Social Emotional: Awareness & Expression-Identifies/labels emotions & displays empathyTask 1: Emotion IdentificationLevel 1-identifies emotions expressed
Level 2-identifies emotions expressed in different situations
Level 3-identifies reasons and consequences of emotions
Level 4-identifies emotions expressed by others and compares to own
Level 5-identifies conflicting feelings in situation (excited for park, sad friend can’t come)
A-attends to emotional expression of others
B-changes responses in relation to others emotions
C-uses others emotions as guide for action in situation
D-uses words or gestures to describe feelings
Student Name Score Evidence Statement
1
Social Emotional: Awareness & Expression-Identifies/labels emotions & displays empathyTask 2: Response to Distressed PeerLevel 1-responds with concern/needs guidance to provide assistance.
Level 2-respond by imitating adult response in similar situation
Level 3-responds offering comfort, seeking adult if needed
Level 4-responds taking peers perspective, anticipate needs
Level 5-responds by adapting own behavior to provide assistance needed
A-Attends to emotional expressions of others
B-communicates distress in response to peer distress
C D-shows concern for peer but may not communicate feelings to peer directly
Student Name Score Evidence Statement
2
Social Emotional: Relationship with Adults-Seeks emotional support from familiar adultsTask 1: Separation from Familiar AdultsLevel 1-separates from familiar adults in familiar setting with minimal distress
Level 2 Level 3 Level 4 Level 5-separates from familiar adults in familiar settings with no distress
A-shows recognition of familiar caregivers
B-shows distress when separated from primary caregivers
C-plays and explores environment seeking physical contact with caregiver if distressed
D-initiates some interactions with unfamiliar adults/prefers familiar adults
Student Name Score Evidence Statement
3
Social Emotional: Relationship with Adults-Seeks emotional support from familiar adultsTask 2: Seeking Emotional SupportLevel 1-seeks emotional support from familiar adults, maintains close proximity to them
Level 2 Level 3-seeks emotional support from familiar adults in challenging situations
Level 4 Level 5-seeks emotional support from familiar adults after attempting to deal with challenging situations by self
A-cries to signal needs, relies upon caregiver to settle down
B C-monitors caregivers presence while exploring, seeks caregiver if distressed
D
Student Name Score Evidence Statement
4
Approaches to Learning: Cooperation with Peers-Uses cooperative behavior in interactions with peersTask 1: Play/Work with PeersLevel 1-engages in associative play with some common materials and some interaction
Level 2 Level 3-engages with peers in cooperative play, coordination of roles, planning events
Level 4 Level 5-engages with peers in complex cooperative play, negotiating, planning, organizing
A-attends to other people B-shows interest in peers through looking, touching, vocalizing
C-shows interest, playing alongside peer, imitating
D-engages in simple shared activity with peer
Student Name Score Evidence Statement
5
6
Approaches to Learning: Cooperation with Peers-Uses cooperative behavior in interactions with peersTask 2: Social BehaviorsLevel 1-Demonstrates social behaviors with peers with adult support
Level 2-demonstrates social behaviors with adult reminders
Level 3-demonstrates social behaviors independently
Level 4-recognizes peers feelings but requires adult support to use this information
Level 5-adapts own behavior to peers preferences to maintain social interaction
A-attends to people, responds to their expressions
B-shows interest in peers through looking, touching, vocalizing
C-shows interest in peer by imitating what peer does
D-imitates peer(s) while playing together
Student Name Score Evidence Statement
7
Reading: Phonological Awareness-Demonstrates awareness of sound structures of language, rhymes, syllables & phonemesTask 1: Rhyming WordsLevel 1-identifies a pair of spoken rhyming words
Level 2 Level 3-says a word that rhymes with a given word
Level 4 Level 5-produces a pair of spoken rhyming words
A-attends to language or communication B C-communicates 1 or 2 relevant words in simple songs
D-follows along or repeats parts of simple songs when listening to them
Student Name Score Evidence Statement
8
Reading: Phonological Awareness-Demonstrates awareness of sound structures of language, rhymes, syllables & phonemesTask 2: Syllables/Onsets & Rimes/PhonemesLevel 1 Level 2-identifies
syllables in spoken words
Level 3-orally blends & segments syllables in words
Level 4-orally blends & segments onsets and rimes in single syllable words
Level 5-segments spoken words into their individual sounds (phonemes)
Student Name Score Evidence Statement
9
Reading: Phonological Awareness-Demonstrates awareness of sound structures of language, rhymes, syllables & phonemesTask 3: Initial/Final/Medial SoundsLevel 1 Level 2-identifies
initial sounds in spoken words
Level 3-identifies final sounds in spoken words
Level 4-identifies if a given sound is at the beginning or end of word
Level 5-identifies medial sounds in spoken consonant-vowel-consonant words
Student Name Score Evidence Statement
10
Reading: Phonological Awareness-Demonstrates awareness of sound structures of language, rhymes, syllables & phonemesTask 4: Adding/Deleting/Substituting SoundsLevel 1 Level 2 Level 3 Level 4-orally adds,
deletes & substitutes initial sound in single syllable words to create new words
Level 5-orally adds & substitutes initial, medial or final sounds in single syllable words to create new words.
