Post on 22-Apr-2018
Margaret C. Clifford School 2014-2015
Kindergarten Report Card (Trimester) Rubrics
Literacy Reading Fiction and Nonfiction Foundations of Reading
Asks and answers questions about text details
Standards: K.RN.1
Trimester 1 2 3 4
1
2 Unable to ask and/or
answer questions
about a story that
was read by student
or that student
listened to.
With prompting and support
can ask and/or answer
questions about a story that
was read by student or that
the student listened to.
With prompting and
support, student consistently
asks and answers questions
about a story that was read
by student or that the
student listened to.
Student consistently and
independently asks and answers
questions about a story that
was read by student or that
the student listened to.
3 Unable to ask and/or
answer questions
about a story that was
read by student or
that student listened
to.
With prompting and
support, student
consistently asks and
answers questions about a
story that was read by
student or that the student
listened to.
Student consistently and
independently asks and
answers questions about a
story that was read by
student or that the student
listened to.
Student consistently and
independently asks and
answers questions about a
story that was read
independently.
Swedesboro-Woolwich School District
Retells stories including characters, settings, major events, and key details
Standards: RL.K.1, RL.K.1, RL.K.3
Trimester 1 2 3 4
1 Unable to identify
any of the elements
in stories read aloud:
Characters
Setting
With prompting and
support, student is beginning
to identify the elements in
stories read aloud:
Characters
Setting
With prompting and
support, student consistently
identifies elements in stories
read aloud:
Characters
Setting
Student consistently and
independently identifies
elements in stories read aloud
using key details and evidence
from text to describe:
Characters
Setting
2 Unable to identify
any of the elements
in stories read
aloud:
Characters
Setting
Major Events
Key Details
With great prompting and
support, student is beginning
to identify the elements in
stories read aloud or
independently (emergent-level
text)
Characters
Setting
Major Events
Key Details
With prompting and
support, student consistently
identifies elements in stories
read aloud or independently
(emergent-level text)
Characters
Setting
Major Events
Key Details
Student consistently and
independently identifies
elements in stories read aloud
or independently (emergent-
reader text) using key details
and evidence from text to
describe:
Characters
Setting
Major Events
Key Details
3 Student is unable to
or often cannot
identify any of the
elements in stories
read aloud
Characters
Setting
Major Events
Key Details
With great prompting and
support, student can identify
the elements in stories read
aloud or independently
(emergent-level text):
Characters
Setting
Major Events
Key Details
With minimal prompting and
support, student consistently
identifies elements in stories
read aloud or independently
(emergent-level text) using
key details and evidence from
text to describe:
Characters
Setting
Major Events
Key Details
Student consistently and
independently identifies
elements in stories read aloud
or independently (above-grade
level text):
using key details and evidence
from text to describe:
Characters
Setting
Major Events
Key Details
Identifies main topic and retells key details of informational text
Standards: RI.K.1, RI.K.2, RI.K.3
Trimester 1 2 3 4
1 Unable to identify
the main topic in
texts read aloud
With prompting and
support, student is beginning
to identify the main topic in
texts read aloud
With prompting and
support, student consistently
identifies the main topic in
texts read aloud
Student consistently and
independently identifies the main
topic in texts read aloud using key
details and evidence from the text
2 Unable to identify
any of the elements
in texts:
Main Topic
Key Details
With great prompting and
support, student is beginning
to identify the elements in
stories read aloud or
independently (emergent-level
text)
Main Topic
Key Details
With prompting and
support, student consistently
identifies elements in stories
read aloud or independently
(emergent-level text)
Main Topic
Key Details
Student consistently and
independently identifies elements in
stories read aloud or independently
(emergent-reader text) using key
details and evidence from text to
describe:
Main Topic
Key Details
3 Student is unable to
or often cannot
identify any of the
elements in stories
read aloud:
Main Topic
Key Details
With great prompting and
support, student can identify
the elements in stories read
