Kindergarten

ELA: Language: Foundational Skills: Grade K: Statement #1:

Demonstrates understanding of the organization and basic features of print and recognizes and names all upper and lowercase letters of the alphabet.

Semester 1

1 

The student demonstrates some understanding of the organization and basic features of print and a limited ability to recognize and name 14 or less upper- and 14 or less lowercase letters of the alphabet.

Evidence may include: Data from Early Bird Screener, Letter/Sound ID (14 or less lowercase and 14 or less uppercase) and observations of student during reading, writing and small group work, Reader’s Workshop Conference Notes, Read Aloud/Shared Reading Anecdotal records

2

The student demonstrates an understanding of most of the organization and basic features of print and is partially able to recognize and name 15-20 upper- and 15-20 lowercase letters of the alphabet. 

Evidence may include: Data from Early Bird Screener, Letter/Sound ID (15-20 or more lowercase and 15-20 or more uppercase) and observations of student during reading, writing and small group work, Reader’s Workshop Conference Notes, Read Aloud/Shared Reading Anecdotal records

3

The student demonstrates understanding of the organization and basic features of print and is able to recognize and name upper- and lowercase letters of the alphabet.

Evidence may include: Data from Early Bird Screener, Letter/Sound ID (21 or more lowercase and 21 or more uppercase) and observations of student during reading, writing and small group work, Reader’s Workshop Conference Notes, Read Aloud/Shared Reading Anecdotal records

Semester 2

1 

The student demonstrates some understanding of the organization and basic features of print and a limited ability to recognize and name upper- and lowercase letters of the alphabet. .

Evidence may include: Data from Early Bird Screener, Letter/Sound ID (20 or less lowercase and 20 or less uppercase) and observations of student during reading, writing and small group work, Reader’s Workshop Conference Notes, Read Aloud/Shared Reading Anecdotal records

2

The student demonstrates an understanding of most of the organization and basic features of print and is partially able to recognize and name upper- and lowercase letters of the alphabet.

Evidence may include: Data from Early Bird Screener, Letter/Sound ID (21-25 or more lowercase and 21-25 or more uppercase) and observations of student during reading, writing and small group work, Reader’s Workshop Conference Notes, Read Aloud/Shared Reading Anecdotal records

3

The student demonstrates understanding of the organization and basic features of print and is able to recognize and name upper- and lowercase letters of the alphabet.  

Evidence may include: Data from Early Bird Screener, Letter/Sound ID (26 lowercase and 26 uppercase) and observations of student during reading, writing and small group work, Reader’s Workshop Conference Notes, Read Aloud/Shared Reading Anecdotal records

ELA: Language: Foundational Skills: Grade K: Statement #2:

Knows and applies basic letter-sound correspondence, grade-level phonics, and word analysis skills in reading and writing words.

Semester 1

1 

The student demonstrates limited knowledge of letter-sound correspondence (14 letter sounds or below) and limited success at applying grade-level phonics and word analysis skills in decoding (reading) and/or encoding (writing) words.

Evidence may include: Reading and Writing Workshop Conference Notes, Running Records (Level A or AA), Writing folder

2

The student demonstrates partial knowledge of letter-sound correspondence (15-20 letter sounds) and partial success at applying grade-level phonics and word analysis skills in decoding (reading) and/or encoding (writing) words.

Evidence may include: Reading and Writing Workshop Conference Notes, Running Records (Level A or Level B), Writing folder

3

The student demonstrates knowledge of letter-sound correspondence (21 letter sounds) and is able to apply grade-level phonics and word analysis skills in decoding (reading) and encoding (writing) words.

Evidence may include: Reading and Writing Workshop Conference Notes, Running Records (Level C or higher), Writing folder

Semester 2

1 

The student demonstrates limited knowledge of letter-sound correspondence (20 letter sounds or below) and limited success at applying grade-level phonics and word analysis skills in decoding (reading) and/or encoding (writing) words.

Evidence may include: Data from Early Bird Screener, Letter/Sound ID and observations of student during reading, writing and small group work, Reading and Writing Workshop Conference Notes, Running Records (Level A or AA), Writing folder

2

The student demonstrates partial knowledge of letter-sound correspondence (21-25 letter sounds) and partial success at applying grade-level phonics and word analysis skills in decoding (reading) and/or encoding (writing) words.

