KINDERGARTEN REPORT CARD RUBRIC
Unsuccessful
Developing
Approaching
Meeting
READING
Understands how English is
Written/Printed
Students understand how English is
written and printed
With direct guidance:
Begins to
recognize that spoken
●
words can be represented
by print
identify upper- and
●
lower-case letters
●
demonstrate one-to-one
correspondence between a
spoken word and a printed
word in text
recognize the difference
●
between a letter and a
printed word
recognizes that sentences
●
are comprised of words
separated by spaces
demonstrate an awareness
●
of word boundaries
(including the role of spaces
between words)
demonstrate book
●
directionality (front/back,
page turning, word
directionality)
●
identify parts of a book
(e.g., front and back covers,
title page)
HISD Kindergarten Grade Report Card Rubric- Rev 8/26/2015
With some guidance:
●
●
●
●
●
●
●
●
recognizes that spoken
words can be represented
by print
identifies upper- and
lower-case letters
demonstrates one-to-one
correspondence between a
spoken word and a printed
word in text
recognizes the difference
between a letter and a
printed word
recognizes that sentences
are comprised of words
separated by spaces
demonstrates an awareness
of word boundaries
(including the role of spaces
between words)
demonstrates book
directionality (front/back,
page turning, word
directionality)
identifies parts of a book
(e.g., front and back covers,
title page)
Exhibits mastery of grade
level skill/concept:
With little guidance:
With increasing frequency and less support
recognizes that spoken words can be
●
represented by print
identifies upper- and lower-case
●
letters
●
demonstrates one-to-one
correspondence between a spoken
word and a printed word in text
recognizes the difference between a
●
letter and a printed word
recognizes that sentences are
●
comprised of words separated by
spaces
demonstrates an awareness of word
●
boundaries (including the role of spaces
between words)
demonstrates book directionality
●
(front/back, page turning, word
directionality)
identifies parts of a book (e.g., front and
●
back covers, title page)
Page 1
Consistently/Independently
recognizes that spoken
●
words can be represented
by print
identifies upper- and
●
lower-case letters
●
demonstrates one-to-one
correspondence between a
spoken word and a printed
word in text
recognizes the difference
●
between a letter and a
printed word
recognizes that sentences
●
are comprised of words
separated by spaces
demonstrates an
●
awareness of word
boundaries (including the
role of spaces between
words)
demonstrates book
●
directionality (front/back,
page turning, word
directionality)
identifies parts of a book
●
(e.g., front and back
covers, title page)
Uses Strategies to Comprehend
Texts
Students comprehend a variety of
texts drawing on useful strategies as
needed.
Students display phonological
awareness.
Students use the relationship
between letters and sounds, spelling
patterns, and morphological analysis
to decode written English.
With direct guidance:
Comprehension – Main Focus:
Begins to
comprehend a variety of
●
texts drawing on useful
strategies as needed
predict what might happen
●
in text based on the cover,
title, and illustrations
ask questions and responds
●
to questions about texts
read aloud
identify and read high●
frequency words from the
HISD High Frequency
Word List (in the context of
reading books, texts)
discuss purposes for
●
reading & listening to
various texts
ask & respond to questions
●
about texts
monitor & adjust
●
comprehension
make inferences based on
●
covers, titles, illustrations, &
plots
retell or act out important
●
events in stories
make connections to own
●
experiences, to ideas in
other texts, to the larger
community, & discusses
textual evidence
Phonological Awareness
Supports Comprehension:
Begins to
●
distinguish, recognize,
isolate, segment and blend
sounds in spoken language
identify a sentence made
●
up of a group of words
identify syllables in spoken
●
words
orally generate rhymes in
●
response to spoken words
Decoding Supports
Comprehension:
Begins to
use the relationships
●
between letters and
sounds, spelling
patterns, and
HISD Kindergarten Grade Report Card Rubric- Rev 8/26/2015
With some guidance:
With little guidance:
Comprehension – Main Focus:
● comprehends a variety of
texts drawing on useful
strategies as needed
● predicts what might happen
in text based on the cover,
title, and illustrations
● asks questions and responds
to questions about texts read
aloud
● identifies and reads highfrequency words from the
HISD High Frequency Word
List (in the context of reading
books, texts)
● discusses purposes for
reading & listening to various
texts
● asks & responds to questions
about texts
● monitors & adjusts
comprehension
● makes inferences based on
covers, titles, illustrations, &
plots
● retells or acts out important
events in stories
● makes connections to own
experiences, to ideas in
other texts, to the larger
community, & discusses
textual evidence
Phonological Awareness
Supports Comprehension:
● distinguishes, recognizes,
isolates, segments and
blends sounds in spoken
language
● identifies a sentence made
up of a group of words
● identifies syllables in spoken
words.
● orally generates rhymes in
response to spoken words
Decoding Supports
Comprehension:
● uses the relationships
between letters and sounds,
spelling patterns, and
morphological analysis to
decode written English
● uses letter-sound
relationships to decode words
Comprehension – Main Focus:
With increasing frequency and less support
● comprehends a variety of texts drawing
on useful strategies as needed
● predicts what might happen in text based
on the cover, title, and illustrations
● asks questions and responds to
questions about texts read aloud
● identifies and reads high -frequency
words from the HISD High Frequency
Word List (in the context of reading
books, texts)
● discusses purposes for reading &
listening to various texts
● asks & responds to questions about texts
● monitors & adjusts comprehension
● makes inferences based on covers, titles,
illustrations, & plots
● retells or acts out important events in
stories
● makes connections to own experiences,
to ideas in other texts, to the larger
community, & discusses textual evidence
Phonological Awareness Supports
Comprehension:
With increasing frequency and less support
● distinguishes, recognizes, isolates,
segments and blends sounds in spoken
language
● identifies a sentence made up of a group
of words
● identifies syllables in spoken words.
● orally generates rhymes in response to
spoken words
Decoding Supports Comprehension:
Exhibits mastery of grade
level skill/concept:
Comprehension – Main Focus:
Consistently/Independently
comprehends a variety of
●
texts drawing on useful
strategies as needed
predicts what might happen
●
in text based on the cover,
title, and illustrations
asks questions and
●
responds to questions
about texts read aloud
identifies and reads at least
●
25 high- frequency words
from the HISD High
Frequency Word List (in the
context of reading books,
texts)
discusses purposes for
●
reading & listening to
various texts
asks & responds to
●
questions about texts
monitors & adjusts
●
comprehension
makes inferences based on
●
covers, titles, illustrations, &
plots
retells or acts out important
●
events in stories
makes connections to own
●
experiences, to ideas in
other texts, to the larger
With increasing frequency and less
community, & discusses
support
textual evidence
● uses the relationships between letters
Phonological Awareness
and sounds, spelling patterns, and
Supports Comprehension:
morphological analysis to decode written
Consistently/Independently
English
●
distinguishes, recognizes,
● uses letter-sound relationships to
isolates, segments and
decode words
blends sounds in spoken
● decodes words in isolation
language
● understands new words are created when ●
identifies a sentence made
letters are changed, added, or deleted
up of a group of words
● reads base words with inflectional
identifies syllables in
●
endings
spoken words
● identifies and reads at least 25 highfrequency words from the HISD High
Frequency Word List
Page 2
Uses Strategies to Comprehend
Texts (cont)
●
●
●
●
●
Understands and Uses New
Vocabulary from Texts
Students understand new
vocabulary and use it when reading
and writing.
