or more page text using invented spelling. Student adds pictures to a draft with teacher prompts. Teacher supports student by asking if there is something he/she could add to the picture to make it clearer for the reader. Student develops a draft by creating a three or more page text per page using invented spelling and some sight words. Student adds pictures, words, or sentences to a draft. Student develops a variety of drafts by creating multi-page booklets using a variety of genre. The student revises a draft by adding a variety of words, pictures or sentences to a draft. Curriculum and Instruction Department/Language Arts/Bilingual-ESL 5 July 2014

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