Kinder TCHR Guide Geb Approved 0826

GUAM DEPARTMENT OF EDUCATION
Prepares all Students for Life

Promotes Excellence and
Provides Support
Jon J. P. Fernandez
Superintendent of Education
Joseph M. Sanchez
Deputy Superintendent
Curriculum & Instructional Improvement
Erika R. Cruz
Deputy Superintendent
Educational Support & Community Learning
GEB approved August 26, 2014
Table of Contents
Purpose, Philosophy, Guidelines and Grading1
I. Assessments
A.
Language Arts/Reading
Concepts About Print Skills and Grading Rubric......2
Phonemic Awareness Skills and Grading Rubric..3
Phonemic Awareness Grading Rubric.......4
Sight Word List
Reading & Listening Comprehension Skills
Reading & Listening Comprehension Skills and Grading Rubric5
Verbal Skills and Grading Rubric
B.
Mathematics
Counting & Cardinality Skills and Grading Rubric...6
Counting & Cardinality Grading Rubric....7
Operations & Algebraic Thinking Skills and Grading Rubric
Geometry Skills and Grading Rubric.....8
Two and Three-Dimensional Shape Chart
C.
Chamorro....9
D.
Fine Arts Skills and Grading Rubric
E.
Educational Technology and Grading Rubric

Educational Technology Grading Rubric.10
Digital Equipment/Media, Parts of a Computer and Functions & Commands List
F.
Gross Motor Skills

Gross Motor Grading Rubric11
G.
Fine Motor Skills and Grading Rubric
H.
Social Skills & Work Habits
Glossary...................................................................................................................................12-13
References.14
Kindergarten Report Card Task Force Cadre15
Appendix 1
Kindergarten Progress Report.................
Purpose
The purpose of the Kindergarten Report Card Teacher Guide is to assist teachers in preparing report cards for their
students. The objective of the Kindergarten Report Card Task Force was to revise the current report card in order to
align it with the districts Kindergarten Content Standards and Performance Indicators, as well as, the Kindergarten
Language Arts/English and Math Common Core State Standards.
Philosophy
The goal of the Guam Department of Educations Early Childhood Education Program is to meet the needs of the
whole child. This encompasses the social, emotional, physical and academic skills needed to face the challenges and
responsibilities of the 21st Century.
The kindergarten structure and curriculum must provide a solid foundation upon which all subsequent learning is
based. Since early literacy is the basis for most learning, curriculum must focus on language development integrated
in all areas. Kindergarten teachers believe that providing differentiated instruction will meet the developmental needs
of all kindergarten students.
Guidelines
Kindergarten Report Cards must be issued to students every quarter.
Kindergarten Report Cards must be reviewed by the principal before distribution.
Keep all supporting documents throughout the school year.
A copy of the report card must be sent home 1st thru 3rd quarter.
Original report card must be signed by the students parents/guardians during the 1st and 3rd quarter
conferences.
A copy of the final report card must be filed in the students Cumulative Record folder.
Original report card must be sent home at the end of the school year.
Grading
Below are the performance levels that will be used to report students quarterly progress.
Performance Level Key

M = Mastery
S = Satisfactory
I = Improvement Needed
- = Not Taught at this time
I. Assessments
Below are rubrics for each section of the report card that will help assess each student.
A. Language Arts/Reading
Concepts About Print
1st
2nd
3rd
4th
Prints all uppercase and lowercase letters

Writes words and brief sentences independently
Writes legibly and uses proper spacing

Grading Rubric
Mastery
Satisfactory
Improvement Needed
Prints all uppercase and

lowercase letters
Prints all letters taught per

quarter with no reversals
Prints half or more of the

letters taught per quarter
with few reversals
Prints less than half of the

letters taught per quarter
with many reversals
Writes words and brief

sentences independently
Uses correct grammar,

punctuation, phonetic and
inventive spelling to form
words and sentences
independently
Uses correct grammar,

punctuation, phonetic and
inventive spelling to form
words and sentences with
guidance
Unable to use correct

grammar, punctuation,
phonetic and inventive
spelling to form words
and sentences even with
guidance
See Glossary page 12 for

definition of the term
"inventive spelling"


