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Kindergarten Proficiency Scales
Kindergarten ELA Proficiency Scales
Essential Standard:
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demonstrate the use of complete sentences in shared language activities
Proficiency Skills/Lool For Score 4.0 The student will, without prompting:
- Communicate complex sentences when speaking and writing.
Score 3.0 The student will, without prompting:
- Communicate in a complete thought when speaking during a shared language activity.
Score 2.0 The student will:
- Demonstrate proficiency with most, but not all, of the skills/concepts from Criteria 3
- A missing skill/concept may include but is not limited to:
- responses are incomplete
- responds off topic
- A missing skill/concept may include but is not limited to:
Score 1.0 The student will:
- Accomplish some skills and/or concepts when scaffolded or with teacher assistance.
Score 0 With prompting, no communication. Prerequisites in order to meet 3.0 (prior Knowledge):
Performs basic processes, such as:
- Know sentences are composed of words
Sample Stems:
- Give students sentence stems to help them form complete sentences.
Examples:
- This weekend I ____.
- The best gift I ever received was ____.
- Someday, I hope ____.
- My favorite character is ____ because ____.
Q1 Q2 Q3 Q4 Reassess as needed Reassess as needed Reassess as needed ELA Priority Standard Assessment Notes Read independently for sustained periods of time by:
- L.1.B.c- capitalize own first and last name
District-Wide Assessments:
- Name writing by month
- Teacher observation
- In quarters 1 and 2, students can score a “3” when using their name tag to assist with correct spelling of first and last name.
- In kindergarten, reversals are still developmentally appropriate.
- This standard focuses solely on correct spelling and capitalization of first and last name. It does not focus on letter formation or ability to write on a baseline.
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L.1.B.c – capitalizes own first and last name
L.1.B.i – use correct spelling of own first and last names
Proficiency Skill/Look for Score 4.0 Not applicable for this standard.
Score 3.0 The student will:
- capitalizes own first and last name
- use correct spelling of own first and last names
The student exhibits minor errors or omissions.
Score 2.0 The student will:
- demonstrate proficiency with most, but not all, of the skills/concepts from criteria 3
- A missing skill/concept may include but is not limited to:
- minor capitalization errors
- minor mistakes in spelling
- A missing skill/concept may include but is not limited to:
Score 1.0 The student will:
- accomplish some skills and/or concepts when scaffolded or with teacher assistance.
- Examples: tracing, hand over hand
Score 0 No understanding of skill is demonstrated. Prerequisites in order to meet 3.0 (Prior knowledge):
performs basic processes, such as:
- the correct use of letter formation
- the use of spaces between letters and words
- uses a name tag for support
- uses visual supports around the room
- knows letters and letter order that make up their name
Q1
Q2 Q3 Q4 FIrst name with support first and last name – with support First and last name – with correct capitalization Reassess as needed ELA Priority Standard Assessments Notes Read independently for sustained periods of time by:
- L.1.B.c- capitalize own first and last name
- L.1.B.i - use correct spelling of own first and last name
District-Wide Assessments:
- Name writing by month
- Teacher observation
- In quarters 1 and 2, students can score a “3” when using their name tag to assist with correct spelling of first and last name.
- In kindergarten, reversals are still developmentally appropriate.
- This standard focuses solely on correct spelling and capitalization of first and last name. It does not focus on letter formation or ability to write on a baseline.
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K.R.1.A.b - asking and responding to questions about texts read aloud
Proficiency Skills/Look for Score 4.0 The student will:
- meet grade level standard AND exceeds the district benchmark on the district universal screener.
Score 3.0 The student will:
- answer text related questions
- ask text-related questions during a read-aloud
Score 2.0 The student will:
- demonstrate proficiency with most, but not all, of the skills/concepts from criteria 3
- A missing skill/concept may include but is not limited to:
- responding off topic
- asking questions off topic
- frequently answering questions incorrectly
- A missing skill/concept may include but is not limited to:
Score 1.0 The student will:
accomplish some skills and/or concepts when scaffolded or with teacher assistance.Score 0 with prompting, no understanding of skill is demonstrated. Prerequisites in order to meet 3.0 (prior knowledge):
performs basic processes, such as:
- understand question words
- know story element vocabulary
- engage in a shared reading process
Sample Stems:
- Who are the characters?
