Collinsville School District #10 English Language Arts Rubric Trimester 1

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1 Collinsville School District #10 Kindergarten Rubric Trimester 1 Reading Foundational Skills (RF) RF.K.1 Demonstrate understanding of the organization and basic features of print. a. Follow words from left to right, top to bottom, and page by page. b. Recognize that spoken words are represented in written language by specific sequences of letters. c. Understand that words are separated by spaces in print. d. Recognize and name all upper- and lowercase letters of the alphabet. Student is just beginning to recognize the organization and basic features of print. Student can name 0-10 upper- and lowercase letters and/or recognize that words are represented by letters. Student can follow words from left to right or top to bottom. Student can demonstrate understanding of the organization and basic features of print by doing several of the following: a. Follow words from left to right, top to bottom, and page by page. b. Recognize that spoken words are represented in written language by specific sequences of letters. c. Understand that words are separated by spaces in print; and/or d. Recognize and name upperand lowercase letters of the alphabet. Student can demonstrate understanding of the organization and basic features of print by consistently doing the following: a. Follow words from left to right, top to bottom, and page by page. b. Recognize that spoken words are represented in written language by specific sequences of letters. c. Understand that words are separated by spaces in print. d. Recognize and name all upperand lowercase letters of the alphabet.

2 2 Reading Foundational Skills (RF) RF.K.2 Demonstrate understanding of spoken words, syllables, and sounds a. Recognize and produce rhyming words. d. Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three-phoneme (consonantvowel-consonant, or CVC) words. (This does not include CVCs ending with /l/, /r/, or /x/.) e. Add or substitute individual sounds (phonemes) in simple, one-syllable words to make new words. RF.K.2 Demonstrate understanding of spoken words, syllables, and sounds b. Count, pronounce, blend, and segment syllables in spoken words. c. Blend and segment onsets and rimes of single-syllable spoken words. RF.K.3 Know and apply grade-level phonics and word analysis skills in decoding words. a. Demonstrate basic knowledge of oneto-one letter-sound correspondences by producing the primary sound or many of the most frequent sounds for each consonant. b. Associate the long and short sounds with the common spellings (graphemes) for the five major vowels. c. Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, demonstrate(s) an understanding of spoken words and sounds. Student can produce single-syllable words by substituting initial sounds. Student can isolate a few initial sounds. demonstrate(s) an understanding of spoken words, syllables, and sounds. Student can produce single-syllable words by blending sounds. Student can segment a word into some of its sounds. demonstrate(s) knowledge of and the ability to apply gradelevel phonics and word analysis skills in decoding words. Student can produce the primary sound for 10 or less consonants and read 15 or less high- frequency words. Student can often demonstrate some of the following: a. Recognize and produce rhyming words. d. Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three-phoneme (consonantvowel-consonant, or CVC) words. (This does not include CVCs ending with /l/, /r/, or /x/.) and/or e. Add or substitute individual sounds (phonemes) in simple, one-syllable words to make new words. Student can often demonstrate some of the following: b. Count, pronounce, blend, and segment syllables in spoken words. c. Blend and segment onsets and rimes of single-syllable spoken words. Student can often demonstrate knowledge of or apply some of the following: a. Demonstrate basic knowledge of oneto-one letter-sound correspondences by producing the primary sound for consonants. b. Associate the long and short sounds with the common spellings (graphemes) for the five major vowels. c. Read common high-frequency words by sight; and/or Student consistently demonstrates an understanding of spoken words and sounds, particularly in terms of rhyming, isolation of individual sounds, and recognition of vowel sounds in CVC words. Student consistently demonstrates an understanding of spoken words, syllables, and sounds, particularly in terms of segmentation and blending. Student consistently demonstrates knowledge of and the ability to apply grade-level phonics and word analysis skills in decoding words, including one-to-one letter-sound correspondences, long and short sounds for the five major vowels, reading 30+ common high- frequency words by sight, and distinguish between similarly spelled words.

3 3 do, does). *These are examples only. d. Distinguish between similarly spelled words by identifying the sounds of the letters that differ. RF.K.4 Read grade-level texts with purpose and understanding. Student is just beginning to read and can read or invent stories for texts at a pre-reader level or level A. d. Distinguish between similarly spelled words by identifying the sounds of the letters that differ. Student can often read a text at a level of A-B with instructional level accuracy (90%) and demonstrates some understanding and is able to participate in group activities about texts. Student is able to read a gradelevel text (Level D or higher) with instructional or independent level accuracy and demonstrates purpose and understanding, as well as the ability to participate in group activities about texts. Reading Literature (RL) and Informational Text (RI) RL.K.1 / RI.K.1 With prompting and support, ask and answer questions about key details in a text. RL.K.3 With prompting and support, identify characters, settings, and major events in a story. (Story Elements) RL.K.4 Ask and answer questions about unknown words in a text. RL.K.2 With prompting and support, retell familiar stories, including key details. RL.K.3 With prompting and support, identify characters, settings, and major events in a story. (Comparing two texts story elements) Student can ask and answer questions about some key details in a pre-reader or level A text with Student can identify some characters, settings, and/or major events in a story in a pre-reader or level A text with Student can ask or answer questions about an unknown word in a pre-reader or level A text. Student can retell familiar stories, including some key details, of a pre-reader or level A text with Student can compare and/or contrast some of the experiences of characters or plot ideas in a prereader or level A text with Student can often ask and answer questions about key details in a text at a level of A-C with This can also be demonstrated by the student with the use of a read-aloud. Student can identify some characters, settings, and major events in a story in a text at a level of A-C with This can also be demonstrated by the student with the use of a read-aloud. Student can ask or answer questions about some unknown words in a text at a level of A-C. Student can retell familiar stories, including some key details of a text at a level of A-C with Student can usually identify the main topic as well. Student can compare and/or contrast some of the experiences of characters or plot ideas in a text at a level of A-C with This can also be demonstrated by the student with the use of a read-aloud. Student can ask and answer questions about key details in a text at a level of D or higher with Student can identify characters, settings, and major events in a story in a text at a level of D or higher with Student can ask or answer questions about most unknown words in a text at a level of D or higher. Student can retell familiar stories, including most key details of a text at a level of D or higher with Student can compare and contrast the experiences of characters and plot ideas in a text at a level of D or higher with

