prek 2nd 9wks assessment 1516 - austin...

2nd Nine Weeks Assessment Rubric

1 | P a g e © A I S D E a r l y C h i l d h o o d D e p a r t m e n t , 2 0 1 5

2015 2nd Nine Weeks Pre-‐K Assessment Rubrics and Portfolio Expectations

PK Guideline Student Outcome Page # Score CCCooonnnccceeeppptttsss ooofff PPPrrriiinnnttt

III.A.1 Child engages in pre-‐reading and reading related activities—e.g. environmental print. p. 3

III.A.2 Child uses books and other written materials to engage in pre-‐ reading behaviors. p. 4

III.B.4 Child combines syllables into words p. 5

III.C.1 Child names at least 20 upper and at least 20 lower case letters. p. 6

III.C.2 Child recognizes at least 20 letter sounds. p. 7 AAAvvveeerrraaagggeee

OOOrrraaalll LLLaaannnggguuuaaagggeee II.D.1 Child uses a wide variety of words to label and describe people, places, things, and

actions. p. 8

II.D.2 Child demonstrates understanding of terms used in the instructional language of the classroom.

p. 9

IIID.3 Child asks and answers appropriate questions about the book. p. 10 II.E.1 Child typically uses complete sentences of four or more words and grammatical

complexity usually with subject, verb, and object order. p. 11

AAAvvveeerrraaagggeee

WWWrrriiitttiiinnnggg IV.A.1 Child intentionally uses scribbles/writing to convey meaning. p. 12 IV.B.1 Child independently uses letters or symbols to make words or parts of words. p. 13 IV.B.2 Child writes own name not necessarily with full correct spelling or well-‐formed letters. p. 16


MMMaaattthhheeemmmaaatttiiicccsss V.A.5 Child counts up to 10 items, and demonstrates that the last count indicates how many

items were counted p. 17

V.A.8 Child verbally identifies, without counting, the number of objects from 1–5. p. 19 V.A.9 Child recognizes one-‐digit numerals, 0 – 9. p. 20 V.E.1 Child sorts objects that are the same and different into groups and uses language to

describe how the groups are similar and different. p. 21


SSSoooccciiiaaalll SSStttuuudddiiieeesss VII.A.3 Child organizes their life around events, time, and routines. p. 22


SSSccciiieeennnccceee VI.C.1 Child identifies, compares, discusses earth materials, and their properties and uses.

p. 23 VI.C.3 Child observes and describes what happens during changes in the earth and sky.


HHHeeeaaalllttthhh VI.D.1; VI.D.2; VI.D.3

Child identifies and practices good habits of personal safety, health, hygiene, nutrition, exercise, and rest.

p. 24




PK Guideline Student Outcome Page # Score TTTeeeccchhhnnnooolllooogggyyy

X.A.2 Child uses and names a variety of computer input devices, such as mouse, keyboard, voice/sound recorder, touch screen, CD-‐ROM. p. 25


FFFiiinnneee AAArrrtttsss VIII.A.1 VIII.B.1

q Child uses a variety of art materials and activities for sensory experience and exploration.

q Child participates in classroom music activities. p. 26


PPPhhhyyysssiiicccaaalll EEEddduuucccaaatttiiiooonnn IX.A.2 Child coordinates sequence of movements to perform tasks. p. 27


EEESSSLLL II.A.3 Child shows understanding of the new language being spoken by English-

speaking teachers and peers (ELL). p. 28


PPPeeerrrsssooonnnaaalll DDDeeevvveeelllooopppmmmeeennnttt NA These are correlated to district expectations, not PK Guidelines. Refer to the right side

of the district report card. pp.29-‐30 NA

Individual StudenIndividual Student Portfoliost Portfolios NonNon -‐-‐negotinegoti able Portfolio Entries for the 2able Portfolio Entries for the 2ndnd Nine WeeksNine Weeks 1. An authentic writing sample that is most representative of the child’s current development within the continuum of

the emergent stages of writing (Refer to p. 14-‐15). 2. Picture-‐of-‐me illustration and name writing sample 3. Evidence of children’s ability to identify/ describe similarities and differences and sort a collection of objects in a way

that adheres to a coherent rule—all of these objects are red, small, etc. 4. Oral Language Sample taken from the child’s conversations during dramatic play or story writing. 5. Evidence of the child’s ability to sequence events—e.g., their daily schedule. 6. Science response related to the children’s observations of changes in their environment, perhaps conducted after a

class nature walk during which the children are encouraged to look for signs of change in the weather due to the onset of autumn. This could also be a weather log. (Use professional judgment).



