Kindergarten Grade Teacher...

1

Kindergarten GradeTeacher Guide

Part IFirst Nine Weeks

Second Nine Weeks

Coming SoonPart II

Third Nine WeeksFourth Nine Weeks

Standards-BasedReport to Families

Kindergarten

Teacher Guide

Acknowledgements:Memphis City Schools, Curriculum and Instruction Division, is sincerely appreciative of the efforts

of district staff, principals and teachers who participated in the development of documentsincluded in the Teacher Handbook. We applaud the contributions of the following:

TeachersLorrie Brewington, Oakshire Elementary

Jenise Burke, Douglas ElementaryLiliana Buzdugan, Kate Bond Elementary

Rebecca Campbell, Germanshire ElementaryKristen Fifer, Winchester Elementary

Robin Gunn, Shelby Oaks ElementaryMarva Johnson, White Station Elementary

Patricia Knight, Idlewild ElementaryFred Liebenhaut, Crump Elementary

Shirley McMorris, Caldwell ElementarySherrie McNulty, Willow Oaks Elementary

Marita White, Egypt ElementaryCarol Welch, Willow Oaks Elementary

Principals/Assistant PrincipalDr. Susan Copeland, Campus School

Rebecca Scott, Campus School

District Staff:Brenda Harris, Literacy Specialist

Dr. Geralyn Seals, Mathematics SpecialistDr. Suzanne Thomas, Executive Director Mathematics

Table of Contents

Frequently Asked Questions........................................................................................................................................................... 1, 2Sample Kindergarten Report to Families ........................................................................................................................................ 3-8Analysis Process/Proficiency Levels ........................................................................................................................................... 9-12

First Nine WeeksRubrics

Language Arts........................................................................................................................................................................... 13Mathematics ............................................................................................................................................................................. 15Social Studies ........................................................................................................................................................................... 17Science...................................................................................................................................................................................... 18

Benchmarks ...................................................................................................................................................................................... 19

Content Scoring ToolLanguage Arts........................................................................................................................................................................... 20Mathematics ............................................................................................................................................................................. 21Social Studies ........................................................................................................................................................................... 22Science...................................................................................................................................................................................... 22

Sample Parent Letter ........................................................................................................................................................................ 23

Second Nine WeeksRubrics

Language Arts........................................................................................................................................................................... 24Mathematics ............................................................................................................................................................................. 26Social Studies ........................................................................................................................................................................... 30Science...................................................................................................................................................................................... 32

Benchmarks ...................................................................................................................................................................................... 32

Content Scoring ToolLanguage Arts........................................................................................................................................................................... 34Mathematics ............................................................................................................................................................................. 35Social Studies ........................................................................................................................................................................... 36Science...................................................................................................................................................................................... 36

Sample Parent Letter ........................................................................................................................................................................ 37

Standards-based Instruction and Report to FamiliesFrequently Asked Questions

What is standards-based instruction and reporting?

Standards-based instruction and reporting is a system of adopted curriculum frameworks that defines gradelevel expectations for each learning standard. The grade level standard is set by the state and indicates whata student should know and be able to do. Grading practices are revised to support students using effectiveteaching and learning strategies which allows students multiple opportunities to become successful.

Why is Memphis City Schools implementing standards-based classrooms?

Tennessee State Standards have been revised to include more rigor at all grade levels. MCS standards nowreflect the state standards, which will better prepare students for post-secondary opportunities and the workforce.In order to better align what students know and are able to do, MCS is closely linking the new state curricu-lum standards and assessment practices.

How will the standards-based classroom be reflected on the Report to Families document?

The Report to Families will be sent home each nine weeks to show student progress toward each grade levelstandard in PreK-1 for the 2009-10 school year. Grades 2 and 3 will move to standards based reporting forthe 2010-11 school year and grades 3 and 4 will follow the next year. The goal is to have a universallydesigned electronic Report to Families document for all elementary students in grades PreK-5 in three years.The tasks used to assess student work may include tests, quizzes, compositions, exhibits, products,presentations, performances and discussions.

What is the benefit for parents and students in moving to a standards-based teaching and reportingsystem?

Parents will receive more specific, complete information on student learning which will help them knowacademic areas in which a student meets or exceeds expectations, needs challenge, or needs support.Standards-based grading and reporting also helps to improve student achievement by focusing on fourcritical questions

• What do students need to know and be able to do?• How will we know that they have learned the standard?• What will we do when they haven’t learned the standard?• What will we do when they already know the standard?

Who helped create the new reporting system?

Grade level teams of teachers and administrators created the new reporting system that includes the Reportto Families document, rubrics to guide teachers in assessing student work or bodies of evidence and hand-books for parents and teachers. Teacher, Principal and Parent Advisory Councils assisted the district withfeedback throughout the process of creating the new reporting system.

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How does the reporting system affect students in special populations?

Students receiving services for limited English proficiency or special education disabilities will be affordedall accommodations as documented on their IEP plans. Additional reports may be provided to communicateprogress on goals specified in each plan. Students who plan to earn a diploma are held to grade levelexpectations.

How does standards-based reporting compare to the letter grade system?

Standards-based reporting measures how well a student is progressing in relation to each grade level stan-dard. One student’s work is not compared to another student’s work. This gives parents a better picture oftheir students’ strengths and weaknesses and encourages all students to do their best toward the learningtarget.

How will student achievement be communicated to students and parents?

Teachers will provide students and parents with information about achievement throughout the nine-weekmarking period. This feedback may include:

• Report to Families will be issued every nine weeks. This report shows progress on process (social)skills, overall conduct and academic progress.

• Interim progress reports will be issued every three weeks.• Parent conferences will be scheduled throughout the year.• Informal methods such as emails, telephone calls, observation and feedback sheets or folders will be

used by teachers to report student progress daily or weekly.• Written or oral feedback will be given to students regarding class work to ensure that student learning

is occurring at an appropriate pace.

Can percentages on daily and weekly assessments be averaged to find the final grade?

In a standards-based system the goal is to determine growth over time. Averaging tends to be an inaccuratereflection of a student’s current level because it also includes the scores from earlier attempts. Although theuse of rubrics is preferable, percentages can be used to determine a student’s current level. Instead of sim-ply averaging to find a final grade, a teacher would consider the most recent student performances, thehighest performances, and a review of the entire body of evidence concentrating on authentic work productsand growth over the nine week period.