morphological analysis to
decode written English
use letter-sound relationships
to decode words
decode words in isolation
understand new words are
created when letters are
changed, added, or
deleted
read base words with
inflectional endings
identify and reads at least
25 high-frequency words
from the HISD High
Frequency Word List
With direct guidance:
Begins to
understand new vocabulary
●
and uses it correctly when
reading and writing
identify words that name
●
actions, directions,
positions, sequences, and
locations
recognize that compound
●
words are made up of
shorter words
identify and sort pictures of
●
objects into conceptual
categories (e.g., colors,
shapes, textures)
use a picture dictionary to
●
find words
HISD Kindergarten Grade Report Card Rubric- Rev 8/26/2015
●
●
●
●
decodes words in isolation
understands new words are
created when letters are
changed, added, or deleted
reads base words with
inflectional endings
identifies and reads at least
25 high-frequency words
from the HISD High
Frequency Word List
●
orally generates rhymes in
response to spoken words
Decoding Supports
Comprehension:
Consistently/Independently
uses the relationships
●
between letters and sounds,
spelling patterns, and
morphological analysis to
decode
written English
uses letter-sound
●
relationships to decode
words
decodes words in isolation
●
●
understands new words are
created when letters are
changed, added, or deleted
reads base words with
●
inflectional endings
identifies and reads at
●
least 25 high-frequency
words from the HISD High
Frequency Word List
With some guidance:
With little guidance:
Exhibits mastery of grade
level skill/concept:
●
With increasing frequency and less support
understands new vocabulary and uses it
●
correctly when reading and writing
identifies words that name actions,
●
directions, positions, sequences, and
locations
recognizes that compound words are
●
made up of shorter words
identifies and sorts pictures of objects
●
into conceptual categories (e.g., colors,
shapes, textures)
●
uses a picture dictionary to find words
Consistently/Independently
understands new
●
vocabulary and uses it
correctly when reading and
writing
identifies words that name
●
actions, directions,
positions, sequences, and
locations
recognizes that compound
●
words are made up of
shorter words
identifies and sorts pictures
●
of objects into conceptual
categories (e.g., colors,
shapes, textures)
uses a picture dictionary to
●
find words
●
●
●
●
understands new vocabulary
and uses it correctly when
reading and writing
identifies words that name
actions, directions, positions,
sequences, and locations
recognizes that compound
words are made up of
shorter words
identifies and sorts pictures
of objects into conceptual
categories (e.g., colors,
shapes, textures)
uses a picture dictionary to
find words
Page 3
Comprehends Literary Texts:
●
Theme & Genre
Students analyze, make inferences
and draw conclusions about theme
and genre in different cultural,
historical and contemporary contexts
and provide evidence from the text
to support their understanding.
●
Poetry
Students understand, make
inferences and draw conclusions
about the structure and elements of
poetry and provide evidence from
the text to support their
understanding.
●
Fiction
Students understand, make
inferences and draw conclusions
about the structure and elements of
fiction and provide evidence from
the text to support their
understanding.
With direct guidance:
Begins to
Theme and Genre
●
provide text evidence to
support understanding
begins to identify elements
●
of a story including
setting(s), character(s), and
key events
discusses the big idea
●
(theme) of a well-known
folktale or fable and
connects it to personal
experience
●
recognize sensory details
recognize recurring phrases
●
and characters in traditional
fairy tales, lullabies, and
folktales from various
cultures
Poetry
●
identify rhythm and rhyme
in poetry by identifying a
regular beat
identify rhythm and rhyme
●
in poetry by identifying
similarities in word sounds
Fiction
●
retell a main event from a
story read aloud
describe characters in a
●
story and reasons for their
actions
Comprehends Informational
Texts:
With direct guidance:
Culture & History
Students analyze, make inferences
and draw conclusions about author’s
purpose in cultural, historical, and
contemporary context and provide
evidence from the text to support
their understanding.
Begins to
Culture and History
●
analyze the author’s
purpose in cultural,
historical, and
contemporary context
draw conclusions about the
●
author’s purpose in cultural,
historical, and
contemporary text
provide text evidence to
●
support understanding
●
●
Expository Texts
Students understand, make
inferences and draw conclusions
about the expository text and
HISD Kindergarten Grade Report Card Rubric- Rev 8/26/2015
With some guidance:
Theme and Genre
●
provides text evidence to
support understanding
identifies elements of a
●
story including setting(s),
character(s), and key events
discusses the big idea
●
(theme) of a well-known
folktale or fable and
connects it to personal
experience
●
recognizes sensory details
recognizes recurring
●
phrases and characters in
traditional fairy tales,
lullabies, and folktales from
various cultures
Poetry
●
identifies rhythm and rhyme
in poetry by identifying a
regular beat
identifies rhythm and rhyme
●
in poetry by identifying
similarities in word sounds
Fiction
●
retells a main event from a
story read aloud
describes characters in a
●
story and reasons for their
actions
With some guidance:
Culture and History
●
analyzes the author’s
purpose in cultural,
historical, and contemporary
text
draws conclusions about the
●
author’s purpose in cultural,
historical, and contemporary
text
provides text evidence to
●
support understanding
●
identifies the topic of cultural
and historical texts (read to
the student)
With little guidance:
With increasing frequency and less support
Theme and Genre
●
provides text evidence to support
understanding
identifies elements of a story including
●
setting(s), character(s), and key events
discusses the big idea (theme) of a
●
well-known folktale or fable and
connects it to personal experience
●
recognizes sensory details
recognizes recurring phrases and
●
characters in traditional fairy tales,
lullabies, and folktales from various
cultures
Poetry
●
identifies rhythm and rhyme in poetry by
identifying a regular beat
identifies rhythm and rhyme in poetry by
●
identifying similarities in word sounds
Fiction
●
retells a main event from a story read
aloud
describes characters in a story and
●
reasons for their actions
Exhibits mastery of grade level
skill/concept:
Consistently/Independently
Theme and Genre
●
provides text evidence to
support understanding
identifies elements of a
●
story including setting(s),
character(s), and key
events
discusses the big idea
●
(theme) of a well-known
folk tale or fable and
connects it to personal
experience
●
recognizes sensory details
recognizes recurring
●
phrases and characters in
traditional fairy tales,
lullabies, and folktales from
various cultures
Poetry
●
identifies rhythm and
rhyme in poetry by
identifying a regular beat
identifies rhythm and
●
rhyme in poetry by
identifying similarities in
word sounds
Fiction
●
retells a main event from a
story read aloud
describes characters in a
●
story and reasons for their
actions
With little guidance:
Exhibits mastery of grade
level skill/concept:
With increasing frequency and less support
Culture and History
●
analyzes the author’s purpose in cultural,
historical, and contemporary text
draws conclusions about the author’s
●
purpose in cultural, historical, and
contemporary text
●
provides text evidence to support
understanding
●
identifies the topic of cultural and
historical texts (read to the student)
Consistently/Independently
Culture and History
●
analyzes the author’s
purpose in cultural,
historical, and
contemporary text
draws conclusions about
●
the author’s purpose in
cultural, historical, and
contemporary text
Page 4
provide evidence from the text to
support their understanding.
●
Procedural Texts
Students understand how to glean
and use information in procedural
texts and documents.