Evidence may include: Data from Early Bird Screener, Letter/Sound ID and observations of student during reading, writing and small group work, Reading and Writing Workshop Conference Notes, Running Records (Level A or Level B), Writing folder

3

The student demonstrates knowledge of letter-sound correspondence (26 letter sounds) and is able to apply grade-level phonics and word analysis skills in decoding (reading) and encoding (writing) words.

Evidence may include: Data from Early Bird Screener, Letter/Sound ID and observations of student during reading, writing and small group work, Reading and Writing Workshop Conference Notes, Running Records (Level C or higher), Writing folder

ELA: Language: Foundational Skills: Grade K: Statement #3:

Reads high-frequency and sight words with automaticity.

Semester 1

1 

N/A

2

N/A

3

N/A

Semester 2

1 

The student is able to read few high-frequency and sight words with automaticity.

Evidence may include: Score of 16 or below/35+ on HFW Assessment

2

The student is able to read some high-frequency and sight words with automaticity.

Evidence may include: Score of 17-24/35+ on HFW Assessment

3

The student is able to read grade level text for purpose and understanding.

Evidence may include: Reading decodable text, including words with one-to-one letter-sound correspondences, students will independently read at level C or above; with a Running Record accuracy score of 95%+ and Comprehension score of 5/7

ELA: Language: Foundational Skills: Grade K: Statement #4:

Reads emergent-reader texts with sufficient accuracy to support comprehension.

Semester 1

1 

N/A

2

N/A

3

N/A

Semester 2

1 

The student is not yet able to read grade level text for purpose and understanding.

Evidence may include:

Reading decodable text, including words with one-to-one letter-sound correspondences, students are not yet reading at a level A indicated by a Running Record accuracy score below 95%

2

The student is able to read texts slightly below the grade level benchmark for purpose and understanding.

Evidence may include:

Reading decodable text, including words with one-to-one letter-sound correspondences, students will independently read at a level A or level B; with a Running Record accuracy score of 95%+ and Comprehension score of 5/7

3

The student is able to read grade level text for purpose and understanding.

Evidence may include:

Reading decodable text, including words with one-to-one letter-sound correspondences, students will independently read at level C or above; with a Running Record accuracy score of 95%+ and Comprehension score of 5/7

ELA: Language: Foundational Skills: Grade K: Statement #5:

Demonstrates the ability to write a complete sentence with appropriate conventions.

Semester 1

1 

The student is unable to write a complete sentence.

2

The student is able to write simple sentences but may not include proper capitalization, spacing and punctuation.

3

The student is able to write  simple sentences supplying who is doing what with proper capitalization, spacing and punctuation.

Semester 2

1 

The student is able to write simple sentences but may not include proper capitalization, spacing and punctuation.

2

The student is able to write  simple sentences supplying who is doing what with proper capitalization, spacing and punctuation.

3

The student is able to write a variety of simple sentences with increasing complexity by using conjunctions (e.g. and, but, so, because), supplying who is doing what with proper capitalization, spacing and punctuation.

ELA: Reading: Literature and Informational Text: Grade K: Statement #1:

With prompting and support, asks and answers questions about a text such as character(s), setting, major events, vocabulary, and/or pieces of information.

Semester 1 and 2

1 

With prompting and support, student demonstrates partial success at answering teacher directed questions about a text such as character(s), setting, major events and/or pieces of information.

Evidence may include: Reader’s Workshop Conference Notes, Read Aloud/Shared Reading Anecdotal records, Running Records

2

With prompting and support, student answers teacher directed questions about a text such as character(s), setting, major events and/or pieces of information.

Evidence may include: Reader’s Workshop Conference Notes, Read Aloud/Shared Reading Anecdotal records, Running Records

3

With prompting and support, student asks and answers questions about a text such as character(s), setting, major events and/or pieces of information

Evidence may include:  Reader’s Workshop Conference Notes, Read Aloud/Shared Reading Anecdotal records, Running Records

ELA: Reading: Literature and Informational Text: Grade K: Statement #2:

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

Semester 1 and 2

1 

With prompting and support, student is unable to retell or recall pieces of information from a text.