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3

Sample Kindergarten Report to Families 2009 – 2010

Student Name ______________________ Teacher Name ___________Grade/Section_____

Teacher Guide – Sample Kindergarten Report to Families Page 2

Attendance Information

including

days present, absent,

tardy, as well

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dismissals

These are skills

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learning and

apply to

themselves to learning activities

These are things parents can do

to help

Overall

behavior in

school

--

A check mark indicates that the skill is satisfactory

A minus mark indicates that the skill needs improvement (-)

Support needed for student growth indicated by /

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Process Skills: Social Growth*Follows rules and proceduresDemonstrates self-controlAccepts responsibility for behaviorCooperates with teacher and peersResolves conflicts appropriatelyAccepts redirection and instructionDemonstrates respectful attitudeRespects the rights and property of othersPlays, works, and interacts well with othersProcess Skills: Work & Study Skills*Contributes positively to classroom activitiesFollows written and oral instructions and routinesSustains attention in large and small groupsAccepts responsibility for learningWorks cooperatively in groupsUses class time productivelyDemonstrates best effortWorks independentlyCompletes and returns home assignments on timeOrganizes materials and workspaceSupport needed for student growth indicated by /Attending school regularlyArriving on timeRefraining from early dismissalsFollowing the MCS uniform policy dailyBeing prepared to learnMaintaining ongoing communication with my childʼs teacherAttending parent-teacher conferencesCompleting home assignmentsReading at homePracticing math facts at homePracticing sight words / vocabulary at home

Conduct Legend:EE= Exceeds Expectations – Consistently demonstrates high levels of acceptable conductME= Meets Expectations – Consistently demonstrates acceptable conductNME= Not Meeting Expectations – Does not demonstrate acceptable conduct consistently

1 2 3 4

1 2 3 4

1 2 3 4

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Report ToFamilies Kindergarten

Student Name ___________________________________Teacher Name ___________________________________Class / Section _____ / _____

Memphis City Schools

AttendanceDays Enrolled:Days Present:Days Absent:Days Tardy:Early Dismissals:

1 2 3 4 Total

1 2 3 4

*A check mark indicates a skill that is satisfactory (√)*A minus mark indicates that a skill needs improvement (-)

Classroom Conduct:

Classroom Conduct

Kindergarten Academic Legend: Grade Level Expectations

6

ES = Exceeds Standards – Consistently grasps, applies, and extends key concepts, processes and skills. Works beyond stated goals.

MS = Meets Standards – Grasps and applies key concepts, processes and skills. Meets stated goals.

NMS = Not Meeting Standards – Making less than expected progress. Not yet grasping key concepts, processes and essential skills.

Language Arts StandardsVocabulary/Fluency

Recognizes and uses age-appropriate andcontent-specific vocabulary within context

Reads high frequency words

Phonemic Awareness

Recognizes words beginning the same

Recognizes words ending the same

Recognizes rhyming words

Produces rhyming words

Hears/claps out syllables in words

Blends sounds to form words

Segments words into individual sounds

Phonics and Alphabetic Principle

Identifies and names uppercase letters

Identifies and names lowercase letters

Identifies and says consonant sounds

Identifies and says short vowel sounds

Uses letter/sound correspondences todecode words

Comprehension

Retells a simple story

Sequences up to 3 events

Recites poems/rhymes

Makes predictions about stories

Visual Discrimination

Identifies same/different pictures, letters,words

Writing

Writes first and last name

Uses temporary/creative spellingindependently

Writes left to right and top to bottom

Demonstrates understanding of commonlyused punctuation marks

Uses capitalization when writing

1 2 3 4 Mathematics Standards

Number and Operations

Counts objects to 25 using one-to-one cor-respondence and identifies quantities

Matches quantities to 25 with numerals andwritten words

Counts backward from 10 to 1

Counts to 20 by twos

Compares sets of 10 or fewer and identifieswhich are equal, more, and less

Orders numbers to 25 using numerals andwords

Writes numerals to 25

Recognizes and uses ordinal numbers

Solves addition problems with sums lessthan 20

Solves subtraction problems using numbers1-10

Solves story problems that illustrateaddition/subtraction problems

Algebra

Names, copies, and extends patterns

Creates patterns

Sorts, orders, classifies objects byattributes

Identifies objects that do not belong in aparticular group

Geometry and Measurement

Identifies, names, describes a variety ofplane shapes shown in various positions

Identifies, names, describes 3-dimensionalshapes

Identifies position words

Makes comparisons between objects

Uses words to describe time

Tells time to the hour

Uses words to describe temperature

Names/Identifies coins and their values

Data Analysis

Describes how objects are sorted into sets

Sorts objects in different ways

Collects and counts data

1 2 3 4

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Kindergarten Academic Legend: Grade Level Expectations

ES = Exceeds Standards – Consistently grasps, applies, and extends key concepts, processes and skills. Works beyond stated goals.

MS = Meets Standards – Grasps and applies key concepts, processes and skills. Meets stated goals.

NMS = Not Meeting Standards – Making less than expected progress. Not yet grasping key concepts, processes and essential skills.

Social Studies StandardsCulture

Identifies similarities and differencesamong the various cultures

Describes family traditions and customs ofthe local community

Economics

Distinguishes between wants and needs

Identifies jobs in the home, school, andcommunity

Geography

Explains what a globe and map represent

Identifies physical features on a map andglobe

Describes how weather impacts everydaylife

Governance and Civics

Identifies authority figures in the home,school, and community

Describes acts of good citizenship

History

Recalls important events from the pastthat have shaped our state and nation

Creates a timeline to determine the orderof events when telling personal histories

Individuals, Groups, and Interactions

Explains the consequences of an individ-ual’s decisions and actions

Identifies acts of cooperation

Describes how groups are made up ofpeople who work, play, or learn together

1 2 3 4 Science StandardsInquiry, Technology and Engineering

Explains the data from a scientific investi-gation

Uses tools to measure materials and con-struct simple products

Life Science

Describes how the parts of a whole worktogether

Categorizes objects and images of objectsas living or non-living

Uses the senses to investigate and de-scribe an object

Identifies the basic needs of all livingthings

Explains how plants and animals changeas they grow

Compares the basic features of plants andanimals

Earth and Space Science

Identifies objects in the day and night sky

Classifies objects as man-made or natu-rally occurring

Collects, compares, and records dailyweather data

Physical Science

Describes an object by its observableproperties

Identifies materials as solids or liquids

Identifies the sun as the source of lightand heat

Demonstrates and explains the differentways objects move

Support

Art

Music

Physical Education

1 2 3 4

1 2 3 4

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1st Nine Weeks - Comments/Student Goals

Parent/Guardian Signature ________________________________________________ Date_________________

Conference Requested with Teacher: �� Yes �� No

2nd Nine Weeks - Comments/Student Goals



3rd Nine Weeks - Comments/Student Goals



4th Nine Weeks - Comments/Student Goals



Analysis ProcessTeachers will review the scope and sequence and instructional maps for each nine week period to determinethe key skills and focus areas to be taught during that grading period. During the nine-week assessmentperiod, each teacher should document student proficiency based on the grade-level appropriate rubric andthe most appropriate bodies of evidence listed on the rubric. Using the Content Scoring Tool form, eachskill that is taught and assessed during that reporting period is recorded. This formative information shouldbe used by the teacher to determine the next steps for instruction, student proficiency and marking on theReport to Families card.

This process requires that a teacher:

• Collect samples of student work using a grade appropriate body of evidence

• Analyze the complete body of evidence and the formative information on the Content Scoring Tool formto determine proficiency levels based on the grade appropriate rubrics

A Body of Evidence: Language Arts, Mathematics, Science and Social Studies Curriculum

The table listed below indicates a variety of Bodies of Evidence that teachers should collect to support andassess student learning. Specific appropriate bodies of evidence are included with the rubrics; however,additional bodies of evidence may also be used. Teachers will not collect every piece of evidence on everychild; the goal is to collect enough data to support student progress toward grade level standards.