Comprehends Media Literacy
[adult assistance required according
to state standards where indicated]
Students use comprehension skills
to identify how words, images,
graphics and sounds work together
in various forms to impact meaning.
Students will continue to apply
earlier standards with greater depth
in increasingly more complex texts.
●
identify the topic of cultural
and historical texts (read to
the student)
Expository Text
●
identify the topic and
details in expository text
(read or heard), referring to
the words and/or
illustrations
retell important facts in a
●
text (read or heard)
discuss ways authors group
●
information in text
use titles and illustrations to
●
make predictions about text
Procedural Texts
●
glean (extracts) and uses
information in procedural
texts and documents
follow pictorial directions
●
(e.g., recipes, science
experiments)
identify the meaning of
●
specific signs (e.g., traffic
signs, warning signs)
With direct guidance:
Begins to
use comprehension skills to
●
identify how words, images,
graphics and sounds work
together in various forms to
impact meaning
identify different forms of
●
media (e.g.,
advertisements,
newspapers, radio
programs)
identify techniques used in
●
media (e.g., sound,
movement)
HISD Kindergarten Grade Report Card Rubric- Rev 8/26/2015
Expository Text
●
identifies the topic and
details in expository text
(read or heard), referring to
the words and/or illustrations
retells important facts in a
●
text (read or heard)
discusses ways authors
●
group information in text
uses titles and illustrations to
●
make predictions about text
Procedural Texts
●
gleans (extracts) and uses
information in procedural
texts and documents
follows pictorial directions
●
(e.g., recipes, science
experiments)
identifies the meaning of
●
specific signs (e.g., traffic
signs, warning signs)
With some guidance:
●
●
●
uses comprehension skills to
identify how words, images,
graphics and sounds work
together in various forms to
impact meaning
identifies different forms of
media (e.g., advertisements,
newspapers, radio
programs)
identifies techniques used in
media (e.g., sound,
movement)
Expository Text
●
identifies the topic and details in
expository text (read or heard), referring
to the words and/or illustrations
retells important facts in a text (read or
●
heard)
discusses ways authors group
●
information in text
uses titles and illustrations to make
●
predictions about text
Procedural Texts
●
gleans (extracts) and uses information
in procedural texts and documents
follows pictorial directions (e.g.,
●
recipes, science experiments)
identifies the meaning of specific signs
●
(e.g., traffic signs, warning signs)
With little guidance:
With increasing frequency and less support
uses comprehension skills to identify how
●
words, images, graphics and sounds
work together in various forms to impact
meaning
identifies different forms of media (e.g.,
●
advertisements, newspapers, radio
programs)
identifies techniques used in media (e.g.,
●
sound, movement)
Page 5
●
provides text evidence to
support understanding
●
identifies the topic of
cultural and historical texts
(read to the student)
Expository Text
●
identifies the topic and
details in expository text
(read or heard), referring to
the words and/or
illustrations
retells important facts in a
●
text (read or heard)
discusses ways authors
●
group information in text
uses titles and illustrations
●
to make predictions about
text
Procedural Texts
●
gleans (extracts) and uses
information in procedural
texts and documents
follows pictorial directions
●
(e.g., recipes, science
experiments)
identifies the meaning of
●
specific signs (e.g., traffic
signs, warning signs)
Exhibits mastery of grade
level skill/concept:
Consistently/Independently
uses comprehension skills
●
to identify how words,
images, graphics and
sounds work together in
various forms to impact
meaning
identifies different forms of
●
media (e.g.,
advertisements,
newspapers, radio
programs)
identifies techniques used
●
in media (e.g., sound,
movement)
Reading/Comprehension Skills
With direct guidance:
With some guidance:
With little guidance:
Students use a flexible range of
metacognitive reading skills in both
assigned and independent reading to
understand an author’s message.
Students will continue to apply earlier
standards with greater depth in
increasingly more complex texts as
they become self-directed, critical
readers.
Begins to
●
discuss the purposes for
reading and listening to
various texts (e.g. to
become involved in real
and imagined events,
settings, actions, and to
enjoy language)
●
ask and respond to
questions about text
●
With increasing frequency and less support
●
discusses the purposes for reading and
listening to various texts (e.g. to become
involved in real and imagined events,
settings, actions, and to enjoy language)
●
asks and responds to questions about
text
●
Unsuccessful
discusses the purposes for
reading and listening to
various texts (e.g. to
become involved in real and
imagined events, settings,
actions, and to enjoy
language)
asks and responds to
questions about text
Developing
Exhibits mastery of grade
level skill/concept:
Consistently/Independently
●
discusses the purposes for
reading and listening to
various texts (e.g. to become
involved in real and imagined
events, settings, actions, and
to enjoy language)
●
asks and responds to
questions about text
Approaching
Meeting
WRITING
Uses the Writing Process to
Compose Texts [adult assistance
required according to state
standards]
Students use elements of the writing
process (planning, drafting, revising,
editing, and publishing to compose
text)
With direct guidance:
Begins to
plan a first draft by
●
generating ideas for writing
through class discussion
develop drafts by
●
sequencing the action or
details in a story with adult
assistance
revise by adding details or
●
sentences with adult
assistance
edit drafts by leaving
●
spaces between letters and
words with adult assistance
shares writing with others
●
with adult assistance
Writing Literary Texts
With direct guidance:
Students write literary texts to
express their ideas and feelings
about real or imagined people,
events and ideas.
Begins to
dictate or write sentences to
●
tell a story and begins to
put the sentences in
chronological sequence
write short poems
●
HISD Kindergarten Grade Report Card Rubric- Rev 8/26/2015
With some guidance:
●
●
●
●
●
plans a first draft by
generating ideas for writing
through class discussion
develops drafts by
sequencing the action or
details in a story with adult
assistance
revises by adding details or
sentences with adult
assistance
edits drafts by leaving
spaces between letters and
words with adult assistance
shares writing with others
with adult assistance
With some guidance:
●
●
dictates or writes sentences
to tell a story and begins to
put the sentences in
chronological sequence
writes short poems
With little guidance:
With increasing frequency and less support
plans a first draft by generating ideas
●
for writing through class discussion
develops drafts by sequencing the
●
action or details in a story with adult
assistance
revises by adding details or sentences
●
with adult assistance
edits drafts by leaving spaces between
●
letters and words with adult assistance
shares writing with others with adult
●
assistance
With little guidance:
With increasing frequency and less support
dictates or writes sentences to tell a
●
story and begins to put the sentences in
chronological sequence
writes short poems
●
Exhibits mastery of grade
level skill/concept:
Consistently/Independently
plans a first draft by
●
generating ideas for writing
through class discussion
develops drafts by
●
sequencing the action or
details in a story
revises by adding details or
●
sentences
edits drafts by leaving
●
spaces between letters and
words
●
shares writing with others
Exhibits mastery of grade
level skill/concept:
Consistently/Independently
dictates or writes sentences
●
to tell a story and begins to
put the sentences in
chronological sequence
writes short poems
●
Page 6
Writing Expository and
Procedural Texts
Students write expository and
procedural or work related texts to
communicate ideas and information
to specific audiences to specific
purposes.
ORAL &
WRITTEN
CONVENTIONS
Conventions & Academic
Language
[adult assistance required according
to state standards where indicated]
Students understand the function of
and use of and use the conventions
of academic language when
speaking and writing. Students
continue to apply earlier standards
with greater complexity.