Evidence may include: Use of Emergent Storybook Reading Conferring Sheet, reading conferences for retelling, Score of 1 on the Narrative Retell Rubric

2

With prompting and support, students is able to partially retell familiar stories, and may include main topics and key details.

Evidence may include: Use of Emergent Storybook Reading Conferring Sheet,  reading conferences for retelling, Score of 2 on the Narrative Retell Rubric

3

With prompting and support, student is able to retell familiar stories, including main topics and key details.

Evidence may include: Use of Emergent Storybook Reading Conferring Sheet, reading conferences for retelling, Score of 3 on the Narrative Retell Rubric

ELA: Reading: Literature and Informational Text: Grade K: Statement #3:

With prompting and support describes the relationship between illustrations and the text in which they appear.

Semester 1 and 2

1 

With prompting and support, the student is unable to describe the relationship between illustrations and the text in which they appear.

Evidence may include: Reader’s Workshop Conference Notes, Read Aloud/Shared Reading Anecdotal records

2

With prompting and support, the student is able to demonstrate partial success at describing the relationship between illustrations and the text in which they appear.

Evidence may include:  Reader’s Workshop Conference Notes, Read Aloud/Shared Reading Anecdotal records

3

With prompting and support, the student is able to describe the relationship between illustrations and the text in which they appear.

Evidence may include:  Reader’s Workshop Conference Notes, Read Aloud/Shared Reading Anecdotal records

ELA: Writing: Grade K: Statement #1:

Uses a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic.

Semester 1

1 

The student may use a combination of drawing and/or dictating to compose informative/explanatory texts in which they name what they are writing about but is not yet able to supply information about the topic or is not yet able to meet this indicator.

Evidence may include: Meets few of the Kindergarten indicators on the Learning Progression for Information Writing, Writing folders

2

The student may use a combination of drawing and/or dictating to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic with teacher support.

Evidence may include: Meets some of the Kindergarten indicators on the Learning Progression for Information Writing, Writing folders

3

The student may use a combination of drawing and/or dictating to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic.

Evidence may include: Meets most or all of the Kindergarten indicators on the Learning Progression for Information Writing, Writing folders

Semester 2

1

N/A

2

N/A

3

N/A

ELA: Writing: Grade K: Statement #2:

Uses a combination of drawing, dictating, and writing to narrate a single event by telling about the events in the order in which they occurred, and provide a reaction to what happened.

Semester 1

1 

N/A

2

N/A

3

N/A

Semester 2

1

The student may use a combination of drawing and/or dictating to narrate an event or is not yet able to meet this indicator.

Evidence may include: Meets few or none of the Kindergarten indicators on the Learning Progression for Narrative Writing.

2

The student uses a combination of drawing, dictating, and/or writing to narrate a single event by telling about the events in the order in which they occurred.

Evidence may include: Meets some of the Kindergarten indicators on the Learning Progression for Narrative Writing.       

3

The student uses a combination of drawing, dictating, and writing to narrate a single event by telling about the events in the order in which they occurred, and provide a reaction or what happened.

Evidence may include: Meets most of the Kindergarten indicators on the Learning Progression for Narrative Writing.        

Math: Grade K: Statement #1:

Counting on from a number other than 1 to 32

Semester 1

1 

The student is not yet able, or is showing limited success when counting on from a number other than 1

Evidence may include: The Counting Interview, in addition to supplemental classroom assessments, Unit 4 Counting & Writing Numbers checkpoint

2

The student counts on from a number other than 1 and other than one with partial success. 

Evidence may include: The Counting Interview, in addition to supplemental classroom assessments, Unit 4 Counting & Writing Numbers checkpoint

3

The student is able to count on from a number other than 1 consistently.

Evidence may include: The Counting Interview, in addition to supplemental classroom assessments, Unit 4 Counting & Writing Numbers checkpoint

Semester 2

1 

N/A

2

N/A

3

N/A

Math: Grade K: Statement #2:

Is able to write numbers to 10 by January. Is able to write numbers to 20 by June.

Semester 1

1 

The student shows limited success with writing numbers to 10.  0 points for 0-4 numerals

Evidence may include: Counting Interview, in addition to supplemental classroom assessments. Unit 2 : Numbers & Racks Checkpoint , Unit 4: Counting & Writing Numbers Checkpoint

2

The student demonstrates partial success with writing numbers to 10. 1 point for 5-9 numerals.

