STOUGHTON PUBLIC SCHOOLS STOUGHTON, MASSACHUSETTS. Level 2 Achievement

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1 STOUGHTON PUBLIC SCHOOLS Revised: 10/2015 Content Area: English/Language Arts Rubric for Grade: Kindergarten Letter Naming Identifies uppercase and lowercase letters of the alphabet Phonological Awareness Identifies and produces rhyming to identify lowercase letters of the alphabet to identify rhyming Phonemic Awareness Isolates and blends separate sounds in to isolate or blend separate sounds in Phonics Produces appropriate sound for letters Word Knowledge Identifies expected high frequency/sight Listening Comprehension Retells a story including important story elements from stories heard to produce the appropriate sound for letters to identify high frequency retell a story ability to identify lowercase letters of the alphabet ability to identify rhyming ability to isolate or blend separate sounds in ability to produce the appropriate sound for letters ability to identify high frequency ability to retell a story and identify some story elements to identify lowercase letters of the alphabet to identify and produce rhyming to isolate and blend separate sounds in to produce the appropriate sound for letters to identify high frequency to retell a story in sequential order and identify many story elements rapidly naming lowercase letters of the alphabet independently identifying and producing several rhyming isolating and blending separate sounds in producing the appropriate sound for letters identifying high frequency retelling a story in sequential order and can identify all story elements

2 Word Reading Uses appropriate phonics skills to decode Oral Language Listens and contributes to stories/discussions and makes realistic predictions Expresses ideas clearly in complete sentences Writing Prints name appropriately from memory (first, last) Prints lowercase letters legibly and with proper formation Copies letters/ from a model Communicates ideas through writing (pictures, letters, ) to read CVC listen to stories and discussions express ideas with one word print first name with a model print letters with a model copy letters and from a model communicate ideas using pictures ability to read CVC ability to listen and to share ideas and thoughts ability to express ideas with phrases ability to print first and last name with a model ability to print letters with a model ability to copy letters and from a model ability to communicate ideas using pictures and letters to read CVC to listen and contribute to stories/discussions and make realistic predictions to express ideas clearly in complete sentences to accurately write first and last name from memory most of the time (using lowercase letters appropriately) to print uppercase and lowercase letters legibly and with proper formation to copy letters and from a model to communicate ideas using pictures, letters, and reading CVC, CCVC, and CVCC extending thoughts, making realistic predictions and contributing to the discussion clearly expressing ideas in complete sentences and with vivid vocabulary accurately and consistently writing first and last name from memory printing all lowercase letters (no reversals) copying a sentence correctly (appropriate spacing and punctuation) communicating ideas using complete sentences

3 Content Area: Mathematics STOUGHTON PUBLIC SCHOOLS Rubric for Grade: Kindergarten T1 T2 T3 Standard 1-Beginning 2-3-Secure 4- Compares numbers Topics 1-11 identify whether the in one group, or a written numeral, is greater than, less than, or equal to the in another group or written numeral ability to identify whether the in one group, or a written numeral, is greater than, less than, or equal to the in another group or identifies whether the in one group, or a written numeral, is greater than, less than, or equal to the in another group or identifies whether the in one group, or a written numeral, is greater than, less than, or equal to the in another group or with written numeral written numeral written numeral K.CC.6, K.CC.7 between 1 and beyond 10 Represents the numbers 0-10 using drawings, counters or Topics 1-5 K.CC.3 Identifies and describes (squares, circles, triangles, rectangles, hexagons, cubes, cones, cylinders, and spheres) of different sizes, orientations, and relative positions (above, below, beside, in front of, behind, and next to) in the Topics 14, 15 K.G.1, K.G.2, K.G.3 Counts in sequence to 100 Topic 6 Standard K.CC.1 represent the numbers 0-10 using drawings, counters or, with use informal language to name and describe similarities, differences, parts, and other in the with Term 1: 2-dimensional Term 3: 3-dimensional Counts forward to 20 by ones with ability to represent the numbers 0-10 using drawings, counters or ability to use informal language to name and describe similarities, differences, parts, and other in the Term 1: 2-dimensional Term 3: 3-dimensional ability to count forward to100 by ones and tens 10 the numbers 0-10 using drawings, counters or uses informal language to name and describe similarities, differences, parts, and other attributes of in the Term 1: 2-dimensional Term 3: 3-dimensional counts forward to 100 by ones and tens numbers beyond 10 using drawings, counters or uses formal language to name and describe similarities, differences, parts, and other in the Term 1: 2-dimensional Term 3: 3-dimensional counts forward beyond 100 by ones and tens

4 T1 T2 T3 Standard 1-Beginning 2-3-Secure 4- Identifies number names to 100 Topics 1-11 K.CC.6, K.CC.7 Writes numbers from 0-20 Topics 1-5 Standard K.CC.3 Counts to tell the Topics 1-5 K.CC.4, K.CC.5 Represents addition as putting together and adding by using, fingers, mental images, drawings, sounds, acting out situations, verbal explanations, expressions, or equations identify numbers to 100, with write numbers 0-20 with proper formation with say number names in standard order, pairing each object with one and only one number name with represent addition as joining two groups with ability to identify numbers to 100 ability to write numbers 0-20 with proper formation ability to say number names in standard order, pairing each object with one and only one number name to 20 represent addition as joining two groups identifies numbers to 100 writes numbers 0-20 with proper formation and can represent a with a written numeral names numbers in standard order, pairing each object with one and only one number name to 20, then tells the total addition as joining two groups within 10 identifies numbers beyond 100 writes numbers beyond 20 with proper formation and can represent a with a written numeral names numbers in standard order, pairing each object with one and only one number name beyond 20, then tells the total addition as joining two groups beyond 10 Topics 7, 9 K.OA.1, K.OA.2, K.OA.3, K.OA.4. Represents subtraction as taking apart and taking from, by using, fingers, mental images, drawings, sounds, acting out situations, verbal explanations, expressions, or equations represent subtraction as taking apart and taking from with represent subtraction as taking apart and taking from subtraction as taking apart and taking from within 10 subtraction as taking apart and taking from numbers beyond 10 Topics 8, 9 K.OA.1, K.OA.2, K.OA.3, K.OA.4

