G W a B s F Y v A q d I n c r z L o Q l K b C t P X k w E V y T r O D M h Z g l e S x j p J U m N u H f

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1 Standard: Baseline 1 st 9 wks 2 nd 9 wks 3 rd 9 wks 4 th 9 wks READING FOUNDATIONAL SKILLS RF.K.1 Demonstrates understanding of the organization and basic features of print. a. Follow words from left to right, top to bottom, and page by page. Give student a familiar book. Teacher: 1."Where do you begin reading? 2. Where do you go from there? 3. After that?" M=3 CR PM=1-2 CR NM=0 CR b. Recognize that spoken words are represented in written language by specific sequences of letters. (Teacher: "As I (you) read, point to the words as you read them.") M=Yes NM=No c. Understand that words are separated by spaces in print. (Teacher: "Point to a space that is between two words.") M=Yes NM=No d. Recognize and name all upper- and lowercase letters of alphabet. (Teacher: "Name each letter.") M=52 CR PM=42-51 CR NM=0-41 CR G W a B s F Y v A q d I n c r z L o Q l K b C t P X k w E V y T r O D M h Z g l e S x j p J U m N u H f (Teacher: "Name as many of these letters as you can in one minute.") M=44 or more CR PM=30-43 CR NM=0-29 CR a G p F s g o O x R b q Z f N a Q w E r K S h T v P D c C l c L p u L Y n B u y X W U d H e m D I i n M f U t z j D V K J s A J 1

2 Standard: Baseline 1 st 9 wks 2 nd 9 wks 3 rd 9 wks 4 th 9 wks RF.K.2 Demonstrate understanding of spoken words, syllables, and sounds (phonemes). a. Recognize and produce rhyming words. (Teacher: "What is a word that rhymes with ") M=7-8 CR PM=4-6 CR NM=0-3 CR mad: rake: bed: man: den: may: coat: right: b. Count, pronounce, blend, and segment syllables in spoken words. (Teacher: "Clap and then tell me the number of syllables for each word.") M=5-6 CR PM=3-4 CR NM=0-2 CR apple macaroni Notes: Notes: Notes: Notes Notes: toe motorcycle monkey spaghetti c. Blend and segment onsets and rimes of single-syllable spoken words. Teacher: "Listen to what I say. /c/ /at/ That is the word cat. Now it is your turn. Tell me the word after I give you the parts." M=4 CR PM=2-3 CR NM=0 CR Notes: Notes: Notes: Notes; Notes: /b/ /ed/ (bed) /ch/ /ip/ (chip) /m/ /at/ (mat) /t/ /en/ (ten) Teacher: Listen to what I say. dog Now I will break it apart. /d/ /og/ Now it is your turn. Break the word apart after I say the whole word. M=4 CR PM=2-3 CR NM=0 CR hi (/h/ /i/) time (/t/ /ime/) met (/m/ /et/) tape (/t/ /ape/) 2

3 d. Isolate and pronounce the initial, medial vowel, and final sounds. Present the following pictures to student. (Duck, Frog, Rain, Sun, Lips, Cake) Teacher: "What is the beginning sound of each picture?" M=5-6 CR PM=3-4 CR NM=0-2 CR Teacher: "What is the ending sound of each picture?" M=5-6 CR PM=3-4 CR NM=0-2 CR Teacher: "What is the middle sound of each picture?" M=5-6 CR PM=3-4 CR NM=0-2 CR e, Add or substitute individual sounds (phonemes) in simple, one-syllable words to make new words). (Teacher: "Change the sound in the following words to make new words.") M=4 CR PM= 2-3 CR NM=0-1 CR Take the /t/ off "tack" and put on a /b/. What is the new word? (back) Add a /g/ to the beginning of the word "lad". What is the new word? (glad) Take the /d/off of "bed" and add a /g/. What is the new word? (beg) Change the /a/ in the word "cat" to an /o/. What is the new word? (cot) 3