Student Name Score Evidence Statement
11
Speaking & Listening: Communication-Communicates for a variety of purposes and situationsLevel 1-uses gestures & language to express needs, feelings
Level 2-uses language & gestures to express ideas and respond to questions
Level 3-participates in conversations for variety of purposes
Level 4-participates in conversations staying on topic through multiple exchanges
Level 5-participates in detailed conversation, extending & building on ideas
A-signals needs through facial expressions, body movements
B-uses speech-like sounds or gestures to communicate
C-uses single words to communicate
D-uses 2 or 3 word phrases to communicate
Student Name Score Evidence Statement
12
Language: Vocabulary-Acquires word meanings & understands word relationshipsTask 1: Word MeaningsLevel 1-uses interactions with adults to learn meanings of unknown words of objects & people
Level 2-uses interactions with adults to learn meaning of unknown attributes words
Level 3-uses interactions with adults and picture clues from stories to learn meaning of related unknown words
Level 4-uses interactions with adults and picture clues from stories and informational texts to learn meanings of unknown words
Level 5-uses interactions with adults and picture clues from stories & informational texts to learn meaning of unknown words in areas of interest
A-attends to language, communication of others
B-demonstrates understanding of single words, signs or gestures
C-demonstrates understanding of large number of words and simple phrases
D-communicates a wide variety of words, including 2 & 3 word sentences and understands a large number of words
Student Name Score Evidence Statement
Language: Vocabulary-Acquires word meanings & understands word relationships
13
Task 2: Word RelationshipsLevel 1 Level 2 Level 3-connects new
words to familiar experiences
Level 4-differentiates meaning among verbs describing same general action
Level 5-identifies new meanings of familiar words (duck & duck)
Student Name Score Evidence Statement
14
Counting & Cardinality: Number Sense-Demonstrates knowledge of number names, one to one correspondence, count sequence and number relationshipsTask 1: Number WordsLevel 1-recites number words in sequence from 1-5
Level 2-recites number words in sequence from 1-10
Level 3-recites number words in sequence from 1-20
Level 4-recites number words in sequence from 1-30
Level 5-recites number words in sequence from 1-100
A-responds to vocalizations, sounds or gestures
B C-demonstrates understanding of gestures, words that indicate amounts of things
D-uses a few number words, not always correctly
Student Name Score Evidence Statement
15
Counting & Cardinality: Number Sense-Demonstrates knowledge of number names, one to one correspondence, count sequence and number relationshipsTask 2: Object CountingLevel 1-counts 2 objects using 1-1 correspondence
Level 2-counts 5 objects using 1-1 correspondence
Level 3-counts 10 objects using 1-1 correspondence
Level 4-counts 15 objects using 1-1 correspondence
Level 5-counts 20 objects using 1-1 correspondence
A-responds to vocalizations, sounds or gestures
B C D-demonstrates understanding that “one” refers to a single object
Student Name Score Evidence Statement
Counting & Cardinality: Number Sense-Demonstrates knowledge of number names, one to one correspondence, count sequence and number relationships
16
Task 3: SubitizingLevel 1- Level 2 Level 3-instantly
recognizes & names numbers of objects w/o having to count in a set of 1-3 familiar objects
Level 4-subitizes 1 to 4 objects in familiar and unfamiliar patterns
Level 5-subitizes 1 to 5 objects in familiar and unfamiliar patterns.
Student Name Score Evidence Statement
17
Counting & Cardinality: Number Sense-Demonstrates knowledge of number names, one to one correspondence, count sequence and number relationshipsTask 4: Number ConceptsLevel 1 Level 2-identifies
quantities of one, two, & more
Level 3-identifies last number counted as total number in set
Level 4-identifies the number just before or just after given number from 1-10
Level 5-identifies the next number in a count sequence as one greater than the given number
Student Name Score Evidence Statement
Counting & Cardinality: Number Sense-Demonstrates knowledge of number names, one to one correspondence, count sequence and number relationshipsTask 5: Numeral Identification/Writing
18
Level 1 Level 2 Level 3-identifies at least 1 numeral with personal significance
Level 4-identifies written numerals from 0-10
Level 5-identifies & writes numerals from 0-20
Student Name Score Evidence Statement
19
Physical Education: Coordination/small motor-Uses small muscles to perform fine motor skillsTask 1: Tool & Object ManipulationLevel 1-manipulates tools/objects with limited coordination
Level 2 Level 3-manipulates tools/objects with some coordination
Level 4-manipulates tools/objects with nearly precise coordination
Level 5-manipulates tools/objects with precise coordination
A-uses body to explore objects B-uses part of body to manipulate objects
C-uses object in goal directed way
D-manipulates tools/objects with limited coordination
Student Name Score Evidence Statement
20
21
Physical Education: Coordination/small motor-Uses small muscles to perform fine motor skillsTask 2: Writing Tool GraspLevel 1-uses whole-hand grasp to manipulate writing tools
Level 2-using 4 finger grasp to manipulate writing tool
Level 3 Level 4-uses unsteady 3 finger grasp to manipulate writing tool
Level 5-uses stable 3 finger grasp to manipulate writing tool
A-uses body to explore objects B C-adjusts hand before grasping/using object
D-holds tool with fisted grasp
Student Name Score Evidence Statement
22
Health: Safety & Injury Prevention-Applies basic safety rules and consequences of unsafe behaviorTask 1: Safe & Unsafe BehaviorsLevel 1-identifies safe & unsafe behaviors in familiar situation
Level 2 Level 3-identifies safe/unsafe behaviors and consequences of unsafe behavior
Level 4 Level 5-identifies safe/unsafe behavior in familiar & unfamiliar situations & consequences of unsafe behavior
A-responds to communication of others