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Target PK Guideline:

III.A.1 Child engages in pre-‐reading and reading related activities—e.g. environmental print.

• II.A.1 Child shows understanding by responding appropriately. • II.D.5 Child uses category labels to understand how the words/objects relate to each other.

Assessment Documentation: In this section, provide information on what type of documentation (e.g., anecdotal records, work samples, interviews, etc.) you gathered to show each child’s progress related to the PK Guideline specified in the above. Consult the suggestions for embedded, informal assessment activities listed in Week 15 of the 2nd Nine Weeks CRMs. Form of Documentation Describe the tasks here:

What to look for: 1 2 3 4

Needs Improvement Emerging Understanding

Proficient Mastery

Child is unable to identify examples of print.

Child recognizes 4 examples of print.

Child recognizes a minimum of 6 examples of print.

Child recognizes a minimum of 10 or more examples of print. Date: Student:





III.A.2 Child uses books and other written materials to engage in pre-‐ reading behaviors—e.g., left-‐to-‐right progression, parts of a book, story elements, etc.

• III.A.1 Child engages in pre-‐reading and reading-‐related activities. • III.A.3 Child asks to be read to or asks the meaning of written text.

Assessment Documentation: In this section, provide information on what type of documentation (e.g., anecdotal records, work samples, interviews, etc.) you gathered to show each child’s progress related to the PK Guideline specified in the above. Consult the suggestions for embedded, informal assessment activities listed in Weeks 9, 11, 17 and 18 of the 2nd Nine Weeks CRMs. Form of Documentation Describe the tasks here:



Proficient Mastery

Child recognizes 0 to 1 elements of print and book awareness.



Child recognizes a minimum of 6 to 7 elements of print and book awareness. Date: Student:





III.B.4 Child combines syllables into words.

Supporting PK Guidelines

• II.C.5 Child investigates and demonstrates growing understanding of the sounds and intonation of the English language (ELL).

Assessment Documentation: In this section, provide information on what type of documentation (e.g., TANGO BOY data, anecdotal records, work samples, interviews, etc.) you gathered to show each child’s progress related to the PK Guideline specified in the above. Consult the suggestions for embedded, informal assessment activities listed in Week 11 of the 2nd Nine Weeks CRMs. Form of Documentation Describe the tasks here:



Proficient Mastery

The child is unable to break words into syllables.

The child is able to perform one of the following tasks:

The child is able to perform two of the following tasks:

The child is able to perform all of the following tasks:

1. Identify three-‐syllable words by clapping three times. 2. Identify two-‐syllable words by clapping two times. 3. Identify one-‐syllable words by clapping once. Date: Student:





III.C.1 Child names at least 20 upper and at least 20 lower case letters.


• III.A.2 Child uses books and other written materials to engage in pre-‐ reading behaviors. • III.C.3 Child produces the correct sounds for at least 10 letters.

Assessment Documentation: In this section, provide information on what type of documentation (e.g., anecdotal records, work samples, interviews, etc.) you gathered to show each child’s progress related to the PK Guideline specified in the above. Consult the suggestions for embedded, informal assessment activities listed in Weeks 12, 15, 17 and 18 of the 2nd Nine Weeks CRMs. Form of Documentation Describe the tasks here:


Needs Improvement Emerging

Understanding Proficient Mastery

Child identifies a minimum of 2 upper or lower case letters.

Child identifies a minimum of 4 upper or lower case letters

Child identifies a minimum of 10 upper or lower case letters.