- What is the setting?
- What is the problem?
- What was the solution?
- What do we know about [CHARACTER]?
- The story says ____. What do you know about ____? [INFERENCE QUESTION]
- Example: The text said the kid was shivering. What do you know about shivering? How could the boy be feeling?
- The text said [CHARACTER] sat at their desk. Where might the story be taking place?
- What is the text about?
- What are some things you remember from the text?
- What caused ____?
- What happened after ____ and why?
- How did ____ solve the problem of ____
Q1 Q2 Q3 Q4 ELA Priority Standard Assessments Notes With assistance, develop and demonstrate reading skills in response to read-alouds by:
- K.R.1.A.b - asking and responding to questions about texts read aloud
District-Wide Assessments:
- Unit Assessment
Teacher observation, such as:
- small group discussion based on read aloud
- whole group discussion during shared reading, reading lesson, and/or read aloud
- If students are scoring an 852 on STAR Early Literacy, administer STAR reading. Students scoring in the 80th percentile or higher will score a 4 for this standard.
- For this standard, the unit assessment is the only “required” assessment but should not be the only piece of information used to determine a student's score. Additional observations should be used to determine proficiency.
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R.1.D.a - engaging with text as developmentally appropriate
Proficiency Skills/Look for Score 4.0
The student will:
- independently reads with increased stamina and seeks additional opportunities to read.
Score 3.0 The student will:
- engage in text that is developmentally appropriate.
- examples of engagement may include:
- demonstrating an understanding of what reading looks like (book in lap, turning pages, etc.)
- using picture clues to retell the story
- tracking words while reading
- using reading strategies to decode words
- participating in teacher engagement activities (ex: find the word “cat” in the story)
- examples of engagement may include:
- independently read a text that is developmentally appropriate for sustained periods of time (5-10 minutes).
Score 2.0 The student will:
- demonstrate proficiency with most, but not all, of the skills/concepts from criteria 3
- A missing skill/concept may include but is not limited to:
- lacks stamina
- starts but does not finish given activities
- unable to read text independently
- A missing skill/concept may include but is not limited to:
Score 1.0 The student will:
accomplish some skills and/or concepts when scaffolded or with teacher assistance.Score 0 With support, no understanding of skill is demonstrated. Prerequisites in order to meet 3.0 (prior knowledge):
performs basic processes, such as:
- students can read to learn
- students can read for enjoyment
- concepts of print
Q1 Q2 Q3 Q4 Teacher Observations
5 minutes
Decodable:
“it is hot”
7 minutes
Decodable:
“Where is Dan?”
10 minutes
ELA Priority Standard Assessments Notes Read independently for sustained periods of time by:
R.1.D.a - engaging with text as developmentally appropriateDistrict-Wide Assessments:
- Unit 4 Decodable: “It is Hot”
- Unit 6 Decodable: “Where is Dan?”
Teacher observation, such as:
- Independent reading time
- Small group work
- Additional decodables
- Student magazines
- For this standard, the decodables are the only “required” assessment but should not be the only piece of information used to determine a student's score. Additional observations should be used to determine proficiency.
- In quarter 2, students are not expected to be reading independently. Proficiency will be based on stamina and how students engage with the text.
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K.RF.1.A.a – identifying all upper- and lower- case letters
Proficiency Skills/Look for Score 4.0 The student will:
- Not applicable
Score 3.0 The student will:
- identify all upper- and lower- case letters
Score 2.0 The student will:
- demonstrate proficiency with most, but not all, of the skills/concepts from criteria 3
- A missing skill/concept may include but is not limited to:
- does not identify all upper- and lower- case letters (27-51)
- A missing skill/concept may include but is not limited to:
The student consistently exhibits minor errors or omissions
Score 1.0 The student will:
accomplish some skills and/or concepts when scaffolded or with teacher assistance. (1-26)Score 0 With support, no understanding of skill is demonstrated. (0) Prerequisites in order to meet 3.0 (prior Knowledge):
performs basic processes, such as:
- lowercase letters: the shorter, smaller versions of letters
- uppercase letter: the bigger, taller versions of letters
- identify: establish or indicate who or what (someone or something) is
Sample Stems:
- What is the name of this letter?
