Elementary Standards Aligned Report Card
Kindergarten Rubrics
2016-2017
English Language Arts
Rubrics
Kindergarten ELA – Reading Literature
Excellent Progress / 3 – Satisfactory Progress
Satisfactory Progress / 2 – Limited Progress
Limited Progress / 1 – Needs Improvement
Needs Improvement /
1 / 2 / 3 / 4 /
Key Ideas and Details
1. With prompting and support, ask and answer questions about key details in a text. / X / X / X / X / Without prompting and support, consistently asks and answers questions about key details in a text. / With prompting and support consistently asks and answers questions about key details in a text. / With prompting and support inconsistently asks or answers questions about key details in a text. / With prompting and support unable to ask or answer questions about key details in a text.
Key Ideas and Details
2. With prompting and support, retell familiar stories, including key details. / X / X / X / Without prompting and support, consistently retells familiar stories, including key details. / With prompting and support, consistently retells familiar stories, including key details. / With prompting and support, inconsistently retells familiar stories, including key details. / With prompting and support, is unable to retell familiar stories.
Key Ideas and Details
3. With prompting and support, identify characters, settings, and major events in a story. / X / X / X / X / Without prompting and support, consistently identifies characters, settings, and major events in a story. / With prompting and support, consistently identifies characters, settings, and major events in a story. / With prompting and support, inconsistently identifies characters, settings, and major events in a story. / With prompting and support, is unable to identify characters in a story.
Craft and Structure
4. Ask and answer questions about unknown words in a text. / X / X / X / X / Consistently Identifies words and phrases that suggest feelings or appeal to senses. / Consistently asks and answers questions about unknown words in a text. / Inconsistently asks and answers questions about unknown words in a text. / Unable to ask and answer questions about unknown words in a text.
Craft and Structure
5. Recognize common types of texts (e.g. storybooks, poems). / X / X / X / X / Consistently explains major differences between books that tell stories and books that give information. / Consistently recognizes common types of texts. / Inconsistently recognizes common types of texts. / Unable to recognize common types of texts.
Craft and Structure
6. With prompting and support, name the author and illustrator of a story and define the role of each in telling the story. / X / X / X / Without prompting and support, consistently names the author and illustrator of a story and define the role of each in telling the story. / With prompting and support, consistently names the author and illustrator of a story and define the role of each in telling the story. / With prompting and support, inconsistently names the author and illustrator of a story or define the role of each in telling the story. / With prompting and support, is unable to name the author and illustrator of a story.
Integration of Knowledge and Ideas
7. With prompting and support, describe the relationship between illustrations and the story in which they appear (e.g. what moment in the story the illustration depicts). / X / X / Without prompting and support, consistently describes the relationship between illustrations and the story in which they appear. / With prompting and support, consistently describes the relationship between illustrations and the story in which they appear. / With prompting and support, inconsistently describes the relationship between illustrations and the story in which they appear. / With prompting and support, is unable to describe the relationship between illustrations and the story in which they appear.
Integration of Knowledge and Ideas
8. (Not applicable to Literature) / N/A / N/A / N/A / N/A
Integration of Knowledge and Ideas
9. With prompting and support, compare and contrast the adventures and experiences of characters in familiar stories. / X / Without prompting and support, consistently compares and contrasts the adventures and experiences of characters in familiar stories. / With prompting and support, consistently compares and contrasts the adventures and experiences of characters in familiar stories. / With prompting and support, inconsistently compares and contrasts the adventures and experiences of characters in familiar stories. / With prompting and support, is unable to compare and contrast the adventures and experiences of characters in familiar stories.
Range of Reading and Level of Text Complexity
10. Actively engage in group reading activities with purpose and understanding. / X / X / X / X / With prompting and support, reads prose and poetry of appropriate complexity. / Consistently and actively engages in group reading activities with purpose and understanding. / Inconsistently engages in group reading activities with purpose and understanding. / Unable to engage in group reading activities with purpose and understanding.
Kindergarten ELA – Reading Informational Text
Exceeds the standard / 3 – Satisfactory Progress
Meets the standard / 2 – Limited Progress
Approaches the standard / 1 – Needs Improvement
Does not meet the standard
1 / 2 / 3 / 4
Key Ideas and Details
1. With prompting and support, ask and answer questions about key details in a text. / X / X / X / Without prompting and support, consistently asks and answers questions about key details in a text. / With prompting and support consistently asks and answers questions about key details in a text. / With prompting and support inconsistently asks or answers questions about key details in a text. / With prompting and support unable to ask or answer questions about key details in a text.
Key Ideas and Details
2. With prompting and support, identify the main topic and retell key details of the text. / X / X / X / Without prompting and support, consistently identifies the main topic and retells key details of the text. / With prompting and support, consistently identifies the main topic and retells key details of the text. / With prompting and support, inconsistently identifies the main topic or retells key details of the text. / With prompting and support, unable to identify the main topic of the text.
Key Ideas and Details
3. With prompting and support, describe the connection between two individuals, events, ideas, or pieces of information in a text. / X / Without prompting and support, consistently describes connections. / With prompting and support, consistently describes connections. / With prompting and support, inconsistently describes connections. / With prompting and support, unable to describe connections.