4 Standard Baseline 1st 9 wks 2nd 9 wks 3rd 9 wks 4th 9 wks RF.K.3 Know and apply grade-level phonics and word analysis skills in decoding words. a. Demonstrate basic knowledge of letter-sound correspondences by producing the primary or most frequent sound for each consonant. Teacher: "What sound does this letter make?" M=21 CR PM=17-20 CR NM=0-16 CR d l n s x g z j y p r c h m w k b f q v t b. Associate the long and short sounds with the common spellings (graphemes) for the five majors vowels. Teacher: "What two sounds does each of these vowels make?" M=10 CR PM=5-9 CR NM=0-4 CR Short: a e i o u Long: a e i o u c. Read common high-frequency words by sight (e.g., the, of, to, you). Teacher: (Give 25 introduced sight words to students.) "Read the following words." (Note: Please use different set of 25 for each grading period.) M=80% or more PM=50-79% NM=0-49% /25 /25 /25 /25 d. Distinguish between similarly spelled words by identifying the sounds of the letters that differ. Teacher: "These words look similar. Read the words out loud to me carefully." M=7-8 CR PM=5-6 CR NM=0-4 CR cat can ten tent bed dad sit sat pig peg mom mop run rub big bag 4

5 Standard Baseline 1st 9 wks 2nd 9 wks 3rd 9 wks 4th 9 wks RF.K.4 Read emergent-reader texts with purpose and understanding. Teacher: "Read these sentences the best you can." (If words are not read in three seconds of one another, item is marked wrong.) M=19-23 CR PM=10-18 CR NM=0-9 CR We love to run. (4) I can see my mom. (5) She likes the zoo. (4) Here is a big dog. (5) Put it in the box. (5) 5

6 READING STANDARDS FOR LITERATURE For Standards 1-3 give student a familiar storybook that has been read to them. RL.K.1 With prompting and support, ask and answer questions about key details in a text. After reading a story, ask student 5 questions about the story details. M=80% or more PM=60-79% NM=0-59% RL.K.2 With prompting and support, retell familiar stories, including key details. Teacher: "Tell me what happens in this story?" M = 3 or more details PM = 1-2 details NM = 0 details RL.K.3 With prompting and support, identify characters, settings, and major events in a story. Teacher: 1. "Who are the characters in this story? 2. What is the setting (where does the story take place)? 3. What is the problem? 4. How is it solved?" M = 4 CR PM = 2-3 CR NM = 0-1 CR RL.K.4 Ask and answer questions about unknown words in a text. (Give students an unknown "predictable" book. Point to a word represented by a picture on the page.) Teacher: What can you do if you come to a word you do not know? M = Student gives answer that includes such things that include "sound it out" and/or "ask someone for help". NM = Doesn't answer or answer is unrelated RL.K.5 Recognize common types of texts (e.g., storybooks, poems). (Give students a copy of a poem, a fiction book, and a nonfiction book. Show student each type and ask the following question.) Teacher: What type of book is this? M=3 CR PM=1-2 CR NM=0 CR RL.K.6 With prompting and support, name the author and illustrator of a story and define the role of each in telling the story. (Give student a familiar storybook.) Teacher: 1. Locate the author of this book? 6

7 2. What does an author do? 3. Locate the illustrator of this book? 4. What does the illustrator do? M=4 CR PM=2-3 CR NM=0-1 CR RL.K.7 With prompting and support, describe the relationship between illustrations and the story in which they appear (e.g., what moment in a story an illustration depicts). (Give student a familiar storybook.) Teacher: Look at the picture. What is happening in the story? RL.K.8 Not applicable to literature RL.K.9 With prompting and support, compare and contrast the adventures and experiences of characters in familiar stories. (Give student a familiar story (e.g. Goldilocks and the Three Bears, The Three Pigs etc.) that has an illustration of two main characters on a specific page.) Teacher: 1. Tell me some ways these characters' adventures are alike. 2. Tell me some ways these characters' adventures are different. M=Gives one similarity and one difference PM=Gives one similarity OR one difference NM=Unable to give either RL.K.10 Actively engages in group reading activities with purpose and understanding (Based on daily observation) M=Overall student participates in reading groups PM=Student sometimes participates in reading groups NM=Student rarely participates in reading groups 7