- Find the letter ____.
- Underline the uppercase letter ____.
- Circle the lowercase letter ____.
- Color the letter____.
- Put your finger under the letter ____ in the word.
- Circle all the letter ____ in the sentence.
Q1 Q2 Q3 Q4 3 = 52
2 = 27-51
1 = 1-26
Reassess as needed Reassess as needed Reassess as needed ELA Priority Standard Assessments Notes Develop print awareness in the reading process by:
K.RF.1.A.a - identifying all upper- and lower- case lettersDistrict-Wide Assessments:
- LCR3.K Letter Identification (ESGI)
-OR-
- Letter ID: Quick Check #1, #2 (hard copy found in curriculum drive)
Teacher observation, such as:
- STAR CBM
- Tier 1 instruction
- Small group work
- For this standard, the district-wide assessments are the only “required” assessments but should not be the only piece of information used to determine a student's score. Additional observations should be used to determine proficiency.
- Once a student shows proficiency on this standard, reassessing is no longer needed.
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- RF.1.A.c - demonstrating that books are read left to right, top to bottom
- RF.1.A.d - demonstrating that written words are made up of different letters
- RF.1.A.e - knowing that a sentence is comprised of a group of words separated by spaces
- RF.1.A.f - demonstrating one-to-one correspondence between spoken words and written words
Proficiency Skills /Look fors Score 4.0 The student will:
Not applicableScore 3.0 The student will:
- demonstrate that books are read left to right, top to bottom
- demonstrate that written words are make up of different letters
- know that a sentence is comprised of a group of words separated by spaces
- demonstrate one-to-one correspondence between spoken words and written words
Score 2.0 The student will:
- demonstrate proficiency with most, but not all, of the skills/concepts from criteria 3
Score 1.0 The student will, with prompting:
- accomplish some skills and/or concepts when scaffolded or with teacher assistance.
The student exhibits major errors or omissions
Score 0 With prompting, no understanding of skill is demonstrated.
- RF.1.A.f - demonstrating one-to-one correspondence between spoken words and written words
Prerequisites in order to meet 3.0 (prior knowledge):
performs basic processes, such as:
- engage in a shared reading process
Sample Stems (RF.1.A.c):
- Show me the cover of the book.
- Show me the back of the book.
- Where do we start reading?
- Where do we go next?
- After we finish this line, where do we go next?
Sample Stems (RF.1.A.d):
- Using a predictable text, say: “Touch each word as you read the book to me. I’ll do the first page, and you watch.”
Sample Stems (RF.1.A.f):
- Using a predictable text, say: “Touch each word as you read the book to me. I’ll do the first page, and you watch.”
Q1 Q2 Q3 Q4 Concepts about Print Reassess as needed Reassess as needed Reassess as needed ELA Priority Standard Assessments Notes Develop print awareness in the reading process by:
- RF.1.A.c - demonstrating that books are read left to right, top to bottom
- RF.1.A.d - demonstrating that written words are made up of different letters
- RF.1.A.e - knowing that a sentence is comprised of a group of words separated by spaces
- RF.1.A.f - demonstrating one-to-one correspondence between spoken words and written words
District-Wide Assessments:
- LCR3.K Concepts About Print (ESGI)
-OR-
- Concepts About Print Assessment Questions (hard copy)
Teacher observation, such as:
- Tier 1 instruction
- Small group work
- For this standard, the district-wide assessments are the only “required” assessments but should not be the only piece of information used to determine a student's score. Additional observations should be used to determine proficiency.
- Once a student shows proficiency on this standard, reassessing is no longer needed.
- Students are assessed on where the “top” and the “bottom” of the pages are to ensure books are read from top to bottom, and are not holding the book upside down. This is not assessing where the words on the page are located.
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Develop phonemic awareness in the reading process by:
- RF.2.A.b - producing rhymes in response to spoken word
- RF.2.A.c - distinguishing orally presented rhyming pairs of words from non-rhyming pairs
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Proficiency Skills/Look fors Score 4.0 Not applicable for this standard. Score 3.0 The student will:
- produce rhymes in response to spoken words
- distinguish orally presented rhyming pairs of words from non-rhyming pairs
The student exhibits minor errors or omissions.