B-needs direct adult guidance to stay safe
C D-seeks information from adult in challenging situations
Student Name Score Evidence Statement
23
Health: Safety & Injury Prevention-Applies basic safety rules and consequences of unsafe behaviorTask 2: Safety RulesLevel 1-identifies & follows few safety rules with adult guidance
Level 2 Level 3-identifies & follows several safety rules with adult guidance
Level 4 Level 5-identifies & follows variety of safety rules with adult reminders
A-responds to communication of others B-orients toward familiar adults in unsafe situations
C D-follow adult requests about safety
Student Name Score Evidence Statement
24
Health: Safety & Injury Prevention-Applies basic safety rules and consequences of unsafe behaviorTask 3: Ways Adults Help Keep Children SafeLevel 1 Level 2-identifies
ways that parents/teachers help keep children safe
Level 3 Level 4-identifies ways that adults other than parents/teachers help keep children safe
Level 5
Student Name Score Evidence Statement
25
Health: Personal Care tasks-Engages in personal care/basic health with increasing independenceLevel 1-performs parts of personal care tasks with adult assistance
Level 2-completes some personal care tasks with some adult assistance
Level 3-completes some personal care tasks independently with adult reminders
Level 4-completes most personal care tasks with occasional reminders
Level 5-completes most personal care tasks independently
A-responds to communication of others
B-moves body in response to care routine
C D-cooperates with adult during personal care tasks
Student Name Score Evidence Statement
26
27
Social Emotional: Conflict Resolution-Ability to resolve social conflicts with peersLevel 1-uses a few strategies (trading, sharing) to resolve conflicts with peers with adult guidance
Level 2-uses additional strategies to resolve conflicts with some adult assistance
Level 3-identifies conflicting feelings as a strategy to resolve conflicts w/o guidance unless conflict escalates
Level 4-talks about differences in opinions as main strategy to resolve conflicts seeking adult support if needed
Level 5-uses a variety of strategies (negotiation, compromise) to resolve conflicts w/o adult support
A-attends to other people B-shows interest in peers, takes objects from them
C D-uses simple strategies to meet own needs when interacting with peers, needing adult guidance
Student Name Score Evidence Statement
28
Approaches to Learning/Executive Functioning: Initiative-Seeks and gathers new information for planningTask 1: InterestLevel 1-shows interest in object/activity by repeatedly returning to it
Level 2-shows interest in object/activity by bringing it to the attention of others
Level 3-shows interest in object/activity by incorporating it into play with peers
Level 4-shows interest in object/activity through seeking information about it from adults/peers
Level 5-shows interest in object/activity through seeking information about it from adults/peers and other sources (books, Internet, videos)
A-attends to people, objects and events
B-explores features of objects
C-imitates an adult’s action with object
D-seeks assistance from adult to use object in goal oriented way.
Student Name Score Evidence Statement
29
Approaches to Learning/Executive Functioning: Initiative-Seeks and gathers new information for planningTask 2: PlanningLevel 1 Level 2 Level 3-plans &
initiates activity on topic of interest with adult assistance
Level 4-plans & initiates activity on topic of interest with minimal adult assistance
Level 5-independently plans & initiates a project around a topic of interest
Student Name Score Evidence Statement
30
31
Approaches to Learning/Executive Functioning: Persistence-Demonstrates ability to persist with a taskLevel 1-engages in simple tasks for brief periods of time, requires adult assistance, especially with difficulties or distractions
Level 2-engages in increasingly difficult tasks for longer periods, but needs adult support
Level 3-engaging in tasks for extended periods of time, managing minor distractions,
Level 4-engages in activities trying different strategies to deal with difficulties, may need adult prompting
Level 5-engages in and completes activities independently, making necessary adjustments when distractions occur
A-attends briefly to new objects and people
B-explores objects in different ways, shifting attention from one object to another
C-explores objects for moderate amount of time with adult support
D-engages in goal oriented tasks for brief periods of time, requiring adult assistance when distractions occur
Student Name Score Evidence Statement
32
Approaches to Learning/Executive Functioning: Problem Solving-Increasing ability to use logic in solving problemsLevel 1-approaches a problem by imitating how an adult solves similar problem
Level 2-approaches problem by trying out potential solutions, one at a time
Level 3-approaches problem by trying solutions that seem possible
Level 4-approaches problem by planning actions, explaining reasons behind the plan, tries the plan
Level 5-considers various approaches to problem, explains likely outcome of each approach, determines best approach before trying it out
A-attends to objects, people and things in immediate environment
B-makes simple adjustments to reach a goal
C-engages in trial & error to solve simple problem
D-attends to how adult solves problem and repeats adult actions to solve identical problem
Student Name Score Evidence Statement
33
Approaches to Learning/Executive Functioning: Working Memory-Ability to use prior knowledge to inform current actions and plan for future experiencesTask 1: Following DirectionsLevel 1-follows 2 step directions given sequentially and in context
Level 2 Level 3-follows 3 step directions given sequentially and in context
Level 4 Level 5-follows 4 step directions given sequentially and in context
A-responds to communication of others
B-mimics simple objects or sounds during interactions
C-mimics actions or sounds in different situations at a later time
D-imitates a simple action to accomplish a goal or follows familiar 1-step directions
