Ela Kindergarten Blm

8/12/2019 Ela Kindergarten Blm

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Unit 1, Activity 2, Sample Reading Rubric

Blackline Masters, English Language Arts, Kindergarten Page 1

Louisiana Comprehensive Curriculum, Revised 2008

Kindergarten

EnglishLanguage Arts


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Unit 1, Activity 2, Sample Reading Rubric



When I Read:

1.

I start in the front of the book.

2.

I read from the top to the bottom.

3.I read from left to right.

4.

I point to each word.

5.

I get my mouth ready to say theword.


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Unit 1, Activity 2, Specific Assessment, Concepts About Print



Name: _________________________________ Date: _____________________

Choose a short book from your class that has large enough print and the words are far enough

apart that one can easily see where the student is pointing. The book needs to have a variety of

punctuation marks also.

Check all correct responses. Make notes of incorrect responses (actions or words) that will help

you understand the student.

Yes No/Comments

1. Show me the front of the book.

2. Show me the title and author.

3. Show me where I would start reading on this page. (Print contains

message)

4. Where would I go? (directionality)

5. Where would I go next? (return sweep)

6. You point to the words while I read them. (one to one matching)

7. Show me the bottom of the picture.

8. Point to a sentence and then say:

Show me the first part of the story. Show me the last part of the story.

(first and last concept)9. Point to a question mark and ask:

What is this for?

10. Point to a period and ask:

What is this for?

11. Point to a comma and ask:

What is this for?

12. Point to quotation marks and ask:

What is this for?

13. Show me one letter. Show me two letters.

14. Show me one word. Show me two words.

15. Show me a capital letter.


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Unit 1, Activity 6, Feeling Cube




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Unit 1, Activity 7, What I Like



I like __________________. Yes I do!

I like _________________. How about you?

Written and Illustrated

by_________________________________


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Unit 1, Activity 8, Team Puzzle



Team Puzzle


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Unit 1, Activity 9, Paper Doll Chain



Paper Doll Chain

1. Cut a strip of large paper about 8 inches high and as long as you like. The longer thestrip, the more dolls you will end up with.

2. Fold the strip of paper accordion style, making each panel about 4 inches or so wide.3. You may draw a doll shape or use the pattern below to trace the doll on the top panel

making sure that parts of the body (hands, feet etc) touch the sides of the panel. Extend

them if necessary.

4. Cut around the figure, but dont cut along the folds where the parts of the body touch orthe chain will not link.

5. Unfold the chain of dolls and then decorate with markers and crayons or use glue andstick on all sorts of marvelous clothes.


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Unit 1, Activity 11, All About Me Checklist



Students Name_____________________________

Date______________________________________

Mark with a + if skill demonstrated by student.

Uses developmental spelling

Uses inventive spelling

Dictates ideas to the teacher

Uses drawings to support writing or dictation

Demonstrates an understanding of letter placement in

text by writing letters and words from left-to-right

and top-to-bottom

Prints letters and words with proper figure grounding

on a line

Leaves appropriate spaces between letters and words

Students Name_____________________________

Date______________________________________

Mark with a + if skill demonstrated by student.

Uses developmental spelling

Uses inventive spelling

Dictates ideas to the teacher

Uses drawings to support writing or dictation

Demonstrates an understanding of letter placement in

text by writing letters and words from left-to-right

and top-to-bottom

Prints letters and words with proper figure grounding

on a line

Leaves appropriate spaces between letters and words


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Unit 1, Assessment, General Assessment Checklist



Place a + if student demonstrates skill and a if not demonstrated.

Student

Follows 1 step

directions

Follows 2 step

directions

Uses 3 or more

descriptive

words

Uses

complete

sentences


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Unit 2, Activity 1, Sample Writing Rubric



When I Write:

1.I start on the left.

2.I go to the right.

3.

A I begin with a capital letter.4.

I leave spaces between words.

5.I use a punctuation mark at the

end of a sentence.


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Unit 2, Specific Assessments, Activities 5 and 10, Sample Checklist A



Record date and + if student demonstrates skill.