Score 2.0 The student will:
- demonstrate proficiency with most, but not all, of the skills/concepts from criteria 3
- A missing skill/concept may include but is not limited to:
- distinguishes rhymes but can’t produce rhymes
- produces rhymes but can’t distinguish rhymes
- A missing skill/concept may include but is not limited to:
Score 1.0 The student will:
- accomplish some skills and/or concepts when scaffolded or with teacher assistance.
Score 0 No understanding of skill is demonstrated.
-
Prerequisites in order to meet 3.0 (prior Knowledge):
performs basic processes, such as:
- have a clear understanding of phonemic awareness of sounds, blends, and two connecting letters.
- understanding sound patterns and syllables
Sample Stems (RF.2.A.b):
- Can you think of a word that rhymes with____?
- Using poetry/predictable text with rhyme, ask students to predict what rhyme might come next
Sample Stems (RF.2.A.c):
- I’ll say two words and you repeat the words. [DOG/JOG, PIG/FIG/, BAD/HIT, ETC.] Do the words rhyme?
Q1 Q2 Q3 Q4 Identifying Ryming Pairs Produce Rhymes Reassess as needed ELA Priority Standard Assessments Notes Develop phonemic awareness in the reading process by:
- RF.2.A.b - producing rhymes in response to spoken words
- RF.2.A.c - distinguishing orally presented rhyming pairs of words from non-rhyming pairs
District-Wide Assessments:
- LCR3.K Identifying Rhymes (ESGI)
- LCR3.K Produce Rhymes (ESGI)
-OR-
- Phonological Awareness Assessments (hard copy)
- Identify Rhyme
- Produce Rhyme
Teacher observation, such as:
- Tier 1 instruction
- Small group work
- For this standard, the district-wide assessments are the only “required” assessments but should not be the only piece of information used to determine a student's score. Additional observations should be used to determine proficiency.
- Once a student shows proficiency on this standard, reassessing is no longer needed.
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- RF.2.A.e - blending spoken onsets and rimes to form simple words
- RF.2.A.f - blending spoken phonemes to form one-syllable words
Proficiency Skills/Look fors Score 4.0 The student will:
- Not applicable
Score 3.0 The student will, without prompting:
- blend spoken onsets and rimes to form simple words
- blend spoken phonemes to form one-syllable words
The student exhibits minor errors or omissions.
Score 2.0 The student will, without prompting:
- demonstrate proficiency with most, but not all, of the skills/concepts from criteria 3
- A missing skill/concept may include but is not limited to:
- does not blend onset and rime
- blends only the beginning sounds
- cannot blend sounds to form a word
- A missing skill/concept may include but is not limited to:
The student consistently exhibits major errors or omissions
Score 1.0 The student will:
- accomplish some skills and/or concepts when scaffolded or with teacher assistance.
Score 0 With prompting, no understanding of skill is demonstrated. Prerequisites in order to meet 3.0 (prior knowledge):
performs basic processes, such as:
- engage in a shared reading process
Sample Stems (RF.2.A.e):
- Listen to these words: sat, said, sit. What sound is at the beginning of all these words?
- Listen and repeat: /m/ (student repeats /m/), /at/ (student repeats /at/). What word does /m/ /at/ make?
Sample Stems (RF.2.A.f);
- I’m going to talk like a robot. Listen to the sounds and tell me what I am trying to say.
/s/ /i/ /t/, /b/ /a/ /g/
Blend the sounds to make the word.
Q1 Q2 Q3 Q4 Onset and Rime Onset and Rime, Blending ELA Priority Standard Assessments Notes Develop phonemic awareness in the reading process by:
- RF.2.A.e - blending spoken onsets and rimes to form simple words
- RF.2.A.f - blending spoken phonemes to form one-syllable words
District-Wide Assessments:
- Phonological Assessment
- Blend Onset and Rime
- Blending Phonemes
Teacher observation, such as:
- Tier 1 instruction
- Small group work
- Benchmark Phonological Awareness Intervention
- Benchmark Phonological Awareness Quick Checks
- Foundational Skills Screeners
- For this standard, the district-wide assessments are the only “required” assessments but should not be the only piece of information used to determine a student's score. Additional observations should be used to determine proficiency.
