East newark public schools
Task 2: Letter and Sound Identification
Download 5.31 Kb. Pdf ko'rish
|
|
Task 2: Letter and Sound Identification STUDENT LEARNING OBJECTIVES CCSS 9 Recognize and name all the upper and lowercase letters of the alphabet. RF.K.1.d 12 Produce the primary or most frequent sound for each consonant. RF.K.3.a Administration: Individual Directions Knowledge of letters and sounds is critical to literacy development in Kindergarten. This assessment provides teachers insight into students’ knowledge of both the letter names and letter sounds when isolated. Teachers have the option of asking students to complete this assessment individually using the forms provided and the specific directions below. However, another option is to note during typical instruction such as writing workshop, morning message, shared reading, etc. what letters and sounds each student identifies. This can be done by keeping careful anecdotal notes over the six week period noting the letters and sounds the student identifies which can be followed with questions about specific letters or sounds which the child has not identified during your observation. It is critical to note that although this assessment task is conducted in isolation teaching of alphabet letters and sounds should be conducted in context such as shared reading and shared writing experiences. Directions for Direct Assessment of Letter Identification an Sounds Show the capital letter page. Ask the student to identify the letter and then produce the letter sound of the consonants. For example say, “What is the name of this letter? What sound does this letter make?” Only ask the letter sounds for the consonants. Next, show the lowercase letter page. Ask the child to identify these letters. If the child identifies the letters correctly write a 1 in the appropriate column. If the child provides an incorrect letter response write the letter he or she provides and put a 0. If the child does not respond, place a 0 in the appropriate column. NOTE: If the student correctly identified all the letters in previous units then the letter ID does not need to be administered. Similarly, if the student correctly identified all the consonant sounds accurately in previous units this assessment does not need to be administered here. 8 Kindergarten, Unit 5 draft 2-11-13 Task 2: Letter and Sound Identification Name ____________________________ Date ________________ Letter Response Sound Letter Response A a K k M m R r L l Z z B b I i N n J j S s C c O o H h T t P p Y y E e U u Q g X x F f V v W w G g D d a q 9 Kindergarten, Unit 5 draft 2-11-13 Task 2 Letter and Sound Identification: Student Form A I T F K N P V M J Y W R S E G L C U D Z O Q B H X 10 Kindergarten, Unit 5 draft 2-11-13 Task 2 Letter and Sound Identification: Student Form a i t f k n p v m j y w r s e g l c u d z o g a b h x q 11 Kindergarten, Unit 5 draft 2-11-13 Task 3: Phonemic Awareness and Word Reading STUDENT LEARNING OBJECTIVES CCSS 10 Isolate and pronounce the initial, medial vowel and final sounds (phonemes) in three-phoneme (consonant-vowel-consonant, or CVC) words (e.g., bat, can). RF.K.2.d 11 Add or substitute individual sounds (phonemes) in simple, one- syllable words to make new words (e.g., fat, cat). RF.K.2.e 14 Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does). RF.K.3.c Administration: Individual Directions Phonological awareness activities such as rhyming and syllable and phoneme segmenting and blending are quick, oral interactions with students that can occur throughout the day. For example, these can often be practiced, observed, and assessed at transitions, “Hannah, before going to get your lunch box for snack, give me two rhymes for the word top.” or “Austin, as we are waiting for your bus to be called, tell me what word I’m saying when I say ham/ burg/ er.” Knowledge of common sight words is an important skill for early readers. This task asks the teacher to provide a list of words in isolation to the student for identification. This provides a look at the child’s knowledge of these words. However, it is important that, although these words are assessed in isolation, students have multiple opportunities to read these sight words in connected authentic texts during instruction. 1. Phoneme Segmenting Exercise: Ask the student to separate the phonemes from words into individual sounds. Have each student to complete all four tasks, but these can be completed at different times (see paragraph above for suggestions to incorporate this activity into daily routines). If the student produces the correct response, place a 1 in the column. If a student provides an incorrect response place a 0 in the column and write the sound between two slash marks like this /sh/, /t/, or /ă/. If a student does not answer, place a 0 in the column. Student Segmenting Directions: I’m going to say a word and I want you to tell me the sounds that are in the word. Example: Hat has the sounds /h/ /ă/ /t/. 