Kindergarten Progress Report

Transcription

1 Kindergarten Progress Report Our kindergarten progress report reflects student growth and progress toward end of year grade level standards/expectations. Marks received indicate how well your child is doing compared to where s/he should be by the end of the school year. They are based on demonstration of skills and knowledge and reflect each student s personal growth as opposed to a comparison or class standing. Typically, a child would progress in the following way- M- minimal or beginning to understand end-of-year standards B- basic or developing toward end-of-year standards P- proficient or meeting end-of-year standards A- advanced or exceeding end-of-year standards To receive an Exceeding, a child must consistently demonstrate an concepts or mastery of skills in their daily work that is beyond what would be expected of a kindergarten level student. Our goal is for all kindergarten students to be proficient in all areas by the end of the year. In kindergarten, language arts and math are assessed using the following rubrics. Currently, science and social studies are assessed throughout the year using classroom observations. Please look over your child s report card carefully and contact your child s teacher if you have any questions or concerns.

2 Kindergarten Language Arts Rubric I can recognize and name upper and lowercase letters of the alphabet. The student can The student can The student can name name all 52 letters name letters 0-25 letters of the of the alphabet of the alphabet. alphabet. I can identify letter sounds. name name all name letter 0-15 letter sounds. letter sounds sounds. (vowels). I can recognize and produce rhyming words. Student is working Student is working on produce pairs of on recognizing a understanding that two words that rhyme pair of words that words with the same within a variety of rhyme. ending sound rhyme. word families. I can recognize and say sounds at the beginning, middle and end of words. read additional 3 letter words beyond the word list. read letter words from a word list. read letter words from a word list. Student is not yet blending sounds to read 3 letter words. I can read common high-frequency words by sight (e.g. the, me, you, see, is) read 25 sight read sight words words. sight words beyond the kindergarten list. print match a poem, rhyme or song that contains 1, 2 or 3 syllable words. read less than 11 sight words. I can touch each word as I read a song, poem or story. print match a print match a poem, rhyme or poem, rhyme or song that contains song that contains 2 syllable words. 1 syllable words. print match a poem, rhyme or song that contains 1 syllable words with assistance. I can identify characters, setting and major events in a story. Student is working on identify identify the understanding the characters, setting characters and characters, setting and and major events setting in a story. major events in a story. in a story.

3 I can print upper and lower case letters (without a model) print 52 letters print letters print 0-25 letters I can write and/or draw pictures about a specific topic and provide details about the topic. use phonetic and some correct spelling. Writes original sentences with space between words, end punctuation, and capital letter at beginning. use phonetically spelled and familiar words in brief legible sentences. copy or write familiar words and uses beginning sounds to label or in provided sentence patterns. use pictures/scribble writing, letter-like marks or random letters. I can ask and answer questions about key details in a text with prompting and support. Student is able think beyond the text. ask and answer questions related to a text. answer a question related to a text. Student is working on understanding the difference between asking and telling.

4 count beyond 100 by ones. Kindergarten Math Rubric I can count to 100 by ones. count to100 by ones. prints numbers beyond 20 count between by ones without omissions or reminders. count between 1-29 by ones without omissions or reminders. I can write numbers from 0 to 20. print numbers 0-20 print numbers 0-10 print numbers 0-5 I can count objects by saying the number names in order while touching them. One to one count 21 or more objects with one to one count 0-20 objects with one to one count 0-10 objects with one to one count 0-5 objects with one to one I can identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group. compare groups of objects that are less than, greater than or equal to one another. compare groups of objects that are equal to one another. I can fluently add and subtract within 5. Student is not yet able to compare two groups of objects. fluently add and subtract beyond 5. add and subtract numerals 0-5 fluently. arrive at a correct response but not with automaticity (does not add and subtract fluently). Student always relies on fingers, manipulatives or other counting strategies to solve simple addition or subtraction problems with inconsistent accuracy.

5 I can represent addition and subtraction problems. (ex. objects, drawings, verbal, written) explain complex addition and subtraction problems. demonstrate the how objects can be joined together and separated in various ways. demonstrate adding to OR taking apart, but cannot demonstrate both. Student requires adult support to demonstrate any putting together or taking apart objects. I can compose and decompose numbers from 11 to 19 into ten and ones. build numbers beyond 19 using tens and ones. compose and decompose all numbers from 11 to 19 using 10 s and ones by using drawings or objects. compose some two digit numbers from 11 to19 using 10 s and ones with adult support. Student does not yet understand that the numbers are composed of tens and ones. I can describe measurable attributes of objects, such as length or weight. describe or compare two objects in more than one way. describe or compare two objects in one way. Student is gaining the the vocabulary associated with length or weight. I can identify and describe name additional 2D and 3D name 5 basic shapes and 2 or more 3D name 5 basic name 4 or less basic I can describe objects in the environment using names of shapes and describe the relative positions of these objects using terms such as (above, below, beside, in front of, behind and next to). describe objects using 3-6 positional terms. describe objects using 1-2 positional terms. Student is gaining the positional terms.