Uses correct letter

formation and spacing
Uses correct letter

formation and spacing
between words and
sentences with guidance
Unable to use correct

letter formation and
spacing between words
and sentences even with
guidance
See Glossary page 12& 13

for clarification on "correct
letter formation"
See Glossary page 12 & 13

letter formation"
See Glossary page 12 & 13
Writes legibly and uses

proper spacing

letter formation"
Phonemic Awareness
Phonemic Awareness
1st
2nd
3rd
4th
Identifies all uppercase and lowercase letters

Identifies sounds
Identifies initial sounds in words
Identifies final sounds in words
Identifies medial sounds in words
Blends words to make consonant- vowel-consonant (CVC) words
Distinguishes rhyming words
Reads simple sight words
Grading Rubric
Phonemic Awareness
Mastery
Satisfactory
Improvement Needed
Identifies all uppercase

and lowercase letters
Circles, points to or says

all letters taught per
quarter

half or more of the letters
taught per quarter

less than half of the letters
taught per quarter
Identifies sounds

all sounds taught per
quarter

half or more of the sounds
taught per quarter

less than half of the
sounds taught per quarter
Identifies initial sounds in

words

beginning sounds in a
given word 5 out of 5
times

given word 3-4 out of 5
times

given word less than 3
times
Identifies final sounds in

words

ending sounds in a given
word 5 out of 5 times

word 3-4 out of 5 times

word less than 3 times
Identifies medial sounds

in words

middle sounds in a given
word 5 out of 5 times

word 3-4 out of 5 times

word less than 3 times
Blends words to make

consonant-vowelconsonant (CVC) words
Blends CVC sounds to

make words 5 out of 5
times

make words 3-4 out of 5
times

make words less than 3
times

rhyming pairs 5 out of 5
times

rhyming pairs 3-4 out of 5
times

rhyming pairs less than 3
times
Distinguishes rhyming
words
Phonemic Awareness
Grading Rubric
Phonemic Awareness
Reads simple sight words
Mastery
Satisfactory
Improvement Needed
Reads all sight words

within the range per
quarter
Reads half or more of the

sight words within the
range per quarter
Reads less than half of the

sight words within the
range per quarter
2nd quarter: 5 words

3rd quarter: 15 words
4th quarter: 25 words
2nd quarter: 3-4 words

3rd quarter: 8-14 words
4th quarter: 13-24 words
2nd quarter: 0-2 words

3rd quarter: 0-7 words
4th quarter: 0-12 words
See Sight Word List Below
Sight Word List

Sight Word List Below are for Assessment Purposes Only
Sight words to be taught shall not be limited to the words listed below!
can
the
we
see
like
to
and
go
you
do
my
are
he
with
is
she
was
for
have
of
they
this
has
Reading & Listening Comprehension

Retells familiar stories

Understands stories read
Describes what is happening in stories, poems, and pictures
1st
2nd
3rd
4th

Grading Rubric
Reading & Listening
Comprehension
Mastery
Satisfactory
Improvement Needed
Retells familiar stories
Retells the beginning,

middle and end of a story
in sequential order
Retells 2 out of 3 parts of

a story in sequential order
Retells parts of a story in

random order
Understand stories read
Answers all questions

about the story
Answer some questions

about the story
Unable to answer
questions about the story
Describes what is
happening in stories,
poems and pictures
Describes what is
poems and pictures
independently
Describes what is
poems and pictures with
guidance
Unable to describe what is

poems and pictures even
with guidance
Verbal Skills
Verbal Skills
1st
2nd
3rd
4th
Speaks in complete coherent sentences

Expresses ideas clearly
Describes objects by common attributes
Recites nursery rhymes and poems
Participates orally in class
Grading Rubric
Verbal Skills
Mastery
Satisfactory
Improvement Needed
Speaks in complete
coherent sentences
Uses age-appropriate
words in complete
sentences when speaking
Uses phrases when

speaking
Rarely speaks
Expresses ideas clearly
Conveys a clear message
Uses gestures or phrases

to convey message
Unable to convey
message
Describes objects by
common attributes
Uses 3 out of 4 attributes

to describe objects (color,
shape, size or texture)
Uses 2 out of 4 attributes

to describe objects
Uses less than 2 attributes

to describe objects
Recites nursery rhymes

and poems
Recites rhymes and

poems with no errors
Recites rhymes and

poems with few errors
Unable to recite rhymes

and poems
B. Mathematics
Counting and Cardinality
1st
2nd
3rd
4th
Rote counting (0-100)
0-25
0-50
0-75
0-100
Recognizes numerals (0-30)
0-5
0-10
0-20
0-30
Makes sets for numerals (0-30)
0-5
0-10
0-20
0-30
Counts objects
0-5
0-10
0-20
0-30
Writes numerals (0-30)
0-5
0-10
0-20
0-30
Recognizes coins (penny, nickel, dime, quarter)
Grading Rubric
Counting &
Cardinality
Rote counting 0-100
Recognizes numerals
(0-30)
Makes sets for numerals