2. Sound Substitution Exercise: Ask the student to interchange individual sounds within words to create new words. Have each student to complete all four tasks, but these can be completed at different times (see paragraph above for suggestions to incorporate this activity into daily routines). If the student produces the correct response, place a 1 in the column. If a student provides an incorrect response place a 0 in the column and write the student’s response. If a student does not answer, place a 0 in the column. Student Substitution Directions: I’m going to say a word and then ask you to change a sound in the word and give me the new word. Example: If I say “fat” and ask you to change the /f/ to /c/ the new word would be “cat”. 3. Common Words Exercise: Administer this task one-on-one with each student in a quiet part of the room. Use two pieces of paper to cover the columns of words so that only one column is showing at a time. Ask the student to read the words in the column that is showing. Begin with the left column and work to the right. 12 Kindergarten, Unit 5 draft 2-11-13 Name ______________________________ Date _____________________ Phoneme Segmenting Word Student Response red /r/ /ĕ/ /d/ cup /c/ /ŭ/ /p/ kit / k/ /ĭ/ /t/ Top /t/ / ŏ/ /p/ TOTAL CORRECT Sound Substitution Word Student Response Den: Take out the /d/ and add /m/. (Men) Hay: Take out the /h/ and add /p/. (Pay) Tight: Take out the /t/ and add /l/. (Light) Mit: Take out the /m/ and add /f/. (Fit) TOTAL CORRECT 13 Kindergarten, Unit 5 draft 2-11-13 Name ______________________________ Date _____________________ Common Words Exercise UNIT 3 UNIT 5 I a and the is my to you she are do of does TOTAL CORRECT 14 Kindergarten, Unit 5 draft 2-11-13 Task 4 Phonemic Awareness and Common Word Reading: Common Words Student Form I a and the is my to you she are do of does 15 Kindergarten, Unit 5 draft 2-11-13 Task 4: Text Reading and Comprehension STUDENT LEARNING OBJECTIVES CCSS 1 With prompting and support, retell a familiar story including key details. RL.K.2 3 With prompting and support, compare and contrast characters’ adventures and experiences in familiar stories. RL.K.9 5 With prompting and support, describe the relationship between two individuals, events, ideas, or pieces of information in a text. RI.K.3 6 With prompting and support, ask and answer questions about unknown words in informational texts. RI.K.4 8 With prompting and support, identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures). RI.K.9 16 Read emergent-reader texts with purpose and understanding. RF.K.4 22 Ask and answer questions in order to seek help or clarify concepts. SL.K.3 Administration: Individual Directions Students should have ample opportunities to read connected text on their instructional level and talk about the stories or content they read about. Teachers guide their comprehension of text by prompting their retellings and modeling retellings of their own. The reading continuum provides rich information about each student’s skills and strategies observed during reading. This observation can occur during typical interactions with texts in your classroom. For example, take notes and highlight the continuum skills/strategies while working with children during guided reading or take anecdotal notes as you observe behaviors during independent reading in the reading center. Retellings are administered individually and should be connected to texts that the student has read or that have been read to the student. 1. Reading Exercise: Examine the Reading Development Continuum. This continuum highlights the reading progression of young learners. Ask the student to read aloud a book you’ve chosen that best matches his or her skills (refer to the Matching Students to Text Levels at the end of the continuum for guidance and adjust the book level to meet the student’s appropriate independent reading level). As the student is reading, focus on the reader’s behaviors and use of strategies. For example, note if the student looks to the pictures or uses the repetitive pattern to read. Highlight the reader’s behaviors on the continuum that you observe during the reading. Identify the stage of development for this reader based on his or her behaviors. Use the continuum and look to the next level to plan instruction for this student. 