Student Name Score Evidence Statement
34
Approaches to Learning/Executive Functioning: Working Memory-Ability to use prior knowledge to inform current actions and plan for future experiencesTask 2: Information Recall & ConnectionLevel 1-recalls the sequences of familiar daily routines/demonstrates them in correct order
Level 2-recalls/relates sequence of events in recent past, shifts attention to favorite detail
Level 3-recalls/uses sequence of events in past to solve a present problem
Level 4-connects a past event to a present event to contribute to class discussion
Level 5-recalls information from past experience and applies it to make plan for similar experience in the future
A-repeats simple actions that produce specific outcomes
B-searches for objects immediately after being hidden and retrieves them
C-locates and retrieves objects after a brief delay
D-carries out some steps of a familiar routine or activity
Student Name Score Evidence Statement
35
Writing: Emergent Writing-Produces letter-like shapes, symbols, letters and words to convey meaningTask 1: Name recognition & writingLevel 1-identifies own written name
Level 2-writes marks to represent own name
Level 3-writes first letter in own name
Level 4-writes own name/may have letter reversals or omissions
Level 5-writes own name accurately
A-attends to books B C-attends to letters
D-demonstrates awareness of a few letters or recognizes first letter of own name
Student Name Score Evidence Statement
36
37
Writing: Emergent Writing-Produces letter-like shapes, symbols, letters and words to convey meaningTask 2: Writing to Convey MeaningLevel 1-produces scribble drawing/dictates labels for them
Level 2-produces controlled scribbles/recognizable symbols & dictates a description
Level 3-produces mock writing to tell a story
Level 4-produces emergent writing to tell a story
Level 5-produces phonetic writing, of 1 or more simple sentences to tell a story
A-uses body to explore objects B C-makes simple unstructured scribbles on a surface
D-makes different kinds of scribbles for pictures as compared to letters
Student Name Score Evidence Statement
38
Language: Grammar-Demonstrates beginning understanding of English grammar and usageTask 1: SentencesLevel 1-produces sentences that consist mostly of nouns & verbs
Level 2-produces sentences that consist of several parts of speech
Level 3-produces sentences conjoined with “and” or “but”
Level 4-produces sentences that contain 1 or more phrases
Level 5-produces sentences that contain 2 or more clauses
A-responds to vocalizations, sounds or gestures
B-vocalizes, gestures, or facial expressions to initiate meaningful communication
C-produces single words, signs, gestures to initiate meaningful communication
D-uses simple phrases using two or more words or signs to communicate
Student Name Score Evidence Statement
39
Language: Grammar-Demonstrates beginning understanding of English grammar and usageTask 2: QuestionsLevel 1-uses a rising pitch/intonation to ask questions
Level 2-produces questions with auxiliary verbs at the beginning
Level 3-produces questions with inverted verbs & subjects
Level 4-produces questions with “when” & “how”
Level 5-produces questions that have an embedded clause
A-responds to vocalizations, sounds or gestures
B C D-uses rising pitch/intonation or uses gestures/signing to form questions from simple phrases or sentences of 1 or 2 words
Student Name Score Evidence Statement
40
Language: Grammar-Demonstrates beginning understanding of English grammar and usageTask 3: PrepositionsLevel 1-uses the prepositions “in” & “on”
Level 2 Level 3-uses frequently occurring prepositions
Level 4 Level 5-uses a variety of prepositions
A-responds to vocalizations, sounds or gestures
B C D-uses preposition “in” or “on” with a single word, gesture, or sign
Student Name Score Evidence Statement
41
Language: Grammar-Demonstrates beginning understanding of English grammar and usageTask 4: InflectionsLevel 1-adds “s” or “es” to singular nouns to form plurals
Level 2-adds “ed” to regular verbs to form past tense
Level 3 Level 4-adds “er” and “est” to adjectives to form comparison words
Level 5
A-responds to vocalizations, sounds or gestures
B C D-uses single words, gestures, or signs to refer to singular & plural nouns
Student Name Score Evidence Statement
42
Reading: Phonics & Letter Recognition-Demonstrates understanding of letter recognition skills & letter/sound correspondenceTask 1: Uppercase lettersLevel 1-names/identifies few uppercase letters
Level 2- names/identifies at least 5 uppercase letters
Level 3-names/identifies at least 10 uppercase letters
Level 4-names/identifies at least 20 uppercase letters
Level 5-names/identifies all uppercase letters
A-attends to language or communication
B C-matches spoken/signed words to images on printed page
D-recites/signs several letter names
Student Name Score Evidence Statement
43
Reading: Phonics & Letter Recognition-Demonstrates understanding of letter recognition skills & letter/sound correspondenceTask 2: Lowercase lettersLevel 1 Level
2-names/identifies a few lowercase letters
Level 3-names/identifies at least 5 lowercase letters
Level 4-names/identifies at least 10 lowercase letters
Level 5-names/identifies all lowercase letters
Student Name Score Evidence Statement
44
Reading: Phonics & Letter Recognition-Demonstrates understanding of letter recognition skills & letter/sound correspondenceTask 3: Letters-SoundsLevel 1 Level 2 Level
3-identifies/produces sound for a few letters
Level 4- identifies/produces most frequent sound for at least 5 consonants
Level 5-identifies/produces most frequent sound for every consonant and short and long sounds for 5 major vowels
Student Name Score Evidence Statement
45
Reading: Story/Text Comprehension-Comprehends & responds to read-alouds of texts before, during and after texts are readTask 1: Responds to questions about a textLevel 1-responds to simple prediction questions about texts read aloud
Level 2-responds to recall questions about information in texts
Level 3-responds to questions that require prediction and interpretation of texts
