READING AND FOUNDATIONAL STANDARDS Print Concepts · Newport Public Schools Progress Report...

Newport Public Schools Progress Report Teacher’s Handbook Grade Kindergarten

Page 1 of 17 Revised Sept. 2011

The copy of the teacher’s handbook has been modified to reflect the

Common Core Standards.

The Newport Public School’s Kindergarten students receive instruction in

Reading and Writing using the New Standards Primary Literacy Standards.

READING AND FOUNDATIONAL STANDARDS

Note: Reading, Writing, and Mathematics are graded by quarterly benchmark, that is, each quarter reflects work done during that quarter. Print Concepts Recognizes/names letters

First Quarter: Knows 7, upper & lower case letters

Second Quarter: Knows 14, upper & lower case letters

Third Quarter: Knows 20, upper & lower case letters

Fourth Quarter: Knows all, upper & lower case letters

Matches common letters to spoken sound

First Quarter: Student writes one sound per word.

Second Quarter: Student writes beginning sounds in

words.

Third Quarter: Student writes beginning and ending

sounds in words.

Fourth Quarter: Student writes CVC words correctly.

Follow words from left to right, top to bottom, and page by

page

First Quarter: Slash

Second Quarter: Tracks print from left to right and top to

bottom (Exceeding would be meeting 3rd quarter

expectations.)

Third Quarter: Points to print while reading by matching

one spoken word with one word in print (Exceeding would be

meeting 4th quarter expectations.)

Fourth Quarter: Uses known words to self-correct reading

(Exceeding would be self monitors and self corrects using

meaning in text and pictures)

Recognizes the parts of a book



First Quarter: Understands the function of a book and its

parts. (Exceeding would be meeting 2nd quarter

expectations)

Second Quarter: Understands an author wrote the book

and an artist illustrated the book.

This would only be checked in the third and fourth

quarter if it is still an area of concern.

Phonological Awareness Recognize and produce rhyming words

Student is able to recognize and add a word to a series of

rhymes. The teacher says a series of words and asks for a

rhyme. Child can say a real word or a nonsense word. Student

is also able to produce a pair of rhyming words.

See SIPPS and PALS assessments.

First Quarter: Student meets PALS benchmark 5 out of 10.

(Exceeding is more than 5)

Second Quarter: Using Reading A-Z Assessment—

Identifying Rhyming Words-Form 1—Student receives 7 out

of 10. (Exceeding is more than 7)

Third Quarter: Using Reading A-Z Assessment—Identifying

Rhyming Words-Form 1—Student receives 10 out of 10.

Segments Syllables

First Quarter: Using Reading A-Z Counting Syllables Form

1-Students can identify the number of syllables in a given

word with 1 or 2 syllables.

Second Quarter: Using Reading A-Z Counting Syllables

Form 1-Student can identify the number of syllables in a

given word with 1, 2, or 3 syllables.

Orally blends and segments sounds


Second Quarter: Slash

Third Quarter: Using Reading A-Z Assessment Segmenting

& the Blending—Student receives 7 out of 10. (Exceeding is

more than 7)



Using Reading A-Z Assessment Segmenting & the Blending—

Student receives 10 out of 10.

Identifies beginning, middle, and ending sounds (CVC words)

First Quarter-Using PALS Beginning Sounds Assessment—

Student identifies 5 out of 10. (Exceeding is more than 5)

Second Quarter—If a child did not meet or you feel you

need to assess use the fall benchmark retest using PALS

Mid-Year Beginning Sounds Assessment—Student identifies

8 out of 10. (Exceeding is more than 8)

Third Quarter—Using Reading A-Z Final sounds-form 1-

Student identifies 20 out of 24 ending sounds. (Exceeding is

more than 20) (Note: Teachers may say the picture name,

but do not emphasize the ending sound.)

Fourth Quarter—Using Reading A-Z Medial sounds-form 1-

Student identifies 15 out of 24 ending sounds. (Exceeding is

more than 15) (Note: Teachers may say the picture name,

but do not emphasize the ending sound. Also, a reasonable

substitution such as a different vowel is acceptable.)

Add or substitute one sound to make new words

First Quarter—Slash

Second Quarter—Slash

Third Quarter—Student is able to substitute beginning

sounds in the most common word families. (example: cat to

mat, mop to top) Dale go back and give examples from my

book!

Fourth Quarter—Student is able to substitute beginning

sounds in words other than the most common word families

(example: pig to wig, not to cot)

Phonics and Word Recognition

Ability to produce sounds in words


Second Quarter—Slash

Third Quarter— Student is able to decode beginning sounds

in words.



Fourth Quarter—Student is able to decode CVC words.