Child identifies a minimum of 10 upper and lower case letters. Date: Student:





II.C.2 Child perceives differences between similar sounding words.


• II.C.3 Child investigates and demonstrates growing understanding of the sounds and intonation of the English language (ELL).

Assessment Documentation: In this section, provide information on what type of documentation (e.g., anecdotal records, work samples, interviews, etc.) you gathered to show each child’s progress related to the PK Guideline specified in the above. Consult the suggestions for embedded, informal assessment activities listed in Weeks 12, 17 and 18 of the 2nd Nine Weeks CRMs. Form of Documentation Describe the tasks here:



Proficient Mastery

Child identifies a minimum of 2 letter sounds.



Child identifies a minimum of 10 letter sounds. Date: Student:



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Target PK Guidelines:

II.D.1 Child uses a wide variety of words to label and describe people, places, things, and actions.


• II.D.4 Child uses a large speaking vocabulary, adding several new words daily • II.D.5 Child uses category labels to understand how the words/objects relate to each other.





Child is unable use words that name color, shape, size, and position.

Child correctly uses a minimum of 10 words that name color, shape, size, and position.

Child correctly uses a minimum of 15 words that name color, shape, size, and position.

Child correctly uses a minimum of 20 words that name color, shape, size, and position. Date: Student:





II.D.2 Child demonstrates understanding of terms used in the instructional language of the classroom.


• II.D.3 Child demonstrates understanding in a variety of ways or knowing the meaning of three to four thousand words*, many more than he or she uses..





Child makes no comments or questions related to the topic, even with teacher support and prompting.

Child makes comments related to the topic with teacher support or prompting.

Child makes comments related to the topic without teacher support or prompting.

Child elaborates with details and descriptive language and makes personal connections.

Date: Student:





III.D.3 Child asks and answers appropriate questions about the book.


• III.A.3 Child asks to be read to or asks the meaning of written text. • III.D.1 Child retells or reenacts a story after it is read aloud.





Child responds and attends to read alouds non-‐verbally (i.e. responds only through appropriate facial expressions-‐ smiles, laughter, surprise).

Child responds and attends to read alouds by responding to what, who, where, and when questions.

Child responds and attends to read alouds by responding to if, why, because, and how prompts.

Child asks questions about the story and makes personal connections to the text (i.e. “One time my friend broke my chair.”-‐ in response to Goldilocks). Date: Student:





II.E.1 Child typically uses complete sentences of four or more words and grammatical complexity usually with subject, verb, and object order.


• II.E.3 Child uses sentences with more than one phrase. • II.E.4 Child combines more than one idea using complex sentences.





Child uses non-‐verbal gestures, single words, or two to three word phrases to communicate ideas (i.e. “car, me, mommy, I go potty.”).

Child uses longer sentences of 5 to 6 words to communicate ideas (i.e. “I went to the store.”).

Child uses 2 (or more) longer sentences in a row to communicate ideas (i.e. “I went to the store. I got new shoes.”).

Child uses compound sentences and descriptive language. (i.e. “I’ll be a firefighter and you can pretend to be hurt.”). Date: Student:



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IV.A.1 Child intentionally uses scribbles/writing to convey meaning.


• IX.B.1 Child shows control of tasks that require small-‐muscle strength and control. • IV.C.1 Child independently writes some letters on request (not necessarily well-‐formed).

Assessment Documentation: In this section, provide information on what type of documentation (e.g., anecdotal records, work samples, interviews, etc.) you gathered to show each child’s progress related to the PK Guideline specified in the above. Consult the suggestions for embedded, informal assessment activities listed in Weeks 1 and 4 of the 1st Nine Weeks CRMs. Form of Documentation Describe the tasks here:




Child includes some detail in his picture/story with teacher support.

Child includes some detail in his picture/story with no teacher support.

Child includes considerable detail in his picture/story with teacher support.

Child includes considerable detail in his picture/story with no teacher support. Date: Student:





IV.B.1 Child independently uses letters or symbols to make words or parts of words.


• IV.A.1 Child intentionally uses scribbles/writing to convey meaning. • IV.C.1 Child independently writes some letters on request (not necessarily well-‐formed).