- Once a student shows mastery of skill, additional assessing is not required.
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RF.2.A.g - isolating the initial, medial, and final sounds in spoken words
Proficiency Skills/Look fors Score 4.0 The student will:
- Not applicable
Score 3.0 The student will, without prompting:
- isolate the initial sounds in spoken words
- isolate the medial sounds in spoken words
- isolate the final sounds in spoken words
The student exhibits minor errors or omissions.
Score 2.0 The student will, without prompting:
- demonstrate proficiency with most, but not all, of the skills/concepts from criteria 3
- A missing skill/concept may include but is not limited to:
- can isolate initial sound, but not final
- can isolate initial and final, but not medial
- A missing skill/concept may include but is not limited to:
The student consistently exhibits major errors or omissions
Score 1.0 The student will:
- accomplish some skills and/or concepts when scaffolded or with teacher assistance.
The student exhibits major errors or omissionsScore 0 With prompting, no understanding of skill is demonstrated. Prerequisites in order to meet 3.0 (prior knowledge):
performs basic processes, such as:
- engage in a shared reading process
Sample Stems (RF.2.A.g):
- What is the first sound you hear in [CVC WORD]?
- What is the last sound you hear in [CVC WORD]?
- What is the middle sound in [CVC WORD]?
- How many sounds are in the word [CVC WORD]? For example: cat /c/ /a/ /t/ has three sounds.
- What sounds do you hear in [CVC WORD]? For example: dog /d/ /o/ /g/.
Q1 Q2 Q3 Q4 Initial Final Medial Reassess as needed ELA Priority Standard Assessments Notes Develop phonemic awareness in the reading process by:
- RF.2.A.g - isolating the initial, medial, and final sounds in spoken words
District-Wide Assessments:
- Phonological Assessment
- Initial Sounds
- Medial Sounds
- Final Sounds
Teacher observation, such as:
- Tier 1 instruction
- Small group work
- Benchmark Phonological Awareness Intervention
- Benchmark Phonological Awareness Quick Checks
- For this standard, the district-wide assessments are the only “required” assessments but should not be the only piece of information used to determine a student's score. Additional observations should be used to determine proficiency.
- Once a student shows mastery of skill, additional assessing is not required.
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RF.2.A.h - segmenting spoken words into two or three phonemes
Proficiency Skills/Look Fors Score 4.0
The student will:
- Not applicable
Score 3.0 The student will, without prompting:
- segment spoken words into two phonemes
- segment spoken words into three phonemes
The student exhibits minor errors or omissions.
Score 2.0 The student will, without prompting:
- demonstrate proficiency with most, but not all, of the skills/concepts from criteria 3
- A missing skill/concept may include but is not limited to:
- can segment only initial or final sounds
- can segment only two phonemes
- A missing skill/concept may include but is not limited to:
The student consistently exhibits major errors or omissionsScore 1.0 The student will:
- accomplish some skills and/or concepts when scaffolded or with teacher assistance.
The student exhibits major errors or omissions
Score 0 With prompting, no understanding of skills is demonstrated. Prerequisites in order to meet 3.0 (prior knowledge):
performs basic processes, such as:
- engage in a shared reading process
Sample Stems (RF.2.A.h):
- What are the sounds you hear in “me”? Tap and say the sounds you hear in “me.” /m/ /e/
- Supply students with three chips/cubes. Push a chip for each sound you hear in the word “lip.” /l/ /i/ /p/ (Students should move each chip/cube as they say the individual sounds.)
Q1 Q2 Q3 Q4 Phoneme Segmentation Reassess as needed Reassess as needed ELA Priority Standard Assessments Notes Develop phonemic awareness in the reading process by:
- RF.2.A.h - segmenting words into two or three phonemes
District-Wide Assessments:
- Phonological Assessment
- Phoneme Segmentation
Teacher observation, such as:
- STAR CBM
- Tier 1 instruction
- Small group work
- Benchmark Phonological Awareness Intervention
- Benchmark Phonological Awareness Quick Checks
- Foundational Skills Screeners
- For this standard, the district-wide assessments are the only “required” assessments but should not be the only piece of information used to determine a student's score. Additional observations should be used to determine proficiency.
