Grade K Scoring Rubric/Curriculum Guide

English Language Arts - Kindergarten

Reading

Retells a story to demonstrate understanding (comprehension)

Essential Standard/Student Demonstration

K.RL.1 With prompting and support, ask and answer questions about key details in a text.

K.RL.2 With prompting and support, retell familiar stories including key details

K.RL.3 With prompting and support, identify characters, setting and major events in a story.

K.RL.5 Recognize common types of texts and characteristics of their structure (e.g., story elements in books; rhyme, rhythm, and repetition in poems).

K.RL. 7 With prompting and support, describe the relationship between illustrations and the story in which they appear (e.g., what moment in a story an illustration depicts).

K.RL. 9 With prompting and support, compare and contrast the adventures and experiences of characters in familiar stories.

K.RL.10 Actively engages in group reading activities with purpose and understanding.

K.RI.1 With prompting and support, ask and answer questions about key details in a text.

K.RI 2 With prompting and support, identify the main topic and retell key details of a text.

K.RI.3 With prompting and support, describe the connection between two individuals, events, ideas, or pieces of information in a text.

K.RI.8 With prompting and support identify the reasons an author gives to support points in a text

K.SL.2 Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood

K.L.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on kindergarten reading and content.

a. Identify new meanings for familiar words and apply them accurately (e.g., knowing duck is a bird and learning the verb to duck).

K.L.5 With guidance and support from adults, explore word relationships and nuances in word meanings.

a. Sort common objects into categories (e.g., shapes, foods) to gain a sense of the concepts the categories represent.

b. Demonstrate understanding of frequently occurring verbs and adjectives by relating them to their opposites (antonyms).

c. Identify real-life connections between words and their use (e.g., note places at school that are colorful

End of Year Benchmark

Exceeding Standards

Consistently and independently retells familiar stories including key details at a complex level

Meeting Standards

With prompting and support, consistently retells familiar stories including key details.

Working Toward the Standards

Requires substantial prompting and support, retells familiar stories including key details.

Limited Progress Toward the Standards

Unable to retell familiar stories including key details.

Reading

Identifies parts of a book

Essential Standard/Student Demonstration

K.RF.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.

K.RL.6 With prompting and support explain that reading the cover or title page is how to find out who created a book; name the author and illustrator of a book and define the role of each in telling the story.

K.RI.5 Identify the front cover, back cover and title page of a book.

K.RI.6 Name the author and illustrator and define the role of each in presenting the ideas or information in the text.

K.RI.7 With prompting and support, describe the relationship between illustrations and the text in which they appear (e.g., what person, place, thing, or idea in the text an illustration depicts).

End of Year Benchmark

Exceeds Standards

NA

Meeting Standards

Independently, follows words from left to right, top to bottom, and page by page, understands that words are separated by spaces in print, recognize that spoken words are represented in written language by specific sequences of letters, and identify the front cover, back cover, and title page of a book. (Teacher uses informational and literature texts.)

Working Toward the Standards

With prompting and support, follows words from left to right, top to bottom, and page by page, understand that words are separated by spaces in print, recognize that spoken words are represented in written language by specific sequences of letters, and identify the front cover, back cover, and title page of a book (Teacher uses informational and literature texts.)

Limited Progress Toward the Standards

Little or no understanding of following words from left to right, top to bottom, and page by page, understands that words are separated by spaces in print, recognize that spoken words are represented in written language by specific sequences of letters, and identify the front cover, back cover, and title page of a book. (Teacher uses informational and literature texts.)

Reading

Names uppercase letters

Essential Standard/Student Demonstration

K.RF.1 Demonstrate understanding of the organization and basic features of print. d. Recognize and name all upper- and lowercase letters of the alphabet.

End of Year Benchmark

Exceeding Standards

NA

Meeting Standards

Independently recognizes and names all uppercase letters.

Working Toward the Standards

Inconsistently recognizes and names all uppercase letters.

Limited Progress Toward the Standards

Unable to recognize and name all uppercase letters.

Reading

Names lowercase letters

Essential Standard/Student Demonstration

K.RF.1  Demonstrate understanding of the organization and basic features of print. d. Recognize and name all upper- and lowercase letters of the alphabet.