Evidence may include: Counting Interview, in addition to supplemental classroom assessments. Unit 2 : Numbers & Racks Checkpoint , Unit 4: Counting & Writing Numbers Checkpoint

3

The student demonstrates success consistently with writing numbers to 10. 2 points for all the numerals.

Evidence may include: Counting Interview, in addition to supplemental classroom assessments. Unit 2 : Numbers & Racks Checkpoint , Unit 4: Counting & Writing Numbers Checkpoint

Semester 2

1 

The student shows limited success with writing numbers to 20.  0 points for 0-4 numerals.

Evidence may include: Counting Interview, in addition to supplemental classroom assessments. Unit 2 : Numbers & Racks Checkpoint , Unit 4: Counting & Writing Numbers Checkpoint

2

The student shows partial success with writing numbers to 20. 1 point for 5-9 numerals.

Evidence may include: Counting Interview, in addition to supplemental classroom assessments. Unit 2 : Numbers & Racks Checkpoint , Unit 4: Counting & Writing Numbers Checkpoint

3

The student demonstrates success consistently when writing numbers to 20. 2 points for all the numerals.

Evidence may include: Counting Interview, in addition to supplemental classroom assessments. Unit 2 : Numbers & Racks Checkpoint , Unit 4: Counting & Writing Numbers Checkpoint

Math: Grade K: Statement #3:

Accurately counts up to 10 objects within a set by January, and up to 20 objects within a set by June.

Semester 1

1 

The student counts with limited or no success when recognizing “how many?” in a set of objects up to 10.

Evidence may include:  A score of 0-1 on the Counting Interview, Number Corner Check-Up, supplemental classroom assessments, mid-unit checkpoints, Work Places, and/or teacher observations.

2

Counts with some success when recognizing “how many?” in a set of objects up to 10.

Evidence may include:  A score of 2-3 on the Counting Interview, Number Corner Check-Up, supplemental classroom assessments, mid-unit checkpoints, Work Places, and/or teacher observations.

3

Is able to recognize “how many?” in a set of objects consistently without recounting up to 10.

Evidence may include:  A score of 4 on the Counting Interview, Number Corner Check-Up, supplemental classroom assessments, mid-unit checkpoints, Work Places, and/or teacher observations.

Semester 2

1 

The student counts with limited or no success when recognizing “how many?” in a set of objects up to 20.

Evidence may include:  A score of 0-1 on the Counting Interview, Number Corner Check-Up, supplemental classroom assessments, mid-unit checkpoints, Work Places, and/or teacher observations.

2

Counts with some success when recognizing “how many?” in a set of objects up to 20.

Evidence may include:  A score of 2-3 on the Counting Interview, Number Corner Check-Up, supplemental classroom assessments, mid-unit checkpoints, Work Places, and/or teacher observations.

3

Is able to recognize “how many?” in a set of objects consistently without recounting up to 20.

Evidence may include:  A score of 4 on the Counting Interview, Number Corner Check-Up, supplemental classroom assessments, mid-unit checkpoints, Work Places, and/or teacher observations.

Math: Grade K: Statement #4:

Compares sets of objects (and numeral by June) in the range of 1-10 and tells which is greater or less than.

Semester 1

1 

The student is not yet able, or shows limited success when comparing sets of objects in the range of 1-10 and telling which set has more or less.  

Evidence may include:  Unit 3: Beat You to 10 checkpoint, supplemental classroom assessments, mid-unit checkpoints, Work Places, and/or teacher observations. Unit 8 Count & Compare Bugs Checkpoint

2

The student inconsistently compares sets of objects in the range of 1-10 and tells which set has more or less.

Evidence may include:  Unit 3: Beat You to 10 checkpoint, supplemental classroom assessments, mid-unit checkpoints, Work Places, and/or teacher observations. Unit 8 Count & Compare Bugs Checkpoint

3

The student is able to successfully compare sets of objects in the range of 1-10 and tell which set has more or less.