4 RI.K.3 With prompting and support, describe the connection between two individuals, events, ideas, or pieces of information in a text. Rarely or never describes the connection between two individuals, events, ideas, or pieces of information in a text or characters in a story. 4 Sometimes describes the connection between two individuals, events, ideas, or pieces of information in a text or characters in a story. Consistently describes the Connection between two individuals, events, ideas, or pieces of information in a text or characters in a story. RI.K.5- Identify the front cover, back cover, and title page of a book. Cannot identify the front cover, back cover, or title page. Identifies two of the following: front cover, back cover, and tile page. Identifies the front cover, back cover, and tile page of a book. RI.K.7/ RL.K.7- With prompting and support, describe the relationship between illustrations and the text in which they appear. Cannot describe the relationship between the illustrations and the text. Progressing towards describing the relationship between the illustrations and the text. Consistently describes the relationship between the illustrations and the text. RI.K.9- With prompting and support, identify basic similarities in and differences between two texts on the same topic. Cannot identify the similarities and differences in two texts on the same topic. Able to identify either the similarities or differences in two texts on the same topic. Able to identify both the similarities and differences in two texts on the same topic.

5 5 Writing (W) W.K.1 / W.K.2 / W.K.3 Use a combination of drawing, dictating, and writing to: 1) 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...). 2) to compose informative/ explanatory texts in which they name what they are writing about and supply some information about the topic. 3) 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. Student can tell an opinion, supply some information about a topic, or narrate a single event using one of the following: drawing, dictating, or writing. Student can compose an opinion, supply some information about a topic, or narrate a single event using a combination of drawing, dictating, or writing. The topic or name of the book being told about may be missing. Student can use a combination of drawing, dictating, and writing to compose an opinion, supply some information about a topic, or narrate a single event in which they tell a reader the topic or the name of the book they are writing about. Speaking and Listening (SL) RI.K.10 / SL.K.1 Actively engage in group reading activities with purpose and understanding. Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups. actively engage(s) in group reading activities or share with partners. Student can at times actively engage in group reading activities with some understanding and able to at times share with partners. Student can consistently, actively engage in group reading activities and demonstrate clear purpose and understanding and able to work with partners, small groups, and large groups.

6 6 Language (L) 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. b. Use frequently occurring nouns and verbs. c. Form regular plural nouns orally by adding /s/ or /es/ (e.g., dog, dogs; wish, wishes). d. Understand and use question words (interrogatives) (e.g., who, what, where, when, why, how). e. Use the most frequently occurring prepositions (e.g., to, from, in, out, on, off, for, of, by, with). f. Produce and expand complete sentences in shared language activities. 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. b. Recognize and name end punctuation. demonstrate(s) command of the conventions of standard English grammar and usage when writing or speaking. Student can demonstrate a few of the following: a. Prints 30 or fewer upper- and lowercase letters correctly. b. Use frequently occurring nouns and verbs. c. Form regular plural nouns orally by adding /s/ or /es/. d. Understand and use question words (interrogatives). e. Use the most frequently occurring prepositions. f. Produce and expand complete sentences in shared language activities demonstrate(s) command of the conventions of standard English capitalization, punctuation, and spelling when writing. Student can demonstrate a few of the following: a. Capitalize the first word in a Students can demonstrate a developing command of the conventions of standard English grammar and usage when writing or speaking. Student can often demonstrate some of the following: a. Prints upper- and lowercase letters correctly. b. Use frequently occurring nouns and verbs. c. Form regular plural nouns orally by adding /s/ or /es/. d. Understand and use question words (interrogatives). e. Use the most frequently occurring prepositions; and/or f. Produce and expand complete sentences in shared language activities. Students can demonstrate a developing command of the conventions of standard English capitalization, punctuation, and spelling when writing. Student can often demonstrate most of the following: a. Capitalize the first word in a sentence and the pronoun I. b. Recognize and name end punctuation. Student can demonstrate command of the conventions of standard English grammar and usage when writing or speaking. Student can demonstrate the following: a. Prints all upper- and lowercase letters correctly. b. Use frequently occurring nouns and verbs. c. Form regular plural nouns orally by adding /s/ or /es/. d. Understand and use question words (interrogatives). e. Use the most frequently occurring prepositions. f. Produce and expand complete sentences in shared language activities. Student can demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. Student can demonstrate the following: a. Capitalize the first word in a sentence and the pronoun I. b. Recognize and name end

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