What to look for: Refer to pages 14-‐15 (Emergent Stages of Writing) 1 2 3 4



Child uses random scribbles or makes no attempt at drawing or writing. Emergent Writing Stage #1 & 2

Child uses named scribbles. Emergent Writing Stage #3

Child uses close approximations Emergent Writing Stage #4

Child uses letter combinations or invented spelling. Emergent Writing Stages #5—8 Date: Student:





IV.B.2 Child writes own name not necessarily with full correct spelling or well-‐formed letters.


• IX.B.1 Child shows control of tasks that require small-‐muscle strength and control. • IX.B.2 Child shows increasing control of tasks that require eye-‐hand coordination.





Child uses controlled scribbles to write name.

Child uses close approximations to write name.

Child writes some letters in her name with support.

Child writes most letters in her name with no support. Date: Student:



MMMAAATTTHHHEEEMMMAAATTTIIICCCSSS::: NNNuuummmbbbeeerrr


V.A.5 Child counts up to 10 items, and demonstrates that the last count indicates how many items were counted.


• V.A.3 Child counts 1–10 items, with one count per item. • V.A.6 Child demonstrates understanding that when counting, the items can be chosen in any order.

Assessment Documentation: In this section, provide information on what type of documentation (e.g., anecdotal records, work samples, interviews, etc.) you gathered to show each child’s progress related to the PK Guideline specified in the above. Consult the suggestions for embedded, informal assessment activities listed in Weeks 10 and 15 of the 2nd Nine Weeks CRMs. Form of Documentation Describe the tasks here:

What to look for: Refer to p. 18, Steps 1-‐4 of the One-‐on-‐One Individual Student Counting Assessment Interview

1 2 3 4


Proficient Mastery

Child demonstrates none of the following counting skills when asked to count a minimum of 5 objects

Child demonstrates at least two of the following counting skills when asked to count a minimum of 5 objects:

Child demonstrates three of the following counting skills when asked to count a minimum of 5 objects:

Child demonstrates three of the following counting skills when asked to count a minimum of 7 objects:

1. Maintains the correct rote counting sequence to the target number—e.g., 5, 7, or 10. 2. Rote counting—e.g. “one, two, three…”—is synchronous to the touching of each object—e.g. 1-‐to-‐1. 3. States total of the final count when asked, “So how many did you count?” Date: Student:



One-‐on-‐One Individual Student Counting Assessment Interview

Child______________________________ Date: _________________ Teacher: ________________________

Steps and Instructions: 1. Present the child with no greater than 21 to 25 counters displayed in a jar. Ask: How many ___ do you

think there may be inside? 2. Instruct the child to remove the counters from the jar. Say: Go ahead and count them to make sure how

many there are altogether. 3. Observe and use the recording sheet below to document the child’s counting. If the child struggles with

the original amount, remove some (down to 12, then to 7, and finally to 5) and make note of the child’s strategies and accuracy in the notes section.

Skill Description/ Behavior Notes Rote Counting Child says the counting word

sequence in correct order—e.g., starts at 1, then says 2, then 3, then 4, then 5, etc.

Accurate: (Yes/ No) Up to what #: ____ (Circle up to which number): 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25

Tagging/ One-‐to-‐one Correspondence

Child touches each object once and only once (never double counting)


Synchronicity Child’s recitation of the counting word sequence is synchronous to her/his touching of each object.


Organization The child keeps track of what is counted.


4. When the child appears to have stopped counting, ask: So, how many ____ did you count? (or) So, how many ____ were there?

Skill Description/ Behavior Notes Cardinality The child states the total number of

items she/he counted when asked, “So, how many ___ do you have?”


5. If the child was successful counting objects, ask him/her to make the following sets: o If the child successfully counted up to 21 or 25 objects, say: Make a set of 19 (or) Give me 19. o If the child successfully counted up to 12 objects, say: Make a set of 10 (or) Give me 10. o If the child successfully counted up to 7 objects, say: Make a set of 5 (or) Give me 5. o If the child successfully counted up to 5 objects, say: Make a set of 3 (or) Give me 3.