2. Retelling Exercise: Following the reading of the story, ask the student to retell the story (narrative text) or to provide details about the book (informational text) and use the appropriate rubric for evaluation. First, allow the student the opportunity to independently retell or summarize the book without prompts. Then, provide the appropriate level of prompting and support for each student on the various elements as needed and indicate on the rubric when assistance or prompting was offered. Use either the narrative rubric or the informational text 16 Kindergarten, Unit 5 draft 2-11-13 rubric based on the text read by the student. It is recommended that from unit to unit the students should alternate between narrative retelling and informational text retelling. NOTE: If a student’s independent reading level is at a level where the book is a simple text that does not lend itself to effectively obtaining a sense of the student’s comprehension, you may wish to engage in a listening comprehension activity. Here the teacher reads aloud a story to the student or small group of students (see directions below) and then asks the student to retell the story or recall the details of the text for placement on the appropriate rubric. Administration: Small group (3 or fewer) and individual Directions Read aloud a narrative story or informational text to a small group of students. Following the reading of the story, ask the students individually to retell the story (narrative text) or to provide details about the book (informational text). The students waiting to retell the story to you can engage in a response activity such as drawing about the story, but should be separated from the student retelling the story so they do not hear their classmate’s retellings. First, allow the student the opportunity to independently retell or summarize the book without prompts. Then, provide the appropriate level of prompting and support for each student on the various elements as needed and indicate on the rubric when assistance or prompting was offered. Use the appropriate rubric for evaluation. 17 Kindergarten, Unit 5 draft 2-11-13 Task 3 Text Reading: Reading Development Continuum Name: _________________________________ Date _________________ Stage Early Emergent Emergent Beginning Reader Behaviors (Stages are broad and students may exhibit behaviors from different stages as they progress.) □ Displays reading like behaviors such as pretending to read □ Natural interest in books and print □ Holds book correctly □ Correctly turns pages □ Listens to literature □ Responds to literature □ Begins to notice signs, logos, labels, etc. (Environmental Print) □ With guidance, makes predictions to stories that are read aloud □ Relies on memory to “read” familiar, memorized, and word patterned (predictable) books with little or no regard to text □ Begins to read signs, logos, labels, etc. (environmental print) □ Begins to understand that print contains a message and begins to point to words top to bottom and left to right □ Learning how to match one spoken word with one word in print □ Recognizes a few high frequency words in context while reading □ Recognizes name in context – job chart, etc. □ With guidance, makes predictions based on pictures □ With guidance, talks about their own life experiences and makes connections related to the text □ With guidance, establishes purpose for reading □ Is introduced to basic reading strategies (see attached sheet) □ Reads books with word patterns □ Relies on illustrations more than text □ Reads signs, logos, labels, etc. (environmental print) □ With support, begins to monitor own reading and re- reads to self-correct errors based on meaning, visual cues (graphophonic), or syntax (see attached sheet for strategies) □ Beginning to recognize grade, appropriate high frequency words in context while reading □ Begins to track print using finger-print-voice matching □ Uses picture clues when comes to an unknown word and thinks about the first letter and what would “make sense” □ Makes meaningful predictions □ Establishes the purpose for reading □ With support, can make meaningful connections with the text (text to text, text to self, text to world) □ Uses basic reading strategies (see attached sheet) Text Level Characteristics Although there is no specific level of text for this stage, it is important to keep in mind that all children need to be exposed to a great volume of quality print. Children at this stage need many opportunities to interact with text through independent “reading” and read alouds. Text may include but is not limited to narrative books, informational