Evidence may include:  Unit 3: Beat You to 10 checkpoint, supplemental classroom assessments, mid-unit checkpoints, Work Places, and/or teacher observations. Unit 8 Count & Compare Bugs Checkpoint

Semester 2

1 

The student is not yet able to compare numerals in the range of 1-10 and tell which is greater or less than.

Evidence may include:  Unit 3: Beat You to 10 checkpoint, supplemental classroom assessments, mid-unit checkpoints, Work Places, and/or teacher observations. Unit 8 Count & Compare Bugs Checkpoint

2

The student inconsistently compares numerals in the range of 1-10 and and tell which is greater or less than.

Evidence may include:  Unit 3: Beat You to 10 checkpoint, supplemental classroom assessments, mid-unit checkpoints, Work Places, and/or teacher observations. Unit 8 Count & Compare Bugs Checkpoint

3

The student is able to successfully compare numerals in the range of 1-10 and tell which is greater or less than.

Evidence may include:  Unit 3: Beat You to 10 checkpoint, supplemental classroom assessments, mid-unit checkpoints, Work Places, and/or teacher observations. Unit 8 Count & Compare Bugs Checkpoint

Math: Grade K: Statement #5:

Models addition and subtraction to 10 using objects, fingers, drawings, numbers or equations

Semester 1

1 

N/A

2

N/A

3

N/A

Semester 2

1 

The student is not yet able, or shows limited success when composing and decomposing numbers from 1-10 by using objects, fingers, drawings, numbers or equations.  

Evidence may include: Unit 3: Beat You to 10 checkpoint, supplemental classroom assessments, mid-unit checkpoints, Work Places, and/or teacher observations.

2

The student demonstrates partial success when composing and decomposing numbers from 1-10 by using objects, fingers, drawings, numbers or equations.  

Evidence may include: Unit 3: Beat You to 10 checkpoint, supplemental classroom assessments, mid-unit checkpoints, Work Places, and/or teacher observations.

3

The student is able to compose and decompose numbers from 1-10 by using objects, fingers, drawings, numbers or equations.

Evidence may include: Unit 3: Beat You to 10 checkpoint, supplemental classroom assessments, mid-unit checkpoints, Work Places, and/or teacher observations.

Math: Grade K: Statement #6:

Given a number from 1-9, find the other number needed to make 10.

Semester 1

1 

N/A

2

N/A

3

N/A

Semester 2

1 

The student is not yet able to, or shows limited success when Given a number from 1-9, find the other number needed to make 10. 

Evidence may include: March NC Check Up 3- Interview response sheet, question #7 and supplemental classroom assessments, Work Places, and/or teacher observations.

2

The student demonstrates partial success when Given a number from 1-9, find the other number needed to make 10.

Evidence may include: March NC Check Up 3- Interview response sheet, question #7 and supplemental classroom assessments, Work Places, and/or teacher observations.

3

The student is able to identify, when given a number from 1-9, find the other number needed to make 10.

Evidence may include: March NC Check Up 3- Interview response sheet, question #7 and supplemental classroom assessments, Work Places, and/or teacher observations.

Math: Grade K: Statement #7:

Demonstrates that teen numbers are 10 and some more

Semester 1

1 

N/A

2

N/A

3

N/A

Semester 2

1 

The student is not yet able, or shows limited success when composing and decomposing numbers from 11-19 into 10 ones and some further ones by using objects or drawings.

Evidence may include: Counting Interview, Unit 8 Count & Compare Checkpoint and supplemental classroom assessments, Work Places, and/or teacher observations.

2

The student demonstrates partial success when composing and decomposing numbers from 11-19 into 10 ones and some further ones by using objects or drawings.

Evidence may include: Counting Interview, Unit 8 Count & Compare Checkpoint and supplemental classroom assessments, Work Places, and/or teacher observations.

3

The student is able to compose and decompose numbers from 11-19 into 10 ones and some further ones by using objects or drawings consistently.

Evidence may include: Counting Interview, Unit 8 Count & Compare Checkpoint and supplemental classroom assessments, Work Places, and/or teacher observations.

Math: Grade K: Statement #8:

Describes and compares measurable attributes.

Semester 1

1 

N/A

2

N/A

3

N/A

Semester 2

1 

The student is unable to describe measurable attributes of a single object.

Evidence may include: Unit 4 and 7 checkpoints and supplemental classroom assessments, Work Places, and/or teacher observations.