Skill Description/ Behavior Notes



Hierarchical Inclusion

The child is able to count out a requested amount of objects—e.g., There are 15 cubes and you ask for 10. The child correctly produces 10.




V.A.8 Child verbally identifies, without counting, the number of objects from 1–5.


• V.A.1 Child knows that objects, or parts of an object, can be counted. • V.D.2 Child recognizes how much can be placed within an object.

Assessment Documentation: In this section, provide information on what type of documentation (e.g., anecdotal records, work samples, interviews, etc.) you gathered to show each child’s progress related to the PK Guideline specified in the above. Consult the suggestions for embedded, informal assessment activities listed in Weeks 12-‐17 of the 2nd Nine Weeks CRMs. Form of Documentation Describe the tasks here:




The child identifies a small collection of up to 2 items without counting.

The child can identify a small collection of up to 3 items without counting.

The child can identify a small collection of up to 4 items without counting.

The child can identify a small collection of up to 5 items without counting. Date: Student:





V.A.9 Child recognizes one-‐digit numerals, 0 – 9.


• V.A.2 Child uses words to rote count from 1 to 30. • V.E.3 Child recognizes and creates patterns.




Proficient Mastery

The child identifies up to one numeral.

The child identifies a minimum of two numerals.

The child identifies a minimum of four numerals.

The child identifies a minimum of six numerals. Date: Student:



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V.E.1 Child sorts objects that are the same and different into groups and uses language to describe how the groups are similar and different.


• V.C.1 Child names common shapes. • V.E.2 Child collects data and organizes it in a graphic representation.


What to look for: (To determine a 4, ask, “Can you sort these again in a different way?”) 1 2 3 4

Needs Improvement Emerging Understanding Proficient Mastery

Child explores a variety of objects but is unable to sort objects into easily identifiable groups.

Child can sort objects into groups by one attribute but cannot explain how the sorting was done.

Child can sort objects into groups by one attribute and explains how the grouping was done—e.g., shape or color.

Child can sort objects into groups by one attribute and can resort the same collection focusing on/ explaining a different rule—e.g., size instead of color. Date: Student:



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VII.A.3 Child organizes their life around events, time, and routines.


• I.B.1a Child follows classroom rules and routines with occasional reminders from teacher. • V.D.4 Child uses language to describe concepts associated with the passing of time.

Assessment Documentation: In this section, provide information on what type of documentation (e.g., anecdotal records, work samples, interviews, etc.) you gathered to show each child’s progress related to the PK Guideline specified in the above. Consult the suggestions for embedded, informal assessment activities listed in Weeks 13, 14, and 15 of the 2nd Nine Weeks CRMs. Form of Documentation Describe the tasks here:



Proficient Mastery

Child is unable to sequence events and routines.

Child sequences events and routines with teacher support.

Child sequences events and routines independently.

Child sequences events and routines independently with elaboration. Date: Student:



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VI.C.3 Child observes and describes what happens during changes in the earth and sky.


• VI.C.1 Child identifies, compares, discusses earth materials, and their properties and uses. • VI.C.2 Child identifies, observes, and discusses objects in the sky.

Assessment Documentation: In this section, provide information on what type of documentation (e.g., anecdotal records, work samples, interviews, etc.) you gathered to show each child’s progress related to the PK Guideline specified in the above. Consult the suggestions for embedded, informal assessment activities listed in Weeks 10, 12, 13, 14, 16 and 17 of the 2nd Nine Weeks CRMs. Form of Documentation Describe the tasks here:




Child is unable to share observations with others through pictures, discussions or dramatizations.

Child with teacher support shares observations with others through pictures, discussions or dramatizations.

Child independently shares observations with others through pictures, discussions or dramatizations.

Child independently shares observations with others through pictures, discussions or dramatizations during self-‐initiated applications and investigations. Date: Student:



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VI.D.1/ VI.D.2/ VI.D.3 Child identifies and practices good habits of personal safety, health, hygiene, nutrition, exercise, and rest.