books, poems, magazines, environmental print, etc. □ Very simple narratives that rely on pictures for meaning □ Carefully controlled text □ Focuses on a single idea or topic □ Repeats one sentence with one word change per page □ Very familiar themes EXAMPLES Have you Seen My Duckling? - Tafuri (A) Dogs – Levin (A) We Like Fruit – Lee (A) □ Text patterned and predictable but adding challenges such as punctuation changes □ Simple sentences □ Illustrations heavily support stories □ Increasingly adds more topics and ideas EXAMPLES Have You Seen My Cat? Carle (B) Brown Bear, Brown Bear – Martin (C) I Went Walking – Williams (C) What’s For Lunch – Carle (C) Bears on Wheels – Berenstain (D) Approximate Text Level Correlation Lexile Measure: Below 200 is BR (Beginning Reader) DRA: Developmental Reading Assessment (Beaver) Guided Reading: Fountas & Pinnell Lexile DRA Guided Reading Grade Level BR A-1 A K Lexile DRA Guided Reading Grade Level BR 2-6 B-D K/1 18 Kindergarten, Unit 5 draft 2-11-13 Stage Developing Transitional Expanding Reader Characteristics (Stages are broad and students may exhibit behaviors from different stages as they progress.) □ Reads early reader books relying on text more than illustrations □ Begins to monitor own reading and re-reads to self-correct errors based on meaning, visual cues (graphophonic), or syntax (see attached sheet for strategies) □ Reads unfamiliar text slowly and deliberately □ Makes predictions □ Establishes purpose for reading □ Makes meaningful connections with the text (text to text, text to self, text to world) □ Begins to demonstrate appropriate phrasing , rate, intonation, and stress on words when reading orally □ Recognizes grade-appropriate high frequency words in context while reading □ Reads Easy Reader chapter books □ Monitors own reading and re-reads to self-correct errors based on meaning, visual cues (graphophonic), or syntax (see attached sheet for strategies) □ Reads a variety of material from varying genres with guidance □ Begins to read independently and silently □ Automatically recognizes high frequency words in context while reading □ Beginning to independently and automatically make predictions and inferences, establish purpose for reading, and make connections □ Reader does not rely on illustrations but notices them to gain meaning and enjoyment □ Uses appropriate rate, intonation, phrasing, and stress on words when reading orally □ Notices affixes and can determine word meaning with guidance □ Reads medium level chapter books □ Independently adjusts strategies according to text (see attached sheet for strategies) □ Self selects, reads, and finishes appropriate reading material from varying genres □ Reads independently for longer periods of time □ Reads and comprehends text that is abstract and removed from personal experiences □ Independently and automatically makes predictions, inferences, establishes purpose for reading, and makes connections □ Returns purposefully to the text to make connections □ Uses appropriate rate, intonation, phrasing, and stress on words when reading orally □ Uses the meaning of affixes to determine word meaning to aid comprehension Text Level Characteristics □ Longer episodes/ more complex ideas □ Sentences carry over several pages, with more complex punctuation □ Adding more high frequency words □ Language changes increase with the levels rather than patterned stories □ Variety of print styles and sizes □ Less repetition EXAMPLES Foot Book – Seuss (E) Harry Takes a Bath – Ziefert (F) Just Like Daddy – Asch ( F) All About You – Anholt & Anholt (G) Sammy the Seal – Hoff (H) Big Dog, Little Dog – Eastman (I) □ Easy reader chapter style books □ Whole pages of text with fewer illustrations □ Readers learn about characters and events outside of their own experiences □ Readers need to use a variety of strategies to figure out different writing styles EXAMPLES Danny and the Dinosaur – Hoff (J) Days with Frog and Toad – Lobel (J) Fox on the Job – Marshall (J) Little Bear – Minarik (J) I Can Read with My Eyes Shut – Seuss (J) Nate the Great and the Lost List – Sharmat (K) Frog and Toad Together – Lobel (K) Commander Toad ‘s Voyage Home – Yolen (K) □ Some abstract or symbolic themes □ Much longer chapter book □ Expanded vocabulary □ Smaller print / narrower spacing □ Complex language and subtle meanings EXAMPLES Cam Jansen and the Mystery of the UFO – Adler (L) Pinky and Rex and the Bully – Howe (L) Horrible Harry and the Dungeon – Kline (L) Junie B. Jones is Not a Crook – Park (M) The Littles Give a Party – Peterson (M) Amber Brown Goes to Fourth – Danziger (N) Approximate Text Level Correlation Lexile DRA Guided Reading