aloud or independently
(emergent-level text):
Main Topic
Key Details
With minimal prompting and
support, student consistently
identifies elements in stories
read aloud or independently
(emergent-level text) using
key details and evidence
from text to describe:
Main Topic
Key Details
Student consistently and
independently identifies elements in
stories read aloud or independently
(above-grade level text) using key
details and evidence from text to
describe:
Main Topic
Key Details
Compares and contrasts individuals, events, or topics
Standards: RL.K.9
Trimester 1 2 3 4
1
2 Unable to compare
or contrast any
elements in a story
or text
With great prompting and
support, student is beginning
to compare and contrast the
elements in stories read aloud
or independently (emergent-
level text)
Character Traits
Events
Illustrations
Procedures
With prompting and
support, student
consistently compares and
contrasts elements in
stories read aloud or
independently (emergent-
level text)
Character Traits
Events
Illustrations
Procedures
Student consistently and
independently compares and
contrasts elements in stories read
aloud or independently (emergent-
reader text) using key details and
evidence from text to describe:
Character Traits
Events
Illustrations
Procedures
3 Student is unable to or
often cannot compare
and contrast any of the
elements in stories read
aloud:
Character Traits
Events
Illustrations
Procedures
With great prompting and
support, student can compare
and contrast the elements in
stories read aloud or
independently (emergent-
level text):
Character Traits
Events
Illustrations
Procedures
With minimal prompting and
support, student
consistently compares and
contrasts elements in
stories read aloud or
independently (emergent-
level text) using key
details and evidence from
text to describe:
Character Traits
Events
Illustrations
Procedures
Student consistently and
independently compares and
contrasts elements in stories read
aloud or independently (above-grade
level text) using key details and
evidence from text to describe:
Character Traits
Events
Illustrations
Procedures
Identifies roles of authors and illustrators
Standards: RL.K.6, RI.K.6
Trimester 1 2 3 4
1 Student is not
demonstrating
understanding of this
standard
With prompting and
support student is
beginning to identify:
Role of the author
Role of the illustrator
With prompting and
support, student can often
identify:
Role of the author
Role of the illustrator
With prompting and
support, student can consistently
identify:
Role of the author
Role of the illustrator
2 Student is
demonstrating minimal
understanding of this
standard
With prompting and
support student can
sometimes identify:
Role of the author
Role of the illustrator
With prompting and
support, student can consistently
identify:
Role of the author
Role of the illustrator
Student can consistently and
independently identify:
Role of the author
Role of the illustrator
3 Student is
demonstrating minimal
understanding of this
standard
With prompting and
support student can identify:
Role of the author
Role of the illustrator
With prompting and
support, student can consistently
identify and explain:
Role of the author and how they
chose details to support the
main idea/topic
Role of the illustrator and how
the illustrations support the
main idea/topic
Student can consistently and
independently identify and explain:
Role of the author and how they
chose details to support the main
idea/topic
Role of the illustrator and how
the illustrations support the main
idea/topic
Understands Basic Concepts of Print
Standards: RI.K.5, RF.K.1a, RF.K.1b, RF.K.1c
Trimester 1 2 3 4
1 Student is not
demonstrating
understanding of this
standard
Understands how to hold and open a
book and turn the pages.
Understands how to hold and open
a book and turn the pages.
Understands how to track print
from left-to-right and top-to-
bottom.
In addition to a score of 3,
student can use one-to-one
correspondence.
2 Understands how to
hold and open a book
and turn the pages.
Understands how to hold and open a
book and turn the pages.
Understands how to track print from
left-to-right and top-to-bottom.
In addition to a score of 3,
student can use one-to-one
correspondence.
Applies concept of print to read
a grade level text.
Understands Basic Concepts of Print (Continued) 3 Understands how to hold
and open a book and turn
the pages.
Understands how to
track print from left-to-
right and top-to-bottom.
In addition to a score of 3,
student can use one-to-one
correspondence.
Applies concept of print to read a
grade level text.
Applies concept of print to read
an above-grade level text.