• I.A.1 Child is aware of where own body is in space, respects personal boundaries. • I.B.1.a Child follows classroom rules and routines with occasional reminders from teacher.

Tasks: q On-‐Going: Observe children as they are eating lunch in the cafeteria. Pay attention to eating etiquette related to

health and hygiene. Interview children about rules for staying healthy on a periodic basis. Keep record of the child’s hand washing and other health related habits—e.g., rest, time, using a tissue to wipe their nose, covering coughs, etc.


Needs Improvement Emerging Understanding Proficient Mastery

Child rarely demonstrates the following health related behaviors:

Child is occasionally (25% of the time) successful in demonstrating the following health related behaviors:

Child typically (50% of the time) is demonstrates the following health related behaviors:

Child frequently (75% of the time) demonstrates the following health related behaviors:

Date: Student:

• follows/ uses safety procedures while using common tools and materials (e.g., glue, scissors, and pencils);

• covers coughs and sneezes with tissue or elbow instead of their hands; • and washes hands after using the toilet and before snack and lunch.



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X.A.2 Child uses and names a variety of computer input devices, such as mouse, keyboard, voice/sound recorder, touch screen, CD-‐ROM.


• X.A.1 Child opens and navigates through software programs designed to enhance development of appropriate concepts.

Tasks: q On-‐Going: Observe children as engage with computer software or other technological devices—iPad, etc. q One-‐on-‐one Interview: Informally engage with the child at the computer center. Interview the child and take notes

to document the child’s familiarity with technology. What to look for:

1 2 3 4


Proficient Mastery

Child refuses to explore or use technology, including computer input devices.

Child explores and uses technology, including computer input devices, with teacher support and prompting.

Child typically (75% of the time) explores and uses technology, including computer input devices, without teacher support and prompting.

Child consistently (95% of the time) explores and uses technology, including computer input devices, without teacher support and prompting. Date: Student:



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VIII.A.1 Child uses a variety of art materials and activities for sensory experience and exploration. VIII.B.1 Child participates in classroom music activities.


• VIII.A.2 Child uses art as a form of creative self-‐expression. • VIII.C.1 Child creates or recreates stories, moods, or experiences through dramatic representations.

Tasks: q On-‐Going: Observe children as they explore and use various materials—e.g., paints, collage materials, play dough,

glue, crayons, chalk, etc.—available at the art center. q On-‐Going: Observe children as they participate in music, movement, and dramatic play activities throughout the day.




Child rarely explores or uses materials and participates in classroom music activities.

Child occasionally (25% of the time) explores and uses art materials and participates in classroom music activities with teacher support and prompting.

Child typically (65% of the time) explores and uses art materials and participates in classroom music activities with teacher support and prompting.

Child frequently (85% of the time) explores and uses art materials and participates in classroom music activities without teacher support and prompting. Date: Student:



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IX.A.2 Child coordinates sequence of movements to perform tasks.


• I.A.1 Child is aware of where own body is in space, respects personal boundaries. • IX.A.1 Child demonstrates coordination and balance in isolation (may not yet coordinate consistently

with a partner.

Tasks: q On-‐Going: Observe the children during both informal and structured physical education exercises that involve

coordinating a sequence of movement to perform the specified tasks. Refer to the Sports Fun manual on your campus for a list of related activities and ideas on how to support the children’s attainment of these skills.




Child experiences considerable difficulty in trying to accomplish the following skills:

Child is occasionally (25% of the time) successful in to accomplishing the following skills:

Child is typically (75% of the time) successful in to accomplishing the following skills:

Child consistently (90% of the time) successful in to accomplishing the following skills:

Date: Student:

• independently move within a space of defined boundaries; • change his/ her body configuration to fit within a spatial location (e.g., moving through an

obstacle course); • and participate in group games involving movement—e.g., “Hokey Pokey.”



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II.A.3 Child shows understanding of the new language being spoken by English-‐speaking teachers and peers (ELL).


• II.D.6 Child increases listening vocabulary and begins to develop vocabulary of object names and common phrases in English (ELL).