(Exceeding—is using diagraphs)

Identifies the 5 major short vowel sounds

First & Second Quarter—Slash

Third Quarter—Student is able to decode the 5 short vowel

sounds in a CVC word.

Fourth Quarter—Student is able to decode the long and

short 5 vowel sounds in a CVC word.

Independently reads 20 high-frequency words

Student knows 20 high-frequency words at the end of year.

Use SIPPS High-Frequency Assessment to measure

progress. The expectation is 5 per quarter. Exceeding would

be more than 5, 10, 15, & 20. Use the Fountas & Pinnell high

frequency words.

Fluency

Read grade-level texts with fluency to support

comprehension


Second Quarter: Reads along with others with intonation,

expression, and fluency

Third Quarter: Reads familiar texts independently with

intonation, expression, and fluency

Fourth Quarter: Reads DRA Level 3 independently with

intonation, expression, and fluency (exceeding is fluently

reading above Level 3).

Comprehension

Asks and answers questions about details in a text

Remembering what the story is about (exceeding-

remembering important information about a text)

Retells stories with key details

First & Second Quarter: Slash



Third Quarter—Independently retells some parts of a story

read

Fourth Quarter—Retells a story with prompting and support

including characters, setting, beginning, middle, and ending.

(exceeding would be without any prompts)

Actively engages in group reading activities with purpose and

understanding

Student demonstrates this by asking appropriate

questions and using comprehension strategies (making

connections and predictions).

Ask and answer questions about unknown words in a text

Understands and uses new vocabulary based on kindergarten

reading and content.

WRITING STANDARDS --The expectation is the all kindergarten

students are writing daily at their developmental level.

Types and Purposes

Shares events through narrative writing


Second Quarter: Assess using rubric.

Composes an informational text

First, Second, & Third: Slash

Fourth Quarter: Assess using rubric.

Responds to literature with an opinion

First Quarter: Student responds with a simple picture and

orally or writes if he/she likes the book.

Second Quarter: Student responds with a simple picture,

orally, and writes if he/she likes the book.

Third Quarter: Student responds with a simple picture,

orally, and writes if he/she likes the book including the topic or

title.

Fourth Quarter: Student responds with a simple picture,



orally, and writes if he/she likes the book with evidence

including the topic or title.

Able to add details to strengthen writing

First and Second Quarters-Slash

Third and Fourth Quarters—Student adds details to

strengthen writing with teacher prompts. (Exceeding is

doing this independently.)

Language Standards

Conventions of Standard English

Forms many upper and lower case letters correctly

First Quarter—Student attempts to form letters correctly.

Second Quarter—Students correctly forms most letters

that have been taught.

Third Quarter—Students correctly forms most letters that

have been taught.

Fourth Quarter—Student correctly forms most letters.

(Exceeding—Independently writes using handwriting lines.)

Applies understanding of a sentence using capitals, spacing, and

punctuation


Second Quarter—Students are beginning to use lower case

letters and spaces with prompting. (Exceeding—Uses

appropriate lower case and spaces without prompting.)

Third Quarter—Students are beginning to use appropriate

upper and lower case letters and students use appropriate

spaces between words. (Exceeding—Notice use of

punctuation mark and attempt to use them in their own

writing. Begin to use upper and lower case letters

appropriately.)

Fourth Quarter—Students uses a capital letter at the

beginning of the sentence and recognize and name end

punctuation. (Exceeding—Independently uses the correct

punctuation).



Uses sounds/letters to write phonetically

Correctly spells words in grade level spelling patterns (CVC

words).

Correctly spells grade appropriate high-frequency words.

First Quarter—Understanding there is a relationship

between letters and sounds. Attempts written

representation of sounds. Matches at least 4 sounds to

letters independently. Spells a minimum of 2 high frequency

words.

Second Quarter—Recognizes and uses beginning consonant

sounds and the letters that represent them. Matches at

least 8 sounds to letters independently. Spells a minimum of

4 high frequency words.

Third Quarter— Recognizes and uses beginning consonant

sounds and ending sounds and the letters that represent

them. Matches at least 15-18 sounds to letters

independently. Spells a minimum of 8 high frequency words.

Fourth Quarter—Spelling includes beginning and ending

sounds. Spells a minimum of 10 high frequency words.

Matches all consonants sounds. (Exceeding—Matches all

letters to sounds. Spelling includes middle sounds. Uses

conventional spelling of more than 10 high frequency words.)

Speaking and Listening

Comprehension and Collaboration

Participates in conversations with partners about

kindergarten topics

First Quarter through Fourth Quarter--During Making

Meaning Lessons, student demonstrates the ability to turn

and talk to their partner about a book. This will expand each

marking period as the topics in Making Meaning progress.