Recognizes and Names Learned Letters
Standards: RF.K.1d
Trimester 1 2 3 4
1 Can recognize
and/or name 0-10
letters learned
Can recognize and/or name 10-
21 letters learned
Can recognize and name all
letters learned (22/26)
Can recognize and name all letters of
the alphabet (26/26)
2
Can recognize and
name 0-26 of any
letters learned.
Can recognize and name 27-52
of any letters learned with
prompting and support.
Can recognize and name all 52
(upper and lowercase) letters
learned.
Can recognize and name all 52 (upper
and lowercase) letters learned
fluently and confidently.
3 Can recognize and name 0-
26 of any letters learned.
Can recognize and name 34-52
of any letters learned with
prompting and support.
Can recognize and name all
52 (upper and lowercase)
letters learned.
Students may earn a four in this
area if they earned a four during
the second trimester and continue
to know all 52 letters.
Produces the Sounds of Learned Letters
Standards: RF.K.3a, RF. K.3b
Trimester 1 2 3 4
1 Can produce 0-10 letter
sounds
Can produce 10-21 letters
sounds
Can produce sounds of all
letters learned (22/26)
Can produce all sounds of all letters
of the alphabet (26/26)
Produces the Sounds of Learned Letters (Continued)
2
Can produce 0-15 letter
sounds.
Can produce 15-26 letter
sounds with prompting and
support.
Can produce all sounds of all
letters of the alphabet (26/26)
Can produce all sounds of all letters
of the alphabet (26/26) fluently and
confidently.
3 Can produce 0-20 letter
sounds.
Can produce 21-26 letter
sounds with prompting and
support.
Can produce all sounds of all
letters of the alphabet (26/26)
Students may earn a four in this
area if they earned a four during
the second trimester and continue
to know all letter sounds.
Recognizes and produces rhyming words
Standards: RF.K.2a
Trimester 1 2 3 4
1 Unable to recognize or
produce rhymes.
With prompting and support
can recognize and/ or produce
rhymes.
Independently and
consistently able to
recognize and produce
rhymes.
Independently and consistently able
to recognize, produce and use
rhymes in context.
2
Unable to recognize or
produce rhymes.
With prompting and support
can recognize and/ or produce
rhymes.
Independently and consistently
able to recognize and produce
rhymes.
Independently and consistently able
to recognize, produce and use
rhymes in context.
3 Unable to recognize or
produce rhymes.
With prompting and support
can recognize and/ or produce
rhymes.
Independently and
consistently able to
recognize and produce
rhymes.
Independently and consistently able
to recognize, produce and use
rhymes in context.
Understands syllables
Standards: RF.K.2b
Trimester 1 2 3 4
1 Unable to recognize
or produce syllables
in a word.
With prompting and support
can recognize and/or produce
syllables in a word.
Independently and
consistently able to
recognize and produce
syllables in a word.
Independently and consistently able
to recognize and produce syllables in
a 4-5 syllable words.
Understands syllables (Continued)
2
Unable to recognize or
produce syllables in a word.
With prompting and support
can recognize and/or produce
syllables in a word.
Independently and consistently
able to recognize and produce
syllables in a word.
Independently and consistently able
to recognize and produce syllables in
a 4-5 syllable words.
3 Unable to
recognize or
produce syllables
in a word.
With prompting and support
can recognize and/or produce
syllables in a word.
Independently and
consistently able to
recognize and produce
syllables in a word.
Independently and consistently able
to recognize and produce syllables
in a 4-5 syllable words.
Applies learned phonics and word analysis skills Standards: RF.K.3
Trimester 1 2 3 4
1
2
Produces sounds for a given
letter.
Produces initial consonant
sounds of a word.
Produces initial and final consonant
sounds of a word.
Produces initial, medial, and final
sounds of a CVC (consonant-vowel-
consonant) word.
3 Produces initial
consonant sounds
of a word.
Produces initial and final
consonant sounds of a word
Produces initial, medial, and
final sounds of a CVC
(consonant-vowel-
consonant) word.
Understands blends and digraph
sounds in words and can apply in
reading.