5 T1 T2 T3 Standard 1-Beginning 2-3-Secure 4- Fluently adds and subtracts within 5 Topics 7-9 Standard K.OA.5. Works with numbers to gain foundations for place value by using, drawings, or equations Topics 10, 11 Standard K.NBT.1 Describes, compares, and classifies measureable attributes of, such as, shape, color, or size Topics 12, 13 K.MD.1, K.MD.2, K.MD.3. Analyzes, compares, creates, and composes two- and threedimensional in different sizes and orientations Topic 16 K.G.4, K.G.5, K.G.6 fluently add and subtract within 5 with compose and decompose numbers from into tens and ones with describe and compare measureable with analyze, compare, create, and compose twoand threedimensional using informal language and components with fluently add and subtract within 5 compose and decompose numbers from into tens and ones describe and compare measureable analyze, compare, create, and compose twoand threedimensional using informal language and components and fluently adds and subtracts within 5 composes and decomposes numbers from into tens and ones describes, compares, and classifies measureable into given categories, count the numbers of in each category, and sort by count analyzes, compares, creates, and composes twoand threedimensional using informal language (corners) and components and fluently adds and subtracts within 10 composes and decomposes numbers greater than 19 into tens and ones describes, compares, and classifies by more than three measureable into given categories, count the numbers of in each category, and sort by count analyzes, compares, creates, and composes twoand threedimensional using formal (vertices) language and components

6 STOUGHTON PUBLIC SCHOOLS Content Area: Science/Social Studies Rubric for Grade: Kindergarten Participates in experiments and activities Shows family, community and other cultures Demonstrates minimal participation; much teacher modeling and needed Demonstrates a beginning family Participates in experiments and activities with some teacher modeling and Demonstrates some family and community Actively participates in science experiments and activities Shows family, community and other cultures Participates in experiments and activities and extends the science concepts independently Extends social studies concepts and makes connections independently

7 STOUGHTON PUBLIC SCHOOLS Rubric for Effort Grades: K-5 Effort Puts forth minimal effort Puts forth some effort; needs teacher Consistently puts forth good effort Completes all tasks with outstanding effort and is a role model for Rubric for Conduct Grades: K-5 Conduct Has difficulty following rules; frequent teacher intervention is needed Follows rules most of the time, but requires some reminders Consistently follows rules Demonstrates exemplary behavior and is a role model for

8 STOUGHTON PUBLIC SCHOOLS Content Area: Social/Personal Growth and Work Habits Rubric for Grade: Kindergarten Plays/works cooperatively with Displays selfcontrol in voice and manner Manages transitions and adapts to changes in routine Demonstrates ageappropriate attention span Seeks help when needed Shows eagerness and curiosity as a learner Presents neat and careful work Requires much teacher to play/work cooperatively with peers Rarely exhibits selfcontrol in voice and manner Manages transitions and adapts to changes in routine with much difficulty Frequently needs to be redirected or refocused on activities; easily distracted Reluctant to ask for help Often does not approach work with enthusiasm; requires much teacher to be engaged in learning Often does not present neat and careful work Interacts and works cooperatively with but needs in choosing problem solving strategies develop self-control in voice and manner; requires some teacher Manages transitions and adapts to changes in routines inconsistently Demonstrates age appropriate attention span with some teacher Sometimes asks for help when needed Demonstrates curiosity and eagerness as a learner some of the time Presents neat and careful work some of the time Plays and works cooperatively with Consistently exhibits self-control in voice and manner Consistently manages transitions and adapts to changes in routine Demonstrates ageappropriate attention span Seeks help when needed Consistently shows eagerness and curiosity as a learner Consistently presents neat and careful work Interacts and works with in all school settings and is a role model for Exhibits exemplary behavior; never needs a reminder to control voice and manner and is a role model for Always manages transitions and adapts to changes in routine without difficulty and is a role model for Always demonstrates ageappropriate attention span and is a role model for Always seeks help when needed; offers help to Always shows eagerness and curiosity as a learner and is a role model for Always presents neat and careful work and is a role model for

9 Listens to and follows directions Works independently when expected Organizes and accepts responsibility for materials and belongings Follows classroom rules and routines Often has difficulty following directions; requires restating/repeating directions Has difficulty working independently; often needs teacher Has difficulty organizing workspace and accepting responsibility for materials; requires much teacher Has difficulty following classroom rules and routines; teacher intervention is often needed Follows directions with some teacher Works independently with some teacher Organizes workspace and accepts responsibility for materials with some teacher Follows most of the classroom rules but needs to improve self-monitoring of behavior; requires reminders Consistently listens to and follows directions Consistently works independently when expected Consistently organizes workspace and accepts responsibility for materials and belongings Consistently follows classroom rules and routines Always follows directions and is a role model for Always works independently when expected and remains engaged in independent activities Always organizes, manages and maintains workspace and materials independently and efficiently and is a role model for Always follows rules; takes pride in good behavior