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Body of Evidence Language Arts Math Science Social Studies

Screening Assessments

Benchmark/ProgressMonitoring

(AIMSWEB/DIBELS)

Beginning of the Year

Benchmark Test (Basal)

End of Year Benchmark

Adequately Yearly ProgressTest

Chapter Pre-test

Anecdotal Assessments

Teacher Observation

Checklists

Teacher/StudentConference

Small Group Instruction

Question and Answer

Morning Meeting

Oral Reading Fluency

x xxx

x

x

x x x xx x x x

x x x xx x x xx x x xx x x x

x

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Body of Evidence Language Arts Math Science Social Studies

Dolch Word List

Response Journals

Self-assessments

Calendar Math

Authentic Assessments

Running Records

Teacher Made Test

Story Telling/retelling

Oral Reports

Book Reports

Reader’s Theater

Thinking Maps/GraphicOrganizers

Writing Samples/WritingProcess

Projects/Group and Individual

Story Maps

Problem Solving withManipulatives

Experimental Logs

StandardizedAssessments

Baseline Test(reading/basal)

Unit and End of Year Test

Selection Test (basal)

Chapter and Unit test

Benchmark/ProgressMonitoring

Headsprout

Practice Sheets

xx x x xx x x x

x

xx x x xx x xx x x xx x xxx x x x

x x x

x x x xx x x

x

x

x

x x x xx

x x x x

x

xx x x x

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Process for Analyzing a Body of EvidenceIn order to determine marking that is appropriate for the Report to Families card, a teacher should revieweach student’s body of evidence using the following process.

Step I: Analyze the Body of Evidence for Completeness

• Assess at least three representative bodies of evidence using the grade level rubrics and summativedata documented on the content scoring tool.

• Make sure that there is enough assessment data to support each skill.• If there is not enough data or bodies of evidence to support the proficiency level, gather additional

data as needed.• Use bodies of evidence and data to determine next steps for instruction.

Key Questions

Did you use the appropriate bodies of evidence?

Do you have enough information to complete your assessment of the standard/skill or skills?

Step II: Analyze the Body of Evidence for Quality

• Analyze the quality of student work across the nine week period using the content area rubrics asappropriate

• At the end of the nine week period, organize and review all bodies of evidence, assessment data,and content area scoring tool documentation to determine the proficiency level for each skill

Key Questions

Did the student produce quality work?

What is the proficiency level of the various bodies of work? Not Proficient, Proficient, or Advanced

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Definitions of Proficiency LevelsAt the elementary level there are four reporting periods. For the first three reporting periods, students areevaluated based on their progress toward meeting benchmarks for each standard. In other words, studentswho receive a mark of “Meets Standards” for the first and second grading periods are making consistent andadequate progress toward achieving end-of-year expectations.

In the final reporting period, the Report to Families marks reflect a student’s actual achievement of the cu-mulative skills, strategies and concepts identified in the Tennessee Curriculum Standards.

Proficiency levels are broadly defined as follows:

Meets StandardsThe student consistentlyexceeds standards asdemonstrated by a body ofevidence that shows ofindependent understandingof grade level concepts.

Not Meeting StandardsThe student rarely meetsstandards as demonstratedby a body of evidence thatshows minimal of under-standing and application ofgrade level concepts.

Exceeds StandardsThe student consistentlyexceed standards asdemonstrated by a body ofevidence that shows depthof understanding andflexible application ofgrade level concepts.

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Grade Level: KindergartenSubject Area: Language Arts RubricGrading Period: 1st Nine Weeks

Standard Not Meeting Meets Standards Exceeds Standards Body of EvidenceStandards

Recognizes and usesage- appropriate andcontent specificvocabulary withincontext.

Reads high frequencywords

Recognizes wordsbeginning the same

Hears/Claps out syllablesin words

Identifies/namesuppercase letters

Student shows noevidence with use of ageappropriate vocabulary

Student does not readhigh frenquency wordstaught during first nineweeks

Student is unable torecognize words that beginthe same

Student is unable to clapfor each syllable in a givenword

Student identifies/names12 or less of the upper-case letters

Student correctly usesvocabulary words in dailyconversations and duringclassroom discussions

Student reads high fre-quency words taughtduring first nine weeks

Student consistentlyidentifies words beginningwith the same sound

Student correctly claps foreach syllable in a given word

Student identifies/namescorrectly identifies at least13 uppercase letters

Student correctly explainsand defines vocabularywords in daily conversationsand classroom discussions

Student consistently readshigh frequency words in avariety of texts

Student produces a wordthat begins with the samebeginning sound when givena prompt

Student identifies words thathave the same number ofsyllables

Student identifies/names all26 uppercase letters

Grade level team designedassessmentsTeacher observationsReading/Writing conferencesAnecdotal recordsNotes from classroomdiscussionsOne on one data collection

Grade level team designedassessmentChecklistsAnecdotal recordsGuided readingJournalsTeacher observationOne on one data collection

Grade level team designedassessmentComputer activities (Headsprout,Ticket to Read)Evidence from workstationsSF Reading testWords gamesStudent work samplesPicture cardsOne on one data collection

Evidence from direct instructionWord gamesTeacher observationEvidence from workstationsGrade level team designedassessmentOne on one data collectionShared reading and guidedreading activities

ChecklistsTeacher ObservationLetter gamesSF assessmentsComputer activitiesEvidence from workstationsOne- on- one data collectionEvidence from directinstructionJournalLiteracy manipulatives

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Grade Level: KindergartenSubject Area: Language Arts RubricGrading Period: 1st Nine Weeks


Identifies/names lower-case letters


Identifies same/differentpictures, letters,words


Uses temporary/creativespelling independently

Student identifies/names12 or less of the lower-case letters

Student is unable torecite 1 poem/rhyme

Student is unable tomatch identical pictures

Student is unable towrite their first name

Student is unable todraw pictures to expressthoughts and explain

Student identifies/namesidentifies at least 13 lowercaseletters

Student correctly recites 1poem/rhyme

Student correctly matchesidentical pictures

Student correctly writes firstname with upper and lowercase letters

Student can draw pictures toexpress thoughts and verballyexplain

Student identifies/names all 26lowercase letters

Student correctly recitesmultiple poems/rhymes

Student correctly identifiessame pictures and is able toverbally explain their choice

Student correctly writes firstand last name beginning withupper and continuing withlower case letters

Student can draw pictures toexpress thoughts and usesrandom letters to explain thepicture

Teacher ObservationLetter gamesChecklistSF assessmentEvidence from workstationsComputer activitiesOne on one data collectionEvidence from direct instruc-tionLiteracy manipulatives

Teacher observationGrade level team designedassessmentOne on one data collection

Teacher observationsGrade level team designedassessmentWork samplesEvidence from workstationsPicture, letter and word cardsOne on one data collection

Writing samplesGrade level team designedassessmentOne on one data collection

Writing samplesGrade level team designedassessmentJournalsOne on one data collection

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Grade Level: KindergartenSubject Area: Mathematics RubricsGrading Period: 1st Nine Weeks


Counts objects to 25using one-to-onecorrespondence andidentifies quantities

Matches quantities to 25with numerals and writ-ten words

Orders numbers to 25using numerals andwords


Does not count sets ofobjects 0-5 using one-to-one correspondence, ordoes not accuratelyidentify quantities of sets

Does not consistentlymatch quantities 0-5with numerals or writtenwords

Does not consistentlyorder numerals or nu-meral words 0-5

Does not consistentlywrite numerals 0-5

Counts sets of objects 0-5using one to one correspon-dence and orally identifiesquantities of the sets

