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NAME: Student, Test

TEACHER: Teacher
SCHOOL: Building
S = Satisfactory
P = Making progress
I = Needs to improve

We believe that these behaviors contribute to student learning and are considered an integral part of our teaching. We do not
expect that all children will demonstrate consistency at all times, but we do emphasize continual progress for the student in
demonstrating the behavior on a regular basis. Your child's progress is indicated according to the KEY to the left.



Spring Demonstrates self-discipline.

08. Follows rules.
09. Demonstrates self control.
10. Uses time wisely.

Responds to teacher-directed activities.

4. Listens attentively.
5. Participates constructively in discussions.
6. Participates constructively in activities.
7. Follows directions.



Interacts positively with peers and adults.

11. Respects the rights of others.
12. Works cooperatively with others.
13. Interacts positively with others.
14. Solves problems constructively.
Puts forth effort.
15. Perseveres even when tasks are difficult.
16. Willing to take risks and try new things.
17. Chooses and accepts tasks that challenge abilities.

B = Beginning
D = Developing
S = Secure


Winter Spring


Demonstrates responsibility for own learning.

1. Shows interest and is involved in learning.
2. Attends to the task at hand.
3. Completes tasks independently.

Writing Genre

Half Days Absent:
Times Tardy:

The expectations for achievement are that students will meet Secure (S) proficiency levels
by spring. The shaded area indicates when the outcome is usually first assessed.

1. Writes a brief personal story using pictures, words and or sentences.
2. Reads and tries to copy different styles of poetry.
3. Writes a brief informational piece using drawings, words and/or sentences as a page for a class book.
4. Helps with a class research project by adding key information gathered from materials supplied by the teacher.

Writing Process
05. Brainstorms ideas for narrative stories.
06. Produces pictures and drawings that fit the story.
07. As s/he plans to write, with help from the teacher, thinks about how the readers will react.
08. Spells words based on how they sound when writing.
09. Brainstorms ideas for informational text.
10. Makes changes to writing by reading it to a friend and asks for ideas to improve it to make the meaning more clear.

Personal Style
11. Expresses feelings, uses his/her natural language and creates new ideas to show originality in his/her speech and writing.

12. Uses beginning and simple ending sounds, or word lists provided by the teacher to figure out how to spell more words.
13. Correctly spells about 18 words s/he sees often and finds meaningful.

14. Writes from left to right and top to bottom.
15. Forms upper and lower case letters.
16. Leaves spaces between words when writing.

Writing Attitude
17. Is eager to write and learn to write.

Ann Arbor Public Schools - 091005

Fall - 2013/2014

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Test Student - Kindergarten


Behaviors are dated (F = Fall, W = Winter, S = Spring) when they are

seen routinely, over time, at a "secure" level. A behavior flagged as I
= Needs Improvement.

Pre-K (Emergent Reader)

Kindergarten (Developing Reader)

Grade 1 (Beginning Reader)




Demonstrates comprehension of a
story through comments, reactions,
discussion and/or drawing.
Retells a familiar story read to
student, with beginning, middle, and
end with book support.

Reads books with predictable text (Level C).

Reads and comprehends books at Level I.

Memorizes pattern books, poems and familiar books.

Reads aloud with fluency and expression.

Retells a familiar story read to student with beginning, middle,

and end without book support.

Retells stories, read independently, to reflect

sequence, setting, characters, problem, and
Identifies main idea and supporting details of
informational text read independently.


Identifies main idea and two facts of informational book read

to child, without book support.

Holds book and turns pages


Demonstrates personal connection to stories read or heard

through comments, reactions, discussion, and/or drawing.

Demonstrates left to right directional

Identifies 15-20 of 54 letter names.

Identifies 47-54 of 54 letter names.

Uses visual cues.

Recognizes familiar print such as

names or signs.

Rhymes and plays with words.

Uses structure cues.

Uses information from pictures to construct meaning.

Uses meaning cues.

Listening & Speaking

Uses a sight word vocabulary of 10-15 words in

Self corrects miscues that affect meaning.

Communicates wants and needs


Uses at least 20 sounds in reading/writing contexts.

Uses multiple strategies automatically as needed

to problem solve text.

Uses 1:1 correspondence to track print.

Listening & Speaking

Uses print and illustrations to problem solve text.

Responds to others using complete sentences.