Level 4-responds to questions about main idea/topic of texts & asks clarifying questions
Level 5-responds to variety of questions about text, and asks clarifying questions to gain information
A-attends to adult voices or actions during reading with adults
B-orients to picture book and adult storyteller during reading with adult
C-responds to simple questions about text with single words, signs gestures
D-responds to questions about characters, objects, events in a story with simple phrases or sentences with 2 or more words/signs
Student Name Score Evidence Statement
46
47
Reading: Story/Text Comprehension-Comprehends & responds to read-alouds of texts before, during and after texts are readTask 2: Retell a TextLevel 1-repeats words or phrases from texts
Level 2-retells, acts out or draws pictures about texts, may leave pit details
Level 3-retells, acts out or draws pictures about texts, presenting major events in sequence
Level 4-retells, acts out or draws pictures about texts, presenting major events in sequence, adding details about elements of text
Level 5-retells, acts out or draws pictures about texts, providing detailed information about topics, characters, events/settings
A-attends to adult voices or actions during reading with adults
B-orients to picture book and adult storyteller during reading with adult
C-engages visually with pages during reading with adult
D-communicates using words, signs or phrases about people, objects, events in text during reading
Student Name Score Evidence Statement
48
Measurement & Data: Classification-Sorts & classifies objects according to attributes, compares groups using comparison vocabularyTask 1: Sorting & ClassifyingLevel 1-sorts & classifies objects into 2 groups by one attribute
Level 2-sorts & classifies objects into more than 2 groups by one attribute
Level 3-sorts & classifies objects by one attribute and then sorts each group by 2nd
attribute
Level 4-sorts & classifies objects by 2 attributes at one time
Level 5-sorts & classifies objects based on “subtle” attributes (subjective)
A-attends to other people B-interacts differently with familiar vs. unfamiliar people or objects
C D-demonstrates knowledge of common categories through play
Student Name Score Evidence Statement
49
50
Measurement & Data: Classification-Sorts & classifies objects according to attributes, compares groups using comparison vocabularyTask 2: Comparing & DescribingLevel 1 Level 2 Level 3 Level 4-compares
the numbers of objects in groups using comparison vocabulary
Level 5-describes multiple similarities & differences of objects w/in & across groups
Student Name Score Evidence Statement
51
Measurement & Data: Measurement-Measures, compares, orders, & describes objects by measurable attributeLevel 1-identifies 2 objects that differ from each other on a measurable attribute
Level 2-compares 2 objects indicating how they are similar or different on a measurable attribute
Level 3-compares attributes of 2 objects by using a 3rd objects and indicates how they are the same or different
Level 4-compares 3 or more objects and orders them on attributes, and describes differences
Level 5-measures objects using nonstandard units (ie. Paper clips) and relates number of units measured to attributes of objects
A-responds to communication with others
B C D-understands or uses words, signs or gestures that describe measurable attributes
Student Name Score Evidence Statement
52
Operations & Algebraic Thinking: Number Operations-Uses objects to understand addition=putting together and adding to, and subtraction=taking apart and taking fromTask 1: Addition ProblemsLevel 1 Level 2-adds an
object to small set of objects to make a set that is “more”
Level 3-solves simple addition problems by joining 2 small sets of objects (totals up to 5) & counting the total
Level 4-solves simple addition problems by joining 2 sets of objects (totals up to 10) & counting the total
Level 5-solves simple addition problems (total up to 10) using fingers objects etc. starting from a given number and counting on to find the sum
Student Name Score Evidence Statement
53
Operations & Algebraic Thinking: Number Operations-Uses objects to understand addition=putting together and adding to, and subtraction=taking apart and taking fromTask 2: Subtraction ProblemsLevel 1 Level 2-takes 1
away from a small set of objects (up to 5) to make a set that is “less”
Level 3-solves simple subtraction problems by taking a given amount from a set of objects (up to 5) & counting the remaining objects
Level 4-solves simple subtractions problems by matching objects from 2 set of related objects (totals up to 10) & counting the objects that do not have a match
Level 5-solves simple subtraction problems (total up to 10) using fingers, objects & appropriate strategies
Student Name Score Evidence Statement
54
Operations & Algebraic Thinking: Number Operations-Uses objects to understand addition=putting together and adding to, and subtraction=taking apart and taking fromTask 3: Decomposing NumbersLevel 1 Level 2 Level 3 Level 4-
decomposes numbers (up to 5) into 2 groups in more than 1 way and records with a drawing
Level 5-decomposes numbers (up to 10) into 2 groups in more than 1 way, & records each with a drawing or equation
Student Name Score Evidence Statement
55
Operations & Algebraic Thinking: Number Operations-Uses objects to understand addition=putting together and adding to, and subtraction=taking apart and taking fromTask 4: Completing a SetLevel 1 Level 2 Level 3 Level 4-finds &
identifies the amount needed to complete a set (total up to 5) using objects
Level 5-finds & identifies the amount needed to complete a set (total up to 10) using objects, fingers or drawings
Student Name Score Evidence Statement
56
Geometry: Shapes-Matches, identifies, describes, & combines two and three-dimensional shapesTask 1: Two-Dimensional ShapesLevel 1-matches a few basic 2 dimensional shapes
Level 2-matches & identifies a variety of 2 dimensional shapes
Level 3-identifies 2 dimensional shapes in different sizes & orientations
Level 4-describes attributes of common 2 dimensional shapes