Identifies numeralsrandomly 0-5Matches sets to 0-5 witha numeralIdentifies number wordsrandomly zero to fiveMatches sets 0-5 with anumber wordMatches numerals 0-5 tonumber words in randomorder

Orders numeral cards 0-5Orders number word cardszero to five

Writes numerals 0-5 in orderand in isolation

Counts sets of objects morethan 5 using one to onecorrespondence and orallyidentifies quantities of thesets

Identifies numerals randomly(6+)Matches sets of 6+ with anumeralIdentifies number words ran-domly zero to more than fiveMatches sets of 5+ with anumber wordMatches numerals 0-5+ tonumber words in randomorder

Orders numeral cards 0-5+Orders number word cardszero to five+

Writes numerals to more than5 in order and in isolation

Grade level team designedassessmentManipulative workTeacher observation of studentperformance during mathcenters, math games, classroomactivities, Morning MessageEveryday Calendar CountsactivitiesComputer programsMath journalOne- on-one data collectionAIMSweb (Oral Counting)

Grade level team designedassessmentManipulative workTeacher observation of studentperformance during mathcenters, math games, classroomactivities, Morning MessageEveryday Calendar CountsactivitiesComputer programsMath journal1 on 1 data collectionAIMSweb (Number Identification)Houghton Mifflin Quick CheckPaper/pencil tasks

Grade level team designedassessmentManipulative workTeacher observation of studentperformance during math games,classroom activities, math centers,Morning MessageEveryday CountsCalendar Math ActivitiesComputer programsMath journalOne-on-one data collectionAIMSweb (Missing Number)

Grade level team designedassessmentTeacher observation of studentperformance during math games,classroom activities, mathcenters, Morning MessageMath journalPaper/pencil tasks

Grade Level: KindergartenSubject Area: Mathematics RubricGrading Period: 1st Nine Weeks


Names, copies and ex-tends patterns

Creates patterns

Sorts, orders, andclassifies objects byattributes

Identifies objects thatdo not belong in aparticular group

Identifies, names,describes a variety ofplane shapes shown invarious positions

Does not consistentlyidentify or reproduce2-part, 3-part, andgrowing patterns

Does not consistentlycreate recognizable 2-part patterns

Does not consistentlysort, order, and clas-sify objects by 1 attrib-ute

Does not consistentlyidentify the objectwhich does not belongto a particular group

Does not consistentlyidentify, name, anddescribe planeshapes shown invarious positions

Identifies a given 2-part,3-part and growing patternReproduces a given 2-part,3-part and growing pattern

Creates recognizable 2-partpatterns using manipulativesand /or paper & pencil

Sorts, orders, and classifiesobjects by 1 attribute at atime: color, shape, size, kind

Given a set of three or moreobjects, student identifiesthe object that does notbelong to the group Explains why the objectdoes not belong to the group

Identifies a variety of planeshapes shown in variouspositionsNames a variety of planeshapes shown in variouspositionsDescribes a variety of planeshapes

Identifies, reproduces, andcontinues repeating pat-terns on a number lineand hundreds chart

Uses knowledge ofpatterns to createreal-world designs

Sorts, orders, and classi-fies objects by multipleattributes at a time

Creates sets of objectswhich contain examplesand non-examples of astudent-chosen sortingruleExplains why items fit therule and why items don’tfit the rule

Describes similarities anddifferences between planeshapes

Grade level team designedassessmentManipulative workTeacher observation of student perform-ance during math games, classroomactivities, math centers, MorningMessageEveryday Counts Calendar Math ActivitiesComputer programsMath journal1 on 1 data collectionPaper/pencil tasks

Grade level team designed assessmentManipulative workTeacher observation of student perform-ance during math games, classroomactivities, math centers, Morning MessageComputer programsMath journalOne-on-one data collectionPaper/pencil tasks

Grade level team designed assessmentManipulative workTeacher observation of student perform-ance during math games, classroom activ-ities, math centers, Morning MessageComputer programsMath journalOne-on-one data collectionPaper/pencil tasks

Grade level team designed assessmentManipulative workTeacher observation of student perform-ance during math games, classroomactivities, math centers, Morning MessageComputer programsMath journalOne-on- one data collectionPaper/pencil tasks

Grade level team designed assessmentManipulative workTeacher observation of student perform-ance during math games, classroom activ-ities, math centers, Morning MessageEveryday Counts Calendar Math ActivitiesComputer programsMath journalOne- on-one data collectionPaper/pencil tasks

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Grade Level: KindergartenSubject Area: Social Studies RubricGrading Period: 1st Nine Weeks


Explains the conse-quences of an individual’sdecisions and actions

Identifies acts ofcooperation

Describes how groups aremade up of people whowork, play, or learntogether

Student is unable toidentify their personalactions and determine ifthe immediate result willhave positive ornegative consequences

Student is unable toidentify acts of coopera-tion within the classroom

Student is unable toidentify various groupswithin the classroom andstate their purpose

Student can identify theirpersonal actions anddetermine if the immediateresult will have positive ornegative consequences

Student identifies acts ofcooperation within theclassroom

Student can identify variousgroups within the classroomand state their purpose

Student can identify how theiractions affect others

Student identifies, demon-strates and follows throughwith acts of cooperation

Student can identify variousgroups within the classroom,state their purpose and explainthe importance of teamwork

Grade level team designedassessmentRole play scenariosTeacher observation of studentperformance during classinteractionsNotes from classroomdiscussionsOne on one data collectionReading responses to bookslisted in Social StudiesInstructional MapShared reading and guidedreading activities

Grade level team designedassessmentStudent illustrations of acts ofcooperation (see Social StudiesInstructional Map)Teacher observation of studentperformance during classinteractionsNotes from classroomdiscussionsOne on one data collectionReading responses to bookslisted in Social StudiesInstructional MapShared reading and guidedreading activities

Grade level team designedassessmentRole play scenariosTeacher observation of studentperformance during classinteractionsNotes from classroomdiscussionsOne on one data collectionReading responses to booksShared reading and guidedreading activities

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Grade Level: KindergartenSubject Area: Science RubricGrading Period: 1st Nine Weeks


Explains the data from ascientific investigation

Uses tools to measurematerials and constructsimple products

Describes an object by itsobservable properties

Identifies materials assolids or liquids

Demonstrates andexplains the different waysobjects move

Does not communicateunderstanding of simpledata using age- appro-priate vocabulary

Does not explain howusing tools makes workeasier

Does not identify thephysical properties of aspecific objectCannot sort by color,size, shape or useCannot describe an ob-ject by its size, shape,color or use

Does not identify objectsas solidsCannot identify materi-als a liquidsCannot classify objectsas solid or liquids

Does not classifyvarious materials ac-cording to the way theymove

Communicates understand-ing of simple data using age- appropriate vocabulary

Explains how simple tools areused to extend the senses,make life easier, and solveeveryday problems

Identifies the physical proper-ties of a specific objectSorts objects by color, size,shape, useDescribes objects by colorDescribes objects by sizeDescribes objects by shapeDescribes objects by use

Identifies objects that aresolidIdentifies materials as liquidsClassifies a group of materi-als as solids or liquidsDescribes the properties ofliquids as something you canpour and takes on the shapeof its containerDescribes the properties of asolid as an object that has itsown shape

Explains how all objectsbegin at a state of restExplains that there are onlytwo ways objects move(push or pull)Classifies materials accordingto their ability to move

Collects,discusses, andcommunicates findingsfrom a variety of investiga-tions

Invents designs for simpleproducts, explain

Identifies the physicalproperties of a specificobject Use a graphic organizer tocompare and contrast theeffects of making changesto the physical propertiesof matter

Investigates, by conductingsimple experiments theproperties of solids, liquids, Investigates the processesinvolved with matterchanging from one stateto another.