(Exceeding—Student stays on topic.)

Responds to simple questions about text

First Quarter through Fourth Quarter--During

Interactive Reading, student demonstrates the ability to

answer questions about a text. This will expand each

marking period as comprehension strategies are taught



Presentation of Knowledge and Ideas

Tells a personal story including people, places, things, and

events

First Quarter—With teacher prompting, students orally

tells about an event from their lives.

Second Quarter—With teacher prompting, students orally

tells about an event from their lives adding at least one

detail independently. (Example—I went to the store with my

mom.)

Third Quarter—With teacher prompting, students orally

tells about an event from their lives adding at least one

detail independently and the setting. (Example—I went to

Wal-Mart on Saturday.)

Fourth Quarter—With teacher prompting, students orally

tells about an event from their lives adding at least two

details independently and the setting. (Example—I went to

Wal-Mart on Saturday with my sister.)

Able to describe drawings to provide additional details

Student is able to tell you the additional details of the story

from his/her picture.

Speaks audibly and expresses thoughts, feelings, and ideas

clearly

First Quarter—Student attempts to express his/her

thoughts, feelings, and ideas.

Second Quarter—Student expresses his/her thoughts,

feelings, and ideas, which may not include complete

sentences, correct grammar, or correct syntax.

Third Quarter—Student expresses his/her thoughts,

feelings, and ideas, which may include complete sentences,

correct grammar, or correct syntax.

Fourth Quarter—Student expresses his/her thoughts,

feelings, and ideas, which includes complete sentences,

correct grammar, or correct syntax.



MATHEMATICS STANDARDS

Counting and Cardinality

Counts to 100 by ones

First Quarter—Counts to 25

Second Quarter—Counts to 50

Third Quarter—Counts to 75

Fourth Quarter—Counts to 100

Counts to 100 by tens


Second Quarter—Counts to 50 by 10s

Third Quarter—Counts to 80 by 10s

Fourth Quarter—Counts to 100 by 10s

Counts on from a given number

First Quarter—

Second Quarter—

Third Quarter—

Fourth Quarter—

Forms numbers 0-20 correctly

First Quarter—Writes 0-5 correctly

Second Quarter—Writes 0-10 correctly

Third Quarter—Writes 0-15 correctly

Fourth Quarter—Writes 0-20 correctly

Represents a number of objects with a written numeral

First Quarter—

Second Quarter—

Third Quarter—

Fourth Quarter—

Demonstrates 1 to 1 correspondence when counting

First Quarter—

Second Quarter—

Third Quarter—

Fourth Quarter—



Compare quantities with objects and number

First Quarter—

Second Quarter—

Third Quarter—

Fourth Quarter—

Operations and Algebraic Thinking

Recognizes, describes, compares, records, and extends

patterns

First Quarter—

Second Quarter—

Third Quarter—

Fourth Quarter—

Solves addition and subtraction problems within 10

First Quarter—

Second Quarter—

Third Quarter—

Fourth Quarter—

Finds the value that makes an open sentence true

First Quarter—

Second Quarter—

Third Quarter—

Fourth Quarter—

Fluently adds and subtracts within 5

First Quarter—

Second Quarter—

Third Quarter—

Fourth Quarter—

Uses models or representations to identify ½ as equal parts

of a whole

First Quarter—

Second Quarter—

Third Quarter—



Fourth Quarter—

Number and operations in Base Ten

Understands place value with the number 11-19

First Quarter—

Second Quarter—

Third Quarter—

Fourth Quarter—

Measurement and Data

Uses the calendar to identify days, weeks, and elapsed time


Second Quarter—Student is able to recite days of the week

and months of the year with prompting.

Third Quarter— Student is able to recite days of the week

and months of the year independently.

Fourth Quarter—Student is able to do the previous quarter

and tell today, tomorrow, and yesterday.

Knows the names and value of a penny, nickel, dime &

quarter

First Quarter—Student knows one coin and one value.

Second Quarter—Student knows 2 coins and 2 values.

Third Quarter—Student knows 3 coins and 3 values.

Fourth Quarter—Student knows 4 coins and 4 values.