Grade Level BR -250 8-16 E-I 1 Lexile DRA Guided Reading Grade Level 200-500 18-20 J-K 1/2 Lexile DRA Guided Reading Grade Level 450-790 24-30 L-N 2/3 19 Kindergarten, Unit 5 draft 2-11-13 Leveling Resources http://www.readinga-z.com/ ----- DRA/Guided Reading/ Grade Level Correlation Guide http://www.readinga-z.com/basalsearch/ --- Reading Series Correlation http://www.scholastic.com/bookwizard/ ----- Search 50,000 books by book level http://lexile.com/fab/ ----- Lexiles Matching Books to Readers by Fountas and Pinnell Growing Readers – by Collins Strategies That Support Comprehension and Fluency □ Uses illustrations to solve unknown words and make meaning □ Establishes purpose for reading □ Activates prior knowledge □ Makes meaningful predictions □ Uses sentence level context clues to confirm or self-correct (e.g., Does it make sense?) □ Uses sentence level context clues to determine the meaning of unknown words or phrases □ Makes meaningful connections to the text (text to text/text to self/text to world) □ Generates questions before, during and after reading to determine, clarify, or extend the meaning of vocabulary or text □ Makes inferences □ Reads in a grammatical and linguistically reasonable manner so it sounds the same as oral speech (e.g., Does it sound right?) Phonics and Word Analysis Skills □ Gets mouth ready for first letter and thinks about what makes sense □ Uses graphophonic cues (Sound it out.) □ Looks for “chunks” in words such as word endings, known syllables, etc. Matching Students to Text Levels Independent Level – Students develop fluency as they read these easy and/or familiar books. They increase speed of reading as well as expression as a result. Use these books for independent reading and reading aloud. Instructional Level – Students are reading books that require them to use strategies but they are fluent enough at this level to make meaning. These books are “just right” for guided reading with the teacher or parent at home. They provide some challenges, so the children can practice using strategies and skills. Frustrational Level - This level of text is too difficult for the student. At this level, reading is choppy and does not sound fluent. Move to a lower-level book so the student can read with success and meaning. 20 Kindergarten, Unit 5 draft 2-11-13 Task 3 Comprehension: Narrative Retell Rubric Name _______________________________________________________ Date _______________________ Book Title _________________________________________________ Author _________________________________ Directions: “Pretend you are telling the story to someone who has not read it or heard it. Start at the beginning and tell as much as you remember.” Beginning 1 Developing 2 Secure 3 Expanding 4 o Retells only a small portion of the story or o Makes up a story or o Misunderstands the story or o Does not respond (e.g., shrugs, etc.) to most of the prompts Circle one: Assisted or Unassisted o Tells a partial recount of some of the major story events Prompt: What are the most important things that happened in the story? o Retells only the beginning or ending of the story Prompt: Did anything else happen in the story? o Names main character(s) Prompt: Who was in the story? Circle one: Assisted or Unassisted o Tells the most important events of the story sequentially (beginning, middle, ending) o Names and describes main character(s) and other characters o Describes the setting o Uses story vocabulary to retell the story Circle one: Assisted or Unassisted o Accurately retells the story sequentially using key details o Describes the relationship between two individuals, events or ideas in the text Prompt: How is ____ (use information from the story) and ____ (use information from the story) related? o Compares/contrasts adventures and experiences of characters to another story Circle one: Assisted or Unassisted Comments: Score ________________ 21 Kindergarten, Unit 5 draft 2-11-13 Task 3 Comprehension: Informational Text Oral Summary Rubric Name _______________________________________________________ Date _______________________ Book Title _________________________________________________ Author _________________________________ Directions: “Tell me about the book. Use some of the words from the book to tell about what you learned.” Beginning 1 Developing 2 Secure 3 Expanding 4 o Retells only a small portion of the text or o Retells only minor details or o Provides irrelevant details or information or o Gives opinions that are not supported with evidence from the text or o Does not respond (e.g., shrugs, etc.) to most of the prompts o Summarizes most of the main idea or