Kindergarten
Report Card Rubric
Reading Readiness
Skills
Can
recognize 8 basic colors:
S+ = The child can name the color when shown a sample.
S = The child can find the
color when it is named.
S-
= The child knows 6 out of 8 of the basic colors.
N = The child is
unable to name or find the basic colors.
I = The child is making
progress in learning the colors.
Can
identify alphabet letters:
S+ = The child has demonstrated that
he/she knows all of the alphabet letters (capital and small) by sight.
S = The child can name the capital
and small letters that we have studied in kindergarten.
S- = The child can name 80% of the capital and small letters that we have
studied in kindergarten.
N = The child is unable to name the
capital and small letters when shown the symbol.
I =
The child is making progress in learning the alphabet letter symbols.
Can
identify letter sounds:
S+ = The child can produce the
phonetic sound a letter makes, match pictures to their beginning sound, and can
give their own word that begins with that alphabet sound.
S = The child can tell which letter
makes a phonetic sound when it is produced and can match pictures to their
beginning sound.
S- = The child can do the above with 80% of the letters we have studied.
N = The child is unable to
associate alphabet letters with their phonetic sound.
I = The child is making progress in
associating letters with their sounds.
Can
say the ABC’s:
S+ = The child can say the alphabet by
rote without any errors.
S = The child can say the alphabet
by rote, with only one error.
N = The child is unable to say the alphabet by rote.
I = The child is improving in their
ability to say the alphabet by rote.
Understands
rhyming:
Step 1: Can match pictures that rhyme
Step 2: Can produce rhyming words
S+ = The
child is able to do both steps.
S =
The child is able to do one of the two steps.
N = The child is unable to hear and
differentiate words that rhyme.
I = The child is making
progress in hearing words that rhyme.
Can
recognize color words:
S+ = The child can read the words that
name the 8 basic colors.
S =
The child can read 7 out of 8 of the words that name the 8 basic colors.
S- = The child can read 6 out of 8 of the words that name the 8 basic colors.
N = The child is unable to read
words that name the colors.
I =
The child is making progress in reading the words that name the colors.
Math Skills
Understands
positional words:
S+ = The child demonstrates an
understanding of words like up, down, between, top bottom, which enable him/her
to follow directions.
S = The child understands most of
the positional words, and can follow directions.
S- = The child understands some of the positional words, but has difficulty
using them to follow directions.
N = The child is unable to
understand the use of positional words.
I =
The child is making progress in his/her understanding of positional
words.
Understands
patterns:
S+ = The child can recognize, copy,
and produce an AB pattern and an AAB or ABB pattern.
S =
The child can recognize, copy and produce an AB pattern.
S- = The child can recognize an AB pattern, but is unable to produce their own.
N = The child is unable to recognize the formation of a pattern.
I = The child is making progress in
recognizing patterns.
Can
rote count to:
S+ = The child is able to rote count
to 100.
S = The child is able to rote count
to 20 (1st quarter), 30 (2nd quarter),40 (3rd
quarter), 50 (4th quarter).
S- = The child is able to rote count to 10.
N =
The child is unable to rote count to 10.
I =
The child is making progress in increasing their rote counting.
Can
recognize numbers:
S+ = The child can name the number
when shown the digit symbol for the numbers 0-10 (1st quarter), 0-12
(2nd quarter), 0-20 (3rd quarter), 0-50 (4th
quarter).
S = The child can name the number
when shown the digit symbol for the numbers 0-5 (1st quarter), 0-10
(2nd quarter), 0-12 (3rd quarter), 0-20 (4th
quarter).
S- = The child can name 80% of the numbers required to receive an S.
N = The child is unable to name the
number when shown the digit symbol.
I =
The child is making progress in naming numbers.
Understands
concept of more and less: (based on
quarterly expectations in numeral recognition)
S+ = The child can verbally compare sets
of objects and can produce a set of objects to show more or less and is able to
tell how many more or how many less when within 1 or 2.
S = The child can verbally compare
sets of objects and can produce a set of objects to show more or less.
S- = The child can produce a set
that is more or less, but has difficulty making verbal comparisons.
N = The child is unable to make
sets that show more or less.
I =
The child is making progress working with more and less.
Can
compare numbers: (based on quarterly
expectations in numeral recognition)
S+ = The child can verbally compare digit
symbols and tell how many more or less when within 1 or 2.
S = The child can verbally compare
digit symbols based on quarterly expectations in numeral recognition.
S- = The child can verbally compare
digit symbols based on the quarterly expectations in numeral recognition.
N =
The child is unable to make comparisons using digit symbols.
I =
The child is making progress in making comparisons using digit symbols.
Physical
Development
PE – gross motor
skills
Fine motor skills – writing,
coloring, cutting
S+ = The child has excellent control when
using a pencil, enabling him/her to write on lines correctly.
The child has excellent control when using crayons, enabling him/her to
color small areas on a picture. The
child has excellent control when using a scissors, enabling him/her to cut out
more intricate pictures, with turns and corners.
S = The child has good control when
using a pencil, enabling him/her to write on lines,
The child has good control when using crayons, enabling him/her to color
within lines. The child has good control when using a scissors, enabling
him/her to cut out basic picture shapes.
S- = The child is able to write with a pencil, but has difficulty being confined
to lines. The child is able to
color large areas with crayons, but has difficulty staying within lines.
The child is able to cut out large shapes, but has difficulty staying on
lines.
N =
The child is unable to use a pencil, crayon, or scissors without help.
I = The child is improving in their
use of a pencil, crayon, and scissors.