Creates a model andexplain how changingmass (weight) affects itsmovement

Explores the concept ofmass and volume as theyrelate to matter.

Grade level team designedassessmentTeacher observation of studentperformance during science games,classroom activities, science stationMorning MessageComputer programsScience journal


Grade level team designedassessmentHands on demonstrationTeacher observation of studentperformance during science center,science games, classroomactivities, Morning Message Computer programsScience journal1 on 1 data collection

Grade level team designedassessmentManipulative workTeacher observation of student per-formance during science station,science games, classroom activi-ties, Morning Message Computer programsScience journal1 on 1 data collection


19

KINDERGARTENBenchmarks for the First Nine Weeks

The following skills will be assessed during the First Nine WeeksAll Process Skills (Social Growth, Work & Study Skills), Support Needed for Student Growth, ClassroomConduct and Support Classes will be assessed each nine weeks reporting period.

Writes numerals 0-5

Algebra

Names and copies patterns

Creates 2 part patterns

Sorts, orders, classifies objects by attributes

Identifies objects that do not belong in a particular group


Identifies, names, describes a variety of plane shapes shown in various posi-

tions

Social Studies

Individuals, Groups, and Interactions

Indentifies the consequences of personal actions

Indentifies acts of cooperation within the classroom

Identifies groups within the classroom and tells their purpose

Science

Inquiry, Technology and Engineering

Explains the data from a scientific investigation

Uses tools to measure materials and construct simple products

Physical Science

Describes an object by its observable properties


Demonstrates and explains the different ways objects move

Language Arts

Vocabulary/Fluency

Recognizes and uses age-appropriate and content-specific vocabulary within

context


Phonemic Awareness




Identifies/names 13 uppercase letters

Identifies/names 13 lowercase letters

Comprehension

Recites 1 poem/rhyme


Identifies same/different pictures

Writing

Writes first name

Uses temporary/creative spelling independently

Mathematics


Counts objects 0 to 5 using one-to-one correspondence and identifies quantities

Matches quantities 0-5 with numerals and written words

Orders numbers 0-5 using numerals and words

20

Kindergarten Language Arts Content Scoring Tool First Nine Weeks

Language Arts Benchmarks

Vocabulary/Fluency

Recognizes and uses age-appropriateand content-specific vocabulary withincontext


Phonemic Awareness






Comprehension




Writing

Writes first name

Uses temporary/creative spellingindependently

1 2 3 4 5 6 7 8 9

21

Kindergarten Mathematics Content Scoring Tool First Nine Weeks

Mathematics Benchmarks


Counts objects 0 to 5 using one-to-one

correspondence and identify quantities

Matches quantities 0-5 with numerals and

written words

Orders numbers 0-5 using numerals and

words

Writes numerals 0-5

Algebra



Sorts, orders, classifies objects by

attributes

Identifies objects do not belong in a

particular group


Identifies, names, describes a variety of

plane shapes shown in various positions

1 2 3 4 5 6 7 8 9

22

Kindergarten Social Studies Content Scoring Tool First Nine Weeks

Science Benchmarks

Social Studies Benchmarks

Individuals, Groups and Interactions

indentifies the consequences of personalactions

Identifies acts of cooperation within theclassroom

Identifies various groups within theclassroom and tells their purpose


Explains the data from a scientificinvestigation

Uses tools to measure materials andconstruct simple products

Physical Science

Describes an object by its observableproperties


Demonstrates and explains the differentways objects move

1 2 3 4 5 6 7 8 9

Kindergarten Science Content Scoring Tool First Nine Weeks

23

Benchmarks for the First Nine WeeksThe following skills will be assessed during the First Nine Weeks

Mathematics

Counts objects 0 to 5 using one-to-one correspondence and identify quantities

Matches quantities 0-5 with numerals and written words

Orders numbers 0-5 using numerals and words

Writes numerals 0-5



Sorts, orders, classifies objects by attributes

Identifies objects that do not belong in a particular group

Identifies, names, describes a variety of plane shapes

Science



Describes an object by its observable properties


Demonstrates and explains the different ways objects move

Language Arts

Recognizes and uses age-appropriate and content-specific vocabulary withincontext








Writes first name

Uses temporary/creative spelling independently

Social Studies

Indentifies the consequences of personal actions

Indentifies acts of cooperation within the classroom

Identitfies groups within the classroom and tells their purpose

Sample Kindergarten First Nine Weeks Report to Families Parent Letter

Dear Parents or Guardians of Kindergarten Students,

Memphis City Schools firmly believes in meaningful and on-going communication between home and school. Listed below are the benchmarks for the new Standards-based Report to Families that will be assessed during thefirst nine week reporting period. These benchmarks are actually the most important things that your child should knowand be able to do during the first nine weeks of school. They will tell you how your child is progressing toward thegrade level expectations and standards for kindergarten. Be assured that if additional support is needed, it will begiven to help your child succeed.

Please stay involved as we work hand in hand to ensure that your child achieves at high levels.

I look forward to helping your child have a wonderful year, full of learning and positive school experiences.

Sincerely,(Teacher Name)

24

Grade Level: KindergartenSubject Area: Language Arts RubricGrading Period: 2nd Nine Weeks


Recognizes and uses age-appropriate and contentspecific vocabulary withincontext.

Reads high frequencywords


Identifies/names upper-case letters

Identifies/nameslowercase letters

Student does notrecognize andconsistently use ageappropriate vocabulary

Student does notconsistently read highfrequency words

Student is unable to cor-rectly select the twowords that rhyme out ofthree words (Ex: tall, set,ball)

Student identifies/namesless than 26 uppercaseletters

Student identifies/namesless than 26 lowercaseletters

Student can consistently usevocabulary words in dailyconversations and duringclassroom discussions

Student can consistently readhigh frequency words

Student correctly selects thetwo words that rhyme out ofthree words (Ex: tall, set, ball)

Student consistently identi-fies/names 26 uppercaseletters

Student consistently identi-fies/names all 26 lowercaseletters

Student correctly explainsand defines vocabularywords in daily conversationsand classroom discussions

Student reads high frequencywords in a variety of textsand genres

Student correctly selects thetwo words that rhyme out ofthree words (Ex: tall, set, ball)and produces additionalrhyming words

Student can alphabetize arandom list of uppercaseletters

Student can alphabetize arandom list of lowercase

Grade level team designedassessmentsTeacher observationsReading/Writing conferencesAnecdotal recordsNotes from classroomdiscussionsOne on one data collection

Grade level team designedassessmentChecklistsAnecdotal recordsGuided readingJournalsTeacher observationOne on one data collection

Grade level team designedassessmentComputer activities (Head-sprout, Ticket to Read)Evidence from workstationsSF Reading testWords gamesStudent work samplesPicture cardsOne on one data collection

ChecklistTeacher ObservationLetter gamesSF assessmentComputer activitiesEvidence from workstationsOne on one data collectionEvidence from direct instructionJournalLiteracy manipulatives

Teacher ObservationLetter gamesChecklistSF assessmentEvidence from workstationsComputer activitiesOne on one data collectionEvidence from direct instructionJournalLiteracy manipulatives

25

Grade Level: KindergartenSubject Area: Language Arts RubricsGrading Period: 2nd Nine Weeks


Identifies/names conso-nant sounds


Identifies same/differentpictures and letters andwords


Uses temporary/creativespelling independently

Writes left to right and topto bottom

Demonstrates understand-ing of commonly usedpunctuation marks

Student identifies 9 orless consonant sounds

Student is unable to re-cite 3 poems/rhymes

Student is unable tomatch identical picturesand letters

Student is unable towrite their first and lastname

Student is unable todraw pictures to expressthoughts and explain

Student is unable towrite moving left to right

Student is unable todemonstrate under-standing of using aperiod (.)