- Once a student shows mastery of skill, additional assessing is not required.
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- RF.3.A.a - producing and writing letter(s) for most short vowel and consonant sounds
- RF.3.A.d - recognizing that new words can be created when letters are changed, added, or deleted and using letter-sound knowledge to write simple messages and words
Proficiency Skills/Look Fors Score 4.0
The student meets grade level standard AND scores at least one year above current grade level on the district universal screener. Score 3.0 The student will:
- produce and write letter(s) for most short vowel and consonant sounds
- recognize that new words can be created when letters are changed, added, or deleted and using letter-sound knowledge to write simple messages and words
The student exhibits minor errors or omissions
Scores 2.0 The student will:
- demonstrate proficiency with most, but not all, of the skills/concepts from criteria 3
- A missing skill/concept may include but is not limited to:
- produces correct letter sounds but cannot produce correct spelling for words
- a sound is omitted
- incorrect substitution of sounds
- A missing skill/concept may include but is not limited to:
Scores 1.0 The student will:
- accomplish some skills and/or concepts when scaffolded or with teacher assistance.
The student exhibits major errors or omissions
Scores 0 With Support, no understanding of skill is demonstrated. Prerequisites in order to meet 3.0 (prior knowledge):
performs basic processes, such as:
- recognize and recite onset (initial sounds of words)
- recognize and recite the onset and rime of a given word.
- blend onsets and rimes to create simple words.
- demonstrate understanding of blending phonemes by recognizing and reciting one-syllable words.
- isolate initial, medial, and final sounds in spoken words (e.g., /m/-m, /a/-a, /t/-t = mat
Sample Stems (RF.3.A.a):
- What letter makes the /h/ sound?
- What letter makes the /a/ sound?
- What letter makes the /t/ sound?
- What word did we write?
- Write the word “big.” Listen to the sounds/b/ /i/ /g/ and write them.
Sample Stems (RF.3.A.d):
- How do you spell cat? If we take off the c and add a b at the beginning, what did we spell? If you can spell cat, you can spell [BAT, FAT, MAT, RAT, SAT, ETC.].
- Look at the word sit. If we take away the /s/, what do we have left?
- Say /bat/. What is the middle sound in /bat/? /a/. Change /a/ to /i/. Now what is the word?
Q1 Q2 Q3 Q4 Letters only Words Word Ladder ELA Priority Standard Assessments Notes Develop phonics in the reading process by:
- RF.3.A.a - producing and writing letter(s) for most short vowel and consonant sounds
- RF.3.A.d - recognizing that new words can be created when letters are changed, added, or deleted and using letter-sound knowledge to write simple messages and words
District-Wide Assessments:
- Cumulative Word Assessment
Teacher observation, such as:
- Tier 1 instruction
- Small group work
- STAR CBM - Encoding Assessment
- For this standard, the district-wide assessments are the only “required” assessments but should not be the only piece of information used to determine a student's score. Additional observations should be used to determine proficiency.
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RF.3.A.b - reading high-frequency words
Proficiency Skills/Look Fors Score 4.0 The student meets grade level standard AND scores at least one year above current grade level on the district universal screener. Score 3.0 The student will:
- read currently taught high-frequency words
The student exhibits minor errors or omissions.
Score 2.0 The student will:
- read most currently taught high-frequency words.
The student exhibits errors or omissions.
Score 1.0 The student will:
- read minimal high-frequency words
The student exhibits major errors or omissions.
Score 0 No understanding of skill is demonstrated. Prerequisite in order to meet 3.0 (prior knowledge):
performs basic processes, such as:
- not all high frequency words follow a pattern
Sample Stems:
- Read the list of words. (Give students a high-frequency word list.) Look for the word [IS, IT, ON, THE, A, TO, ETC.] in the text. Underline/ circle the word each time you see it.