gist Prompt: What was the book about? o Retells key details, includes a few supporting facts, and sequences most of the text Prompt: What are the important things that you learned in the book? o Uses some key vocabulary from the text to summarize/retell Prompt: What words are important for talking about _____ (fill in topic from text)? Circle one: Assisted or Unassisted o Summarizes the main idea or gist of the text o Retells key details and facts from the text in sequential order o Describes connections between the topic and the illustrations/photos Prompt: What do the photos/illustrations tell you about ____(fill in topic from text)? o Uses key vocabulary from the text to summarize Circle one: Assisted or Unassisted o Summarizes the main idea of the text o Provides key details and facts from the text with the reasons the author provides to support the points in the text Prompt as the student shares the key details: What in the text supports that fact? o Identifies basic similarities in and differences within the text or between two texts on the same topic Prompt: How does this text compare to _____ (fill in another text the student is familiar with) also about _______ (fill in the topic) Circle one: Assisted or Unassisted 22 Kindergarten, Unit 5 draft 2-11-13 Circle one: Assisted or Unassisted Comments: Score _____ Informational/Explanatory Writing Grade K Evaluation Checklist Student ___________________________________________ Date ___________________________ Qualities of Good Writing Goals: The Writer is able to use a combination of drawing, dictating, and writing to: 1 2 3 4 Name what they are writing about Structure and Elaboration Supply some information about the topic Stage of Writing Development Check one: o Non representational sketches o Representational sketches, no labels o Labeling sketches with some initial sounds (Benchmark: End of December) o Labeling sketches with taught initial sounds (Benchmark: End of January) o Labeling sketches with some initial and secondary/ending sounds (Benchmark: End of February) o Labeling sketches with two or more sounds o Produces a simple line of text, related to the sketch, using developmental spelling (Benchmark – End of Kindergarten) o Produces 2 or more lines of print, related to the sketch, using a combination of developmental spelling and conventional spelling of sight words Behaviors to Notice The student remains on task and maintains focus The writer demonstrates awareness of where s/he is in the writing process The writer demonstrates willingness to share their writing The writer seeks out and incorporates feedback The writer tries writing techniques they have been taught 1 Not yet approaching expectation in this area 2 Approaching the grade level expectation in this area 3 Meeting the grade level expectation in this area 4 Exceeding the grade level expectation in this area Explanation of Rubric – Kindergarten Informational/Explanatory Pieces (Writing about reading, All-About book/pattern book How-To etc.) Using a combination of drawing, dictating, and writing, the writer is able to… 1 2 3 4 Name the topic or the title of the book they are writing about Selects a topic in the wrong genre (ex:“I am 5” for a How-‐To) Does not include the words “how to” in the title Ex: Tie my shoes With teacher support, included a title or guiding sentence Ex: How to tie your shoes Creates a topic or a title/guiding sentence Independently Supply some information about the topic (steps for a how-‐to, facts for an all-‐ about, etc.) Does not include steps or pieces of information Included 1 step or piece of information Includes 2 or more steps/pieces of information Includes 2 or more steps/pieces of information with strong description/ details Opinion Writing Grade K Evaluation Checklist Student ___________________________________________ Date ___________________________ Qualities of Good Writing Goals: The Writer is able to use a combination of drawing, dictating, and writing to: 1 2 3 4 Name a topic or the title of the book they are writing about State an opinion (I think/My favorite/______is the best.) or preference (I like, I do not like) Structure and Elaboration Supply some information about the topic Stage of Writing Development Check one: o Non representational sketches o Representational sketches, no labels o Labeling sketches with some initial sounds (Benchmark: End of December) o Labeling sketches with taught initial sounds (Benchmark: End of January) o Labeling sketches with some initial and secondary/ending sounds (Benchmark: End of February) o Labeling sketches with two or more sounds o Produces a simple line of text, related to the