Tells time to the hour


Second Quarter—

Third Quarter—

Fourth Quarter—

Describe and compare two objects with a measureable

attribute

First Quarter—

Second Quarter—

Third Quarter—

Fourth Quarter—



Sorts and classifies a group of objects

First Quarter—

Second Quarter—

Third Quarter—

Fourth Quarter—

Geometry

Identifies the position of objects in the environment

First Quarter—

Second Quarter—

Third Quarter—

Fourth Quarter—

Identifies 2-dimensional and 3-dimensional shapes

First Quarter—

Second Quarter—

Third Quarter—

Fourth Quarter—

Describes and compares attributes of 2 & 3 dimensional

shapes

First Quarter—

Second Quarter—

Third Quarter—

Fourth Quarter—

Creates 2 & 3 dimensional shapes

First Quarter—

Second Quarter—

Third Quarter—

Fourth Quarter—

Combines shapes to make other shapes

First Quarter—

Second Quarter—

Third Quarter—

Fourth Quarter—



Problem Solving

All Investigations units and Exemplars (*Use the teacher version of the NPS General Scoring Rubric to score open-ended tasks for Reasoning and Strategies and Communication)

Uses pictures, numbers, or words to record solutions to a

problem (*See Strategies Handbook)



SOCIAL STUDIES STANDARDS FOR GEOGRAPHY

Students demonstrate an understanding of the concept of

neighborhood by creating and labeling a map.

SOCIAL STUDIES STANDARDS FOR HISTORY

Students demonstrate an understanding of community

helpers by drawing and describing their roles.



SCIENCE STANDARDS (K.I.T.E.S)

Demonstrates & applies facts & concepts of life science

RI Statements of Enduring Knowledge - (Established Goals): LS1 - All living organisms have identifiable structures and characteristics that allow

for survival (organisms, populations, & species).

Related Rhode Island GSE’s (Understandings)

RI Assessment Targets

Assessment Evidence

***High Emphasis

Targets

LS1 (K-2) –1

Students demonstrate an understanding of classification of

organisms by …

1a distinguishing between living and non-living things.

1b identifying and sorting based on similar or different external

features.

lc observing and recording the external features that make up

living things (e.g. roots, stems, leaves, flowers, legs, antennae,

tail, shell).

LS1 (K-2)-2

Students demonstrate understanding of structure and function-

survival requirements by…

2a observing that plants need water, air, food, and light to grow;

observing that animals need water, air, food and shelter to grow.

***LS1 (K-4) - INQ+POC –1 Sort/classify different living things using similar and different characteristics. Describe why organisms belong to each group or cite evidence about how they are alike or not alike.

LS1 (K-4) SAE -2 Identify the basic needs of plants and animals in order to stay alive. (i.e., water,



LS1 (K-2)–3

Students demonstrate an understanding of reproduction by …

3a observing and scientifically drawing (e.g. recording shapes,

prominent features, relative proportions, organizes and

differentiates significant parts observed) and labeling the

stages in the life cycle of a familiar plant and animal.

3b sequencing the life cycle of plant or animal when given a set

of pictures.

LS1 (K-2)–4

Students demonstrate understanding of structure and function-

survival requirements by…

4a identifying the specific functions of the physical structures

of a plant or an animal (e.g. roots for water; webbed feet for

swimming).

East Bay Educational Collaborative

www.ebecri.org

air, food, space).

LS1 (K-4) POC –3 Predict, sequence or compare the life stages of organisms – plants and animals (e.g., put images of life stages of an organism in order, predict the next stage in sequence, compare two organisms).

LS1 (K-4) FAF –4 Identify and explain how the physical structures of an organism (plants or animals) allow it to survive in its habitat/environment (e.g., roots for water; nose to smell fire).

Demonstrates & applies facts & concepts of physical science

RI Statements of Enduring Knowledge - (Established Goals):

PS 3 The motion of an object is affected by forces.

Related Rhode Island GSE’s (Understandings)

RI Assessment

Targets Assessment Evidence

***High Emphasis

Targets

PS3 (K-2) –7

Students demonstrate an understanding of motion by…

7a showing how pushing/pulling moves or does not move an

object.

7b predicting the direction an object will or will not move if a

force is applied to it.

Students demonstrate an understanding of force by…

***PS3 (K-4)-INQ+SAE –7 Use data to predict how a change in force (greater/less) might affect the position, direction of motion, or speed of an

http://www.ebecri.org/



7c showing that different objects fall to earth unless something

is holding them up.

East Bay Educational Collaborative

www.ebecri.org

object (e.g., ramps and balls)

Understanding of key vocabulary

Demonstrates an understanding of the major science key vocabulary

by using key words during classroom discussions, science notebooks,

and/or written responses.

Demonstrates understanding of big ideas through a science notebook

Uses scientific method

o Predicts—Makes prediction based on prior knowledge

o Observes—Draws and labels observations accurately

o Concludes—Writes/states new learning that connects prior

knowledge with new findings based on observations and

discussions.

Note: New assessments for each kit are posted on www.ebecri.org under

―Science Notebook Tool Kit‖ and then under ―Common Science Assessments

for K-8.‖ These assessments can be used as a guideline, but note that

nothing should be taken away. You may only add to the assessment.



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