Reads learned high-frequency words
Standards: RF.K.3c
Trimester 1 2 3 4
1
2
Able to read 0-5 high-
frequency words (HFWs)
Able to read 5-10 HFWs Able to read 10-15 HFWs Able to read 15+ HFWs
3 Able to read 0-15 HFWs Able to read 15-25 HFWs Able to read 25-30 HFWs
Able to read 30+ HFWs
Margaret C. Clifford School 2014-2015
Kindergarten Report Card (Trimester) Rubrics
Writing and Language Uses letters, pictures, and symbols to write for different purposes
Standards: W.K.1, W.K.2, W.K.3
Trimester 1 2 3 4 1 Displaying 1-2 skills in
the “Pre-conventional”
sector on the
Developmental
Writing Continuum
(DWC)
Displaying 3-4 skills in the
“Pre-conventional” sector on
the Developmental Writing
Continuum (DWC)
Displaying 5-6 skills in the
“Pre-conventional” sector on
the Developmental Writing
Continuum (DWC)
A score of “Emerging” on the
Developmental Writing
Continuum (DWC)
2
A score of “Pre-
conventional” on the
Developmental
Writing Continuum
(DWC)
Displaying 2-4 skills in the
“Emerging” sector of the
DWC
Displaying 5-10 skills in the
“Emerging” sector of the DWC
Displaying 2-4 skills in the
“Beginning” sector of the
DWC
3 A score of “Pre-
conventional” on
the Developmental
Writing Continuum
(DWC)
Displaying 2-4 skills in the
“Beginning” sector of the
DWC
Displaying 5-11 skills in the
“Beginning” sector of the
DWC
A score of “Developing” or
higher on the Developmental
Writing Continuum (DWC)
Prints learned uppercase letters, lowercase letters, and numbers
Standards: L.K.1a
Trimester 1 2 3 4
1 Unable to copy
lowercase letters
learned or can copy
less than 5 lowercase
letters learned.
Able to copy 5-15 of the
lowercase letters learned.
Able to copy 15-22
lowercase letters learned
and numbers.
Able to write all lowercase
letters and numbers.
Swedesboro-Woolwich School District
Prints learned uppercase letters, lowercase letters, and numbers (Continued)
2
Able to copy 0-20
lowercase letters.
Able to write 20-26 lowercase
letters.
Able to write all lowercase letters,
uppercase letters, and numbers (0-
9).
Able to write all lowercase
letters, uppercase letters,
and numbers (0-9)
consistently and fluently.
3 Able to write 20-26
lowercase letters.
Able to write 20-26
uppercase and lowercase
letters and numbers (0-9).
Able to write all uppercase
letters, lowercase letters,
and numbers (0-9).
Able to write all lowercase
letters, uppercase letters,
and numbers consistently and
fluently and properly apply
them in writing.
Writes a letter or letters for consonant and short-vowel sounds
Standards: RF.K.2d, RF.K.2e
Trimester 1 2 3 4
1
2 Unable to write a
letter or letters for
consonant and short
vowel sounds within a
word or words.
Can write a letter or letters
for few consonant and short
vowel sounds within a word or
words.
Can write a letter or letters for
most consonant and short vowel
sounds within a word or words.
Can independently write a
letter or letters for all
consonant and short vowel
sounds and can independently
spell simple words
phonetically.
3 Can write a letter or
letters for a few
consonant and short
vowel sounds within a
word or words.
Can write a letter or letters
for most consonant and short
vowel sounds within a word or
words.
Can independently write a letter or
letters for all consonant and short
vowel sounds and can independently
spell simple words phonetically.
Spells simple words
phonetically and many high
frequency words correctly.
Writes left-to-right and uses spaces
Standards: RF.K.1a, RF.K.1c
Trimester 1 2 3 4
1
2
Able to use letters
and scribbles in
various places on the
paper.
Able to string letters
together in a single line.
Inconsistently able to use spaces to
separate strings of letters. Begins
to use spaces to separate words.
