By June, able to write the corresponding letter for all consonants and short vowel sounds Spell simple words phonetically L.2d Is not yet able to spell phonetically Uses some phonetic spelling in their writing and in shared group activities Uses phonetic spelling in their writing and in shared group activities Beginning to demonstrate an understanding of spelling patterns in addition to phonetic spelling Categorize and make connections between words L.5 Demonstrates little understanding of categorization and word connections Able to categorize and make word connections with teacher assistance Able to sort words and objects into categories and explain similarities and differences Recognizes more complex connections between words Writing Statements from Report Card Level 1 Achievement Level 2 Achievement Level 3 Achievement Level 4 Achievement Use a combination of drawing, dictating, and writing to express an idea W.1 (addresses all Writing standards) (SL.4, SL.5) Beginning to use pictures and/or dictation to express ideas Able to clearly express an idea through a picture and the use of dictation and/or some written words Able to clearly express an idea through a detailed picture and a simple sentence Frequently provides detailed pictures with several sentences Content Area: Mathematics - Counting and Cardinality Statements from Report Card Level 1 Achievement This is difficult for me, and I need help. Level 2 Achievement I can do this with help. Level 3 Achievement I can do this on my own. Level 4 Achievement I can do this on my own and can do more challenging things like it. Automatically recognizes organized sets of objects up to 6 without counting (Subitizing- K.CC.5) Rarely able or unable to recognize sets without substantial teacher support or without individually Beginning to recognize some sets of objects – occasionally automatically or/and independently Is consistently able to recognize organized sets (subitize) automatically and independently Able to recognize patterns beyond 6; may be able to combine sets of objects and explain their thinking
Statements from Report Card Level 1 Achievement Level 2 Achievement Level 3 Achievement Level 4 Achievement Identify and describe shapes K.G.1, K.G.2, K.G.3 Able to identify few/no 2D shapes by January and 3D by June Able to identify most 2D shapes by January and 3D by June Name shapes and attributes (2D by January, 3D by June) and identify shapes as two or three dimensional * Compare and create shapes K.G.4, K.G.5, K.G.6 Unable/rarely able to compare, build, draw, and compose simple shapes without strong teacher support Able to compare, build, draw, and compose simple shapes with few errors and/or occasional teacher support Able to compare 2D and 3D shapes, build, draw, and compose simple shapes and combine shapes to form larger ones Able to come up with multiple ways to form shapes and/or works with more complex shapes Describes relative positions of objects K.G.1 Rarely able to use and/or understand positional words when describing objects Is beginning to use and understand many positional words to describe objects Able to describe relative position of objects, shapes, and numbers using vocabulary such as above, below, beside, in front of, behind, before, after, just before, just after Able to work with multiple positional words in directions Content Area: Science Statements from Report Card Level 1 Achievement This is difficult for me, and I need help. Level 2 Achievement I can do this with help. Level 3 Achievement I can do this on my own. Level 4 Achievement I can do this on my own and can do more challenging things like it. Pushes and pulls an object in different directions using different strengths Pushes and pulls an object in different directions using different strengths, with substantial teacher support Pushes and pulls an object in different directions using different strengths, with some teacher support Pushes and pulls an object in different directions using different strengths Extends and makes connections when pushing and pulling an object in different directions using different strengths Shows that materials can be solids or liquids Shows that materials can be solids or liquids with substantial teacher support Shows that materials can be solids or liquids with some teacher support Shows that materials can be solids or liquids Extends and makes connections when showing that materials can be solids or liquids Recognizes that we get information about the world through our senses Identify the senses with substantial teacher support Identify the five senses independently Identify the five senses and the body parts required to use the senses to gather information Extends and makes connections about the use of the five senses