2

The student is able to describe one of the measurable attributes of a single object and/or compare two objects with a measurable attribute in common.

Evidence may include: Unit 4 and 7 checkpoints and supplemental classroom assessments, Work Places, and/or teacher observations.

3

The student is able to describe several measurable attributes of a single object and compare two objects with a measurable attribute in common.

Evidence may include: Unit 4 and 7 checkpoints and supplemental classroom assessments, Work Places, and/or teacher observations.

Math: Grade K: Statement #9:

Identifies values of U.S. coins and the one-dollar bill.

Semester 1

1 

N/A

2

N/A

3

N/A

Semester 2

1 

The student is unable to identify values of all U.S. coins (quarter, dime, nickel, penny) and the one-dollar bill.

Evidence may include: Unit 4 checkpoints and supplemental classroom assessments, Work Places, and/or teacher observations.

2

The student is able to distinguish between coins and dollars and/or identify a few values of all U.S. coins (quarter, dime, nickel, penny) and the one-dollar bill.

Evidence may include: Unit 4 checkpoints and supplemental classroom assessments, Work Places, and/or teacher observations.

3

The student is able to distinguish between coins and dollars and identify values of all U.S. coins (quarter, dime, nickel, penny) and the one-dollar bill.

Evidence may include: Unit 4 checkpoints and supplemental classroom assessments, Work Places, and/or teacher observations.

Math: Grade K: Statement #10:

Identifies, describes and sorts shapes

Semester 1

1 

N/A

2

N/A

3

N/A

Semester 2

1 

The student is not yet able to, or shows limited success when identifying, describing, and sorting objects using the names of shapes regardless of their orientation or overall size.

Evidence may include: Unit 5 Two dimensional shapes & their attributes checkpoints, Unit 5 Three-dimensional shapes & their attributes checkpoints and supplemental classroom assessments, Work Places, and/or teacher observations.

2

The student demonstrates partial success when identifying, describing, and sorting objects by using the names of shapes regardless of their orientation or overall size.

Evidence may include: Unit 5 Two dimensional shapes & their attributes checkpoints, Unit 5 Three-dimensional shapes & their attributes checkpoints and supplemental classroom assessments, Work Places, and/or teacher observations.

3

The student is able to identify, describe, and sort objects by using the names of shapes regardless of their orientation or overall size.

Evidence may include: Unit 5 Two dimensional shapes & their attributes checkpoints, Unit 5 Three-dimensional shapes & their attributes checkpoints and supplemental classroom assessments, Work Places, and/or teacher observations.

Science: Grade K: Statement #1:

Asks questions based on observations to find out more information.

Semester 1 and 2

1 

The student is not yet able to actively participate in a conversation.

Evidence may include: Observation of student participation and use of questioning.

2

The student is able to pose a question with teacher guidance or actively participate in science conversations with teacher guidance.

Evidence may include: Observation of student participation and use of questioning.

3

The student is able to pose a question with teacher guidance and actively participate in science conversations with teacher guidance.

Evidence may include: Observation of student participation and use of questioning.

Science: Grade K: Statement #2:

Uses materials provided to design or build in order to solve to a specific problem.

Semester 1

1 

N/A

2

N/A

3

N/A

Semester 2

1 

The student is not yet able to use materials appropriately.

Evidence may include: Rubric from performance task, observation of student participation and student discussion during engineering tasks

2

The student is able to use materials without an understanding of creating something that solves a problem.

Evidence may include: Rubric from performance task, observation of student participation and student discussion during engineering tasks

3

The student is able to use materials with understanding to create something that attempts to solve a given problem.

Evidence may include: Rubric from performance task, observation of student participation and student discussion during engineering tasks

Science: Grade K: Statement #3:

Understands that weather is the combination of sunlight, wind, snow, rain, and temperature and that people measure these conditions and record them.

Semester 1 and 2

1 

The student is not yet able to identify the characteristics of weather.

Evidence may include: Rubric from performance task with observation of students’ participation throughout unit.

2

The student is able to identify characteristics of weather with teacher guidance.

Evidence may include: Rubric from performance task with observation of students’ participation throughout unit.

3

The student is able to identify all characteristics of weather independently.