Consistently able to use
spaces to separate words and
writes left-to-right and top-
to- bottom.
3 Able to string letters
together in a single
line.
Inconsistently able to use
spaces to separate strings of
letters. Begins to use spaces
to separate words.
Consistently able to use spaces to
separate words and writes left-to-
right and top-to- bottom
Consistently and
independently able to use
spaces and directionality
Uses some punctuation and capitalization
Standards: L.K.2a, L.K.2b
Trimester 1 2 3 4
1
2
3 Inconsistently uses a
capital to start a
sentence and a period
to end a sentence.
Consistently uses a capital to
start a sentence and a period
to end a sentence.
Consistently uses a capital to start a
sentence and a period, exclamation
mark or question mark to end a
sentence.
Consistently and correctly
uses a capital to start a
sentence and uses end
punctuation marks.
Writes Simple Words Phonetically
Standards: L.K.2d
Trimester 1 2 3 4
1
2 Unable to write a
letter or letters for
consonant and short
vowel sounds within a
word or words.
Can write a letter or letters
for few consonant and short
vowel sounds within a word or
words.
Can write a letter or letters for
most consonant and short vowel
sounds within a word or words.
Can independently write a
letter or letters for all
consonant and short vowel
sounds and can independently
spell simple words
phonetically.
3 Can write a letter or
letters for a few
consonant and short
vowel sounds within a
word or words.
Can write a letter or letters
for most consonant and short
vowel sounds within a word or
words.
Can independently write a letter or
letters for all consonant and short
vowel sounds and can independently
spell simple words phonetically.
Spells simple words
phonetically and many high
frequency words correctly.
Writes/draws about learned vocabulary Counts to 100 by ones and tens Standards: L.K.6 Standards: K.CC.A.1
Trimester Trimester Trimester Trimester Trimester
1
2 With teacher prompting
and support, creates a
basic drawing that
matches learned
vocabulary.
Independently creates a basic
drawing that matches learned
vocabulary.
Independently creates a well
developed drawing that
matches learned vocabulary
and begins to write about the
word.
Independently creates a well
developed drawing that
matches learned vocabulary
and writes about the word.
3 Independently creates a
basic drawing that
matches learned
vocabulary.
Independently creates a well
developed drawing that
matches learned vocabulary
and begins to write about the
word.
Independently creates a well
developed drawing that
matches learned vocabulary
and writes a complete sentence
about the word.
Independently creates a well
developed drawing that
matches learned vocabulary
and writes more than one
complete sentence about the
word.
Margaret C. Clifford School 2014-2015
Kindergarten Report Card (Trimester) Rubrics
Math
Counting and Cardinality
Counts to 100 by ones and tens
Standards: K.CC.A.1
Trimester 1 2 3 4
1 Unable to count to 30
by ones.
With prompting and support
counts to 30 by ones.
Consistently and
independently counts to 30
by ones.
Consistently and
independently counts beyond
30 by ones.
2 Unable to count to 60
by ones and 50 by
tens.
With prompting and support
counts to 60 by ones and 50
by tens.
Consistently and independently
counts to 60 by ones and to 50 by
tens.
Consistently and
independently counts beyond
60 by ones and beyond 50 by
tens.
3 Unable to count to
100 by ones and tens.
With prompting and support
counts to 100 by ones and
tens.
Consistently and independently
counts to 100 by ones and tens.
Consistently and
independently counts beyond
100 by ones and tens.
Counts forward beginning from a number greater than one
Standards: K.CC.A.2
Trimester 1 2 3 4
1 Unable to count
forward starting with
a one-digit number.
With prompting and support
can count forward starting
with a one-digit number.
Consistently and independently can
count forward starting with a one-
digit number.
Consistently and
independently can count
forward starting with a two-
digit number.
Swedesboro-Woolwich School District
Counts forward beginning from a number greater than one (Continued)
2
Unable to count
forward starting with
a number greater
than 10.
With prompting and support
can count forward starting
with a number greater than
10.
Consistently and independently can
count forward starting with a
number greater than 10.