Student correctly identifies atleast 10 consonant sounds

Student correctly recites 3poems/rhymes

Student correctly matchesidentical pictures and letters

Student correctly writes firstand last name with upperand lower case letters

Student can draw pictures toexpress thoughts and usesrandom letters to explain thepicture

Student correctly moves leftto right when writing

Student is able to correctlyuse or state the use of aperiod (.)

Student correctly identifiesmore than 10 consonantsounds

Student correctly recites morethan 3 poems/rhymes

Student correctly identifiessame pictures and letters andis able to verbally explain theirchoice

Student correctly writes firstand last name beginning withupper and continuing withlower case letters (no rever-sals)

Student can draw pictures toexpress thoughts and usesletter /sound matches toexplain the picture

Student is able to consistentlymove left to right and top tobottom when writing

Student is able to correctly andconsistently use and state thereason for using a period (.)

Grade Level Team designedassessmentShared reading and guidedreading activitiesJournalsLiteracy manipulativesTeacher ObservationLetter gamesEvidence from workstationsChecklistSF assessmentComputer activitiesOne on one data collection

Teacher observationGrade level team designedassessmentOne on one data collection

Teacher observationsGrade level team designedassessmentWork samplesEvidence from workstationsPicture, letter and word cardsOne on one data collection

Writing samplesGrade level team designedassessmentOne on one data collection

Writing samplesGrade level team designedassessmentJournalsOne on one data collection

Writing samplesGrade level team designedassessmentJournalsTeacher observation

Writing samplesGrade level team designedassessmentJournalsTeacher observation

26

Grade Level: KindergartenSubject Area: Mathematics RubricGrading Period: 2nd Nine Weeks


Counts objects to 25 usingone-to-one correspon-dence and identifies quan-tities

Matches quantities to25 with numerals andwritten words

Counts backward from 10to 1

Compares sets of 10 orfewer and identifies whichare equal, more , and less

Does not count sets ofobjects 0-12 usingone-to-one correspon-dence, or does not accu-rately identify quantitiesof sets

Does not consistentlymatch quantities 0-12with numerals orwritten words

Does not consistentlycount backward from10 to 1

Does not consistentlycompare and identifysets to 10 that areequal, more, or less

Counts sets of objects 0-12with one-to-ne correspon-dence in and orally identifiesquantities of the sets

Identifies numerals ran-domly 0-12Matches sets 0-12 with anumeralIdentifies number words ran-domly zero to twelveMatches sets 0-12 with anumber wordMatches numerals 0-12 tonumber words in randomorder

Orally counts from 10 downto 1

Compares two sets up to10 each:Identifies which sets areequalIdentifies the set that ismoreIdentifies the set that is less

Counts sets of objects morethan 12 using one-to-onecorrespondence and identi-fies quantities of the sets

Identifies numerals randomlymore than 12Matches sets more than 12with a numeralIdentifies number wordsrandomly more than 12Matches sets more than 12with a correspondingnumber word Matches numerals more than12 to number word in randomorder

Counts backward by onesbeginning with any numbergreater than 10

Compares sets of more than10 and identifies which areequal, more, and less

Grade level team designedassessmentManipulative workTeacher observation of studentperformance during math centers, mathgames, classroom activities, Morning Message Everyday Calendar CountsactivitiesComputer programsMath journal1 on 1 data collectionAIMSweb (Oral Counting)

Grade level team designedassessmentManipulative workTeacher observation of studentperformance during mathcenters, math games, classroomactivities, Morning Message Everyday Calendar CountsactivitiesComputer programsMath journal1 on 1 data collectionAIMSweb (Number Identification)Houghton Mifflin Quick CheckPaper/pencil tasks

Teacher observation of studentperformance during mathcenters, math games, classroomactivities, Morning Message Everyday Calendar CountsactivitiesComputer programsMath journal1 on 1 data collection

Grade level team designedassessmentManipulative workTeacher observation of studentperformance during math games,classroom activities, mathcenters, Morning MessageEveryday Counts Calendar Math ActivitiesComputer programsMath journal1 on 1 data collectionAIMSweb (QuantityDiscrimination)Paper/pencil tasks

27



Orders numbers to 25using numerals and words


Names, copies andextends patterns

Creates patterns

Does not consistentlyorder numerals ornumeral words 0-12

Does not consistentlywrite numerals 0-12

Does not consistentlyidentify, reproduce, orextend 2-part, 3-part,and growing patterns

Does not consistentlycreate recognizable 2-part or 3-part patterns

Orders numeral cards to 0-12Orders number word cardszero to twelve

Writes numerals 0-12 in orderand in isolation

Identifies a given 2-part, 3-part and growing patternReproduces a given 2-part,3-part and growing patternContinues a given 2-part, 3-part and growing pattern

Creates recognizable 2-partand 3-part patterns usingmanipulatives and /or paper& pencil

Orders numerals cards tomore than 12Orders number word cardsto more than 12

Writes numerals to more than12 in order and in isolation

Identifies, reproduces, andcontinues repeating patternson a number line and hun-dreds chart

Uses knowledge of patternsto create real-world designs

Grade level team designedassessmentManipulative workTeacher observation of stu-dent performance during mathgames, classroom activities, math centers, Morning MessageEveryday Counts CalendarMath ActivitiesComputer programsMath journal1 on 1 data collectionAIMSweb (Missing Number)

Grade level team designedassessmentTeacher observation ofstudent performanceduring math games,classroom activities, math centers, Morning MessageMath journalPaper/pencil tasks

Grade level team designedassessmentManipulative workTeacher observation ofstudent performance during math games,classroom activities,math centers, Morning MessageEveryday Counts CalendarMath ActivitiesComputer programsMath journal1 on 1 data collectionPaper/pencil tasks

Grade level team designedassessmentManipulative workTeacher observation of stu-dent performanceduring math games, class-room activities, math centers, Morning MessageComputer programsMath journal1 on 1 data collectionPaper/pencil tasks

28



Identifies, names and de-scribes 3-dimentionalshapes


Uses words to describetime

Does not consistentlyidentify, name, and de-scribe 3-D shapes

Does not consistentlyidentify position words

Does not consistentlyuse words to accuratelydescribe time

Identifies a variety of 3-Dshapes shown in various po-sitionsNames a variety of 3-Dshapes shown in various po-sitionsDescribes a variety of 3-Dshapes

Identifies positions wordsusing models, illustrations,and stories

Uses words such as day,night, morning, afternoon,yesterday, today, and tomor-row to describe time

