K-Reading Rubric Samples

Unit 1, Activity 2, Sample Reading Rubric
Kindergarten English Language Arts
Blackline Masters, English Language Arts, Kindergarten Louisiana Comprehensive Curriculum, Revised 2008
Page 1
Unit 1, Activity 2, Sample Reading Rubric
When I Read:
1. I start in the front of the book. 2. I read from the top to the bottom. 3. I read from left to right. 4. I point to each word. 5. I get my mouth ready to say the word.
Page 1
Unit 1, Activity 2, Specific Assessment, Concepts About Print

Name: _________________________________ Date: _____________________
Choose a short book from your class that has large enough print and the words are far enough apart that one can easily see where the student is pointing. The book needs to have a variety of punctuation marks also. Check all correct responses. Make notes of incorrect responses (actions or words) that will help you understand the student. Yes No/Comments 1. Show me the front of the book. 2. Show me the title and author. 3. Show me where I would start reading on this page. (Print contains message) 4. Where would I go? (directionality) 5. Where would I go next? (return sweep) 6. You point to the words while I read them. (one to one matching) 7. Show me the bottom of the picture. 8. Point to a sentence and then say: Show me the first part of the story. Show me the last part of the story. (first and last concept) 9. Point to a question mark and ask: What is this for? 10. Point to a period and ask: What is this for? 11. Point to a comma and ask: What is this for? 12. Point to quotation marks and ask: What is this for? 13. Show me one letter. Show me two letters. 14. Show me one word. Show me two words. 15. Show me a capital letter.
Page 2
Unit 1, Activity 6, Feeling Cube
Page 3
Unit 1, Activity 7, What I Like
I like __________________. Yes I do! I like _________________. How about you?
Written and Illustrated by_________________________________

Blackline Masters, English Language Arts, Kindergarten Louisiana Comprehensive Curriculum, Revised 2008 Page 4
Unit 1, Activity 8, Team Puzzle
Team Puzzle
Page 5
Unit 1, Activity 9, Paper Doll Chain
Paper Doll Chain
1. Cut a strip of large paper about 8 inches high and as long as you like. The longer the strip, the more dolls you will end up with. 2. Fold the strip of paper accordion style, making each panel about 4 inches or so wide. 3. You may draw a doll shape or use the pattern below to trace the doll on the top panel making sure that parts of the body (hands, feet etc) touch the sides of the panel. Extend them if necessary. 4. Cut around the figure, but dont cut along the folds where the parts of the body touch or the chain will not link. 5. Unfold the chain of dolls and then decorate with markers and crayons or use glue and stick on all sorts of marvelous clothes.
Page 6
Unit 1, Activity 11, All About Me Checklist
Students Name_____________________________ Date______________________________________

Mark with a + if skill demonstrated by student.
Uses developmental spelling Uses inventive spelling Dictates ideas to the teacher Uses drawings to support writing or dictation Demonstrates an understanding of letter placement in text by writing letters and words from left-to-right and top-to-bottom Prints letters and words with proper figure grounding on a line Leaves appropriate spaces between letters and words
Students Name_____________________________ Date______________________________________

Mark with a + if skill demonstrated by student.
Uses developmental spelling Uses inventive spelling Dictates ideas to the teacher Uses drawings to support writing or dictation Demonstrates an understanding of letter placement in text by writing letters and words from left-to-right and top-to-bottom Prints letters and words with proper figure grounding on a line Leaves appropriate spaces between letters and words
Unit 1, Assessment, General Assessment Checklist

Place a + if student demonstrates skill and a if not demonstrated. Follows 1 step Follows 2 step Uses 3 or more directions directions descriptive Student words
Uses complete sentences
Page 8
Unit 2, Activity 1, Sample Writing Rubric
When I Write:
1. I start on the left. 2. I go to the right. 3.
I begin with a capital letter.
4. I leave spaces between words. 5. I use a punctuation mark at the end of a sentence.
Page 9
Unit 2, Specific Assessments, Activities 5 and 10, Sample Checklist A

Record date and + if student demonstrates skill.
Front of the book Left-right direction Return sweep Meaning of a period Meaning of a question mark Meaning of an exclamation point Meaning of a comma Meaning of quotation marks Concept of a letter Concept of a word One to one matching Concept of a sentence
Students
Page 10
Unit 2, Specific Assessments, Activities 5 and 10, Sample Checklist B

Makes at least one prediction Identifies characters Describes characters Identifies events Identifies problem Identifies solution Identifies one similarity among stories Identifies one difference among stories Accurately recalls a sequence Makes one text to self connection Makes one text to text connection Makes one prediction
Students
Page 11
Unit 3, Activity 1, Rhyme Assessment

Name: _____________________________ Directions: We are going to play a rhyming game. I am going to say two words that rhyme. Dog and log rhyme, which means they sound the same at the end. Listen, Dog- log. Now you say them. Can you tell me a word that rhymes with dog and log? Wait for a response. If the student does not respond or a wrong response is given, say Hog and frog rhyme with dog and log. If the student does not understand the concept, give another example and then continue with the assessment. Write student response in the box. Date fell, sell lake, rake top, stop rug, bug heat, beat Date Date Date
Name: _____________________________ Directions: We are going to play a rhyming game. I am going to say two words that rhyme. Dog and log rhyme, which means they sound the same at the end. Listen, Dog- log. Now you say them. Can you tell me a word that rhymes with dog and log? Wait for a response. If the student does not respond or a wrong response is given, say Hog and frog rhyme with dog and log. If the student does not understand the concept, give another example and then continue with the assessment. Write student response in the box. Date fell, sell lake, rake top, stop rug, bug heat, beat Date Date Date
Page 12
Unit 3, Activity 4, Three Little____
Three little ____________ lost their ______________.