8 READING STANDARDS FOR INFORMATION For Standards 1-3 give student two familiar informational texts on the same topic that has been read to them. (Example: A Day with a Doctor, I Want to Be a Vet) RI.K.1 With prompting and support, ask and answer questions about key details in a text. (After reading one of the informational texts, teacher asks 3-5 specific questions regarding the key details of the book.) Questions 1 to (number of questions presented) M=80-100% PM=60-79% NM=0-59% RI.K.2 With prompting and support, identify the main topic and retell key details of a text. (After reading one of the informational texts, teacher asks the following:) Teacher: 1. What is this book about? What is the main topic? 2. Give me two details that are important to this story. M=4 CR PM=1-3 CR NM=0 CR RI.K.3 With prompting and support, describe the connection between two individuals, events, ideas, or pieces of information in a text. (After reading BOTH of the informational texts, teacher asks the following :) (Hold up each of the books.) Teacher: 1. Who or what are these books about? Both of the people/things in these books are a little the same and a little different. 2. How are they the same? 3. How are they different? M=3 CR PM=1-2 CR NM=0 CR RI.K.4 With prompting and support, ask and answer questions about unknown words in a text. (Present student with an unfamiliar information book. Show students a page in the book that has a visual image related to an unknown word on that page. Ex. A picture of an alligator and the word ALLIGATOR is on the page) Teacher: (point to unknown word) What does this word say?" (Repeat with three different pictures and words.) M= Reads 3 words correctly PM=Reads 1-2 words correctly NM=Does not any read any words correctly 8

9 RI.K.5 Identify the front cover, back cover, and title page of a book. (Present student with an unfamiliar information book.) Teacher: Can you show me the front cover of the book? Can you show me the title? Can you show me the back cover of the book? M=3 CR PM=1-2 CR NM=0-1 CR RI.K.6 Name the author and illustrator of a text and define the role of each in presenting the ideas or information in a text. (Give student a familiar information book.) Teacher: 1. Can you show me where the author's name is? 2. What does an author do? 3. Can you show me where the illustrator of this book is? 4. What does the illustrator do? M=4 CR PM=2-3 CR NM=0-1 CR RI.K.7 With prompting and support, describe the relationship between illustrations and the text in which they appear (person, place or thing or idea) in the text an illustration depicts. (Present to student a picture from an unfamiliar information book.) Teacher: How does this picture help us to understand this book? M=Student response includes something referring to text and illustration relationship. NM=Response is not related to prompt. RI.K.8 With prompting and support, identify the reasons an author gives to support points in a text. (Read an information book to students.) Teacher: How does the author feel about? How do you know? M=Correct answer with 2 or more details PM=Correct answer with 0-1 details NM=Incorrect RI.K.9 With prompting and support, identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, procedures). (Read to students two information books on the same topic.) Teacher: What are some things that both books say about? What are some things that one book says about but the other doesn't? M=Identifies at least one similarity AND one difference. PM=Identifies at least one similarity OR one difference. NM=Unable to identify similarities or differences. RI.K.10 Actively engages in group reading activities with purpose and understanding. (Based on daily observation) M=Student always participates in reading groups PM=Student sometimes participates in reading groups NM=Student rarely participates in reading groups 9

10 LANGUAGE STANDARDS L.K.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. a. Print many upper- and lowercase letters. (Give each student a blank sheet of writing paper.) Teacher: Write as many different lowercase letters as you know. Attach student work sample for each grading period. M= 20 or more CR PM=10-19 or more CR NM=0-10 CR (Give each student a blank sheet of writing paper.) Teacher: Write as many different uppercase letters as you know. Attach student work sample for each grading period. M= 20 or more CR PM=10-19 or more CR NM=0-10 CR A correct response is based on the teacher s ability to recognize the letter not based on student s use of correct stroke. b. Use frequently occurring nouns and verbs. Based on teacher observation-student speaks in complete sentences (using nouns and verbs) M=Student uses complete sentences in conversation daily. PM=Student uses complete sentences in conversation some of the time. NM=Student does not use complete sentences in conversation. c. Form regular plural nouns orally by adding /s/ or /es/ (e.g., dog, dogs; wish, wishes). (Show students a pencil.) Teacher: What is this? (a pencil) (Show students a group of pencils.) Teacher: What are these? (pencils) (Show students a box.) Teacher: What is this? (a box) (Show students a group of boxes.) Teacher: What are these? (boxes) M=4 CR PM=1-3 CR NM=0 CR d. Understand and use question words (interrogatives) (e.g., who, what, where, when, why, how). Mastery based on teacher observation 10

