Kindergarten Performance Tasks

Report Card Standard Assessed Performance Task Assessment of Mastery

Section MS AS IPS
History Learners will complete a circle map with 3 Identifies 3 or more Identifies 1-2 Identifies 0
or more characteristics of each holiday. characteristics of characteristics of characteristics of
Identifies and explains K.1AB Constitution Day, Constitution Day, Constitution Day,
significance of K.10C OR Veterans Day, Veterans Day, Veterans Day,
holidays. Presidents’ Day, AND Presidents’ Day, AND Presidents’ Day, AND
Learners will compare/contrast two Independence Day. Independence Day. Independence Day.
holidays using a double bubble map.
Identifies Identifies Does not identify
Christopher Christopher Christopher
Columbus and Columbus and Columbus or George
George Washington George Washington Washington as
as significant as significant historical figures or
historical figures and historical figures but explain influence in
explains what cannot explain America.
historical influence historical influence.
Identifies and explains Learners will make a flip book of the VIP’s each made in
significance of K.2AB explaining in picture or in words the America.
historical figures. influence each one made.
Identifies Stephen F. Identifies Stephen F. Does not identify
Austin and Jose Austin and Jose Stephen F. Austin or
Navarro as Navarro as Jose Navarro as
significant historical significant historical historical figures or
figures and explains figures but cannot explain influence in
what historical explain historical Texas.
influence each made influence.
in Texas.
Learner is able to Places 2-3 events in Places 0-1 events in
Learners will place 4 or more events in place 4 or more chronological order. chronological order.
Demonstrates chronological order using a flow map. S/he events in
understanding of the K.3AB will tell which one comes first, next, after, chronological order
concept of chronology. last, etc. by presenting it to a partner or a using proper vocab
small group. (before, next, after,
first, last, yesterday,
today, tomorrow).
Geography Learner is able to Learner is able to Learner is unable to
identify and find 3-4 identify and find 1-2 identify or find
places on the school places on the school places on the school
campus campus campus
independently (gym, independently. independently.
Understands the Students will create a map with a key (i.e. a bathroom, café,
concept of location map of their classroom, playground, classroom, office,
kindergarten hallway, etc.) and will explain etc.) using proper
location vocabulary
their map. (near, next to,
beside, left, right,
K.4ABC after, around)

Identifies 3 or more Identifies 2 tools that Identifies 0-1 tools

tools that aid in aid in determining that aid in
Learners will write a story about a character determining location location (map, globe, determining location
who is lost. The character will use various (map, globe, GPS). GPS). (map, globe, GPS).
tools to help him/her find his way home.

Identifies 3 or more Identifies 1-2 land Identifies 0 land

Identifies physical and Learners will make a relief map (3D or land forms and/or forms and/or bodies forms and/or bodies
human characteristics K.5AB raised map) of 3 or more landforms. S/he bodies of water of water (mountain, of water (mountain,
of place will label each landform. (mountain, river, river, valley, ocean, river, valley, ocean,
valley, ocean, etc.) etc.) etc.)
 Your teacher will be taking you outside to Identifies 3 or more Identifies 2 ways of Identifies 0-1 way of
observe today's weather. If you were a ways of how weather how weather affects how weather affects
meteorologist or a weather scientist, how affects our daily lives our daily lives our daily lives
would you describe today's weather to (recess, clothing, (recess, clothing, (recess, clothing,
another scientist? When you return to your activities, ozone activities, ozone activities, ozone
classroom list at least four features of days, etc.). days, etc.). days, etc.).
today's weather and what you would need.
Learners will work in a small group to make Explains how Explains how Explains how
a brochure of Irving/Coppell showing some location affects jobs, location affects jobs, location affects jobs,
jobs available, some activities, some kinds of activities, shelter, activities, shelter, activities, shelter,
shelter, what kinds of food are around, and clothing, and food clothing, and food clothing, and food
what clothing someone would need to travel (all 5). (2-4). (0-1).
here. (Or a different location if teacher
chooses.)
Economics Defines “needs” as Defines “needs” as Defines “needs” as
Learners will be given a scenario and will food, water, clothing, food, water, clothing, food, water, clothing,
have to sort needs vs. wants and shelter (ALL!) and shelter (2-3) and shelter (0-1)
Identifies basic needs
and how they can be Explains how needs Explains how needs Explains how needs
met. K.6AC and wants can be and wants can be and wants can be
Learners will be given pictures and will met in different met in different met in different
have to sort them into the appropriate box. ways: self- ways: self- ways: self-
producing, producing, producing,
purchasing, trading purchasing, trading purchasing, trading
(ALL 3). (2). (0-1).