End of Year Benchmark

Exceeding Standards

NA

Meeting Standards

Independently recognizes and names all lowercase letters.

Working Toward the Standards

Inconsistently recognizes and names all lowercase letters.

Limited Progress Toward the Standards

Unable to recognize and name all lowercase letters.

Reading

Demonstrates understanding of letter sounds, syllables and words

Essential Standard/Student Demonstration

K.RF.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.

d. Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three- phoneme (consonant-vowel-consonant, or CVC) words.* (This does not include CVCs ending with /l/, /r/, or /x/.) *Thus, /CVC/ is a word with three phonemes regardless of the number of letters in the spelling of the word

End of Year Benchmark

Exceeding Standards

Independently and consistently counts, pronounces, blends, and segments syllables in multisyllabic spoken words.

Meeting Standards

Independently isolates and pronounces the initial, medial vowel, and final sounds in three-phoneme (or CVC) words, adds or substitutes individual sounds in simple, one-syllable words to make new words, or blends and segments onsets and rimes of single-syllable spoken words.

Working Toward the Standards

With prompting and support; isolates and pronounces the initial, medial vowel, and final sounds in three-phoneme (or CVC) words, adds or substitutes individual sounds in simple, one-syllable words to make new words, or blends and segments onsets and rimes of single- syllable spoken words.

Limited Progress Toward the Standards

Unable to isolate and pronounce the initial, medial vowel, and final sounds in three-phoneme (or CVC) words. Unable to add or substitute individual sounds in simple, one-syllable words to make new words, or segments onsets and rimes of single-syllable spoken words.

Reading

Recognizes and produces rhymes

Essential Standard/Student Demonstration

K.RF.2 Demonstrate understanding of spoken words, syllables, and sounds a. Recognize and produce rhyming words

End of Year Benchmark

Exceeding Standards

NA

Meeting Standards

Independently recognizes and produces rhyming words.

Working Toward the Standards

With prompting and support, recognizes and produces rhyming words.

Limited Progress Toward the Standards

Little or no understanding of rhyming words.

Reading

Reads sight words

Essential Standard/Student Demonstration

K.RF.3 Know and apply grade level phonics and word analysis skills in decoding words

c. Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does).

End of Year Benchmark

Exceeding Standards

Applies high frequency word knowledge to read more complex texts.

Meeting Standards

Independently reads all introduced common high-frequency words by sight.

Working Toward the Standards

Inconsistently, reads all introduced common high-frequency words by sight.

Limited Progress Toward the Standards

Unable to read all introduced common high-frequency words by sight.

Reading

Reads and decodes grade level texts

Essential Standard/Student Demonstration

K.RL.4 Ask and answers questions about unknown words in text.

K.RI. 4 With prompting and support ask and answer questions about unknown words in a text.

K.RF.3 Know and apply grade-level phonics and word analysis skills in decoding words

a. Demonstrate basic knowledge of one-to-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 common spellings (graphemes) for the five major vowels.

d. Distinguish between similarly spelled words by identifying the sounds of the letters that differ.

K.RF.4 Read emergent-reader texts with purpose and understanding

End of Year Benchmark

Exceeding Standards

Independently reads complex texts with purpose, understanding and fluency.

Meeting Standards

Independently reads emergent-reader texts with purpose and understanding.

Working Toward the Standards

Requires prompting and support to read emergent-reader texts.

Limited Progress Toward the Standards

Unable to read emergent-reader texts.

Writing/Language

Prints upper and lowercase letters

Essential Standard/Student Demonstration

2.L.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

a. Print uppercase and lowercase letters

End of Year Benchmark

Exceeding Standards

NA

Meeting Standards

Independently prints upper and lower case letters of the alphabet.

Working Toward the Standards

Requires teacher support and /or a model to print upper and lower case letters of the alphabet.

Limited Progress Toward the Standards

Cannot print upper and lower case letters of the alphabet.

Writing/Language

Draws or writes about a topic with detail

Essential Standard/Student Demonstration

K.W.1 Use a combination of drawing, dictating, and writing to compose opinion pieces that 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 . . .).

K.W.2 Use a combination of drawing, dictating, and writing to compose informative/explanatory texts that name and supply some information about a topic.