(0-30)
Counts objects
Mastery
Satisfactory
Improvement Needed
Orally counts numbers in

order within the range per
quarter
Orally counts half or more

of the numbers in order
quarter
Orally counts less than

half of the numbers in
order within the range per
quarter
1st quarter: 0-25

2nd quarter: 0-50
3rd quarter: 0-75
4th quarter: 0-100
1st quarter: 0-24

2nd quarter: 0-49
3rd quarter: 0-74
4th quarter: 0-99
1st quarter: 0-12

2nd quarter: 0-24
3rd quarter: 0-37
4th quarter: 0-49
Randomly recognizes and

says all number names
quarter
Randomly recognizes and

says half or more of the
number names within the
range per quarter
Randomly recognizes less

than half of the number
names within the range
per quarter
1st quarter: 0-5

2nd quarter: 0-10
3rd quarter: 0-20
4th quarter: 0-30
1st quarter: 0-4

2nd quarter: 0-9
3rd quarter: 0-19
4th quarter: 0-29
1st quarter: 0-2

2nd quarter: 0-4
3rd quarter: 0-9
4th quarter: 0-14
Matches all numerals to a

set of objects within the
range per quarter
Matches half or more of

the numerals to a set of
objects within the range
per quarter
Matches less than half of

the numerals to a set of
per quarter
1st quarter: 0-5

2nd quarter: 0-10
3rd quarter: 0-20
4th quarter: 0-30
1st quarter: 0-4

2nd quarter: 0-9
3rd quarter: 0-19
4th quarter: 0-29
1st quarter: 0-2

2nd quarter: 0-4
3rd quarter: 0-9
4th quarter: 0-14
Counts all objects within

the range per quarter
Counts half or more of the

per quarter
Counts less than half of

the objects within the
range per quarter
1st quarter: 0-5

2nd quarter: 0-10
3rd quarter: 0-20
4th quarter: 0-30
1st quarter: 0-4

2nd quarter: 0-9
3rd quarter: 0-19
4th quarter: 0-29
1st quarter: 0-2

2nd quarter: 0-4
3rd quarter: 0-9
4th quarter: 0-14
Counting and Cardinality

Grading Rubric
Counting &
Cardinality
Writes numerals (0-30)
Recognizes coins (penny,

nickel, dime, quarter)
Mastery
Satisfactory
Improvement Needed
Write all numerals

legibly with no reversals
quarter
Writes half or more of the

numerals legibly with few
reversals within the range
per quarter
Writes less than half of

the numerals with several
reversals within the range
per quarter
1st quarter: 0-5

2nd quarter: 0-10
3rd quarter: 0-20
4th quarter: 0-30
1st quarter: 0-4

2nd quarter: 0-9
3rd quarter: 0-19
4th quarter: 0-29
1st quarter: 0-2

2nd quarter: 0-4
3rd quarter: 0-9
4th quarter: 0-14

all 4 coins

3 out of 4 coins

less than 3 coins
Operations & Algebraic Thinking

Understands more than/less than

Understands concepts of single-digit-addition
Understands concepts of single-digit-subtraction
1st
2nd
3rd
4th
Grading Rubric
Operations &
Algebraic Thinking
Mastery
Satisfactory
Improvement Needed
Understands more than/

less than

which group is more than/
less than; 5 out of 5
problems

which group is more
than/less than; 3-4 out of
5 problems

which group is more
than/less than; less than 3
problems
Understands concepts of
single-digit addition
Solves addition problems

within 5; 5 out of 5
problems

within 5; 3-4 out of 5
problems

within 5; less than 3
problems
Understands concepts of
single-digit subtraction
Solves subtraction
problems within 5; 5 out
of 5 problems
Solves subtraction
problems within 5; 3-4
out of 5 problems
Solves subtraction
problems within 5; less
than 3 problems
Geometry
Geometry
1st
2nd
3rd
4th
Identifies 2-dimensional (flat) shapes