Listening & Speaking

Uses questions and statements in appropriate


Makes connections, with guidance, to other

authors, books and personal experiences.


Identifies 21-46 of 54 letter names.

Has vocabulary to name common

objects and discuss everyday

Gives detailed description of needs, wants and events.

Listens to others without interrupting.

is the current Instructional Reading Level for this Report Card Period.

Reading Targets by Grade

First Grade
Prior to June - Level B November - Level D
March - Level G
June - Level C
June - Level I

The Instructional Reading Level for each marking period is

indicated below. The slide/bar graph provides a visual
representation of progress.


] Pre-Reader



Second Grade
November - Level J
March - Level L
June - Level M




Ann Arbor Public Schools - 091005

Fall - 2013/2014

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Test Student - Kindergarten

The goal is that students will be Secure in all outcomes by the end of the year.
B, D, S indicates whether your child's understanding is Beginning, Developing or Secure at the end of the reporting period.
Items unmarked have not yet been taught or assessed.

Fall Baseline Assessment Activities


1. Counts forward 0 - 35.
2. Recognizes numerals 0 - 10.
3. Identifies 2-dimensional figures.
4. Compares length of objects (taller, longer, shorter).

Midyear Assessment Activities


05. Counts forward to 70.
06. Counts backward 10+ to 0.
07. Uses one-to-one correspondence to count, compare and order sets of objects to 30.
08. Compares and orders numbers up to 30.
09. Uses and writes numbers 0 - 19.
10. Creates, extends and describes 2- and 3-part geometric patterns.
11. Uses correct terms for measuring time on a calendar: days of the week, months, yesterday, today, tomorrow; morning,
afternoon, evening, night.
12. Sorts and classifies objects, using various attributes.
13. Participates in solving oral number stories.

Late-in-Year Assessment Activities


14. Counts to 100 by 1s.
15. Counts to 100 by 5s.
16. Counts to 100 by 10s.
17. Counts to 20 by 2s.
18. Reads numbers 0 - 100.
19. Writes numbers 0 - 50.
20. Names 3-dimensional objects and relates them to their geometric name.
21. Creates, extends and describes simple number patterns.
22. Compares objects by weight and capacity.
23. Matches time to the hour on digital and analog clocks.
24. Interprets picture graphs.
25. Models numbers 1 to 30 in terms of tens and ones.
26. Records addition and subtraction sentences for number stories to 10.
27. States addition pairs for numbers from 2 to 10 (e.g., 5 = 4 + 1).
28. Identifies and knows value of penny, nickel and dime and recognizes a quarter.

Ann Arbor Public Schools - 091005

Fall - 2013/2014

Page 3

Test Student - Kindergarten


The Michigan Social Studies Standards identify content benchmarks for each grade level in four areas: geography, economics, history and civics.
In kindergarten, students focus on themselves and their world. They:
- depict what they look like, care about, feel and can do that makes them special;
- learn about making friends, making choices that help them get along with others and effective ways of solving problems with others;
- investigate the concept of a neighborhood and their place in it;
- explore basic maps that show where they live;
- learn about similarities of people's lives around the world;
- learn about recycling and ways they can help take care of the Earth;
To achieve these benchmarks, students begin to use the processes of a social scientist. They:


Understand ideas studied

S = Satisfactory
P = Making progress
I = Needs to improve

Complete activities
Take part in discussions
Develop thinking and study skills relevant to social studies

Conflict Management: Students at every grade level are taught skills for preventing, managing, and peacefully
resolving conflicts. If students are given opportunities to practice these skills in real life school situations, they become
empowered to take responsibility for resolving the conflicts that naturally occur in their lives.

Conflict Management

As they investigate the science units of study in kindergarten, students have opportunities to generate questions about their world, make
observations, identify properties, compare and contrast, classify information, describe and explain their findings and understanding. X means the
student explored scientific concepts through classroom activities.

Class Pet

Collections from Nature

Dirt, Sand and Water

My body

S = Satisfactory
P = Making progress
I = Needs to improve



Understands ideas studied
Completes activities
Takes part in discussions
Is developing thinking and study skills relevant to science

An X indicates that the Health Unit has been taught.

Personal Safety
Substance Abuse Prevention
Health Units Studied

Ann Arbor Public Schools - 091005

Fall - 2013/2014

Healthy Behavior

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Test Student - Kindergarten