Tasks:

q On-‐Going: Refer to the Oral Language rubrics, pp. 11-‐13, for authentic contexts and tasks that show evidence of the child’s progression towards the acquisition of the English language. The rubric below is taken from the official district report card that is sent home to parents. If this outcome does not appear in your Gradespeed window, you should contact your clerk so that he/she can program it into the on-‐line system/ template.



Proficient Mastery

Student has very limited understanding of subject of study and concepts on grade level:

Student is beyond beginning learning the subject of study and concepts on grade level.

Student has strong understanding of subject of study on grade level

Student has full understanding of subject of study on grade level and is able to make connections to other areas. Date: Student:



PPPeeerrrsssooonnnaaalll DDDeeevvveeelllooopppmmmeeennnttt What to look for:

Student Expectation 1 2 3 4 Rarely Occasionally Frequently Consistently

Adjusts to school routines. Child does not follow school routines.

Child participates in school routines when directed to do so.

Child participates in school routines without being asked.

Child participates in school a routine even when adult is not nearby.

Demonstrates healthy practices.

Child needs adult help self-‐help skills such as dressing or washing hands.

Child uses self-‐help skills with occasional reminders.

Child uses self-‐help skills without reminders.

Child extends self-‐help skills to other children.

Works productively in large group.

Child does not listen or participate in large group activities.

Child listens for short period of time in large group activities with adult help.

Child listens and participates in large group activities without adult help.

Child listens and participates by giving own observations.

Works productively in small group.

Child does not listen or participate in small group activities.

Child listens for short period of time in small group activities with adult help.

Child listens and participates in small group activities without adult help.

Child listens and participates by giving own observations. Child can assist other children.

Focuses on assigned tasks. Child works on task for a short period of time with adult help.

Child works on task for a short period of time without adult help.

Child completes a task such as putting toys away before going to next activity.

Child completes a task even when difficult ties occur.

Responds to questions appropriately.

Child does not respond to questions.

Child answers a question with 1-‐2 words or gestures.

Child answers questions with a simple sentence.

Child answers questions with a sentence containing many details.

Exhibits appropriate fine motor control.

Child uses whole hand to manipulate objects.

Child manipulates large objects.

Child manipulates small objects.

Child uses both hands to complete a task such as zipping a zipper and tying a shoe.

Participates actively in unstructured physical activity

Child’s movements are not yet coordinated.

Child shows some coordination while climbing steps and walking.

Child becomes more coordinated. Child alternates feet while walking up stairs or tosses and catches a ball/beanbag.

Child engages in complex movement such as skipping or dribbling a ball.

Manages emotions constructively

Child is unable to control behavior and/or intense

Child begins to control behavior and/or intense feelings.

Child controls behaviors and intense feelings with

Child consistently controls behaviors and intense feelings.



feelings. occasional teacher support.

Respects self and others Child does not respect other children’s rights.

Child shows awareness of others rights.

Child shows awareness of other’s rights and changes behavior.

Child respects other’s rights and cares for other’s belonging such as putting away friend’s folder.

Takes responsibility for own actions.

Child does not assume responsibilities for actions.

Child assumes responsibility with adult help.

Child assumes responsibility for action.

Child assumes responsibility for action and accepts consequences.

Interacts cooperatively with peers

Child does not work with others or works and plays along side others without interaction.

Child responds when other children initiate interactions.

Child initiates and sustains interactions with other children.

Child works on complex problems with other children such as sharing a task.

Interacts cooperatively with adults

Child does not follow directions without adult help.

Child follows directions with occasional reminders from adult.

Child understands and follows directions without adult assistance.

Child understands the consequences of not following directions.

Solves problems appropriately.

Child does not work to solve problems. Child runs away or uses force.

Child requests adult assistance to solve problems and accepts suggestions by adult.

Child tries to solve problems by negotiation or other socially acceptable means; still seeks adult help when needed.

Child solves problems with other children independently such as taking turns or sharing materials.

prek 2nd 9wks assessment 1516 - austin...

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