Unit 3, Activity 6, Rhyming Checklist

Place a + if student creates a real or nonsense rhyme and a if he/she does not. Date Date Date Student
Date
Page 14
Unit 4, Activity 7, Poetry Checklist

Place a + if student is successful and a if he/she is not. Creates Rhyme Recites Poem Student Date Date
Uses Inflections Date
Page 15
Unit 4, Activity 8, Rebus Chart
Page 16
Unit 4, Activity 8, Word Find Checklist

Place a + if student is successful in identifying words and a if he/she is not. Begins with the same consonant sound Date Represents a sound Rhymes with other words Date
Student
Date
Page 17
Unit 5, Activity 5, Story Map
Characters:
Setting:
Title:
Problem:
Solution:
Page 18
Unit 5, General Assessment, Oral Response Checklist

Place a + if student is successful in doing the task and a if he/she is not. Stays on topic Date Student Date Date Expresses thoughts in complete sentences Date Date Date
Page 19
Unit 5, Specific Assessment Activity 1, Sample Role Playing Checklist

Accurately retells sequence of events Uses vocabulary from the story Identifies characters in the story Uses props to retell the story Recreates setting from the story with props Communicates thoughts using complete sentences Communicates feelings using complete sentences
Students
Page 20
Unit 6, Activity 3, Venn Diagram
Page 21
Unit 6, General Assessment, Blank Checklist #1

Place a + if student is successful in doing the task and a if he/she is not.
Student
Page 22
Unit 6, General Assessment, Blank Checklist #2

Students
Page 23
Unit 7, Activity 3, Discussion Checklist

uses complete sentences recalls factual information recalls information about the characters, setting, and events stays on topic relates _____ to life experience
Anecdotal Notes
Students
Page 24
Unit 8, Activity 2, Oral Response Checklist

Place a + if student is successful in doing the task and a if he/she is not. Stays on topic Date Student Date Date Expresses thoughts in complete sentences Date Date Date Notes
Page 25
Unit 8, Activity 6, Web
Habitat
Diet
Predators Animal
Prey
Characteristics that help it hunt
Characteristics that help it avoid becoming prey
Page 26
Unit 8, Activity 7, KWL Chart
Animal: What I Know What I Want to Know What I Learned
Page 27
Unit 8, Activity 9, Writing Sample Notes
Name: ___________________________________ Circle the writing stage: Scribble Beginning Sounds Emerge Transitional Phases
Date: ____________________________
Letter-like Symbols Consonants Represent Words Standard Spelling
String of Letters Initial, Middle, and Final Sounds
Place a + if writing contains evidence or if writing does not contain evidence Writes from left to right Writes from top to bottom Letter/sound correspondence Spaces between words Punctuation at the end of sentences Student used classroom resources Text contains complete sentences Text contains descriptive information
Notes
Notes on how the story was created:
Page 28

K-Reading Rubric Samples

Încărcat de

Informații document

Descriere originală:

Titlu original

Drepturi de autor

Formate disponibile

Partajați acest document

Partajați sau inserați document

Opțiuni de partajare

Vi se pare util acest document?

Este necorespunzător acest conținut?

Drepturi de autor:

Formate disponibile

K-Reading Rubric Samples

Încărcat de

Drepturi de autor:

Formate disponibile

Unit 1, Activity 2, Sample Reading Rubric

Kindergarten English Language Arts

Unit 1, Activity 2, Sample Reading Rubric

Unit 1, Activity 2, Specific Assessment, Concepts About Print

Unit 1, Activity 6, Feeling Cube

Unit 1, Activity 7, What I Like

I like __________________. Yes I do! I like _________________. How about you?

Written and Illustrated by_________________________________

Unit 1, Activity 8, Team Puzzle

Unit 1, Activity 9, Paper Doll Chain

Paper Doll Chain

Unit 1, Activity 11, All About Me Checklist

Students Name_____________________________ Date______________________________________

Students Name_____________________________ Date______________________________________

Unit 1, Assessment, General Assessment Checklist

Uses complete sentences

Unit 2, Activity 1, Sample Writing Rubric

I begin with a capital letter.

Unit 2, Specific Assessments, Activities 5 and 10, Sample Checklist A

Unit 2, Specific Assessments, Activities 5 and 10, Sample Checklist B

Unit 3, Activity 1, Rhyme Assessment

Unit 3, Activity 4, Three Little____

Three little ____________ lost their ______________.

Unit 3, Activity 6, Rhyming Checklist

Unit 4, Activity 7, Poetry Checklist

Uses Inflections Date

Unit 4, Activity 8, Rebus Chart

Unit 4, Activity 8, Word Find Checklist

Unit 5, Activity 5, Story Map

Unit 5, General Assessment, Oral Response Checklist

Unit 5, Specific Assessment Activity 1, Sample Role Playing Checklist

Unit 6, Activity 3, Venn Diagram

Unit 6, General Assessment, Blank Checklist #1

Unit 6, General Assessment, Blank Checklist #2

Unit 7, Activity 3, Discussion Checklist

Unit 8, Activity 2, Oral Response Checklist

Unit 8, Activity 6, Web

Characteristics that help it hunt

Characteristics that help it avoid becoming prey

Unit 8, Activity 7, KWL Chart

Animal: What I Know What I Want to Know What I Learned

Unit 8, Activity 9, Writing Sample Notes

Letter-like Symbols Consonants Represent Words Standard Spelling

String of Letters Initial, Middle, and Final Sounds

Notes on how the story was created:

S-ar putea să vă placă și

I like __. Yes I do! I like _. How about you?

Students Name_ Date__________

Students Name_ Date__________

Three little lost their __.