Q1 Q2 Q4 Q4 Quarter 2 LIst Quarter 3 List Quarter 4 List ELA Priority Standard Assessments Notes Develop phonics in the reading process by:
- RF.3.A.b - reading high-frequency words
District-Wide Assessments:
- High Frequency Quarterly Word List
Teacher observation, such as:
- Tier 1 instruction
- Small group work
- Decodable Readers
- For this standard, the district-wide assessments are the only “required” assessments but should not be the only piece of information used to determine a student's score. Additional observations should be used to determine proficiency.
- The word lists don’t directly align with each unit. The quarterly word lists can be incorporated into the units/instruction as it works best.
- To score a “2” students must be able to read most currently taught high frequency words. This means that students are missing only a few words, not a percentage of words.
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RF.3.A.c - blending letter sounds to decode simple words
Proficiency Skills/Look Fors Score 4.0 The student will:
- read advanced word patterns accurately and automatically
Score 3.0 The student will:
- blend letter sounds to decode simple words
- students may use segmenting strategies before blending words correctly (ex: tapping or continuous blending)
The student exhibits minor errors or omissions.Score 2.0 The student will:
- demonstrate proficiency with most, but not all, of the skills/concepts from criteria 3
- A missing skill/concept may include but is not limited to:
- taps out sounds but does not blend correctly to read words
- can read words in isolation but can not apply in continuous text
- A missing skill/concept may include but is not limited to:
Score 1.0 The student will:
- accomplish some skills and/or concepts when scaffolded or with teacher assistance.
Score 0 With support, no understanding of skill is demonstrated. Prerequisites in order to meet 3.0 (prior knowledge):
performs basic processes, such as:
- recognize and recite onset (initial sounds of words)
- recognize and recite the onset and rime of a given word.
- blend onsets and rimes to create simple words.
- demonstrate understanding of blending phonemes by recognizing and reciting one-syllable words.
- isolate initial, medial, and final sounds in spoken words (e.g., /m/-m, /a/-a, /t/-t = mat
Sample Stems:
- Touch each letter in the word. Make the sound as you touch each letter. Pull the sounds together to make the word.
Q1 Q2 Q3 Q4 Word List Decodable ”it is hot” Decodeable “Where is Dan?” ELA Priority Standard Assessments Notes Develop phonics in the reading process by:
- RF.3.A.c - blending letter sounds to decode simple words
District-Wide Assessments:
- Kindergarten Quarter 2 Word List RF.3.A.c
- “It is Hot”
- “Where is Dan?”
Teacher observation, such as:
- STAR CBM - Nonsense Words
- Tier 1 instruction
- Small group work
- Benchmark Phonics and Word Recognition Interventions
- Benchmark Phonics and Word Recognition Quick Checks
- For this standard, the district-wide assessments are the only “required” assessments but should not be the only piece of information used to determine a student's score. Additional observations should be used to determine proficiency.
- Students may score a “3” in quarter 2 when proficiency is shown with the word list. In quarters 3 & 4, students must apply the skill in a decodable to score a “3”.
- Word lists are only required for quarter 2. If students can not show proficiency on the decodable, the optional word lists can be provided for scoring purposes.
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K.W.1.B.a – sequencing the actions or details through letters, words, and picture
Proficiency Skills/Look Fors Score 4.0 The student will:
- demonstrates proficiency with all of the skills from criteria 3 in multiple sentences across multiple pages.
The student exhibits no major errors or omissions.Score 3.0 The student will, with assistance:
- compose narrative text by narrating a story or personal event, telling about a character or person event, placing events in logical order, using words related topic, providing a reaction to story
- compose informational text by informing about a topic, using words related to topic
- compose opinion text by telling an opinion, giving logical reasons for following this opinion, using words related to topic
- respond to questions and suggestions by revising work, editing for spaces between words and publish work with assistance
The student exhibits minor errors or omissions.Score 2.0 The student will, with assistance:
- demonstrate proficiency with most, but not all, of the skills/concepts from criteria 3
- A missing skill/concept may include but is not limited to:
- does not sequence events in a logical order
- topic and illustrations are not related
- generates reasons unrelated to opinion
- does not respond to revision suggestions
- A missing skill/concept may include but is not limited to:
Score 1.0 The student will, with assistance:
- accomplish some skills and/or concepts when scaffolded or with teacher assistance.