Explains the difference Learners will compare/contrast wants and Gives 3 or more Gives 2 differences Gives 0-1 difference
between wants and K.6B needs using a double bubble map. differences between between wants and between wants and
needs wants and needs. needs. needs.

Learners will make a tree map identifying Identifies 4 or more Identifies 2-3 jobs in Identifies 0-1 jobs in
jobs in the home, school, or community. jobs in the home, the home, school, the home, school,
Identifies jobs in the Learners will then make a “Helpers” book school, and local and local community and local community
home, school, and K.7AB showing/telling who helps. community and and/or explain why and/or explain why
community explain why people people have jobs. people have jobs.
have jobs.
Government Identifies 4 or more Identifies 2-3 Identifies 0-1
authority figures in authority figures in authority figures in
Learners will create a Thinking Map of the home, school, the home, school, the home, school,
authority figures and why rules are and community and and community and community
important explains how they and/or explains how and/or explains how
Identifies authority K.8AB make and enforce they make and they make and
figures and the K.9AB rules. enforce rules. enforce rules.
purpose of rules Identifies 3 or more Identifies 1-2 Identifies 0 purposes
Learners will create a behavior goal they purposes for having purposes for having for having rules
would like to achieve. rules (order, safety, rules (order, safety, (order, safety,
security, equality, security, equality, security, equality,
protection). protection). protection).
Identifies the US and Identifies the US and Does not identify the
Texas flags Texas flags with US and Texas flags
Learners will identify American and Texas independently. teacher direction. with teacher
Citizenship flags. (“Which flag is (“Which is the US direction.
this?”) flag? Texas flag?”)
Identifies important
symbols, customs, and K.10ABD Learners will recite the pledges Recites US and TX Recites US or TX Does not recite US or
responsibilities that independently without influence/help from pledges pledge TX pledge
represent American others. He/she will show patriotism by independently. independently. independently.
beliefs and principles crossing his/her heart and showing honor
to the flag(s) by standing straight and tall
and looking at the flag while reciting the
pledge(s).
 Learner will make a poster showing his/her
family, religion, special clothing, special
Tells 3 or more ways
people are similar
Tells 2 ways people
are similar and
Tells 0-1 way people
are similar and
 
Culture food, and music from his/her culture. and different different (kinship, different (kinship,
He/she will then compare his culture to (kinship, laws, laws, religion, music, laws, religion, music,  
Identifies similarities another learner’s culture (i.e. My family is religion, music, clothing, food). clothing, food).
and differences among K.11AB Hindu, but Johnny’s family is Christian.) clothing, food).
people including K.12AB OR Compares/contrasts Compares/contrasts Does not compare Social  
A student and his/her partner will share own family own family own family
family customs and three likenesses and three differences customs/traditions to customs/traditions to customs/traditions to Studi
traditions between them and will record these
likenesses and differences (written or
at least 2 others. 1 other. others. es  
dictated). Skills  
Learners will create a T-chart with Identifies 5 or more Identifies 3-4 Identifies 1-2
pictures/drawing showing how technology examples of examples of examples of 14AB
helps us at home, school, and our technology used in technology used in technology used in C,  
community. the home and school. the home and school. the home and school.
Science, Technology, Learners will make a flip book/foldable Describes 3 or more Describes 2 ways of Describes 0-1 way of 15AB,  
and Society showing at least 3 ways of how different
types of technology helps us to do different
ways of how
technology helps
how technology
helps accomplish
how technology
helps accomplish
and  
K.13ABC tasks (i.e. iPad for “Listen to Reading”). accomplish tasks. tasks. tasks. 16AB  
Describes ways Describes at least Describes one way Describes 0 ways
technology has two ways technology technology keeps technology keeps will  
Learners will pretend there is a new student
changed how people
coming to our class from a faraway place keeps families families connected families connected be  
live connected (cellular (cellular devices, (cellular devices,
(Newby Citizen). Learners will tell 2 or
more ways of how we can communicate devices, email, email, Facetime, email, Facetime, embe
with him before he comes. Facetime, transportation, etc.) transportation, etc.) dded  
transportation, etc.)
in  
each  unit.