Evidence may include: Rubric from performance task with observation of students’ participation throughout unit.

Science: Grade K: Statement #4:

Understands that all animals need food in order to live and grow while plants need water and light to live and grow.

Semester 1

1 

N/A

2

N/A

3

N/A

Semester 2

1 

The student is not yet able to identify what animals and plants need in order to survive.

Evidence may include: Rubric from performance task with observation of student discussion and class animal/plant journal.

2

The student is able to identify things that animals and plants need in order to survive with teacher guidance.

Evidence may include: Rubric from performance task with observation of student discussion and class animal/plant journal.

3

The student is able to identify  things that animals and plants need in order to survive independently.

Evidence may include: Rubric from performance task with observation of student discussion and class animal/plant journal.

Science: Grade K: Statement #5:

Understands that pushes and pulls have different strengths and directions - they can change the speed or direction of an object, and start or stop an object.

Semester 1

1 

N/A

2

N/A

3

N/A

Semester 2

1 

The student is not yet able to explain the effect of a push or pull on an object.

Evidence may include: Rubric from performance task with the summative assessment- pushes and pulls sort

2

The student is able to explain the effect of a push or pull on an object with teacher guidance.

Evidence may include: Rubric from performance task with the summative assessment- pushes and pulls sort

3

The student is able to explain the effect of a push or pull on an object independently.

Evidence may include: Rubric from performance task with the summative assessment- pushes and pulls sort

Art: Grade K: Statement #1:

Demonstrates an understanding and utilization of grade level materials and techniques.

Semester 1

1 

With teacher support, the student is partially able to use art materials and techniques specific to two-dimensional projects. These may include markers, oil pastels, paints, papers, scissors and glue sticks. 

Evidence: assessment of student class-work on projects using discussion and questioning as well as rubric based assessment of completed art projects and portfolio review.

2

Some of the time, the student is able to independently use art materials and techniques specific to two-dimensional projects. These may include markers, oil pastels, paints, papers, scissors and glue sticks. 

Evidence: assessment of student class-work on projects using discussion and questioning as well as rubric based assessment of completed art projects and portfolio review. 

3

The student is able to independently use art materials and techniques specific to two-dimensional projects. These may include markers, oil pastels, paints, papers, scissors and glue sticks. 

Evidence: assessment of student class-work on projects using discussion and questioning as well as rubric based assessment of completed art projects and portfolio review. 

Semester 2

1

With teacher support, the student is partially able to use art materials and techniques specific to two-dimensional and three-dimensional projects. These may include markers, oil pastels, paints, papers, scissors, glue sticks and a modelling medium, such as Crayola Model Magic or clay. 

Evidence: assessment of student class-work on projects using discussion and questioning as well as rubric based assessment of completed art projects and portfolio review.

2

Some of the time, the student is able to independently use art materials and techniques specific to two-dimensional and three-dimensional projects. These may include markers, oil pastels, paints, papers, scissors, glue sticks and a modelling medium, such as Crayola Model Magic or clay. 

Evidence: assessment of student class-work on projects using discussion and questioning as well as rubric based assessment of completed art projects and portfolio review. 

3

The student is able to independently use art materials and techniques specific to two-dimensional and three-dimensional projects. These may include markers, oil pastels, paints, papers, scissors, glue sticks and a modelling medium, such as Crayola Model Magic or clay. 

Evidence: assessment of student class-work on projects using discussion and questioning as well as rubric based assessment of completed art projects and portfolio review. 

Art: Grade K: Statement #2:

Demonstrates a grade appropriate understanding and utilization of the elements of art and principles of design.

Semester 1 and 2

1 

With teacher support, the student is partially able to identify and use the Elements of art and Principles of design, specific to each project. 

Evidence: assessment of student class-work on projects using discussion and questioning as well as rubric based assessment of completed art projects and portfolio review.

2

Some of the time, the student is able to independently identify and use the Elements of Art and Principles of Design, specific to each project. 

Evidence: assessment of student class-work on projects using discussion and questioning as well as rubric based assessment of completed art projects and portfolio review. 

3

The student is able to independently identify and use the Elements of Art and Principles of Design specific to each project. 

Evidence: assessment of student class-work on projects using discussion and questioning as well as rubric based assessment of completed art projects and portfolio review. 