With direct guidance:
Begins to
dictate or write
●
information for lists,
captions, or invitations
Unsuccessful
With direct guidance:
Begins to
● understand and use past and
future tenses (speaking only)
– with adult assistance
● understand and use nouns
(singular and plural) – with
adult assistance
● understand and use
descriptive words – with adult
assistance
● understand and use
prepositions and simple
prepositional phrases
appropriate to speaking or
writing – with adult
assistance
● understand and use
pronouns (e.g., I, me) – with
adult assistance
● speak in complete sentences
to communicate
● use complete simple
sentences (in writing)
HISD Kindergarten Grade Report Card Rubric- Rev 8/26/2015
With some guidance:
With little guidance:
Exhibits mastery of grade
level skill/concept:
●
With increasing frequency and less support
dictates or writes information for lists,
●
captions, or invitations
Consistently/Independently
dictates or writes
●
information for lists,
captions, or invitations
dictates or writes
information for lists,
captions, or invitations
Developing
With some guidance:
● understands and uses past
and future tenses (speaking
only) – with adult assistance
● understands and uses nouns
(singular and plural) – with
adult assistance
● understands and uses
descriptive words – with adult
assistance
● understands and uses
prepositions and simple
prepositional phrases
appropriate to speaking or
writing – with adult assistance
● understands and uses
pronouns (e.g., I, me) – with
adult assistance
● speaks in complete sentences
to communicate
● uses complete simple
sentences (in writing)
Approaching
With little guidance:
With increasing frequency and less
support
● understands and uses past and future
tenses (speaking only) – with adult
assistance
● understands and uses nouns (singular
and plural) – with adult assistance
● understands and uses descriptive words
– with adult assistance
● understands and uses prepositions and
simple prepositional phrases appropriate
to speaking or writing – with adult
assistance
● understands and uses pronouns (e.g., I,
me) – with adult assistance
● speaks in complete sentences to
communicate
● uses complete simple sentences (in
writing)
Meeting
Exhibits mastery of grade
level skill/concept:
Consistently/Independently
● understands and uses past
and future tenses (speaking
only) – with adult assistance
● understands and uses
nouns (singular and plural)
– with adult assistance
● understands and uses
descriptive words – with
adult assistance
● understands and uses
prepositions and simple
prepositional phrases
appropriate to speaking or
writing – with adult
assistance
● understands and uses
pronouns (e.g., I, me) –
with adult assistance
● speaks in complete
sentences to communicate
● uses complete
simple sentences (in
writing)
Page 7
Handwriting, Capitalization, &
Punctuation
Students write legibly and use
appropriate capitalization and
punctuation conventions in their
compositions.
With direct guidance:
With some guidance:
●
Begins to
write legibly in their
●
compositions
use appropriate
●
capitalization and
punctuation conventions in
their compositions
form upper- and lower-case
●
letters legibly using the
basic conventions of print
(left-to-right and
top-to-bottom)
●
●
●
●
capitalize the first letter in a
sentence
use punctuation at the end
of a sentence
Spelling
With direct guidance:
Students use letter­sound
correspondences to spell.
Begins to
use phonological
●
knowledge to match
sounds to letters
use letter-sound
●
correspondences to spell
consonant-vowel-consonant
(CVC) words
write one’s own name
●
HISD Kindergarten Grade Report Card Rubric- Rev 8/26/2015
●
●
writes legibly in their
compositions
uses appropriate
capitalization and
punctuation conventions in
their compositions
forms upper- and lower-case
letters legibly using the basic
conventions of print
(left-to-right and
top-to-bottom)
capitalizes the first
letter in a sentence
uses punctuation at the end
of a sentence
With some guidance:
●
●
●
uses phonological
knowledge to match
sounds to letters
uses letter-sound
correspondences to spell
consonant-vowel-consonant
(CVC) words
writes one’s own name
With little guidance:
With increasing frequency and less
support
writes legibly in their
●
compositions
uses appropriate capitalization and
●
punctuation conventions in their
compositions
forms upper- and lower-case letters
●
legibly using the basic conventions of
print (left-to-right and top-to-bottom)
capitalizes the first letter in a
●
sentence
uses punctuation at the end of a
●
sentence
With little guidance:
With increasing frequency and less
support
uses phonological knowledge to match
●
sounds to letters
uses letter-sound correspondences to
●
spell consonant-vowel-consonant (CVC)
words
●
writes one’s own name
Exhibits mastery of grade
level skill/concept:
Consistently/Independently
writes legibly in
●
their compositions
uses appropriate
●
capitalization and
punctuation conventions
in their compositions
●
forms upper- and
lower-case letters legibly
using the basic
conventions of print
(left-to-right and
top-to-bottom)
●
capitalizes the first letter
in a sentence
●
uses punctuation at the
end of a sentence
Exhibits mastery of grade
level skill/concept:
Consistently/Independently
uses phonological
●
knowledge to match
sounds to letters
uses letter-sound
●
correspondences to spell
consonant-vowel-consonant
(CVC) words
●
writes one’s own name
Page 8
RESEARCH
Develops a Research Plan
[adult assistance required according
to state standards where indicated]
Students ask open­ended research
questions and develop a plan for
answering them.
Locates Sources
[adult assistance required according
to state standards where indicated]
Students determine, locate, and
explore the full range of relevant
sources addressing a research
question and systematically record
the information they gather
Unsuccessful
With direct guidance:
Begins to
ask questions about topics
●
of class-wide interest
decide what sources or
●
people in the classroom,
school, library, or home
can assist answer class
generated questions
With direct guidance:
Begins to
gather evidence from
●
sources provided with
adult assistance
use pictures in conjunction
●
with writing when
documenting research with
adult assistance
HISD Kindergarten Grade Report Card Rubric- Rev 8/26/2015
Developing
With some guidance:
●
●
ask questions about topics
of class-wide interest
decide what sources or
people in the classroom,
school, library, or home can
assist answer class
generated questions
With some guidance:
●
●
gathers evidence from
sources provided with adult
assistance
uses pictures in conjunction
with writing when
documenting research with
adult assistance
Approaching
With little guidance:
With increasing frequency and less
support
asks questions about topics of
●
class-wide interest
decides what sources or people in the
●
classroom, school, library, or home
can answer generated questions
Meeting
Exhibits mastery of grade level
skill/concept:
Consistently/Independently
answers open-ended
●
questions
develops a plan for
●
answering research
questions
asks questions about topics
●
of class-wide interest
decides what sources or
●
people in the classroom,
school, library, or home can
answer generated questions
With little guidance:
Exhibits mastery of grade level
skill/concept:
With increasing frequency and less
support
gathers evidence from sources
●
provided with adult assistance
uses pictures in conjunction with writing
●
when documenting research with adult
assistance
Consistently/Independently
gathers evidence from
●
sources provided with adult
assistance
uses pictures in conjunction
●
with writing when
documenting research with
adult assistance
Page 9
LISTENING &
SPEAKING
Uses comprehension skills to
listen to others in formal and
informal settings
Unsuccessful
With direct guidance:
Students use comprehension skills
to listen attentively to others in
formal and informal settings.
Students will continue to apply
earlier standards with greater
complexity.