Level 5-compares attributes of common 2 dimensional shapes
A-attends to objects B-explores objects of different shapes
C-adapts behaviors with objects based on their shapes
D-matches simple shapes in play through trial & error
Student Name Score Evidence Statement
57
Geometry: Shapes-Matches, identifies, describes, & combines two and three-dimensional shapesTask 2: Three-Dimensional ShapesLevel 1 Level 2-identifies
common 3 dimensional shapes using informal terms
Level 3-identifies 2 dimensional shapes w/in 3 dimensional shapes
Level 4-identifies shapes as 2 dimensional or 3 dimensional
Level 5-identifies common 3 dimensional shapes using mathematical terms and descriptive attributes
Student Name Score Evidence Statement
58
Geometry: Shapes-Matches, identifies, describes, & combines two and three-dimensional shapesTask 3: Combining ShapesLevel 1 Level 2 Level 3 Level 4-combines
shapes to create pictures of common objects
Level 5-combines 2 or more shapes into new shapes
Student Name Score Evidence Statement
59
Skills & Processes/Life Science: Inquiry & Observation-Learns about the natural world by observing, investigating & communicating what is learnedLevel 1-exhibits interest and curiosity @ living things by repeating same actions in different situations to compare effects
Level 2-asks “why” or “what” questions and seeks answers by examining & describing attributes of living things
Level 3-asks a broad range of questions @ living things/objects & describes details that are observable
Level 4-asks specific questions @ relationship between 2 objects, carries out simple investigations, communicates findings
Level 5-generates predictions about 2 objects, carries out investigations and communicates findings in a variety of ways
A-explores objects and people B-interacts differently with people versus inanimate objects
C-examines new things before interacting with or on them
D-repeats actions on objects or living things to gather information about them
Student Name Score Evidence Statement
60
Government: Responsible Behavior-Identifies home & school rules and explains their importanceLevel 1-identifies simple rules used at home & school, cannot tell why it is important to follow them
Level 2-identifies simple rules used at home & school, explains why it is important in terms of compliance
Level 3-identifies rules used at home & school and gives basic reason why rules should be followed
Level 4-identifies rules used at home & school & explains how they promote order, safety and/or fairness
Level 5-identifies rules used at home & school & explains how they promote order, safety and/or fairness & describes what life would be like if the rules were not followed
A-responds to communication of others
B C-demonstrates awareness of adult expectations
D-complies to specific adult requests with guidance, sometimes following requests on own
Student Name Score Evidence Statement
61
62
History: Events in the Context of Time-Distinguishes among past, present and future in the context of daily routines & experiencesLevel 1-demonstrates awareness of what comes “next” during the day
Level 2-recalls chronologically some steps in a familiar routine in order to tell what will be done later in day
Level 3-describes events that occurred in the past and those that are planned for the future
Level 4-describes events of day chronologically using appropriate terms
Level 5-describes series of events that include the past, present and future
A-responds to communication of others
B C D-demonstrates awareness of steps within a familiar routine
Student Name Score Evidence Statement
63
Physical Education: Coordination/Large Motor-Increasing proficiency in control, coordination, balance of large muscles in locomotor and non-locomotor skillsTask 1: Locomotor skillsLevel 1-demonstrates variety of locomotor skills with limited control, coordination & balance
Level 2 Level 3- demonstrates variety of locomotor skills with some control, coordination & balance
Level 4- demonstrates variety of locomotor skills with nearly complete control, coordination & balance
Level 5-demonstrates variety of locomotor skills with complete control, coordination & balance
A-moves body or body parts with increasing control
B-moves body through space
C-moves through space in upright position with limited coordination
D-moves through space in upright position across a variety of surfaces
Student Name Score Evidence Statement
64
Physical Education: Coordination/Large Motor-increasing proficiency in control, coordination, balance of large muscles in locomotor and non-locomotor skillsTask 2: Non-Locomotor skillsLevel 1-demonstrates variety of non-locomotor skills with limited control, coordination & balance
Level 2 Level 3- demonstrates variety of non-locomotor skills with some control, coordination & balance
Level 4- demonstrates variety of non-locomotor skills with nearly complete control, coordination & balance
Level 5-demonstrates variety of non-locomotor skills with complete control, coordination & balance
A-demonstrates increasing ability to control position of head
B-maintains seated position w/out support
C-demonstrates ability to be in upright position with limited balance
D-maintains balance while in upright position & demonstrates ability to bend & reach
Student Name Score Evidence Statement
65
Physical Education: Coordination-Large Motor-Increasing proficiency in control, coordination, balance of large muscles in locomotor and non-locomotor skillsTask 3: Spatial AwarenessLevel 1-demonstrates spatial awareness & limited coordination in using objects during active play
Level 2 Level 3- demonstrates spatial awareness & some coordination in using objects during active play
Level 4- demonstrates spatial awareness & nearly complete coordination in using objects during active play
Level 5-demonstrates spatial awareness & complete coordination in using objects during active play
A-demonstrates awareness of parts of body
B-adjust body or body parts to reach or control objects
C-explores how body & objects fit in relation to one another
D-adjusts the position of body or objects to move or fit in relation to one another