Consistently and
independently can count
forward starting with a
number greater than 60.
3 Unable to count
forward starting with
a two-digit number.
With prompting and support
can count forward starting
with a two-digit number.
Consistently and independently can
count forward starting with a two-
digit number.
Consistently and
independently can count
forward starting with a
number greater than 100.
Counts objects and represent them with a written numeral 0-20
Standards: K.CC.A.3
Trimester 1 2 3 4
1 Unable to count
objects and represent
them with a written
numeral 0 – 10.
With prompting and
support counts
objects and
represents them with
a written numeral 0 –
10.
Consistently and
independently
counts objects and
represents them
with a written
numeral 0 – 10.
Consistently and
independently
counts objects and
represents
them with a written numeral
beyond 10.
2
Unable to count
objects and represent
them with a written
numeral 0-20.
With prompting and support
counts objects and represents
them with a written numeral
0-20.
Consistently and independently
counts objects and represents them
with a written numeral 0-20.
Consistently and
independently counts objects
and represents them with a
written numeral beyond 20.
3 Unable to count
objects and represent
them with a written
numeral 0-20.
With prompting and support
counts objects and represents
them with a written numeral
0-20.
Consistently and independently
counts objects and represents them
with a written numeral 0- 20.
Consistently and
independently counts objects
and represents them with a
written numeral beyond 20.
Compares two numbers between 1 and 10 presented as written numerals
Standards: K.CC.C.7
Trimester 1 2 3 4
1
2
Unable to identify
numbers within 10 as
greater than, less
than, or equal to.
With prompting and support
can identify numbers within 10
as greater than, less than, or
equal to.
Consistently and independently can
identify numbers within 10 as
greater than, less than, or equal to.
Consistently and
independently can identify
numbers beyond 10 as
greater than, less than, or
equal to.
3 Unable to identify
numbers within 10 as
greater than, less
than, or equal to.
With prompting and support
can identify numbers within 10
as greater than, less than, or
equal to.
Consistently and independently can
identify numbers within 10 as
greater than, less than, or equal to.
Consistently and
independently can identify
numbers within 10 as greater
than, less than, or equal to.
Uses one-to-one correspondence Standards: K.CC.B.4a
Trimester 1 2 3 4
1 Unable to apply one-
to-one
correspondence to
numbers between 0-5.
With prompting and support
applies one-to-one
correspondence to numbers
between 0-5.
Consistently and independently
applies one-to-one correspondence
to numbers between 0-5.
Consistently and
independently applies one-to-
one correspondence to
numbers between 0-10.
2
Unable to apply one-
to-one
correspondence to
numbers between 0-
10.
With prompting and support
applies one-to-one
correspondence to numbers
between 0-10.
Consistently and independently
applies one-to-one correspondence
to numbers between 0-10.
Consistently and
independently applies one-to-
one correspondence to
numbers between 0-20.
3 Unable to apply one-
to-one
correspondence to
numbers between 0-
20.
With prompting and support
applies one-to-one
correspondence to numbers
between 0-20.
Consistently and independently
applies one-to-one correspondence
to numbers between 0-20.
Consistently and
independently applies one-to-
one correspondence to
numbers beyond 20.
Identifies a group of objects as greater than, less than, or equal to another group of objects Standards: K.CC.C.6
Trimester 1 2 3 4
1 Unable identify
groups containing 10
or less objects as
more, less, or equal.
With prompting and support
identifies groups containing 10
or less objects as more, less,
or equal.
Consistently and independently
identifies groups containing 10 or
less objects as more, less, or equal.
Consistently and
independently identifies
groups containing 10 or less
objects as more, less, or
equal by how many.
2
Unable identify
groups containing 10
or less objects as
more, less, or equal by
how many.
With prompting and support
identifies groups containing 10
or less objects as more, less,
or equal by how many.
Consistently and independently
identifies groups containing 10 or
less objects as more, less, or equal
by how many.
Consistently and
independently identifies
groups containing 10 or more
objects as more, less, or
equal by how many.