Report Card Descriptor / Reporting Period / 4 – Excellent Progress
Exceeds the standard / 3 – Satisfactory Progress
Meets the standard / 2 – Limited Progress
Approaches the standard / 1 – Needs Improvement
Does not meet the standard
1 / 2 / 3 / 4
Craft and Structure
4. Ask and answer questions about unknown words in a text. / X / X / X / Consistently asks and answers questions to help determine or clarify the meaning of words and phrases in a text. / Consistently asks and answers questions about unknown words in a text. / Inconsistently asks and answers questions about unknown words in a text. / Unable to ask and answer questions about unknown words in a text.
Craft and Structure
5. Identify the front cover, back cover, and title page of a book. / X / X / X / X / Knows and uses the various text features to locate key facts or information. / Consistently identifies the front cover, back cover, and title page of a book. / Inconsistently identifies the front cover, back cover, and title page of a book. / Unable to identify the front cover, back cover, and title page of a book.
Craft and Structure
6. Name the author and illustrator of a text and define the role of each in presenting the ideas or information in a text. / X / X / X / Distinguish between information provided by pictures or other illustrations and information provided by the text. / Consistently names the author and illustrator of a text and defines the role of each. / Inconsistently names the author or illustrator of a text and define the role of each. / Unable to name the author or illustrator of a text.
Report Card Descriptor / Reporting Period / 4 – Excellent Progress
Exceeds the standard / 3 – Satisfactory Progress
Meets the standard / 2 – Limited Progress
Approaches the standard / 1 – Needs Improvement
Does not meet the standard
1 / 2 / 3 / 4
Integration of Knowledge and Ideas
7. With prompting and support, describe the relationship between illustrations and the story in which they appear (e.g. what person, place, thing or idea in the text an illustrator depicts). / X / Without prompting and support, consistently describes the relationship between illustrations and the story. / With prompting and support, consistently describes the relationship between illustrations and the story. / With prompting and support, inconsistently describes the relationship between illustrations and the story. / With prompting and support, is unable to describe the relationship between illustrations and the story.
Integration of Knowledge and Ideas
8. With prompting and support, identify the reasons an author gives support points in a text. / X / X / X / Without prompting and support, consistently identifies the reasons an author gives to support points in a text. / With prompting and support, consistently identifies the reasons an author gives to support points in a text. / With prompting and support, inconsistently identifies the reasons an author gives to support points in a text. / With prompting and support, is unable to identify the reasons an author gives to support points in a text.
Report Card Descriptor / Reporting Period / 4 – Excellent Progress
Exceeds the standard / 3 – Satisfactory Progress
Meets the standard / 2 – Limited Progress
Approaches the standard / 1 – Needs Improvement
Does not meet the standard
1 / 2 / 3 / 4
Integration of Knowledge and Ideas
9. With prompting and support, identify Limited Progress similarities in and differences between two texts on the same topic (e.g. in illustrations, descriptors, or procedures). / X / Without prompting and support, consistently identifies Limited Progress similarities in and differences between two texts on the same topic. / With prompting and support, consistently identifies Limited Progress similarities in and differences between two texts on the same topic. / With prompting and support, inconsistently identifies Limited Progress similarities in and differences between two texts on the same topic. / With prompting and support, is unable to identify Limited Progress similarities in or differences between two texts on the same topic.
Range of Reading and Level of Text Complexity
10. Actively engage in group reading activities with purpose and understanding. / X / X / X / X / With prompting and support, reads informational texts appropriately complex for grade 1. / Consistently and actively engages in group reading activities with purpose and understanding. / Inconsistently engages in group reading activities with purpose and understanding. / Unable to actively engage in group reading activities with purpose and understanding.
Kindergarten ELA – Reading Foundational Skills
Exceeds the standard / 3 – Satisfactory Progress
Meets the standard / 2 – Limited Progress
Approaches the standard / 1 – Needs Improvement
Does not meet the standard /
1 / 2 / 3 / 4 /
Print Concepts
Demonstrate understanding of the organization and Limited Progress features of print.
1a. Follow words from left to right, top to bottom, and page by page. / X / X / X / X / Consistently distinguishes different parts of a book (ex. title page, cover, etc.). / Consistently follows words from left to right, top to bottom, and page by page. / Inconsistently follows words from left to right, top to bottom, and page by page. / Unable to follow words from left to right, top to bottom, and page by page.
Print Concepts
1b. Recognize that spoken words are represented by letters. / X / X / X / X / Consistently recognizes that spoken words are made of letters, and writes spoken words in inventive spelling (ex. student says: “I like to play.” & student writes: I lik to pla.). / Consistently recognizes that spoken words are made of letters. / Inconsistently recognizes that spoken words are made of letters. / Unable to identify the differences in letters and numbers.
Print Concepts
1c. Understand that words are separated by spaces in print. / X / X / X / X / Consistently shows an understanding that words are separated by spaces in print, and is evident in student’s use of spaces in writing. / Consistently shows an understanding that words are separated by spaces in print. / Inconsistently shows an understanding that words are separated by spaces in print. / Unable to show an understanding that words are separated by spaces in print.