Identifies 2-D shapes as facesof 3-D figures

Consistently uses positionalword vocabulary accurately inreal-world applications

Describes the relationshipamong days, weeks, months,and years

Grade level team designedassessmentManipulative workTeacher observation ofstudent performanceduring math games,classroom activities, math centers, Morning MessageEveryday CountsCalendar Math ActivitiesComputer programsMath journal1 on 1 data collectionPaper/pencil tasks

Grade level team designedassessmentManipulative workTeacher observation ofstudent performance during math games,classroom activities, math centers,Morning MessageEveryday Counts CalendarMath ActivitiesComputer programsMath journal1 on 1 data collectionPaper/pencil tasks

Grade level team designedassessmentManipulative workTeacher observation ofstudent performance during math games,classroom activities, math centers, Morning MessageEveryday Counts CalendarMath ActivitiesComputer programsMath journal1 on 1 data collectionPaper/pencil tasks

29



Tells time on the hour

Uses words to describetemperature

Does not consistentlytell time to the hourusing analog and digitalclocks

Does not consistentlyuse words to accuratelydescribe temperature

Consistently tells time to thehour using analog and digitalclocks

Uses words such as hot,warm, cool, and cold to de-scribe temperature

Reads and writes time to thehour and half-hour using ana-log and digital clocks

Reads a thermometer tomeasure temperature

Grade level team designedassessmentManipulative workTeacher observation of studentperformance during math games, classroomactivities, math centers, Morning MessageComputer programsMath journal1 on 1 data collectionPaper/pencil tasks

Grade level team designedassessmentManipulative workTeacher observation ofstudent performance during math games,classroom activities, math centers, Morning MessageComputer programsMath journal1 on 1 data collection

30

Grade Level: KindergartenSubject Area: Social Studies RubricGrading Period: 2nd Nine Weeks


Identifies similaritiesand differences amongthe various cultures

Describes family tradi-tions and customs of thelocal community

Explains what a globeand map represent

Identifies physicalfeatures on a map andglobe

Describes how weatherimpacts everyday life

Student is unable toverbally explain a simi-larity and difference be-tween cultures

Student can not ver-bally describe two waysthat that their familytraditions are thesame/different fromother cultures

Student is unable to ex-plain similarities and dif-ferences between aglobe and a map

Student is unable toidentify water and landmasses on a map andglobe

Student is unable toidentify weather pat-terns within seasonsand how it affects dailylife

Student can verbally de-scribe one similarity andone difference with a childfrom another culture

Student can verbally de-scribe two ways that thattheir family traditions arethe same/different fromother cultures

Student can explain thesimilarities and differ-ences between a globeand a map

Student can identify waterand land masses on amap and globe

Student can identifyweather patterns withinseasons and how it af-fects daily life

Student can illustrate andwrite sentences to de-scribe how they are thesame/different to a childwho is from another partof the world

Student can illustrate,verbally describe andwrite sentences abouthow their family culturesare the same/differentfrom other cultures

Student is able to use aglobe to locate the conti-nents and the oceans.Student is able to locateTennessee on a map

Student is able to locateand name water and landmasses on a map andglobe.

Student is able to identifyand explain weatherwithin seasons and howit affects daily life.

Grade level team designed assessmentPicture Book (see Social StudiesInstructional Map)Teacher observation of student perform-ance during class interactionsNotes from classroom discussions,self-portraits/student work samplesOne on one data collectionReading responses to books listed inSocial Studies Instructional MapShared reading and guided readingactivities

Grade level team designed assessmentPicture Book (see Social StudiesInstructional Map)Teacher observation of student perform-ance during class interactionsNotes from classroom discussions,self-portraits/student work samplesOne on one data collectionReading responses to books listed inSocial Studies Instructional MapShared reading and guided readingactivities

Grade level team designed assessmentMap of community/school (see SocialStudies Instructional Map)Teacher observation of student perform-ance during class interactionsNotes from classroom discussionsOne on one data collectionReading responses to books listed inSocial Studies Instructional MapThinking map activity

Grade level team designed assessmentMap of community/school(see Social Stud-ies Instructional Map)Teacher observation of student perform-ance during class interactionsNotes from classroom discussions

Grade level team designed assessmentIllustrations of seasons (see Social StudiesInstructional Map)Teacher observation of student perform-ance during class interactionsNotes from classroom discussionsOne on one data collectionReading responses to books listed inSocial Studies Instructional MapShared reading and guided readingactivitiesThinking map activity

31

Grade Level: KindergartenSubject Area: Social Studies RubricGrading Period: 2nd Nine Weeks


Explains the conse-quences of an individual’sdecisions and actions

Identifies acts of coopera-tion

Describes how groupsare made up of peoplewho work, play, or learntogether

Student is unable toidentify their personalactions and determine ifthe immediate result willhave positive or nega-tive consequences

Student is unable toidentify acts of coopera-tion within the class-room

Student is unable toidentify various groupswithin the classroomand state their purpose

Student can identify their per-sonal actions and determineif the immediate result willhave positive or negativeconsequences

Student identifies acts of co-operation within the class-room

Student can identify variousgroups within the classroomand state their purpose

Student can identify how theiractions affect others

Student identifies, demon-strates and follows throughwith acts of cooperation

Student can identify variousgroups within the classroom,state their purpose andexplain the importance ofteamwork

Grade level team designedassessmentRole play scenariosTeacher observation of studentperformance during classinteractionsNotes from classroom discussionsOne on one data collectionReading responses to books listedin Social Studies Instructional MapShared reading and guidedreading activities

Grade level team designedassessmentStudent illustrations of acts ofcooperation (see Social StudiesInstructional Map)Teacher observation of studentperformance during classinteractionsNotes from classroom discussionsOne on one data collectionReading responses to books listedin Social Studies Instructional MapShared reading and guidedreading activities

Grade level team designedassessmentRole play scenariosTeacher observation of studentperformance during classinteractionsNotes from classroom discussionsOne on one data collectionReading responses to booksShared reading and guidedreading activities

32

Grade Level: KindergartenSubject Area: Science RubricGrading Period: 2nd Nine Weeks


Explains the data from ascientific investigation

Uses tools to measurematerials and constructsimple products

Identifies objects in theday and night sky

Classifies objects asman-made or naturallyoccurring

Identifies the sun as thesource of light and heat

Does not communicateunderstanding of simpledata using age- appro-priate vocabulary

Does not consistentlyexplain how using toolsmakes work easier

Does not consistentlytell which objectsappear in the daytimeand which objectsappear in the night timesky

Does not tell what man-made meansDoes not tell what oc-curs naturally meansDoes not collects andclassifies objects foundaround the school siteand determine whichare manmade andwhich occur naturallyDoes not draw conclu-sions from the data

Cannot tell how earthgets its heat and light

Communicates understand-ing of simple data using age- appropriate vocabulary

Explains how simple tools areused to extend the senses,make life easier, and solveeveryday problems

Tells the objects they see inthe daytime skyTells the objects they see inthe nighttime skyClassifies objects by whetherthey are visible in the day ornight sky or both

Tells what manmade meansTells what occurs naturallymeansCollects and classifiesobjects found around theschool site and determinewhich are manmade andwhich occur naturallyDraws conclusions from thedata

Illustrates different tempera-tures related to the sun

Collects, discusses, andcommunicates findingsfrom a variety of investiga-tions

Invents designs for simpleproducts, explain

Explains how objects indaytime sky and objects inthe nighttime sky affect uson earthExplains how objects in thedaytime sky and objects inthe nighttime sky are af-fected by the sun