Student Name Score Evidence Statement
66
Music: Music-Develops awareness of and responds to the characteristics of musical sounds through singing & playing instrumentsTask 1: RhythmLevel 1-claps hands along with an adult following simple rhythm
Level 2-claps or drums simple rhythmic pattern with adult modeling
Level 3-repeats rhythmic pattern several times with adult prompting
Level 4-repeats rhythmic pattern several times w/o adult prompting
Level 5-creates a rhythmic phrase by combining known patterns
A-moves body or body parts with increasing control
B-moves body in response to musical rhythms or vibrations
C D-claps hands or pats body after adult claps/ with own rhythm
Student Name Score Evidence Statement
67
68
Music: Music-Develops awareness of and responds to the characteristics of musical sounds through singing & playing instrumentsTask 2: Response to ChangeLevel 1-recognizes when there is a change in the music
Level 2-recognizes change between loud/soft, fast/slow music
Level 3-identifies difference between long/short sounds & high/low pitch
Level 4-responds to single change in music by adjusting own actions to reflect change
Level 5-responds to multiple changes in music by adjusting own actions to reflect change
A-attends to musical sounds or rhythmic vibrations
B-awareness of familiar music or rhythmic vibrations
C-recognizes when music starts and stops
D-modifies actions in response to change in music with adult modeling
Student Name Score Evidence Statement
Music: Music-Develops awareness of and responds to the characteristics of musical sounds through singing & playing instruments
69
Task 3: SingingLevel 1-chants words to familiar songs with adult modeling
Level 2-sings parts of familiar songs as adult sings songs
Level 3-sings familiar songs, varying voice to fit song, with adult prompting
Level 4-sings familiar songs on own, varying voice to fit song
Level 5-creates and sings songs that use voice in variety of ways
A-attends to singing or gestures
B-awareness of familiar songs or familiar hand movements in songs
C-makes sounds or gestures in a sing-song or rhythmic way
D-sings or signs a few words of familiar songs
Student Name Score Evidence Statement
Music: Music-Develops awareness of and responds to the characteristics of musical sounds through singing & playing instrumentsTask 4: Playing Rhythm InstrumentsLevel 1-taps on drum Level 2-taps on a Level 3-plays Level 4-plays Level 5-plays rhythm
70
repeatedly in attempts for follow adult’s beat on drum
drum, following an adult’s steady beat, for a short time
rhythm instrument, following an adult’s steady beat, throughout most of song
rhythm instrument, keeping steady beat from beginning to end of song
instrument to accompany a complex song, keeping steady beat from beginning to end
A-attends to musical sounds or rhythmic vibrations
B-demonstrates awareness of rhythmic variations produced by instruments
C-explores instrument play
D-uses instruments to create patterns of music-like sounds
Student Name Score Evidence Statement
Music: Music-Develops awareness of and responds to the characteristics of musical sounds through singing & playing instrumentsTask 5: Following Directions & CuesLevel 1-participates in singing games with
Level 2-follows directions/cues to
Level 3-follows directions/cues
Level 4-follows directions/cues
Level 5-follows directions/cues to
71
adult/peers, imitates adult’s actions
participate in singing games with peers with adult modeling/guidance
to participate in singing games with peers with adult prompting
to participate in singing games with peers
participate in more complex singing games with peers
A-responds to communication of others
B-imitates adult’s actions/vocalizations during interaction with adult
C-imitates gestures or actions from a song with actions modeled by adult
D-participates in parts of songs that have gestures/movements with an adult and peers
Student Name Score Evidence Statement
72
Visual Arts: Visual Arts-Begins to identify, describe & experiment with elements of art; colors, shapes, and lines, to create artworks that are personally meaningfulTask 1: Colors, Shapes & LinesLevel 1-identifies some colors & shapes in the environment
Level 2-identifies a variety of colors & shapes in the environment
Level 3- identifies a variety of colors & shapes in the environment & in art made by self & others
Level 4-identifies a variety of colors & shapes in the environment & discusses how they are used in artworks
Level 5-identifies & discusses, which colors can be combined to make different colors, which shapes can be used to make familiar objects, how lines can be used in artworks
A-attends to objects of different colors
B-explores objects of different colors or shapes
C-recognizes familiar objects that differ in color or shape
D-identifies some colors & shapes, but not consistently
Student Name Score Evidence Statement
73
Visual Arts: Visual Arts-Begins to identify, describe & experiment with elements of art; colors, shapes, and lines to create artworks that are personally meaningfulTask 2: DrawingLevel 1-Produces random scribbles by combining different types of drawing action
Level 2-produces controlled scribbles by drawing in a rotational movement to make circular shapes
Level 3-produces intentional drawings, using favorite color and often naming drawings
Level 4-produces/describes representational drawings
Level 5-produces/describes realistic & detailed representational drawings
A-explores objects by grasping them
B-adjusts grasp to size of object when handling it
C-makes marks on various surfaces with hands or drawing objects
D-scribbles with large vertical strokes
Student Name Score Evidence Statement
Theatre: Theatre-Explores stories, themes, & ideas about people & events through dramatic play & dramatization
74
Task 1: Dramatizing StoriesLevel 1-repeats gestures/motions for finger plays, nursery rhymes, stories with adult modeling
Level 2-recites nursery rhymes/finger plays & acts out characters from familiar stories
Level 3-dramatizes familiar stories, taking role of main character, using props
Level 4-reenacts/extends familiar stories, integrates props & costumes