Identifies 3-dimesional (solid) shapes
Grading Rubric
Geometry
Mastery
Identifies 2-dimensional
(flat) shapes

all shapes taught per
quarter
See Shapes Chart Below
Identifies 3-dimensional
(solid) shapes
Satisfactory
Improvement Needed

half or more of all shapes
taught per quarter

less than half of all shapes
taught per quarter

all shapes taught per
quarter

half or more of all shapes
taught per quarter

less than half of all shapes
taught per quarter
Two Dimensional (FLAT) Shapes

Shapes Below are for Assessment Purposes Only
Shapes to be taught shall not be limited to the 2-dimensional shapes listed below!
circle
square
triangle
rectangle
oval
Three Dimensional (SOLID) Shapes

Shapes Below are for Assessment Purposes Only
Shapes to be taught shall not be limited to the 3-dimensional shapes listed below!
sphere
cube
cylinder
cone
rhombus
C. Chamorro
Evaluation of students will be the responsibility of the Chamorro Language teacher.
D. Fine Arts
1st
2nd
3rd
4th
Responds to rhythm using movements, songs & instruments

Expresses ideas through illustrations
Grading Rubric
Fine Arts
Mastery
Satisfactory
Improvement Needed
Responds to rhythm using

movements, songs &
instruments
Actively responds to
rhythm using movements,
songs and instruments
Responds to rhythm using

movements, songs and
instruments
Rarely responds to
rhythm using movements,
songs and instruments
Expresses ideas through

illustrations
Conveys ideas through

pictures and drawings
independently
Conveys ideas through

pictures and drawings
with guidance
Unable to convey ideas

through pictures and
drawings even with
guidance
E. Educational Technology
1st
Identifies digital equipment

Understands uses of digital media
Identifies parts of a computer
Understands key functions and commands
2nd
3rd
4th
Grading Rubric
Educational
Technology
Identifies digital
equipment
Mastery
Satisfactory
Improvement Needed

all 5 digital equipment

3-4 out of 5 digital
equipment

less than 3 digital
equipment
See Digital Equipment List

on the Following Page

Educational Technology
Grading Rubric
Educational
Technology
Understands uses of
digital media
Identifies parts of a
computer
Understands key
functions and commands
Mastery
Satisfactory
Needs Improvement
Describes uses of all 5

digital media
Describes uses of 3-4 out

5 digital media
Describes uses of less

than 3 digital media
See Digital Media List

Below

Below

Below

all 4 parts

3 out of 4 parts

less than 3 parts
See Parts of a Computer List

Below

Below

Below
Describes all 5 functions

and commands
Describes 3-4 out of 5

Describes less than 3

See Functions and

Commands List Below
See Functions and

Commands List Below
See Functions and

Commands List Below
Digital Equipment/Media
Parts of a Computer
Functions and
Commands
computer
(desktop/laptop)
monitor
power button
camera
tower
enter key
television
mouse
spacebar key
tablets
keyboard
backspace/delete key
cell phones
caps lock
F. Gross Motor Skills

1st
2nd
Catches and throws a ball

Bounces a ball
Skips
Gallops
10
3rd
4th
Gross Motor Skills

Grading Rubric
Gross Motor Skills
Mastery
Satisfactory
Improvement Needed

5 out of 5 times

3-4 out of 5 times

less than 3 times
Bounces a ball
Bounces a ball with two

hands 5 out of 5 times

hands 3-4 out of 5 times

hands less than 3 times
Skips
Skips 5 out of 5 times
Skips 3-4 out of 5 times
Skips less than 3 times
Gallops
Gallops 5 out of 5 times
Gallops 3-4 out of 5 times
Gallops less than 3 times
G. Fine Motor Skills

1st
2nd
3rd
4th
Holds a pencil and crayon correctly

Cuts straight and curved lines smoothly
Grading Rubric
Fine Motor Skills
Mastery
Satisfactory
Improvement Needed
Holds a pencil and crayon

correctly

correctly independently

correctly with guidance
Unable to hold pencil and

crayon correctly even
with guidance
See Glossary page 11 for the

term tripod grip to clarify
what is meant by "correctly"