Students

Front of thebook

Left-right

direction

Return sweep

Meaning of aperiod

Meaning of a

question mark

Meaning of anexclamation

point

Meaning of a

comma

Meaning ofquotation

marks

Concept of a

letter

Concept of a

word

One to one

matching

Concept of asentence


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Unit 2, Specific Assessments, Activities 5 and 10, Sample Checklist B




Students

Makes at leastone prediction

Identifies

characters

Describes

characters

Identifiesevents

Identifies

problem

Identifiessolution

Identifies onesimilarity

among stories

Identifies onedifference

among stories

Accurately

recalls a

sequence

Makes one

text to selfconnection

Makes onetext to text

connection

Makes oneprediction


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Unit 3, Activity 1, Rhyme Assessment



Name: _____________________________

Directions: We are going to play a rhyming game. I am going to say two words that rhyme.

Dogand logrhyme, which means they sound the same at the end. Listen, Dog- log. Now you

say them. Can you tell me a word that rhymes with dogand log? Wait for a response. If the

student does not respond or a wrong response is given, say Hogandfrogrhyme with dogandlog. If the student does not understand the concept, give another example and then continue

with the assessment.

Write student response in the box.

Date Date Date Date

fell, sell

lake, rake

top, stop

rug, bug

heat, beat

Name: _____________________________

Directions: We are going to play a rhyming game. I am going to say two words that rhyme.

Dogand logrhyme, which means they sound the same at the end. Listen, Dog- log. Now yousay them. Can you tell me a word that rhymes with dogand log? Wait for a response. If the

student does not respond or a wrong response is given, say Hogandfrogrhyme with dogandlog. If the student does not understand the concept, give another example and then continuewith the assessment.

Write student response in the box.

Date Date Date Date

fell, sell

lake, rake

top, stoprug, bug

heat, beat


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Unit 3, Activity 4, Three Little____

Blackline Masters, English Language Arts, Kindergarten


Three little ____________ lost their ________


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Unit 3, Activity 6, Rhyming Checklist



Place a + if student creates a real or nonsense rhyme and a if he/she does not.

StudentDate Date Date Date


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Unit 4, Activity 7, Poetry Checklist



Place a + if student is successful and a if he/she is not.

Creates Rhyme Recites Poem Uses Inflections

StudentDate Date Date


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Unit 4, Activity 8, Rebus Chart




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Unit 4, Activity 8, Word Find Checklist



Place a + if student is successful in identifying words and a if he/she is not.

Begins with the

same consonantsound

Represents a sound Rhymes with other

words

Student Date Date Date


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Unit 5, Activity 5, Story Map



Title:

Characters: Setting:

Problem: Solution:


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Unit 5, General Assessment, Oral Response Checklist



Place a + if student is successful in doing the task and a if he/she is not.

Stays on topic Expresses thoughts in complete

sentences

Student

Date Date Date Date Date Date


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Unit 5, Specific Assessment Activity 1, Sample Role Playing Checklist




Students

Accuratelyretells sequence

of events

Usesvocabulary

from the story

Identifies

characters in thestory

Uses props to

retell the story

Recreates

setting from thestory with

props

Communicatesthoughts using

complete

sentencesCommunicates

feelings usingcomplete

sentences


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Unit 6, Activity 3, Venn Diagram




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Unit 6, General Assessment, Blank Checklist #1




Student


24/29

Unit 6, General Assessment, Blank Checklist #2




Students


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Unit 7, Activity 3, Discussion Checklist




Students

uses complete

sentences

recalls factual

information

recallsinformation

about thecharacters,

setting, and

events

stays on topic

relates _____ tolife experience

A

necdotalNotes


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Unit 8, Activity 2, Oral Response Checklist




Stays on topic Expresses thoughts in

complete sentences

StudentDate Date Date Date Date Date


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Unit 8, Activity 6, Web



Habitat Diet

Characteristics that help it

hunt

Characteristics that help it

avoid becoming prey

Predators Prey

Animal


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Unit 8, Activity 7, KWL Chart



Animal:

What I Know What I Want to Know What I Learned


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Unit 8, Activity 9, WritingSampleNotes

Name: ___________________________________ Date: ____________________________

Circle the writing stage:

Scribble Letter-like Symbols String of Letters

Beginning Sounds Emerge Consonants Represent Words Initial, Middle, and Final

Sounds

Transitional Phases Standard Spelling

Place a + if writing contains evidence or if

writing does not contain evidence Notes

Writes from left to right

Writes from top to bottom

Letter/sound correspondence

Spaces between words

Punctuation at the end of sentences

Student used classroom resources

Text contains complete sentences

Text contains descriptive information

Notes on how the story was created:

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