sketch, using developmental spelling (Benchmark – End of Kindergarten) o Produces 2 or more lines of print, related to the sketch, using a combination of developmental spelling and conventional spelling of sight words Behaviors to Notice The student remains on task and maintains focus The writer demonstrates awareness of where s/he is in the writing process The writer demonstrates willingness to share their writing The writer seeks out and incorporates feedback The writer tries writing techniques they have been taught 1 Not yet approaching expectation in this area 2 Approaching the grade level expectation in this area 3 Meeting the grade level expectation in this area 4 Exceeding the grade level expectation in this area Explanation of Rubric – Kindergarten Opinion Pieces (Writing about reading (favorite book, character, part, “I Like” pattern book, etc.) Using a combination of drawing, dictating, and writing, the writer is able to… 1 2 3 4 Name the topic or the title of the book they are writing about Does not name the topic or the title of the book Writes a topic or a title that is not what the piece is really about Ex: Title is “Me” but the book is about “Pizza”. With teacher support, included a title or guiding sentence Ex: Pizza Included a title or guiding sentence Independently Ex: Pizza State an opinion (I think/My favorite/______is the best.) or preference (I like, I do not like) Does not state an opinion or preference Defines or gives a fact about the topic instead of stating an opinion or preference Ex: Pizza is a circle. Includes opinion or preference Ex: I like pizza. Supply some information about the topic Does not include any pieces of information Included 1 piece of information Includes 2 or more pieces of information Includes 2 or more pieces of information with strong description/ details Personal Narrative Writing Grade K Evaluation Checklist Student ___________________________________________ Date ___________________________ Qualities of Good Writing Goals: The Writer is able to use a combination of drawing, dictating, and writing to: 1 2 3 4 Narrate the story of a single event or several loosely linked events Tell the events in the order they occurred Structure Provide a reaction to what happened (It was fun.) Stage of Writing Develop ment Check one: o Non representational sketches o Representational sketches, no labels o Labeling sketches with some initial sounds (Benchmark: End of December) o Labeling sketches with taught initial sounds (Benchmark: End of January) o Labeling sketches with some initial and secondary/ending sounds (Benchmark: End of February) o Labeling sketches with two or more sounds o Produces a simple line of text, related to the sketch, using developmental spelling (Benchmark – End of Kindergarten) o Produces 2 or more lines of print, related to the sketch, using a combination of developmental spelling and conventional spelling of sight words Behaviors to Notice The student remains on task and maintains focus The writer demonstrates awareness of where s/he is in the writing process The writer demonstrates willingness to share their writing The writer seeks out and incorporates feedback The writer tries writing techniques they have been taught 1 Not yet approaching expectation in this area 2 Approaching the grade level expectation in this area 3 Meeting the grade level expectation in this area 4 Exceeding the grade level expectation in this area Explanation of Rubric – Kindergarten Behaviors to Notice Behaviors to Notice 1 2 3 4 The student remains on task and maintains focus The writer demonstrates awareness of where s/he is in the writing process The writer demonstrates willingness to share their writing The writer seeks out and incorporates feedback The writer tries writing techniques they have been taught Does not yet demonstrate the ability to do this Rarely demonstrates Demonstrates most of the time, with teacher support/promp ting Demonstrates skill independently without teacher support or prompting most of the time Model Curriculum: 2013-2014 implementation Dates 5 Weeks Instruction 5 Weeks Instruction 5 Weeks Instruction 5 Weeks Instruction 5 Weeks Instruction Math U1 A1 U1/A1 U2 A2 U2/A2 U3 A3 U3/A3 U4 A4 U4/A4 U5 A5 U5/A5 ELA U1 A1 U1/A1 U2 A2 U2/A2 U3 A3 U3/A3 U4 A4 U4/A4 U5 A5 U5/A5 2 Weeks Assessment/ Enrichment/ 2 Weeks Assessment/ Enrichment/ 2 Weeks Assessment/ Enrichment/ 2 Weeks Assessment/ Enrichment/ 2 Weeks Assessment/ Enrichment/ September 3- October 25, 2013 October 29 - January 10, 2014 January 14 - March 7, 2014 March 11 - May 2, 2014 May 6 - June 20, 2014 Document Outline
Download 5.31 Kb. Do'stlaringiz bilan baham: 
|