Cuts on the line with few

jagged edges
Cuts on the line with

several jagged edges
Unable to cut
Cuts straight and curved

lines smoothly
C. Social Skills & Work Habits

Student evaluation will be based on teacher discretion.
11
Glossary
Differentiated Instruction is a framework or philosophy for effective teaching that involves providing different
students with different avenues to learning (often in the same classroom) in terms of: acquiring content; processing,
constructing, or making sense of ideas; and developing teaching materials and assessment measures so that all
students within a classroom can learn effectively, regardless of differences in ability. (Wikipedia)
Inventive spelling - Inventive spelling refers to children using incorrect and unusual spellings for words. Typically,
inventive spelling is used by students who are just learning to put sounds together to make words. The written form
of an inventively-spelled word often will contain the letters of the sounds a child hears when he says a word. In fact,
you may hear teachers say to a child who asks how to spell a word "Write the sounds you hear."
Many teachers allow students to use inventive spelling as a way to express their thoughts without having to worry
about form or format. The thought is that students will begin using the correct spelling for words once they've built
up a better core word vocabulary and have a stronger sense of letter-sound correspondence.
(www.childparenting.about.com/od/schoollearning/a/inventive-spelling-def.htm)
Tripod Grip (grasp) - The pencil is held between the thumb and index finger, with the pencil resting on the middle
finger. See illustrations below. (www.otplan.com)
The tripod grip is proven to pass the least strain on the wrist, fingers, and hand by allowing the pen or pencil to be
controlled mostly by the fingers and the thumb. It allows the fastest and least strenuous writing thus it allows the
child to concentrate more on content and less on technique. (httpwiki.answers.com)
The Importance of Teaching Handwriting
Because handwriting is a basic tool used in many subjects taking notes, taking tests, and doing classroom work
and homework for almost every content area as well as in language arts classes poor handwriting can have a
pervasive effect on school performance.
The early years of schooling are especially critical for handwriting instruction; once children have formed
counterproductive habits in handwriting, such as poor pencil hold or inefficient letter formation, those habits can be
difficult to change.
Here are a few specific suggestions for teaching handwriting:
Teach children consistent formation of letters using a continuous stroke if possible.
Children should learn a highly consistent way to form a given letter every time they write it. Although some letters,
such as f and t, require lifting the pencil from the paper to make a second stroke, teach letter formation using a
continuous stroke (without lifting the pencil from the paper) when possible.
For example, teach children to write the letter b by starting at the top with a vertical stroke, then making the loop to
the right without lifting the pencil, rather than having children form the vertical line and the loop in separate strokes.
Focus initially on learning the motor pattern rather than perfect legibility or size.
When children are learning to form a new letter, it is helpful to begin with large movements such as forming the
letter in the air; have children use a sweeping movement with the entire arm, not just the hand. This initial practice
should emphasize learning the motor pattern with correct formation of the letter (e.g., as discussed for the letter b
above) rather than writing the letter on paper with perfect legibility or siz
12
Teach similarly formed letters together, and use an instructional sequence that takes into account both ease of
formation and frequency in words.
For instance, the manuscript letters c, a, and d all begin with the same loop and can be taught in one group; i should
be taught before y because it is simpler to form and is needed more frequently to write words.
Separate reversible letters such as b and d.
Children appear less likely to confuse visually similar letters if they have learned one letter of a confusable pair well
prior to introduction of the other letter of the pair. In addition, it can be helpful to teach children to form confusable
letters differently; for example, b starts at the top whereas d starts with the loop.
Use written arrow cues to help children remember how to form letters.
Especially when the teacher is working with large groups of youngsters, monitoring each child while he or she is
writing may be difficult. Written arrow cues for tracing dotted letters and copying letters are important so that
children do not inadvertently practice incorrect letter formation repeatedly.
For children at beginning stages of reading and spelling, integrate handwriting instruction with instruction in
letter sounds.
For instance, while children are practicing writing a given letter, they can also be saying the sound the letter makes.
(www.ldonline.org/spearswerling/The_Importance_of_Teaching_Handwriting)
Handwriting Guide
13
References
CCSS-Common Core State Standards
http://www.corestandards.org/
Differentiated Instruction
http://www.Wikepdedai.com
Fry Word List 1000 High Frequency Words

