Understands read-aloud stories
Experiences a large variety of books,
including alphabet books, nursery rhymes, storybooks, information
books
Correctly refers to letters of the alphabet
by name
Identifies sounds of most consonants
Uses pictures as clues to the meaning
of written text
Uses repetition, rhyme, and memory to
"read"
Recognizes high frequency words in context
Points accurately at the word being read
"Reads" from front to back of book, left
to right, and top to bottom on a page
Identifies letters, words, spaces, and
sentences
Distinguishes between uppercase and lowercase
letters
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Uses a combination of drawing and "writing"
to convey an idea
Uses appropriate pencil grip
Capitalizes only first letter of own name
Writes left to right on each line
Correctly forms most upper and lower case
letters
Correctly uses beginning consonant sounds
Uses some vowels to approximate spelling
Writes familiar words (e.g., mom, dad,
stop, go, dog, cat)
Self-generates writing topics
Writes more than one related sentence
Writes from personal experience
Writes for social interaction (notes,
cards)
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Listens quietly, attentively, and in a
focused manner while others are speaking in one-to-one, small
group, class group, and large group settings as well as to
audio and visual media
Responds appropriately and applies new
information
Follows directions independently
Listens to gain information
Maintains eye contact with speaker
Retells directions and other information
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Self-generates topics
Speaks about a variety of topics
Remains on topic
Responds to literature, e.g., retelling,
characters, setting, problem, solution, etc.
Shares learned information
Tells steps used in process or in problem-solving
Performs in plays
Asks questions to gain information
Socializes and interacts appropriately
with respect to peers and adults
Speaks in complete sentences with unity
of thought
Describes events in logical sequence
Elaborates and supports comments
Uses and understands higher level vocabulary
words
Participates actively in one-to-one, small,
and large group settings
Uses appropriate tone of voice and volume
Appropriately takes turns speaking
Speaks and enunciates clearly
Speaks at an appropriate rate
Speaks with expression
Articulates sound accurately
Uses correct grammar
Expresses an opinion or judgment
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The Language Arts continuum sets
high standards which students are expected to reach over time.
Teachers assess student's progress within the continuum, both
formally and informally, in order to document individual student
progress. Assessment data is gathered from students' daily
work, reading and writing samples, student participation, teacher
observation, individual, small group, and whole group performance,
and individual reading inventories. Standardized
testing results at grades two and four provide additional information.
The formal assessments listed below are given at specified
times throughout the year. Your child's teacher will
be happy to discuss the meaning of these assessment tools, and
provide you with additional information at any time. During
the December and March conferences, you will have an opportunity
to review your child's individual results and progress along
the continuum.
Kindergarten Screening Profile
Writing dictation
One writing sample
Two letter/sound identification tests
Concepts of print
Name and number sample
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Kindergarten