Begins to
listen attentively by facing
●
speakers and asking
questions to clarify
information
follow oral directions that
●
involve a short related
sequence of actions
Speaks clearly and to the point
With direct guidance:
Students speak clearly and to the
point, using the conventions of
language. Students will continue to
apply earlier standards with greater
complexity.
Begins to
share information and ideas
●
speaking audibly and
clearly
Works productively with other
team members
With direct guidance:
Students work productively with
others in teams. Students will
continue to apply earlier standards
with greater complexity.
Begins to
follow agreed-upon rules
●
for discussion
take turns, speaking one at
●
a time
HISD Kindergarten Grade Report Card Rubric- Rev 8/26/2015
Developing
With some guidance:
●
●
listens attentively by
facing speakers and
asking questions to clarify
information
follows oral directions that
involve a short related
sequence of actions
With some guidance:
●
shares information and ideas
speaking audibly and clearly
Approaching
With little guidance:
With increasing frequency and less
support
listens attentively by facing speakers
●
and asking questions to clarify
information
follows oral directions that involve a
●
short related sequence of actions
With little guidance:
With increasing frequency and less
support
●
With some guidance:
●
●
follows agreed-upon rules for
discussion
takes turns, speaking one at
a time
shares information and ideas
speaking audibly and clearly
Meeting
Exhibits mastery of grade level
skill/concept:
Consistently/Independently
listens attentively by facing
●
speakers and asking
questions to clarify
information
follows oral directions that
●
involve a short related
sequence of actions
Exhibits mastery of grade level
skill/concept:
Consistently/Independently
shares information and
●
ideas speaking audibly and
clearly
With little guidance:
Exhibits mastery of grade level
skill/concept:
With increasing frequency and less
support
follows agreed-upon rules for
●
discussion
takes turns, speaking one at a time
●
Consistently/Independently
follows agreed-upon rules
●
for discussion
takes turns, speaking one
●
at a time
Page 10
MATH
Unsuccessful
Developing
Approaching
Meeting
Mathematical Process
Standards
Uses mathematical processes to
acquire and demonstrate math
understanding
Students use mathematical processes
to acquire and demonstrate math
understanding.
With direct guidance:
Begins to
apply math to problems
●
arising in everyday life with
support
use a problem solving model –
●
analyze the information; make
a plan; determine a solution;
justify the solution or evaluate
the
process and reasonableness of
the answer with support
select a tool (real objects,
●
drawings, technology) with
support
communicate math ideas and
●
reasoning with appropriate
language with support
create and use
●
representations to organize,
record and communicate math
ideas with support
analyze mathematical
●
relationships to connect and
communicate ideas with
support
display, explain and justify
●
math ideas using precise math
language with support
HISD Kindergarten Grade Report Card Rubric- Rev 8/26/2015
With some guidance:
With little guidance:
●
With increasing frequency and
less support
●
applies math to problems
arising in everyday life
●
uses a problem solving model
– analyze the information;
make a plan; determine a
solution; justify the solution or
evaluate the process and
reasonableness of the answer
●
selects tools, including real
objects, manipulatives, paper
and pencil, and technology as
appropriate, and techniques,
including mental math,
estimation, and number sense
as appropriate, to solve
problems
●
communicates math ideas and
reasoning with appropriate
language
●
creates and uses
representations to organize,
record and communicate math
ideas
●
analyzes mathematical
relationships to connect and
communicate ideas
●
displays, explains and justifies
math ideas using precise math
language
●
●
●
●
●
●
applies math to problems
arising in everyday life
uses a problem solving model –
analyze the information; make
a plan; determine a solution;
justify the solution or evaluate
the process and
reasonableness of the answer
selects tools, including real
objects, manipulatives, paper
and pencil, and technology as
appropriate, and techniques,
including mental math,
estimation, and number sense
as appropriate, to solve
problems
communicates math ideas and
reasoning with appropriate
language
creates and uses
representations to organize,
record and communicate math
ideas
analyzes mathematical
relationships to connect and
communicate ideas
displays, explains and justifies
math ideas using precise math
language
Exhibits mastery of grade level
skill/concept:
Consistently/Independently
●
applies math to problems arising
in everyday life, society and the
workplace
●
uses a problem-solving model
that incorporates analyzing given
information, formulating a plan or
strategy, determining a solution,
justifying the solution, and
evaluating the problem-solving
process and the reasonableness
of the solution
●
selects tools, including real
objects, manipulatives, paper
and pencil, and technology as
appropriate, and techniques,
including mental math,
estimation, and number sense
as appropriate, to solve
problems
●
communicates mathematical
ideas, reasoning, and their
implications using multiple
representations, including
symbols, diagrams, graphs,
and language as appropriate
●
creates and uses representations
to organize, record, and
communicate mathematical ideas
●
analyzes mathematical
relationships to connect and
communicate mathematical
ideas
●
displays, explains, and justifies
mathematical ideas and
arguments using precise
mathematical language in written
or oral communication
Page 11
Number & Operations
Skills/Concepts
Represents and compares whole
numbers
Students apply mathematical process
standards to understand how to
represent and compare whole
numbers, the relative position and
magnitude of whole numbers, and
relationships within the numeration
system.
With direct guidance:
Begins to
count
forward
and
●
backward to at least 10 with
support
read, write, and represent
●
whole numbers from 0 to at
least 10 with objects or
pictures with support
count a set of objects up to at
●
least 10 and demonstrate that
the last number said tells the
number of objects in the set
regardless of their
arrangement or order with
support
recognize instantly the
●
quantity of a small group of
objects in organized and
random arrangements with
support
generate a set using concrete
●
and pictorial models that
represents a number that is
more than, less than, and
equal to a given number up to
10 with support
compare sets of objects up to
●
at least 10 in each set using
comparative
language with support
use comparative language to
●
describe two numbers up to 10
presented as written numerals
with support
compose and decompose
●
numbers up to 5 with objects
and pictures with support
HISD Kindergarten Grade Report Card Rubric- Rev 8/26/2015
With some guidance:
●
●
●
●
●
●
●
●
●
counts forward and backward to
at least 20 with and without
objects
reads, writes, and represents
whole numbers from 0 to at
least 20 with and without
objects or pictures
counts a set of objects up to at
least 20 and demonstrate that
the last number said tells the
number of objects in the set
regardless of their
arrangement or order
recognizes instantly the quantity
of a small group of objects in
organized and random
arrangements
generates a set using concrete
and pictorial models that
represents a number that is
more than, less than, and equal
to a given number up to 20
generates a number that is one
more than or one less than
another number up to at least
20
compares sets of objects up to
at least 20 in each set using
comparative language
uses comparative language to
describe two numbers up to 20
presented as written numerals
composes and decomposes
numbers up to 10 with
objects and pictures
With little guidance:
Exhibits mastery of grade level
skill/concept:
With increasing frequency and
less support
●
counts forward and backward to at
least 20 with and without objects
●
reads, writes, and represents
whole numbers from 0 to at least
20 with and without objects or
pictures
●
counts a set of objects up to at
least 20 and demonstrate that the
last number said tells the number
of objects in the set regardless of
their arrangement or order
●
recognizes instantly the quantity of
a small group of objects in
organized and random
arrangements
●
generates a set using concrete
and pictorial models that
represents a number that is more
than, less than, and equal to a
given number up to 20
●
generates a number that is one
more than or one less than
another number up to at least 20
●
compares sets of objects up to at
least 20 in each set using
comparative language
●
uses comparative language to
describe two numbers up to 20
presented as written numerals
●
composes and decomposes
numbers up to 10 with objects and
pictures
Consistently/Independently
●
counts forward and backward
to at least 20 with and without
objects
●
reads, writes, and represents
whole numbers from 0 to at
least 20 with and without
objects or pictures
●
counts a set of objects up to at
least 20 and demonstrate that
the last number said tells the
number of objects in the set
regardless of their
arrangement or order
●
recognizes instantly the
quantity of a small group of
objects in organized and
random arrangements
●
generates a set using
concrete and pictorial models
that represents a number that
is more than, less than, and
equal to a given number up to
20
●
generates a number that is
one more than or one less
than another number up to at
least 20
●
compares sets of objects up to
at least 20 in each set using
comparative language
●
uses comparative language to
describe two numbers up to
20 presented as written
numerals
●
composes and decomposes
numbers up to 10 with objects
and pictures
Page 12
Develops understanding of addition
and subtraction
Students apply mathematical process
standards to develop an understanding
of addition and subtraction situations in
order to solve problems.