Physical Education: Grade K: Statement #1:

Demonstrates age appropriate body control, listens to and follows the directions, and transitions quickly between activities.

Semester 1 and 2

1 

Student demonstrates limited progress towards understanding and applying this skill

Evidence may include: As evidenced through formal and informal observations in the units of: 

Semester 1: movement, jump rope, soccer, throwing and catching, basketball and bowling

Semester 2: jump rope, volleyball, hockey, gymnastics, lacrosse, golf and paddles 

2

Student demonstrates progress towards understanding and applying this skill 

Evidence may include: As evidenced through formal and informal observations in the units of: 

Semester 1: movement, jump rope, soccer, throwing and catching, basketball and bowling

Semester 2: jump rope, volleyball, hockey, gymnastics, lacrosse, golf and paddles 

3

Student demonstrates an understanding and application of this skill

Evidence may include: As evidenced through formal and informal observations in the units of: 

Semester 1: movement, jump rope, soccer, throwing and catching, basketball and bowling

Semester 2: jump rope, volleyball, hockey, gymnastics, lacrosse, golf and paddles 

Physical Education: Grade K: Statement #2:

Challenges him/herself to improve on the physical skills introduced in class.

Semester 1 and 2

1 

Student demonstrates limited progress towards understanding and applying this skill

Evidence may include: As evidenced through formal and informal observations in the units of: 

Semester 1: movement, jump rope, soccer, throwing and catching, basketball and bowling

Semester 2: jump rope, volleyball, hockey, gymnastics, lacrosse, golf and paddles 

2

Student demonstrates progress towards understanding and applying this skill 

Evidence may include: As evidenced through formal and informal observations in the units of: 

Semester 1: movement, jump rope, soccer, throwing and catching, basketball and bowling

Semester 2: jump rope, volleyball, hockey, gymnastics, lacrosse, golf and paddles 

3

Student demonstrates an understanding and application of this skill

Evidence may include: As evidenced through formal and informal observations in the units of: 

Semester 1: movement, jump rope, soccer, throwing and catching, basketball and bowling

Semester 2: jump rope, volleyball, hockey, gymnastics, lacrosse, golf and paddles 

Music: Grade K: Statement #1:

Demonstrates an understanding of music concepts through appropriate movement.

Semester 1 and 2

1 

With teacher support, the student is partially able to demonstrate sequential music concepts such as: 
soft and loud, fast and slow, high and low, and steady beat. The student requires assistance in responding appropriately to the music. 

Evidence may include: student movement to performed songs in class, kinesthetic responses to music listening, and learning of motions to performed songs both individually and in a choral setting. 

2

Some of the time, the student is able to demonstrate sequential music concepts such as: soft and loud, fast and slow, high and low, and steady beat. Some of the time, the student independently responds appropriately to the music. 

Evidence may include: student movement to performed songs in class, kinesthetic responses to music listening, and learning of motions to performed songs both individually and in a choral setting. 

3

The student is usually able to demonstrate sequential music concepts such as: soft and loud, fast and slow, high and low, and steady beat. The student demonstrates independent success in responding appropriately to the music. 

Evidence may include: student movement to performed songs in class, kinesthetic responses to music listening, and learning of motions to performed songs both individually and in a choral setting. 

Music: Grade K: Statement #2:

Demonstrates grade appropriate vocal exploration.

Semester 1 and 2

1 

With teacher support, the student is partially able to use their voice appropriately such as sing, talk, whisper, or shout. The student requires assistance in using the appropriate voice. 

Evidence may include: assessment of individual, small group, and whole class performance of songs that demonstrate pitch matching, highs and lows, and singing vs. speaking voice. 

2

Some of the time, the student is able to use their voice appropriately such as sing, talk, whisper, or shout. Some of the time, the student independently uses the appropriate voice. 

Evidence may include: assessment of individual, small group, and whole class performance of songs that demonstrate pitch matching, highs and lows, and singing vs. speaking voice. 

3

The student is usually able to use their voice appropriately such as sing, talk, whisper, or shout. The student demonstrates independent success in using the appropriate voice. 

Evidence may include: assessment of individual, small group, and whole class performance of songs that demonstrate pitch matching, highs and lows, and singing vs. speaking voice.