11 e. Use the most frequently occurring prepositions (e.g., to, from, in, out on, off, for, of, by, with). (Present pictures) Teacher: Tell me where the dog is? Tell me where the plane is? Tell where the chicken is? M=3 CR PM=1-2 CR NM=0 CR f. Produce and expand complete sentences in shared language. Teacher: Listen to my sentence. "The boy ran." Listen to me make it better. "The little boy ran fast." Your turn. Listen to this sentence. "The dog ate." Now you make it better. M=Student adds 2 or more appropriate adjectives or adverbs to sentence. PM=Student adds 1 appropriate adjective or adverb to sentence. NM=Student repeats sentence as teacher said it or unrelated response. L.K.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. a. Capitalize the first word in a sentence and the pronoun I. Write the following sentences on the board. Read them to the students. Have student recopy sentences on paper. the dog ran away. who can i give the milk to? M=3 CR PM=2 CR NM=0-1 CR b. Recognize and name end punctuation. (Show each punctuation mark.) Teacher: What is this?!.? M= 3 CR PM=2 CR NM=0-1 CR c. Write a letter or letters for most consonant and short vowel sounds (phonemes). (Give each student a sheet of writing paper.) Teacher: Listen as I say a sound. You write the letter that makes the sounds. (Teacher should dictate sounds randomly.) M=20-26 CR PM=10-19 CR NM=0-9 CR Attach student work sample for each grading period. d. Spell simple words phonetically drawing on knowledge of sound-letters relationships. Based on weekly spelling tests- M= 80% or more of spelling tests are scored with at least 80% accuracy PM=50-79% of spelling tests are scored with at least 80% accuracy NM=Less than 50% of spelling tests are scored with at least 80% accuracy 11

12 Note: If traditional spelling tests are not given during 2 nd grading period, teacher may use writing pieces and/or initial sound spelling tests until the teacher feels traditional spelling tests are appropriate. L.K.3 (Begins in grade 2) L.K.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on kindergarten reading and content. a. Identify new meanings for familiar words and apply them accurately (e.g., knowing duck is a bird and learning the verb to duck). Teacher: Using picture sheet, match the sentence with the correct picture. (Read the sentences to students.) M=2 CR PM=1 CR NM=0 CR The bat flew away. The girl hit the ball with a bat. The baby played with a top. Run to the top of the hill. b. Use the most frequently occurring inflections and affixes (e.g., -ed, -s, re-, un-, pre-, -ful, -less) as a clue to the meaning of an unknown word. Teacher: Listen to me read this sentence. What word should go in the blank? M=3 CR PM=1-2 CR NM=0 CR If a shoe is not tied it is. (untied) If something isn t colorful, it is. (colorless) If a car is not going, it is. (stopped) L.K.5 With guidance and support from adults, explore word relationships and nuances in word meanings. a. Sort common objects into categories (e.g., shapes, foods) to gain a sense of the concepts the categories represent. (Give student a group of sorting objects) M=Student sorted all objects correctly. PM=Student sorted some objects correctly. NM=Student sorted no objects correctly. Teacher: Sort objects into groups 12