Applies process standards to
identify coins
Students apply mathematical process
standards to identify coins in order to
recognize the need for monetary
transactions.
With direct guidance:
Begins to
model the action of joining to
●
represent addition and the
action of separating to
represent subtraction with
support
solve word problems using
●
objects and drawings to find
sums up to 5 and differences
within 5 with support
explain the strategies used
●
to solve problems involving
adding and subtracting
within 5 using spoken
words, concrete and
pictorial models with support
With direct guidance:
Begins to
identify U.S. coins by name,
●
including pennies, nickels,
dimes, and quarters with
support
HISD Kindergarten Grade Report Card Rubric- Rev 8/26/2015
With some guidance:
●
●
●
models the action of joining to
represent addition and the action
of separating to represent
subtraction
solves word problems using
objects and drawings to find
sums up to 10 and differences
within 10
explains the strategies used to
solve problems involving adding
and subtracting within 10 using
spoken words, concrete and
pictorial models and number
sentences
With little guidance:
Exhibits mastery of grade level
skill/concept:
With increasing frequency and
less support
●
models the action of joining to
represent addition and the action
of separating to represent
subtraction
●
solves word problems using
objects and drawings to find
sums up to 10 and differences
within 10
●
explains the strategies used to
solve problems involving adding
and subtracting within 10 using
spoken words, concrete and
pictorial models and number
sentences
Consistently/Independently
models the action of joining to
●
represent addition and the
action of separating to
represent subtraction
●
solves word problems using
objects and drawings to find
sums up to 10 and
differences within 10
explains the strategies used
●
to solve problems involving
adding and subtracting
within 10 using spoken
words, concrete and
pictorial models and number
sentences
With some guidance:
With little guidance:
Exhibits mastery of grade level
skill/concept:
●
With increasing frequency and less
support
●
identifies U.S. coins by
name, including pennies,
nickels, dimes, and quarters
Consistently/Independently
●
identifies U.S. coins by
name, including pennies,
nickels, dimes, and quarters
identifies U.S. coins by name,
including pennies, nickels,
dimes, and quarters
Page 13
Algebraic Reasoning
Skill/Concept
Identifies pattern in the number
word list to recite numbers to at
least 100
Students apply mathematical process
standards to identify the pattern in the
number word list.
(Number word list “numbers we use
when we count.”)
With direct guidance:
With some guidance:
With little guidance:
Begins to
recite numbers up to at least 20
●
by ones with support
●
With increasing frequency and less
support
●
recites numbers up to at least
50 by ones and tens beginning
with any given number
With direct guidance:
With some guidance:
recites numbers up to at least
50 by ones and tens
beginning with any given
number
Exhibits mastery of grade level
skill/concept:
Consistently/Independently
●
recites numbers up to at least
100 by ones and tens
beginning with any given
number
Geometry and
Measurement
Skill/Concept
Analyzes attributes of
two-dimensional shapes and
three-dimensional solids to develop
generalizations about their
properties
Students apply mathematical process
standards to analyze attributes of
two­dimensional shapes and
three­dimensional solids to develop
generalizations about their properties.
Begins to
identify two-dimensional
●
shapes, including circles,
triangles, rectangles, and
squares as special rectangles
with support
identify three–dimensional
●
solids, including cylinders,
cones, spheres, and cubes in
the real world with support
identify two-dimensional
●
components of
three-dimensional objects with
support
identify attributes of
●
two-dimensional shapes using
informal and formal geometric
language interchangeably with
support
classify and sort a variety of
●
regular and irregular two- and
three-dimensional figures with
support regardless of
orientation or size
create two-dimensional
●
shapes using a variety of
materials and drawings with
support
HISD Kindergarten Grade Report Card Rubric- Rev 8/26/2015
●
●
●
●
●
●
identifies two-dimensional
shapes, including circles,
triangles, rectangles, and
squares as special rectangles
identifies three
–dimensional solids, including
cylinders, cones, spheres, and
cubes in the real world
identifies two-dimensional
components of
three-dimensional objects
identifies attributes
of two-dimensional shapes using
informal and formal geometric
language interchangeably
classifies and sorts a variety of
regular and irregular two- and
three-dimensional figures
regardless of orientation or size
creates two-dimensional
shapes using a variety of
materials and drawings
With little guidance:
Exhibits mastery of grade level
skill/concept:
With increasing frequency and
less support
●
identifies two-dimensional
shapes, including circles,
triangles, rectangles, and
squares as special rectangles
●
identifies three
●
–dimensional solids, including
cylinders, cones, spheres, and
cubes in the real world
●
identifies two-dimensional
components of
three-dimensional objects
●
identifies attributes
●
of two-dimensional shapes using
informal and formal geometric
language interchangeably
●
classifies and sorts a variety of
regular and irregular two- and
three-dimensional figures
regardless of orientation or size
●
creates two-dimensional shapes
using a variety of materials and
drawings
Consistently/Independently
identifies two-dimensional
●
shapes, including circles,
triangles, rectangles, and
squares as special
rectangles
●
identifies three
–dimensional solids, including
cylinders, cones, spheres,
and cubes in the real world
identifies two-dimensional
●
components of
three-dimensional objects
identifies attributes
●
of two-dimensional shapes
using informal and formal
geometric language
interchangeably
classifies and sorts a variety of
●
regular and irregular two- and
three-dimensional figures
regardless of orientation or size
creates two-dimensional
●
shapes using a variety of
materials and drawings
Page 14
With direct guidance:
With some guidance:
With little guidance:
Begins to
●
With increasing frequency and less
support
●
gives an example of
measurable attribute of a
given object, including length,
capacity, and weight
●
compares two objects with a
common measurable attribute
to see which object has more
or less of the attribute and
describe the difference
Directly compares measurable
attributes of objects
Students apply mathematical process
standards to directly compare
measurable attributes.
●
●
give an example of
measurable attribute of a given
object, including length,
capacity, and weight with
support
compare two objects with a
common measurable
attribute to see which object
has more or less of the attribute
and describe the difference
with support
●
gives an example of
measurable attribute of a
given object, including length,
capacity, and weight
compares two objects with a
common measurable
attribute to see which object
has more or less of the
attribute and describe the
difference
Exhibits mastery of grade level
skill/concept:
Consistently/Independently
●
●
gives an example of
measurable attribute of a
given object, including length,
capacity, and weight
compares two objects with a
common measurable
attribute to see which object
has more or less
of the attribute and describe the
difference
Data Analysis
Skills/Concepts
Collects and organizes data to make
it useful for interpreting information
With direct guidance:
With some guidance:
With little guidance:
Students apply mathematical process
standards to collect and organize data
to make it useful for interpreting
information.
Begins to
collect, sort, and organize
●
data into two or three
categories with support
use data to create real-object
●
and picture graphs with
support
draw conclusions from
●
real-object and picture graphs
with support
●
With increasing frequency and less
support
collects, sorts, and organizes
●
data into two or three
categories
uses data to create
●
real-object and picture graphs
draws conclusions from
●
real-object and picture graphs
HISD Kindergarten Grade Report Card Rubric- Rev 8/26/2015
●
●
collects, sorts, and organizes
data into two or three
categories
uses data to create real-object
and picture graphs
draws conclusions from
real-object and picture
graphs
Exhibits mastery of grade level
skill/concept:
Consistently/Independently
●
●
●
Page 15
collects, sorts, and organizes
data into two or three
categories
use data to create real-object
and picture graphs
drawsconclusions from
real-object and picture graphs
Personal Financial
Literacy Skills/Concepts
Identifies income as a source to
meet one’s wants and needs
With direct guidance:
Students apply mathematical process
standards to manage one’s financial
resources effectively for lifetime
financial security.
Begins to
identify ways to earn
●
income with support
differentiate between
●
money received as income
and money received as gifts
with support
list simple skills required for
●
jobs with support
distinguish between wants
●
and needs and identify
income as a source to meet
one’s wants and needs with
support
HISD Kindergarten Grade Report Card Rubric- Rev 8/26/2015
With some guidance:
●
●
●
●
identifies ways to earn
income
differentiates between money
received as income and
money received as gifts
lists simple skills required for
jobs
distinguishes between wants
and needs and identify
income as a source to meet
one’s wants and needs
With little guidance:
Exhibits mastery of grade level
skill/concept:
With increasing frequency and
less support
● identifies ways to earn
income
● differentiates between money
received as income and
money received as gifts
● lists simple skills required for
jobs
● distinguishes between wants
and needs and identify
income as a source to meet
one’s wants and needs
Consistently/Independently
identifies ways to earn
●
income
●
differentiates between money
received as income and money
received as gifts
●
lists simple skills required for
jobs
●
distinguishes between wants
and needs and identify income
as a source to meet one’s
wants and needs
Page 16
SCIENCE
Unsuccessful
Developing
Approaching
Meeting
Scientific Investigation
and Reasoning
Follows safe practices during
investigations
Conducts simple descriptive
investigations
With direct guidance:
Begins to
●
conduct investigations
following safety
procedures and use
environmentally
responsible practices
identify and demonstrate
●
safe practices during
classroom and outdoor
investigations
discuss the importance of
●
safe practices for self and
others
demonstrate how to use,
●
conserve and dispose of
natural resources and
materials
With direct guidance:
Begins to
develop ability to ask
●
questions and seek answers
in investigations
ask questions about
●
organisms, objects and
events observed
plan and conduct
●
simple descriptive
investigations
collect data and make
●
observations using simple
equipment
use age-appropriate tools
●
and models to investigate
the natural world
collect information and
●
support observations using
appropriate tools and
materials
use senses as an
●
observation tool to identify
properties and patterns of
organisms, objects and events
in the environment
HISD Kindergarten Grade Report Card Rubric- Rev 8/26/2015
With some guidance:
●
●
●
●
conducts investigations
following safety procedures
and uses environmentally
responsible practices
identifies and demonstrates
safe practices during
classroom and outdoor
investigations
discusses the importance of
safe practices for self and
others
demonstrates how to use,
conserve and dispose of
natural resources and
materials
With some guidance:
●
●
●
●
●
●
●
develops ability to ask
questions and seek
answers in investigations
asks questions about
organisms, objects and
events observed
plans and conducts simple
descriptive investigations
collects data and makes
observations using simple
equipment
uses age-appropriate tools
and models to investigate the
natural world
collects information and
supports observations using
appropriate tools and
materials
uses senses as an
observation tool to identify
properties and patterns of
organisms, objects and
events in the environment
With little guidance:
With increasing frequency and less
support
●
conducts investigations
following safety procedures
and uses environmentally
responsible practices
identifies and
●
demonstrates safe practices
during classroom and
outdoor investigations
discusses the importance
●
of safe practices for self
and others
demonstrates how to use,
●
conserve and dispose of
natural resources and
materials
Exhibits mastery of grade level
skill/concept:
Consistently/Independently
●
conducts investigations
following safety
procedures and uses
environmentally
responsible practices
identifies and demonstrates
●
safe practices during
classroom and outdoor
investigations
discusses the importance of
●
safe practices for self and
others
demonstrates how to use,
●
conserve and dispose of
natural resources and
materials
With little guidance:
With increasing frequency and
less support
develops ability to ask
●
questions and seek
answers in investigations
asks questions about
●
organisms, objects and
events observed
plans and conducts simple
●
descriptive investigations
collects data and makes
●
observations using simple
equipment
uses age-appropriate tools
●
and models to investigate
the natural world
collects information and
●
supports observations using
appropriate tools and
materials
uses senses as an
●
observation tool to identify
properties and patterns of
organisms, objects and
events in the environment
Exhibits mastery of grade level
skill/concept:
Consistently/Independently
develops ability to ask
●
questions and seek answers
in investigations
asks questions about
●
organisms, objects and
events observed
plans and conducts simple
●
descriptive investigations
collects data and makes
●
observations using simple
equipment
uses age-appropriate tools
●
and models to investigate the
natural world
collects information and
●
supports observations
using appropriate tools and
materials
uses senses as an
●
observation tool to identify
properties and patterns of
organisms, objects and
events in the environment
Page 17
Records observations and
communicates thinking
With direct guidance:
Begins to
record and organize data
●
and observations using
pictures, numbers and
words
communicate observations
●
with others about simple
descriptive investigations
●
demonstrate knowledge
that information and critical
thinking are used in
scientific problem solving
identify and explain
●
problems and solutions in
his/her own words
make predictions based on
●
observable
patterns
in
nature
explore how scientists
●
investigate different things in
the natural world using
investigative tools
With some guidance:
With direct guidance:
With some guidance:
●
●
●
●
●
●
records and organizes data
and observations using
pictures, numbers and words
communicates
observations with others
about simple descriptive
investigations
demonstrates knowledge that
information and critical
thinking are used in scientific
problem solving
identifies and explains
problems and solutions in
his/her own words
makes predictions based
on observable patterns in
nature
explores how scientists
investigate different things in
the natural world using
investigative tools
With little guidance:
With increasing frequency and
less support
records and organizes data
●
and observations using
pictures, numbers and words
communicates
●
observations with others
about simple descriptive
investigations
●
demonstrates knowledge
that information and critical
thinking are used in scientific
problem solving
identifies and explains
●
problems and solutions in
his/her own words
makes predictions based
●
on observable patterns in
nature
explores how scientists
●
investigate different things in
the natural world using
investigative tools
Exhibits mastery of grade level
skill/concept:
Consistently/Independently
records and organizes
●
data and observations
using pictures, numbers
and words
communicates
●
observations with others
about simple descriptive
investigations
●
demonstrates knowledge
that information and
critical thinking are used in
scientific problem solving
identifies and explains
●
problems and solutions in
his/her own words
makes predictions based on
●
observable patterns in
nature
explores how scientists
●
investigate different things in
the natural world using
investigative tools
With little guidance:
Exhibits mastery of grade level
skill/concept:
Consistently/Independently
observes and records
●
properties of objects;
observes, records and
●
discusses how materials are
changed by heating and
cooling
Matter and Energy
Describes properties of objects and
changes in materials
Begins to
observe and record
●
properties of objects;
observe, record and discuss
●
how materials are changed
by heating and cooling
HISD Kindergarten Grade Report Card Rubric- Rev 8/26/2015
●
●
observes and records
properties of objects
observes, records and
discusses how materials
are changed by heating
and cooling
With increasing frequency and
less support
observes and records
●
properties of objects
observes, records and
●
discusses how materials are
changed by heating and
cooling
Page 18
Force, Motion and Energy
Identifies light, heat and sound
energy and describes the location
and motion of objects
With direct guidance:
Begins to
●
explore light, heat and
sound energy using the
five senses
●
explore interactions
between magnets and
other materials
●
observe and describe the
location of an object in
relation to another
●
observe and describe the
ways that objects can
move
With some guidance:
●
explores light, heat and
sound energy using the
five senses
●
explores interactions
between magnets and other
materials
●
observes and describes the
location of an object in
relation to another
●
observes and describes the
ways that objects can move
With little guidance:
With increasing frequency and less
support
●
explores light, heat and sound
energy using the five senses
●
explores interactions between
magnets and other materials
●
observes and describes the
location of an object in relation
to another
●
observes and describes the
ways that objects can move
With direct guidance:
Begins to
●
observe, describe, compare
and sort rocks by size,
shape, color and texture
●
observe and describe
physical properties of
natural sources of water;
●
give examples of ways rocks,
soil and water are useful
Begins to
●
observe and describe
weather changes from
day to day and over
seasons
●
identify natural events that
have repeating patterns
●
observe, describe and
illustrate objects in the sky
With some guidance:
With little guidance:
Exhibits mastery of grade level
skill/concept:
Consistently/Independently
●
●
●
●
explores light, heat and sound
energy using the five senses
explores interactions between
magnets and other materials
observes and describes the
location of an object in relation
to another
observes and describes the
ways that objects can move
Earth and Space
Identifies properties of earth
materials and describes
characteristics of the natural world
HISD Kindergarten Grade Report Card Rubric- Rev 8/26/2015
●
●
●
●
●
●
observes, describes,
compares and sorts rocks
by size, shape, color and
texture
observes and describes
physical properties of
natural sources of water
gives examples of ways
rocks, soil and water are
useful
observes and describes
weather changes from day to
day and over seasons
identifies natural events that
have repeating pattern
observes, describes and
illustrates objects in the
sky
With increasing frequency and
less support
●
observes, describes,
compares and sorts rocks
by size, shape, color and
texture
●
observes and describes
physical properties of
natural sources of water
●
gives examples of ways
rocks, soil and water are
useful
With increasing frequency and
less support
●
observes and describes
weather changes from day
to day and over seasons
●
identifies natural events that
have repeating pattern
●
observes, describes and
illustrates objects in the
sky
Exhibits mastery of grade level
skill/concept:
Consistently/Independently
●
observes, describes,
compares and sorts rocks
by size, shape, color and
texture
●
observes and describes
physical properties of
natural sources of water
●
and gives examples of ways
rocks, soil and water are
useful
Consistently/Independently
●
observes and describes
weather changes from day
to day and over seasons
●
identifies natural events
that have repeating
patterns
●
observes, describes and
illustrates objects in the
sky
Page 19
Organisms and
Environments
Identifies characteristics of plants
and animals and their dependence
on living and nonliving things
With direct guidance:
Begins to
● differentiate between living
and nonliving things based
upon whether they have
basic needs and produce
offspring
● examine evidence that
living organisms have
basic needs
Begins to
● sort plants and animals
into groups based on
physical characteristics
● identify parts of plants
and animals
● identify ways that young
plants resemble the parent
plant
● observe changes that are
part of a simple life cycle
of a plant
HISD Kindergarten Grade Report Card Rubric- Rev 8/26/2015
With some guidance:
●
●
●
●
●
●
differentiates between living
and nonliving things based
upon whether they have
basic needs and produce
offspring
examines evidence that
living organisms have basic
needs
sorts plants and animals
into groups based on
physical characteristics
identifies parts of plants
and animals
identifies ways that young
plants resemble the parent
plant
observes changes that are
part of a simple life cycle of
a plant
With little guidance:
With increasing frequency and
less support
●
differentiates between living
and nonliving things based
upon whether they have
basic needs and produce
offspring
●
examines evidence that
living organisms have basic
needs
With increasing frequency and less
support
●
sorts plants and animals
into groups based on
physical characteristics
●
identifies parts of plants
and animals
●
identifies ways that young
plants resemble the parent
plant
●
observes changes that are
part of a simple life cycle of
a plant.
Exhibits mastery of grade level
skill/concept:
Consistently/Independently
● differentiates between
living and nonliving things
based upon whether they
have basic needs and
produce offspring
● examines evidence that
living organisms have
basic needs
Consistently/Independently
● sorts plants and animals
into groups based on
physical characteristics
● identifies parts of plants
and animals
● identifies ways that
young plants resemble
the parent plant
● observes changes that
are part of a simple life
cycle of a plant.
Page 20
SOCIAL
STUDIES
Unsuccessful
Understands the concept of
citizenship among self, home,
school, and community
With direct guidance:
Applies critical thinking skills to
organize and use information from a
variety of resources
With direct guidance:
Begins to
explain and participate in
●
discussions about concepts
presented
Begins to
use terminology and gather
●
information from visual and
oral sources such as class
discussions
communicate and share
●
concepts and ideas in
written, oral, and visual
forms.
HISD Kindergarten Grade Report Card Rubric- Rev 8/26/2015
Developing
With some guidance:
●
explains and participates
on their own and in
discussions about the
concepts presented
With some guidance:
●
●
uses terminology and gather
information from visual and
oral sources such as pictures
and class discussions
communicates and shares
concepts and ideas in written,
oral, and visual forms
Approaching
With little guidance:
With increasing frequency and
less support
explains and participates on
●
their own and in discussions
about the concepts
presented
With little guidance:
With increasing frequency and
less support
uses terminology and
●
gathers information from
visual and oral sources such
as pictures and class
discussions
communicates and shares
●
concepts and ideas in
written, oral, and visual
forms
Meeting
Exhibits mastery of grade
level skill/concept:
Consistently/Independently
connects and applies
●
knowledge on their own
and in discussions about
the concepts presented
Exhibits mastery of grade
level skill/concept:
Consistently/Independently
uses terminology and
●
gathers information from
visuals and oral sources
such as pictures and class
discussions
●
communicates concepts and
shares ideas in written, oral,
and visual forms using a
variety of formats (graphs,
charts, multimedia, etc)
Page 21