3 Unable identify
groups containing 10
or less objects as
more, less, or equal by
how many.
With prompting and support
identifies groups containing 10
or less objects as more, less,
or equal by how many.
Consistently and independently
identifies groups containing 10 or
less objects as more, less, or equal
by how many.
Consistently and
independently identifies
groups containing more than
10 objects as more, less, or
equal by how many.
Operations and Algebraic Thinking
Adds with objects, fingers, mental images, and drawings
Standards: K.OA.A.1
Trimester 1 2 3 4
1 Unable to add with
objects, fingers,
mental images, and
drawings 0-5.
With prompting and support
adds with objects, fingers,
mental images, and drawings
0-5.
Consistently and independently adds
with objects, fingers, mental images,
and drawings 0-5.
Consistently and
independently adds with
objects, fingers, mental
images, and drawings 0-10.
Adds with objects, fingers, mental images, and drawings (Continued)
2
Unable to add with
objects, fingers,
mental images, and
drawings 0-10.
With prompting and support
adds with objects, fingers,
mental images, and drawings
0-10.
Consistently and independently adds
with objects, fingers, mental images,
and drawings 0-10.
Consistently and
independently adds with
objects, fingers, mental
images, and drawings 0-15.
3 Unable to add with
objects, fingers,
mental images, and
drawings 0-20.
With prompting and support
adds with objects, fingers,
mental images, and drawings
0-20.
Consistently and independently adds
with objects, fingers, mental images,
and drawings 0-20.
Consistently and
independently adds with
objects, fingers, mental
images, and drawings beyond
20.
Solves addition and subtraction word problems Standards: K.OA.A.2
Trimester 1 2 3 4
1
2
Unable to solve
addition and
subtraction word
problems (read aloud)
with objects or
drawings within 5.
With prompting and support
solves addition and
subtraction word problems
(read aloud) with objects or
drawings within 5.
Consistently and independently
solves addition and subtraction word
problems (read aloud) with objects
or drawings within 5.
Consistently and
independently solves addition
and subtraction word
problems (read aloud) with
objects or drawings within
10.
3 Unable to solve
addition and
subtraction word
problems (read aloud)
with objects or
drawings within 10.
With prompting and support
solves addition and
subtraction word problems
(read aloud) with objects or
drawings within 10.
Consistently and independently
solves addition and subtraction word
problems (read aloud) with objects
or drawings within 10.
Consistently and
independently solves addition
and subtraction word
problems (read aloud) with
objects or drawings beyond
10.
Represents multiple partners of 10 Standards: K.OA.A.3, CC.K.OA.A.4
Trimester 1 2 3 4
1
2 Unable to use
manipulatives or
number sentences to
represent multiple
partners of 10.
With prompting and support
manipulatives or number
sentences to represent
multiple partners of 10.
Consistently and independently
manipulatives or number sentences
to represent multiple partners of 10.
Consistently and
independently manipulatives
and number sentences to
represent multiple partners
of 10.
3 Unable to use
manipulatives and
number sentences to
represent multiple
partners of 10.
With prompting and support
manipulatives and number
sentences to represent
multiple partners of 10.
Consistently and independently
manipulatives and number sentences
to represent multiple partners of 10.
Consistently and
independently applies
multiple partners of 10 in
problem solving situations.
Adds and subtracts within 10 Standards: K.OA.A.2
Trimester 1 2 3 4
1
2 Unable to add and
subtract fluently
within 10 with the
assistance of
manipulatives.
With prompting and
support add and subtract
fluently within 10 with the
assistance of manipulatives.
Consistently and independently
add and subtract fluently within
10 with the assistance of
manipulatives.
Consistently and
independently add and
subtract fluently within 10
without the assistance of
manipulatives.
3 Unable to add and
subtract fluently
within 10 without
the assistance of
manipulatives.
With prompting and
support add and subtract
fluently within 10 without
the assistance of
manipulatives.
Consistently and independently
add and subtract fluently within
10 without the assistance of
manipulatives.