13 b. Demonstrate understanding of frequently occurring verbs and adjectives by relating them to their opposites. Teacher: An opposite word is one that's different from the other. An example is "hot" and "cold". I am going to say a word. You tell me the opposite. M=3-4 CR PM=1-2 CR PM=0 CR front (back) dirty shut (clean) (open) run (walk) c. Identify real-life connections between words and their use (e.g., note places at school that are colorful). Teacher: What are things at school that are colorful? M=Student responds with at least 3 things. PM=Student responds with 1-2 things. NM=Student responds with 0 things. d. Distinguish shades of meaning among verbs describing the same general action (e.g., walk, march, strut, prance) by acting out the meanings. M=6-7 CR PM=3-5 CR NM=0-2 CR Teacher: Show me how to walk. Show me how to march. Show me how to strut. Show me how to prance. Show me how to skip. Show me how to gallop. Show me how to hop. 6. Use words and phrases acquired through conversations, reading and being read to, and responding to texts. Based on teacher observation Notes: Notes: Notes; Notes: Notes: 13

14 SPEAKING AND LISTENING STANDARDS SL.K.1 Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups. a. Follow agreed-upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion). See Show and Tell Rubric b. Continue a conversation through multiple exchanges. See Show and Tell Rubric SL.K.2 Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood. Teacher reads a story aloud and asks questions regarding key details about the book. M=Able answer 80% of the questions asked by teacher PM=Able to answer 50-79% of the questions asked by teacher NM=Unable to answer 50% or more of the questions asked by teacher SL.K.3 Ask answer questions in order to seek help, get information, or clarify something that is not understood. Uses questions as a resource to gain information and answers questions appropriately Based on teacher observations M=Student asks questions when he/she needs help with something PM=Student asks questions sometimes when he/she needs help with something NM=Student rarely asks questions sometimes when he/she needs help with something SL.K.4 Describe familiar people, places, things, and events and, with prompting and support, provide additional detail. Allow student to share something for show and tell. Use rubric to determine mastery of standard. 14

15 SL.K.5 Add drawings or other visual displays to descriptions as desired to provide additional detail. See W.K.1, W.K.2, and W.K.3 templates M=Drawings relate to writing PM=Drawing present but not related in writing NM=No drawing present SL.K.6 Speak audibly and express thoughts, feelings, and ideas clearly. See Show and Tell Rubric 15

16 WRITING STANDARDS W.K.1 Use a combination of drawing, dictating, and writing to compose opinion pieces in which they tell a reader the topic or the name of the book they are writing about and state an opinion or preference about the topic or book (e.g., My favorite book is...). See Attached Opinion Template and Opinion Rubric Teacher: Think about. (This should be a nonfiction topic that you have studied as a class recently. For example polar bears, winter, or penguins) Do you like? Why or why not? Draw and write about it here. Teacher: Think about your favorite. (This should be a fictional topic or book. Some examples include favorite character, or favorite art of a story.) Draw and write about it here. Formal Piece Due 4th 9 wks W.K.2 Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic. See Attached Informative/Explanatory Template and Informative/Explanatory Rubric Teacher: Think about. (This should be a topic students are familiar with or have researched.) How do you do that? or What do you know about this? Draw and write about it here. Formal Piece Due 3rd 9 wks W.K.3 Use a combination drawing, dictating, and writing to narrate a single event or several loosely linked events, tell about the events in the order in which they occurred, and provide a reaction to what happened. See Attached Narrative Template and Narrative Rubric Pick one to do each Marking Period Teacher: Think about something real that has happened. Draw and write about it here. and Teacher: Draw and write a make believe story that you could tell someone. Formal Piece Due 2nd 9 wks W.K.4 Begins in Grade 3 16

17 W.K.5 With guidance and support from adults, respond to questions and suggestions from peers and add details to strengthen writing as needed. See Attached Opinion Rubric W.K.6 With guidance and support from adults, explore a variety of digital tools to produce and publish writing, including in collaboration with peers. See Attached Group Project Rubric W.K.7 Participate in shared research and writing projects (e.g., explore a number of books by a favorite author and express opinions about them). See Attached Group Project Rubric W.K.8 With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question. Recall information from experiences- See Narrative Writing Rubric Gather information from provided sources - See Explanatory Writing Rubric W.K.9 Begins in 4th grade W.K.10 Begins in 3rd grade 17