Level 5-dramatizes new stories or modifies familiar stories, with props, scenery & costumes in collaboration with peers
A-attends to communication of others
B-uses simple actions or vocalizations to communicate needs
C-communicates with actions/gestures to represent something symbolically
D-repeats a few words/actions from familiar finger plays, nursery rhymes or simple stories with adult modeling
Student Name Score Evidence Statement
75
Theatre: Theatre-Explores stories, themes, & ideas about people & events through dramatic play & dramatizationTask 2: Engaging in Dramatic PlayLevel 1-engages with peers in dramatic play of familiar routines & scenarios
Level 2-engages with peers & coordinates roles in dramatic play of familiar characters, stories, routines
Level 3-engages with peers in extended periods of dramatic play around an idea related to an experience
Level 4-engages with peers in dramatic play sequence about an experience, offering detail &/or solutions to problems
Level 5-creates, with peers, imaginary worlds comprised of characters, settings, and stories in dramatic play & story dramatization
A-attends to communication of others
B-engages in familiar games with adults that involve repeating a single action
C-imitates parts of simple games with adult
D-plays social games with a peer by assuming simple roles
Student Name Score Evidence Statement
76
Theatre: Theatre-Explores stories, themes, & ideas about people & events through dramatic play & dramatizationTask 3: Contributing Original IdeasLevel 1-imitates adult, begins to contributes gestures, sounds, words, actions while dramatizing a story
Level 2- contributes gestures, sounds, words, actions while participating in a story dramatization led by an adult
Level 3- contributes gestures, sounds, words, actions to the development of dramatic play scenarios & improvised story dramatization guided by and adult
Level 4-contributes ideas for movement, sound, dialogue, within a story dramatization guided by an adult
Level 5-contributes ideas for movement, sound, dialogue, that further the development of the plot w/in a story dramatization guided by an adult
A-attends to communication of others
B-imitates adult’s action during interaction with adult
C D-imitates adult’s gestures, sounds, actions, words experienced in recent past
Student Name Score Evidence Statement
Dance: Dance-Demonstrates how elements of dance are used to communicate meaning by producing & combining
77
body movementsTask 1: Movement Through SpaceLevel 1-moves forward/backward & up/down through space at high levels and low levels
Level 2-moves forward/backward, up/down, sideways, turning across space in straight or curved pathway at high & low levels
Level 3-dances across space in a straight, curved or circular pathway at high, middle and low levels
Level 4-dances across a space in a straight, curved, circular, diagonal, or zigzag pathway at high, middle & low levels
Level 5-dances across a space in a combination of pathways at high, middle and low levels
A-moves body or body parts with increasing control
B-moves whole body or body parts in response to rhythmic sounds/vibrations
C D-moves whole body or parts of body through space in coordination with music or rhythmic sounds/vibrations
Student Name Score Evidence Statement
78
Dance: Dance-Demonstrates how elements of dance are used to communicate meaning by producing & combining body movementsTask 2: Body Movements & ShapesLevel 1-dances with body movements/shapes that are straight/round, big/little, exploring different movements to communicate ideas, thoughts, feelings
Level 2-dances with body movements that make straight, bent, curved lines, exploring different movements to communicate ideas, thought, feelings
Level 3-dances with body movements that demonstrate geometric shapes using different movements to communicate ideas, thought, feelings
Level 4-dances with body movements that demonstrate clear shapes & designs using different movements to communicate ideas, thought, feelings
Level 5-dances with body movements that demonstrate a variety of shapes & designs using a combination of different movements to communicate ideas, thought, feelings
A-moves body or body parts with increasing control
B C D-dances with body movements that are big/little
Student Name Score Evidence Statement
79
Dance: Dance-Demonstrates how elements of dance are used to communicate meaning by producing & combining body movementsTask 3: Spatial Relationship to OthersLevel 1-dances with others to fast or slow music with a steady beat
Level 2-dances in spatial relationship to others moving with steady beat & following rhythmic pattern with one part of body in response to music
Level 3-dances with clear spatial relationship to others with a steady beat in relation to the music
Level 4-dances with clear spatial relationship to others with a steady beat in relation to the music and changing tempo as the music changes
Level 5-dances with clear spatial relationship to others with a steady beat in relation to the music and changing tempo as the music changes
A-moves body or body parts with increasing control
B-moves whole body or parts of body in response to rhythmic sounds
C D-dances alongside others or with others to music
Student Name Score Evidence Statement
80
Approaches to Learning/Executive Functioning: Self Control-Develops strategies to manage the expression of feelings & thoughts by regulating behaviorLevel 1-requires immediate adult modeling/guidance to manage expression of feeling/thoughts in socially acceptable ways
Level 2-uses some simple strategies to manage expression of feelings/thoughts, requires immediate adult guidance for more complex strategies
Level 3-uses simple strategies to manage expression of feelings/thoughts, requires some adult guidance for more complex strategies
Level 4-uses variety of strategies to manage expression of feelings/thoughts with minimal adult guidance
Level 5- uses variety of strategies to manage expression of feelings/thoughts rarely needing adult reminders
Student Name Score Evidence Statement
81
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