The student exhibits major errors or omissions.Score 0 No understanding of skill demonstrated. Prerequisites in order to meet 3.0 (prior knowledge):
Performs basic processes, such as:
- Prewriting stages: pictures and words within graphic organizers
- The student should be able to understand sequencing prior to prewriting.
- The student should be familiar and comfortable with writing letters, words, and pictures.
- The student should understand how to label.
- The student should be able to express his/her thoughts orally and in written form prior to meeting this standard.
Sample Stems
Opinion
- My favorite ____ is ____ because ____.
- ___ is the best because _____.
- ____ made a good choice/bad choice because ____.
- You should vote for ____ because ____.
Informative
- Write about what you learned from [BOOK, VIDEO, ETC.].
- Explain how to [PLAY A GAME, MAKE SOMETHING, ETC.].
- Write the steps to make a [SANDWICH, SNOWMAN, ETC.]
Narrative
- Write a memory about [A BIRTHDAY, A FAMILY TRIP, ETC.].
- Write about yourself [HOW YOU LOOK, WHAT YOU LIKE, ETC.].
- Make your own story about a snowman coming to life.
Q1 Q2 Q3 Q4 Pictures Pictures and letters Pictures and letter-sound correspondence with some correctly spelled words Pictures and letter-sound correspondence with some correctly spelled words with beginning sentence structures ELA Priority Standard Assessments Notes Appropriate to genre type, develop a draft from prewriting by:
- sequencing the actions or details through letters, words, and picture
Teacher observation, such as:
- Independent writing time
- Writing center/station
- Small group work
- Interactive writing exercises
- By the end of kindergarten, the district expectation is for students to meet the criteria of a Stylized Sentence Writer.
- Kindergarten Writing Checklist can be used for supporting language and writing standards.
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(Note: The following are kindergarten standards that support writing that are not on the report card. They are listed as guidance of what to help your students in corporate int o their writing.)
Development Stages of Writing
Scribble Stage: A student operating in the scribble stage writes with lines, scribbles, or mock-letter forms. He or she has no specific concepts of the use of space on the page.
Isolated Letter Stage: During the isolated letter stage, letter forms begin to appear. Random letters and numbers recur throughout the writing sample, based on the student’s developing knowledge. The student is still confused about such early concepts as words, directionality, and the use of space.
Transitional Stage: Some letter-sounds correspondence and correctly spelled words begin to appear as the student moves into the transitional stage. However, they may be mixed with isolated letters and numerals.
Stylized Sentence Stage: As a student acquires a core writing vocabulary of frequently used words, he or she begins to use these words to construct sentences with simple patterns. The student is also beginning to refine concepts of spacing and letter-sounds correspondence.
Writing Stage: A student moves beyond the stylized sentence stage as he or she learns to compose stories and acquires a larger writing vocabulary. The student uses more conventional spelling, longer sentences, and punctuation.
Fluent Stage: Fluent writers begin to develop strategies for the craft of writing. These strategies include elaborating (voice), critiquing their own writing and others’ writing, writing in different genres, using what they know about reading text to write, using the writing process, and developing a sense of audience. Fluent writers spell most words correctly and carefully edit their spelling while they write. They also have a wide vocabulary and know how to use a thesaurus and dictionary to expand their current vocabulary. Fluent writers understand text structures (compare and contrast, descriptive, procedural, problem/solution, and cause/effect), text functions ) narrative, expressive, informative, and poetic), and tenses. They write on a wide variety of topics including personal experiences and nonfiction topics.
(Note the following are kindergarten standards that support writing that are not on the report card. They are listed as guidance of what to help your students incorporate into their writing.)
- Prints in upper/lowercase letters (L.1.B.a)
- Capitalizes the first word in a sentence. (L.1.B.d)
- Capitalizes the pronoun I. (L.1.B.e)
- Recognizes a sentence ends with punctuation. (L.1.B.b.)
- Write or name letters for consonant and vowel sounds. (L.1.B.f)
- Uses inventive spelling with a beginning, middle, and end sound. (L.1.B.g)
- Edits by leaving space in between words. (W.1.C.b)