K.W.3.a For poems, use rhyming words to create structure

K.W.6 With guidance and support from adults, explore a variety of digital tools to produce and publish writing, including in collaboration with peers.

K.W.7 Participate in shared research and writing projects (e.g., explore a number of books by a favorite author and express opinions about them).

K.W.8 With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question

K.W.10 Write or dictate writing for a range of tasks, purposes, and audiences.

K.RI 8 With prompting and support identify the reasons an author gives to support points in a text

K.RI. 9 With prompting and support identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions or procedures).

K.RI.10 Write or dictate writing routinely for a range of tasks, purposes, and audiences

End of Year Benchmark

Exceeding Standards

Consistently and independently writes information about a topic and supplies many supporting details from the text.

Meeting Standards

Independently names, draws and writes information about a topic.

Working Toward the Standards

With prompting and support, names, draws and writes information about a topic

Limited Progress Toward the Standards

Little or no understanding about supplying information about a topic.

Writing/Language

Uses grade level spelling and capitalization

Essential Standard/Student Demonstration

2.L.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

b. Capitalize the first word in a sentence and the pronoun I.

d. Write a letter or letters for most consonant and short-vowel sounds (phonemes).

e. Spell simple words phonetically, drawing on knowledge of sound-letter relationships.

f. Write numbers 0 – 20

End of Year Benchmark

Exceeding Standards

Independently, consistently and correctly uses capitalization and correct phonetic spelling when writing multisyllabic words. Independendently writes numbers beyond 20 correctly.

Meeting Standards

Independently uses capitalization, punctuation and correct/phonetic spelling when writing. Independently writes numbers 0-20 correctly

Working Toward the Standards

Requires support to use capitalization, punctuation and correct/phonetic spelling when writing. Requires support to write numbers 0-20

Limited Progress Toward the Standards

Little or no understanding of capitalization,punctuation and correct/phonetic spelling when writing and writing numbers 0-20

Speaking and Listening

Participates in discussions with peers and adults

Essential Standard/Student Demonstration

K.SL.1 Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups.

a. Follow agreed-upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion).

b. Continue a conversation through multiple exchanges.

K.SL.3 Ask and answer questions in order to seek help, get information, or clarify something that is not understood

K.SL.4 Describe familiar people, places, things, and events and, with prompting and support, provide additional detail.

K.SL.5 Add drawings or other visual displays to descriptions as desired to provide additional detail.

K.L.6 Use words and phrases acquired through conversations, activities in the kindergarten curriculum, reading and being read to, and responding to texts

K.RL.4 Ask and answers questions about unknown words in text.

K.RI. 4 With prompting and support ask and answer questions about unknown words in a text

K.RI.10 Actively engages in group reading activities with purpose and understanding

W.K.5  With guidance and support from adults, explore word relationships and nuances in word meanings.. (a-d)

End of Year Benchmark

Exceeding Standards

Initiates collaborative and meaningful conversations with peers and adults in small and larger groups without dominating.

Meeting Standards

Participates in collaborative conversations with peers and adults in small and larger groups without dominating.

Working Toward the Standards

Requires teacher prompting to participate in collaborative conversations with peers and adults in small and larger groups without dominating.

Limited Progress Toward the Standards

Very hesitant to participate in collaborative conversations with peers and adults in small and larger groups.

Speaking and Listening

Speaks audibly and clearly

Essential Standard/Student Demonstration

K.SL.6 Speak audibly and express thoughts, feelings, and ideas clearly

K.L.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking; retain and further develop language skills learned previously Sentence Structure and Meaning (a-c)

K.SL.4 Describe familiar people, places, things, and events and, with prompting and support, provide additional detail.

K.SL.5 Add drawings or other visual displays to descriptions as desired to provide additional detail.

End of Year Benchmark

Exceeding Standards

NA

Meeting Standards

Speaks audibly and expresses thoughts, feelings, and ideas clearly.

Working Toward the Standards

Requires teacher prompting to speak audibly and express thoughts, feelings, and ideas clearly.

Limited Progress Toward the Standards

Unable to speak audibly and express thoughts, feelings, and ideas clearly.