Topic A K.MD.3 The student shows little evidence of identifying and/or explaining similarities or differences. Almost non-responsive. The student shows evidence of beginning to identify similarities and differences, but is unable to explain those similarities or differences using words. The student correctly identifies both sets of bears, but provides a partial explanation of how the bears are similar or different. Or, the student can explain the similarities and differences, but cannot identify one of the sets of bears. (ELLs may point to express their insights and gain a score of 3 if you feel assured of their understanding.) The student correctly: Identifies the two large bears as being identical. Identifies similarities by attribute (size, color, type, etc.). Explains using words how the two bears differ either based on size or color/shade. Topic B K.CC.4a K.CC.4b K.MD.3 The student shows little evidence of understanding how to sort, or what reasonable categories might be. The student is unable to respond “3” or count correctly. The student shows a beginning understanding of how to sort (with some misplaced items), and demonstrates early explanation skills with incomplete reasoning. The students recounts to answer “1,2,3.” The student correctly sorts the pictures into two clearly distinct categories, but cannot provide a reasonable explanation of the categories or why the items belong. Or, the student provides a reasonable explanation of the categories, but sorts incorrectly. The student is able to answer “3” without recounting. The student correctly: Sorts the pictures into two distinct categories. Provides a reasonable explanation outlining the sorting categories and why the items belong (i.e., things we keep at home, things we need to bring to school). The student is able to answer ‘3’ without recounting.
Topic C K.CC.4a K.CC.4b K.CC.5 K.OA.3 K.MD.3 The student shows little evidence of understanding how to count objects in any configuration, and is unable to complete the addition task. The student shows evidence of beginning to understand counting in a line, circle and scattered configurations, but is unable to do so accurately and consistently. Student recounts each time. The student attempts to add 2 + 1, but either lacks an understanding of how to add, or how to interpret the expression. The student arranges and counts cubes in a line, circle and scattered configuration correctly, responding with “5” to each how many question but recounts once. The student adds 2 + 1 but cannot explain how to add; or the student accurately explains the process of addition, but adds 2 + 1 incorrectly. The student correctly: Arranges and counts 5 cubes into a line, circle, and scattered configuration. Answers “5” in response to each how many question without recounting. Breaks apart 3 to show the decomposition of 3 as 2 and 1 or 1 and 2. Topic D K.CC.3 K.CC.4a K.CC.4b K.CC.5 The student shows little evidence of understanding how to count items in a category, and is beginning to form some numbers. The student shows evidence of beginning to understand counting items in a category, but is unable to identify a smaller quantity. The student writes some numerals correctly, with reversals. The student correctly counts the items in each category, but cannot identify the smaller group of items. The student writes four out of 5 numerals correctly, with a maximum of 1 reversal. The student correctly: Identifies the number of items in each category (counting all in the toy category is acceptable). Identifies the group of 3 as the smaller group. Writes numerals 0-4.
Class Record Sheet of Rubric Scores: Module 1 Student Names: Topic A: Attributes of Two Related Objects Topic B: Classify to Make Categories and Count Topic C: Numerals to 5 in Different Configurations Topic D: Concept of Zero and Working with Numerals 0-5 Next Steps: