Kindergarten Qualifiers Newmarket Elementary School

2015-2016
Kindergarten Math - Counting and Cardinality_____________ Know Number Names and the Count Sequence
3
2
1
With prompting/guidance, can count to 100 by Is engaged, but skill
ones , tens , and fives
Can count to 100 by ones, tens, and fives
has not developed yet
or skill is emerging
With prompting/guidance, can count forward
beginning from a given number within the
Is engaged, but skill
Can count forward beginning from a given number within the
known sequence (instead of having to begin at has not developed yet
known sequence (instead of having to begin at 1)
1)
or skill is emerging
With prompting/guidance, can write numbers
Is engaged, but skill
Can write numbers from 0- 100; represent a number of objects with from 0-100; represent a number of objects with
has not developed yet
a written numeral 0-100 (with 0 representing a count of no objects) a written numeral 0-100 (with 0 representing a
or skill is emerging
count of no objects)
Kindergarten Math - Counting and Cardinality______ Count to Tell the Number of Objects
3
2
Understands the relationship between numbers and quantities;
connect counting to cardinality say number names in standard
With prompting/guidance, can say number
order when counting objects; understand that the last number name
names in standard order when counting objects
said tells the number of objects counted; understand that each
successive number name refers to a quantity that is one larger
With prompting/guidance, can count to answer
Can count to answer how many? questions about as many as 20 how many? questions about as many as 20
things arranged in a line, a rectangular array, or a circle, or as many things arranged in a line, a rectangular array, or
as 10 things in a scattered configuration; given a number from 1- a circle, or as many as 10 things in a scattered
20, count out that many objects
configuration; given a number from 1-20, count
out that many objects)

1
Is engaged, but skill
has not developed yet
or skill is emerging

Is engaged, but skill

has not developed yet
or skill is emerging

Kindergarten Math - Counting and Cardinality__________Compare Numbers

3
2
With prompting/guidance, can identify whether
Can identify whether the number of objects in one group is
the number of objects in one group is greaten
greaten than, less than, or equal to the number of objects in
than, less than, or equal to the number of objects
another group, eg., by using matching and counting strategies
in another group, eg., by using matching and
counting strategies
With prompting/guidance, can compare two
Can compare two numbers between 1 and 10 presented as written
numbers between 1 and 10 presented as written
numerals
numerals

1
Is engaged, but skill
has not developed yet
or skill is emerging
Is engaged, but skill
has not developed yet
or skill is emerging

Kindergarten Math - Operations and Algebraic Thinking

Understand Addition as Putting Together and Adding to, and Understand Subtraction as Taking Apart and Taking From
3
2
1
Is able to represent addition and subtraction with
With prompting/guidance, can represent addition and
Is engaged, but skill has
objects, fingers, mental images, drawings, sound (e.g., subtraction with objects, fingers, mental images, drawings,
not developed yet or
claps), acting out situations, verbal explanations,
sound (e.g., claps), acting out situations, verbal
skill is emerging
expressions or equations
explanations, expressions or equations
Can solve addition and subtraction word problems, and With prompting/guidance, can solve addition and
Is engaged, but skill has
add and subtract within 10, e.g., by using objects or
subtraction word problems, and add and subtract within
not developed yet or
drawings to represent the problem
10, e.g., by using objects or drawings to represent the
skill is emerging
problem
Can decompose numbers less than or equal to 10 into With prompting/guidance, can decompose numbers less
Is engaged, but skill has
pairs in more than one way, e.g., by using objects or
than or equal to 10 into pairs in more than one way, e.g.,
not developed yet or
drawings, and record the answer with a drawing or
by using objects or drawings, and record the answer with a
skill is emerging
equation
drawing or equation
Is engaged, but skill has
With prompting/guidance, can fluently add and subtract
Can fluently add and subtract within 5
not developed yet or
within 5
skill is emerging

Kindergarten Math - Number/Operations in Base Ten & Measurement and Data

3
Is able to work with numbers 11-19 to gain foundations
for place value: compose and decompose numbers from
11 to 19 into ten ones and some further one, e.g., by
using objects or drawings, and record each by a drawing
or equation
Is able to describe and compare measurable attributes:
describe measurable attributes of objects, such as length
or weight; describe several measurable attributes of a
single object; directly compare two objects with a
measurable attribute in common to see which object has
more of/less of the attribute, and describe the
difference

With prompting/guidance, can work with numbers 11-19 to

gain foundations for place value: compose and decompose Is engaged, but skill
numbers from 11 to 19 into ten ones and some further one, has not developed yet
e.g., by using objects or drawings, and record each by a
or skill is emerging
drawing or equation
With prompting/guidance, can describe and compare
measurable attributes: describe measurable attributes of
objects, such as length or weight; describe several
measurable attributes of a single object; directly compare
two objects with a measurable attribute in common,
to see which object has more of/less of the attribute,
and describe the difference

Is engaged, but skill

has not developed yet
or skill is emerging

With prompting/guidance, can classify objects and count

Can classify objects and count the
the number of objects in each category: classify objects
number of objects in each category: classify objects into
into given categories; count
given categories; count the numbers of objects in
the numbers of objects in each category and sort the
each category and sort the categories by count
categories by count

Is engaged, but skill

has not developed yet
or skill is emerging

Kindergarten Math - Geometry

3
2
Can identify and describe shapes (squares, circles, triangles,
With prompting/guidance, can identify and describe
rectangles, hexagons, cubes, cones, cylinders, and spheres:
shapes (squares, circles, triangles, rectangles,
describe objects in the environment using names of shapes, and hexagons, cubes, cones, cylinders, and spheres:
describe the relative positions of these objects using terms such describe objects in the environment using names of
as above, below, beside, in front of, behind, and next to;
shapes, and describe the relative positions of these
correctly name shapes regardless of their orientations or overall objects using terms such as above, below, beside, in
size; identify shapes as two-dimensional (lying in a plane,
front of, behind, and next to; correctly name shapes
flat) or three dimensional (solid)
regardless of their orientations or overall size
With prompting/guidance, is able to analyze,
Is able to analyze, compare, create, and compose shapes:
compare, create, and compose shapes: Analyze and
Analyze and compare two- and three-dimensional shapes, in
compare two- and three- dimensional shapes, in
different sizes and orientations, using informal language to
different sizes and orientations, using informal
describe their similarities, differences, parts (e.g.,
language to describe their similarities, differences,
number of sides and vertices/corners) and other attributes
parts (e.g., number of sides and vertices/corners)
(e.g., having sides of equal length); model shapes in the world and other attributes (e.g., having sides of equal
by building shapes from components (e.g., sticks and clay
length); model shapes in the world by building
balls) and drawing shapes; compose simple shapes to form
shapes from components (e.g., sticks and clay balls)
larger shapes
and drawing shapes; compose simple shapes to form
larger shapes

Is engaged, but skill

has not developed yet
or skill is emerging

Is engaged, but skill

has not developed yet
or skill is emerging

Kindergarten Reading/Language Foundational Skills Print Concepts & Phonological Awareness

3

With prompting/guidance, can demonstrate an

Can demonstrate an understanding of the organization and
understanding of the organization and basic features of
basic features of print: follow words from left to right, top to
print: follow words from left to right, top to bottom, and
bottom, and page by page; recognize that spoken words are
Is engaged, but skill
page by page; recognize that spoken words are
represented in written language by specific sequences of
has not developed yet
represented in written language by specific sequences of
letters; understand that words are separated by spaces in
or skill is emerging
letters; understand that words are separated by spaces in
print; recognize and name all upper and lowercase letters of
print; recognize and name all upper and lowercase
the alphabet
letters of the alphabet
With prompting/guidance, can demonstrate an
Can demonstrate an understanding of spoken words,
understanding of spoken words, syllables, and sounds
syllables, and sounds (phonemes): recognize and produce
(phonemes): recognize and produce rhyming words;
rhyming words; count, pronounce, blend, and segment
count, pronounce, blend, and segment syllables in
syllables in spoken words; blend and segment onsets and
spoken words; blend and segment onsets and rimes of
rimes of single-syllable spoken words; isolate and
Is engaged, but skill
single-syllable spoken words; isolate and pronounce the
pronounce the initial, medial vowel, and final sounds
has not developed yet
initial, medial vowel, and final sounds (phonemes) in
(phonemes) in three-phoneme (consonant- vowel-consonant,
or skill is emerging
three-phoneme (consonant- vowel-consonant, or CVC)
or CVC) words.* (This does not include CVCs ending
words.* (This does not include CVCs ending with /l/,
with /l/, /r/, or /x/.); add or substitute individual sounds
/r/, or /x/.); add or substitute individual sounds
(phonemes) in simple, one-syllable words to make new
(phonemes) in simple, one-syllable words to make new
words
words

Kindergarten Reading/Language Rubric - Foundational Skills_____Phonics & Word Recognition and Fluency
3

Knows and applies grade-level phonics and word analysis

skills in decoding words: demonstrate basic knowledge of
one-to-one letter-sound correspondences by producing the
primary or many of the most frequent sounds for each
consonant; associate the long and short sounds with
common spellings (graphemes) for the five major vowels;
Read common high- frequency words by sight (e.g., the, of,
to, you, she, my, is, are, do, does); distinguish between
similarly spelled words by identifying the sounds of the
letters that differ

With prompting/guidance, can apply grade-level

phonics and word analysis skills in decoding words:
demonstrate basic knowledge of one-to-one lettersound correspondences by producing the primary or
many of the most frequent sounds for each consonant; Is engaged, but skill
associate the long and short sounds with common
has not developed yet
spellings (graphemes) for the five major vowels; Read or skill is emerging
common high-frequency words by sight (e.g., the, of, to,
you, she, my, is, are, do, does); distinguish between
similarly spelled words by identifying the sounds of the
letters that differ

Is able to read emergent reader texts with purpose and

understanding

With prompting/guidance, is able to read emergent

reader texts with purpose and understanding

Is engaged, but skill

has not developed yet
or skill is emerging

Kindergarten Reading/Language - (Key Ideas/Details & Integration of Knowledge and Ideas)

3

With prompting and support, can ask and answer questions about key details in a
Is engaged, skill is emerging, or skill has not developed yet
text
With prompting and support, can retell familiar stories, including key details
Is engaged, skill is emerging, or skill has not developed yet
With prompting and support, can identify characters, settings, and major events
Is engaged, skill is emerging, or skill has not developed yet
in a story
With prompting and support, can describe the relationship between illustrations
and the story in which they appear (e.g., what moment in a story an illustration Is engaged, skill is emerging, or skill has not developed yet
depicts)
Kindergarten Reading/Language - (Craft and Structure & Range of Reading and Level of Text Complexity)
3

Asks and answers questions about unknown words in

a text
Recognizes common types of texts (e.g., storybooks,
poems)

With support and guidance, asks and answers

questions about unknown words in a text
With prompting and guidance, recognizes common
types of texts (e.g., storybooks, poems)
With prompting and support, names the author and
illustrator of a story and defines the role of each in
telling the story
With prompting and support, actively engages in
group reading activities with purpose and
understanding

Is engaged, skill is emerging, or

skill has not developed yet
Is engaged, skill is emerging, or
skill has not developed yet

Names the author and illustrator of a story and

defines the role of each in telling the story
Actively engages in group reading activities with
purpose and understanding

Is engaged, skill is emerging, or

skill has not developed yet
Is engaged, skill is emerging, or
skill has not developed yet

Kindergarten Reading/Language - (Informational Key Ideas & Details and Integration of Knowledge and Ideas)
3
With prompting and support, asks and answers questions about key
details in a text
With prompting and support, describes the connection between two
individuals, events, ideas, or pieces of information in a text
With prompting and support, describes the relationship between
illustrations and the text in which they appear (e.g., what person,
place, thing, or idea in the text an illustration depicts)
With prompting and support, identifies basic similarities in and
differences between two texts on the same topic (e.g., in illustrations,
descriptions, or procedures)

1
Is engaged, skill is emerging, or skill has not developed yet
Is engaged, skill is emerging, or skill has not developed yet
Is engaged, skill is emerging, or skill has not developed yet
Is engaged, skill is emerging, or skill has not developed yet

Kindergarten Reading/Language - (Speaking and Listening)_____ Comprehension and Collaboration

3
Participates in collaborative conversations with
diverse partners about kindergarten topics and texts
with peers and adults in small and larger groups;
follows agreed-upon rules for discussions; continue a
conversation through multiple exchanges

With prompting and guidance, is able to participate

in collaborative conversations with diverse partners
about kindergarten topics and texts with peers and
Is engaged, skill is emerging, or
adults in small and larger groups; follows agreedskill has not developed yet
upon rules for discussions; continue a conversation
through multiple exchanges

Kindergarten Reading/Language - (Speaking and Listening) __________ Presentation of Knowledge and Ideas
3
2
1
Can ask and answer questions in order to seek help,
get information, or clarify something that is not
understood

With prompting and guidance, can ask and answer

questions in order to seek help, get information, or
clarify something that is not understood

Speaks audibly and express thoughts, feelings, and

ideas clearly

With prompting, support and guidance, speaks

audibly and express thoughts, feelings, and ideas
clearly

Is engaged, skill is emerging, or

skill has not developed yet

Is engaged, skill is emerging, or

skill has not developed yet

Kindergarten Reading/Language ____________ Conventions of Standard English

3
2
1
With prompting and guidance, uses the conventions
Demonstrates command of the conventions of
of standard English capitalization, punctuation, and
standard English capitalization, punctuation, and
spelling when writing; capitalize the first word in a
spelling when writing; capitalize the first word in a
sentence and the pronoun I; recognize and name end
sentence and the pronoun I; recognize and name end
Is engaged, but skill has not
punctuation; write a letter or letters for most
punctuation; write a letter or letters for most
developed yet or skill is emerging
consonant and short-vowel sounds (phonemes); spell
consonant and short-vowel sounds (phonemes); spell
simple words phonetically, drawing on knowledge
simple words phonetically, drawing on knowledge of
of sound-letter relationships
sound-letter relationships

Kindergarten Reading/Language_____________ Vocabulary Acquisition and Use

3
2
1
Uses words and phrases acquired through
With support and guidance, uses words and phrases
Is engaged, but skill has not
conversations, reading and being read to and
acquired through conversations, reading and being
developed yet or skill is emerging
responding to texts
read to and responding to texts

Kindergarten Language Art Rubric (Writing Text Types and Purposes)

3

2
With guidance and support, Uses a combination of
Uses a combination of drawing, dictating, and writing
drawing, dictating, and writing to compose opinion
to compose opinion pieces in which they tell a reader
pieces in which they tell a reader the topic or the
the topic or the name of the book they are writing
name of the book they are writing about and state an
about and state an opinion or preference about the
opinion or preference about the topic or book (e.g.,
topic or book (e.g., My favorite book is...)
My favorite book is...)
With guidance and support, uses a combination of
Uses a combination of drawing, dictating, and writing drawing, dictating, and writing to compose
to compose informative/explanatory texts in which informative/explanatory texts in which they name
what they are writing about and supply some
they name what they are writing about and supply
information about the topic
some information about the topic

Is engaged, skill is emerging, or

skill has not developed yet

Is engaged, skill is emerging, or

skill has not developed yet

With guidance and support, uses a combination of

Uses a combination of drawing, dictating, and writing drawing, dictating, and writing to narrate a single
event or several loosely linked events, tell about the Is engaged, skill is emerging, or
to narrate a single event or several loosely linked
events, tell about the events in the order in which they events in the order in which they occurred, and
skill has not developed yet
provide a reaction to what happened
occurred, and provide a reaction to what happened

Kindergarten Reading/Language (Production & Distribution of Writing)

3
With guidance and support from adults, respond to questions and suggestions
from peers and add details to strengthen writing as needed

1
Is engaged, skill is emerging, or skill has not developed yet

Kindergarten Reading/Language (Writing Research to Build & Present Knowledge)

3

With guidance and support from adults, recalls information

from experiences or gathers information from provided
sources to answer a question

1
Is engaged, skill is
emerging, or skill has
not developed yet

Kindergarten Science Rubric

3
Asks questions about objects, organisms, and events in the environment
With guidance and support, can plan and conduct simple investigations
With guidance and support, uses tools to gather data and use the data to
construct reasonable explanations
Uses mathematics in scientific inquiry

1
Is engaged, skill is emerging, or skill has not developed yet
Is engaged, skill is emerging, or skill has not developed yet
Is engaged, skill is emerging, or skill has not developed yet
Is engaged, skill is emerging, or skill has not developed yet

Kindergarten Science Rubric

3
1
With guidance and support, can understand and apply knowledge of observable
information about daily and seasonal weather conditions weather changes
Is engaged, skill is emerging, or not emerged yet
from day to day, season to season...
With guidance and support, can understand and apply knowledge of events that Is engaged, skill is emerging, or not emerged yet
have repeating patterns seasons of the year, day and night, the sun can only be

seen during the day...

Kindergarten Science Rubric

3
1
With guidance and support, can understand and apply knowledge of observable
and measurable properties of objects size, weight, shape, color, temperature, Is engaged, skill is emerging, or skill has not developed yet
etc. can be measured using tools such as rulers, balances, and thermometers
With guidance and support, can understand and apply knowledge of
characteristics of liquids and solids
Is engaged, skill is emerging, or skill has not developed yet

Kindergarten Science Rubric

3
With guidance and support, can understand and apply knowledge of the
characteristics of living things and non-living things and how they are similar
and different from each other
With guidance and support, can understand and apply knowledge of life cycles
of plants and animals
With guidance and support, can understand and apply knowledge of the basic
needs of plants and animals and how they interact with each other and their
physical environment

1
Is engaged, skill is emerging, or skill has not developed yet

Is engaged, skill is emerging, or skill has not developed yet

Is engaged, skill is emerging, or skill has not developed yet

Kindergarten Social Studies Rubric

3
With guidance and support, can understand the changing nature of society
people and places change over time; past, present, and future
With guidance and support, can understand all people have individual traits
people are alike and different in many ways; individuals respond to events
differently

1
Is engaged, skill is emerging, or skill has not developed yet

Is engaged, skill is emerging, or skill has not developed yet

With guidance and support, can understand interactions between self and peer
groups people often choose to dress, talk, act like their friends, choose to do
Is engaged, skill is emerging, or skill has not developed yet
certain things their own way, telling and listening is a way to learn from others,
communities, nuclear and extended families...
Kindergarten Social Studies Rubric
3
With guidance and support, can understand people are both consumers and
producers and people cannot have everything they want
Kindergarten Social Studies Rubric
3
With guidance and support, can understand people use various types of
resources to construct knowledge of the past timelines, photographs,
documents...

1
Is engaged, skill is emerging, or skill has not developed yet

1
Is engaged, skill is emerging, or skill has not developed yet

With guidance and support, can understand culture reasons why people moved
Is engaged, skill is emerging, or skill has not developed yet
into and within the United States long ago and today
With guidance and support, can understand changes in transportation and
Is engaged, skill is emerging, or skill has not developed yet
communication and their effects
With guidance and support, can understand the difference between fact and
Is engaged, skill is emerging, or skill has not developed yet
fiction
Total: _____