http://www.k12reader.com/subject/sightwords/fry-words/
Inventive Spelling
http://childparenting.about.com/od/schoollearning/a/inventive-spelling-def.htm
Tripod Grip
http://www.wikianswers.com
http://www.otplan.com
The Importance of Teaching Handwriting

http://www.ldonline.org/spearswerling/The_Importance_of_Teaching_Handwriting
http://ecrp.uiuc.edu/v3n1/marr.html
Handwriting Guide
http://www.handwritingforkids.com/handwrite/manuscript.htm
14
Kindergarten Report Card Task Force Cadre

Agana Heights Elementary School
Susana Dejesa
Patrice Tenorio
Captain Henry B. Price Elementary
Aimee Lizama
Nicole Perez
Liguan Elementary
Alona Hall
Manuel Ulloa Elementary
Elaine Guerrero
Dawn Topasna
Ordot Chalan Pago Elementary
Margaret Asuncion
Lillian Cruz
Talofofo Elementary
Dolores Cruz
Eloise Sanchez
School Program Consultant
Division of Curriculum & Instruction
15
Guam Department of Education

School
Logo
Guam Department of Education

School
Logo
Kindergarten Progress Report

Quarter
1st
2nd
3rd
4th
Kindergarten Progress Report

Quarter
1st
2nd
3rd
4th
Student:____________________________________
Student:____________________________________
School:_____________________________________
School:_____________________________________
Teacher:____________________________________
Teacher:____________________________________
Principal:___________________________________
Principal:___________________________________

M = Mastery
S = Satisfactory - = Not Taught at this time

M = Mastery
S = Satisfactory - = Not Taught at this time
Phonemic Awareness
Phonemic Awareness
Verbal Skills
Verbal Skills
Counting & Cardinality
Counting & Cardinality
Geometry
Geometry
Chamorro
Chamorro
Fine Arts
Fine Arts
Gross Motor Skills
Gross Motor Skills
Fine Motor Skills
Fine Motor Skills
Social Development & Work Habits
Social Development & Work Habits
Comments:
Comments:
Teacher's Signature ________________________Date_________
Teacher's Signature ________________________Date_________
Please review, sign and return your child's Progress Report.
Please review, sign and return your child's Progress Report.
Student's Name_________________________________________
Student's Name_________________________________________
Parent's Signature _________________________Date__________
Parent's Signature _________________________Date__________

Kinder TCHR Guide Geb Approved 0826

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GUAM DEPARTMENT OF EDUCATION

Prepares all Students for Life

Fine Arts Skills and Grading Rubric

Educational Technology and Grading Rubric

Gross Motor Skills

Fine Motor Skills and Grading Rubric

Social Skills & Work Habits

Kindergarten Progress Report.................

Kindergarten Report Cards must be issued to students every quarter.

Kindergarten Report Cards must be reviewed by the principal before distribution.

Keep all supporting documents throughout the school year.

Performance Level Key

Prints all uppercase and lowercase letters

Concepts About Print

Prints all uppercase and

Prints all letters taught per

Prints half or more of the

Prints less than half of the

Writes words and brief

Uses correct grammar,

Uses correct grammar,

Unable to use correct

See Glossary page 12 for

See Glossary page 12 for

See Glossary page 12 for

Uses correct letter

Uses correct letter

Unable to use correct

See Glossary page 12& 13

See Glossary page 12 & 13

See Glossary page 12 & 13

Writes legibly and uses

for clarification on "correct

Identifies all uppercase and lowercase letters

Reads simple sight words

Identifies all uppercase

Circles, points to or says

Circles, points to or says

Circles, points to or says

Circles, points to or says

Circles, points to or says

Circles, points to or says

Identifies initial sounds in

Circles, points to or says

Circles, points to or says

Circles, points to or says

Identifies final sounds in

Circles, points to or says

Circles, points to or says

Circles, points to or says

Identifies medial sounds

Circles, points to or says

Circles, points to or says

Circles, points to or says

Blends words to make

Blends CVC sounds to

Blends CVC sounds to

Blends CVC sounds to

Circles, points to or says

Circles, points to or says

Circles, points to or says

Reads all sight words