Investigates and explainshow the characteristics ofmaterials determine theiruse

Reads and records the tem-perature on a thermometerfound in different locationsExplains the temperaturedifferences

Grade level team designedassessmentTeacher observation of studentperformance during sciencegames, classroom activities,science station Morning MessageComputer programsScience journal

Grade level team designedassessmentTeacher observation of studentperformance during sciencegames, classroom activities,science station Morning MessageComputer programsScience journal

Grade level team designedassessmentManipulative workTeacher observation of studentperformance during science sta-tion, science games, classroomactivities, Morning Message Computer programsScience journal1 on 1 data collection

Grade level team designedassessmentManipulative workTeacher observation of studentperformance during sciencegames, classroom activities,science station Morning MessageComputer programsScience journal1 on 1 data collection

Grade level designed assessmentHands on demonstration Teacher observation of studentperformance during sciencecenter, science games, classroomactivities, Morning Message Computer programsScience journal1 on 1 data collection

33

KINDERGARTENBenchmarks for the Second Nine Weeks

The following skills will be assessed during the Second Nine WeeksAll Process Skills (Social Growth, Work & Study Skills), Support Needed for Student Growth, ClassroomConduct and Support Classes will be assessed each nine weeks reporting period.



Identifies, names, describes 3-dimensional shapes





Social Studies

Culture

Identifies similarities and differences among the various cultures

Describes family traditions and customs of the local community

Geography


Identifies physical features on a map and globe

Describes how weather impacts everyday life


Explains the consequences of an individual’s decisions and actions


Describes how groups are made up of people who work, play, or learn together

Science






Classifies objects as man-made or naturally occurring

Physical Science

Identifies the sun as the source of light and heat

Language Arts

Vocabulary/Fluency

Recognizes and use age-appropriate and content-specific vocabulary within con-text


Phonemic Awareness





Identifies/Name 10 consonant sounds

Comprehension

Recites 3 poems/rhymes


Identifies same/different pictures and letters

Writing


Uses temporary/creative spelling independently (pictures and letters)

Writes left to right

Demonstrates understanding of commonly used punctuation marks (period)

Mathematics


Counts objects 0 to 12 using one-to-one correspondence and identifies quantities

Matches quantities 0 to 12 with numerals and written words


Compares sets of 10 or fewer and identifies which are equal, more, and less

Orders numbers 0 to 12 using numerals and words

Writes numbers 0-12

Algebra


34

Kindergarten Language Arts Content Scoring Tool Second Nine Weeks

Language Arts Benchmarks

Vocabulary/Fluency

Recognizes and use age-appropriate andcontent-specific vocabulary within context


Phonemic Awareness



Identifies 26 uppercase letters

Identifies 26 lowercase letters


Comprehension




Writing


Uses temporary/creative spelling independ-ently (pictures and letters)


Demonstrates understanding of commonlyused punctuation marks (period)

1 2 3 4 5 6 7 8 9

35

Kindergarten Mathematics Content Scoring Tool Second Nine Weeks

Mathematics Benchmarks


Counts objects 0 to 12 using one-to-onecorrespondence and identifies quantities

Matches quantities 0 to 12 with numeralsand written words


Compares sets of 10 or fewer and identifywhich are equal, more, and less

Orders numbers 0 to 12 using numerals andwords

Writes numbers 0-12

Algebra




Identifies, names, describes 3-dimensionalshapes





1 2 3 4 5 6 7 8 9

36

Kindergarten Social Studies Content Scoring Tool Second Nine Weeks

Science Benchmarks

Social Studies Benchmarks

Culture

Identifies similarities and differences amongthe various cultures

Describes family traditions and customs of thelocal community

Geography


Identifies physical features on a map andglobe



Explains the consequences of an individual’sdecisions and actions


Describes how groups are made up of peoplewho work, play, or learn together


Explains the data from a scientific investiga-tion

Uses tools to measure materials and constructsimple products



Classifies objects as man-made or naturallyoccurring

Physical Science

Identifies the sun as the source of light andheat

1 2 3 4 5 6 7 8 9

Kindergarten Science Content Scoring Tool First Nine Weeks

37

Benchmarks for the Second Nine WeeksThe following skills will be assessed during the Second Nine Weeks

MathematicsCounts objects 0 to 12 using one-to-one correspondence and identifies quanti-

ties

Matches quantities 0 to 12 with numerals and written words


Compares sets of 10 or fewer and identifies which are equal, more, and less

Orders numbers 0 to 12 using numerals and words

Writes numbers 0-12



Identifies, names, describes 3-dimensional shapes





Science Explains the data from a scientific investigation



Classifies objects as man-made or naturally occurring

Identifies the sun as the source of light and heat

Language Arts Recognizes and use age-appropriate and content-specific vocabulary within

context









Uses temporary/creative spelling independently (pictures and letters)


Demonstrates understanding of commonly used punctuation marks (period)

Social Studies Identifies similarities and differences among the various cultures

Describes family traditions and customs of the local community


Identifies physical features on a map and globe


Explains the consequences of an individual’s decisions and actions


Describes how groups are made up of people who work, play, or learn to-

gether

Sample Kindergarten Second Nine Weeks Report to Families Parent Letter

Dear Parents or Guardians of Kindergarten Students,

Memphis City Schools firmly believes in meaningful and on-going communication between home and school. Listed below are the benchmarks for the standards that will be assessed during the second nine week reporting pe-riod. These benchmarks are actually the most important things that your child should know and be able to do duringthe second nine weeks of school.

We want to work hand in hand with you to ensure that your child achieves at high levels.Please stay involved and continue to build a strong partnership between home and school.

Sincerely,(Teacher Name)

Board of Commissioners

Martavius D. Jones, PresidentStephanie Gatewood, Vice President

Betty J. MallottPatrice Jordan Robinson

Dr. Jeff WarrenDr. Sharon A. Webb

Tomeka R. HartDr. Freda Williams

Dr. Kenneth T. Whalum Jr.SuperintendentDr. Kriner Cash

Academic Operations, Technology & InnovationIrving Hamer, Jr. Deputy Superintendent

Dr. Linda Kennard, Executive DirectorCurriculum and Instruction

Memphis City Schools does not discriminate in its programs or employment on the basis of race, color, religion, national origin, handicap/disability, sex or age.For more information, please contact the Office of Equity Compliance at (901) 416-6670.

2597 Avery AvenueMemphis, TN 38112

Progress Report

Student Name ___________________________________________________________________________________________

Attendance ______________________________________________________________________________________________

Drop Down Menu

Language Arts � ClickDrop Down MenuMaking ProgressMaking Progress, but StrugglingNot Making Progress

Math � ClickDrop Down MenuMaking ProgressMaking Progress, but StrugglingNot Making Progress

Science � ClickDrop Down MenuMaking ProgressMaking Progress, but StrugglingNot Making Progress

Social Studies � ClickDrop Down MenuMaking ProgressMaking Progress, but StrugglingNot Making Progress

Conduct � ClickDrop Down MenuMeeting ExpectationsMeeting Expectations – Some of the TimeNot Meeting Expectations

Process Skills � ClickDrop Down MenuSatisfactoryNeeds Improvement

Conference Needed � Yes � No -- � Parent Requested � Teacher Requested

38

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