Consistently and
independently add and
subtract fluently within
20 without the assistance
of manipulatives.
Numbers and Operations in Base Ten
Represents the numbers 11-19 as a ten and ones Standards: K.NBT.A.1
Trimester 1 2 3 4
1
2
3 Unable to compose
and decompose
numbers from 11-19
into tens and ones
using objects or
drawings and records
results with a drawing
or equation.
With prompting and support
inconsistently composes and
decomposes numbers from 11-
19 into tens and ones using
objects or drawings and
records results with a drawing
or equation.
With prompting and support
consistently composes and
decomposes numbers from 11-19 into
tens and ones using objects or
drawings and records results with a
drawing or equation.
Consistently and
independently composes and
decomposes numbers beyond
19 into tens and ones using
objects or drawings and
records results with a
drawing or equation.
Measurement and Data
Compares and contrasts two objects (length, height, sides, etc…) Standards: K.MD.A.1, K.MD.A.
Trimester 1 2 3 4
1
2
Compares and contrasts two objects (length, height, sides, etc…) (Continued) 3 Unable to compare
and contrast two
objects (length,
height, sides, etc.)
With prompting and support
compares and contrasts two
objects (length, height, sides,
etc.)
Consistently and independently
compares and contrasts two objects
(length, height, sides, etc.)
Consistently and
independently compares and
contrasts two objects
(length, height, sides, etc.)
using multiple attributes or
multiple objects.
Classifies objects into categories Standards: K.MD.B.3
Trimester 1 2 3 4
1 Unable to classify
objects into given
category.
With prompting and support
classifies objects into
categories based on
attributes and can count the
number of objects to 5.
Consistently and independently
classifies objects into categories
based on attributes and can count
the number of objects to 5.
Consistently and
independently classifies
objects into categories
based on attributes and can
count the number of objects
to 5. Student can explain
the reason behind their sort.
2 Unable to classify
objects into given
category.
With prompting and support
classifies objects into
categories based on
attributes and can count the
number of objects to 10.
Consistently and independently
classifies objects into categories
based on attributes and can count
the number of objects to 10.
Consistently and
independently classifies
objects into categories
based on attributes and can
count the number of objects
to 10. Student can explain
the reason behind their sort.
3 Unable to classify
objects into given
category.
With prompting and support
classifies objects into
categories based on
attributes and can count the
number of objects to 10.
Consistently and independently
classifies objects into categories
based on attributes and can count
the number of objects to 10.
Consistently and
independently classifies
objects into categories
based on attributes and can
count the number of objects
to 10. Student can explain
the reason behind their sort.
Geometry
Identifies shapes (squares, circles, triangles, rectangles, hexagons, cubes, cones, cylinders, and spheres) Standards: K.G.A.2
Trimester 1 2 3 4
1
2 Unable to identify
and/or describe two-
dimensional shapes.
With prompting and support
identifies two-dimensional
shapes.
Consistently and independently
identifies two-dimensional shapes.
Consistently and
independently identifies two
and three-dimensional
shapes.
3 Unable to identify and
describe two and
three-dimensional
shapes.
With prompting and support
identifies two and three-
dimensional shapes.
Consistently and independently
identifies two and three-dimensional
shapes.
Consistently and
independently identifies two
and three-dimensional shapes
regardless of their
orientation and/or size.
Compares and contrasts two and three-dimensional objects (number of sides, number of corners, sides with
equal lengths) Standards: K.G.B.4, K.G.A.3
Trimester 1 2 3 4
1
2
3 Unable to compose as
well as compare and
contrast two and
three-dimensional
shapes using informal
language to describe
attributes.
With prompting and support
composes as well as compares
and contrasts two and three-
dimensional shapes using
informal language to describe
attributes.
Consistently and independently
composes as well as compares and
contrasts two and three-dimensional
shapes using informal language to
describe attributes.
Consistently and
independently composes,
draws, and compares and
contrasts two and three-
dimensional shapes using
informal language to describe
attributes.