Student Name: __________________ Teacher(s): __________________

Module 3W
Kindergarten Grade Assessment Rubric 2014-2015
1: Below Grade Level
Above Grade Level

2: Approaching Grade Level

Directions: Work with grade-level

team to establish norms for above
grading scale prior to assessing all
student work.

3: On Grade Level

PrePBA

4:

Publishe Postd Piece

PBA

Date:

I can talk about my observations using

words I learned to answer a question.

I can add
suggestion fromdrawings/visuals to
adults/peers
my descriptions
(W.K.5)
(SL.K.5) and
respond to

Describes familiar people, place, things,

and animals using describing words.
Uses a variety of describing words.
Elaborates description with prompts from
peers or adults.

I can add drawings/visuals to my descriptions

(SL.K.5) and respond to suggestion from
adults/peers (W.K.5)

Recreate a piece of experience.

Talks about piece in relation to experience.
Uses materials intentionally.

Uses advice from peers or adults to add to

or make a change to work.

Conference Notes:

Revised 8/21/13

Date ____________

Class
Overvi
ew

K_____

Kinde
rgart
en
Asses
smen
t
Rubri
c
20132014
Modu
le
2W:

I can
talk
about
my
obser
vation
s
(SL.K.
4)
using
words
I
learn
ed
(L.K.6
) to
answ
er a
questi
on
(W.K.
8).

Date ____________

Date ____________

I can add drawings/visuals to my descriptions (SL.K.5) and respond to

suggestion from adults/peers (W.K.4)

9.

10.

11.

12.

13.

14.

15.

16.

17.

18.

19.

20.

Uses advice from teachers and peers to make a change or

add onto piece.

8.

Talks about piece in relation to experience.

7.

Uses materials intentionally.

6.

Composition matches or enhances verbal description.

5.

Recreates a piece of an experience.

4.

Elaborates with prompts from adults or peers.

3.

Uses a variety of describing words (shape, size,

color, volume).

2.

Describes familiar people, places, things, and

events.

1.

With prompting, answers a question about an

experience.

PreAss
ess
me
nt
For
mat
ive
Ass
ess
me
nt
Post
Ass
ess
me
nt

With prompting, recalls information from

experiences.

Recre
ating
Our
Exper
ience

21.
22.
23.
24.
25.

Module 3R: In Pictures and Words: Illustrator Studies to Notice Decisions

Illustrators and Authors Make
Kindergarten Grade Assessment Rubric 2014-2015
1: Below Grade Level
Above Grade Level

2: Approaching Grade Level

3: On Grade Level

Pre-PBA

I can tell who

I can look closely at a picture
the
illustrator is
in order to make meaning,
notice illustrators decisions, (RL.K.6) and what his or
and understand illustrators
her role is in
intentions/purpose (RL.K.7)
creating a text

Directions: Work with gradelevel team to establish

norms for above grading
scale prior to assessing all
student work.

Date:

I can tell who the illustrator is and

what his or her job is in creating a
text.
Names the illustrator of a text.
Describes the role of an illustrator.

Compares role of the illustrator to

that of an author.

I can look closely at a picture in order to

make meaning, notice illustrators
decisions, and understand illustrators
intentions/purpose.

Spends time looking at a single

illustration.
Describes what is in the illustration.
Notices decisions illustrator makes
(movement, background etc.)
Through conversation, demonstrates
understanding of illustrators
intention/purpose (how decisions
convey meaning).

Publish
ed
Piece

4:

PostPBA

Conference Notes:
Date ____________

Class
Overview
K- _____

Kinderg
arten
Assess
ment
Rubric
20132014

6.
7.
8.

Spends time looking at a single

illustration.

5.

Describes what is in the

illustration.

4.

Notices decisions illustrator

makes (movement, background
etc.)

3.

Through conversation, dem.

understanding of illustrators
intention/ purpose (how decisions
convey meaning).

2.

Names the illustrator of a text.

1.

Describes the role of an

illustrator.

PreAssess
ment
Formati
ve
Assess
ment
PostAssess
ment

Date ____________

I can look closely at a picture in order to make meaning, notice

illustrators decisions, and understand illustrators
intentions/purpose (RL.K.7)

Compares role of the illustrator to

that of an author.

Module
3R:
Recreati
ng Our
Experie
nce

I can
tell who
the
illustrat
or is
and
what his
or her
role is
in
creating
a text
(RL.K.6)

Date ____________

9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
22.
23.
24.
25.

Learning Outcome
I can tell who the
illustrator is and what
his or her job is in
creating a text.
Names the
illustrator of a
text.
Describes the role
of an illustrator.

Cannot name
illustrator

Names author
or illustrator of
another work

Names the
illustrator of a
text

Does not talk

about the
illustrators role.

Talks about the

role of the
author or
names
illustrator
rather than
what he is she
does

Tells the
illustrators role
is to make the
pictures/images
that are on the
page.

Spends little or no
time looking at the
illustration

Spends time
with an
illustration

Spends time
looking closely
at a specific
image.

Compares role of
the illustrator to
that of an author.
I can look closely at a
picture in order to
make meaning, notice
illustrators
decisions, and

understand
illustrators
intentions/purpose.
Spends time
looking at a
single illustration.
Describes what is
in the illustration.

Notices decisions
illustrator makes
(movement,
background etc.)

Through
conversation,
demonstrates
understanding of
illustrators
intention/purpose
(how decisions
convey
meaning).

Little or no
mention of what is
in the illustration.

Labels what is
in the
illustration
(there is a
train)

Uses story
language to
describe what
is in the
illustration
(The train is
moving across
the tracks)

Makes little or no
mention of what is
in the illustration.

Student
provides
information
that is in the
picture, but
does not relate
to the craft
moves the
author makes.
During
interview,
reader makes
some reference
to how the
illustrator
conveys
meaning.

Student
provides at
least one detail
about the
decisions the
illustrator
makes.

During interview,
reader makes no

During
interview,
reader is able
to explain how
illustrator
conveys
meaning in the
illustrations.

Uses rich
story
language to
describe
what is in the
illustration
(The freight
train moves
quickly
across the
train tracks
as it gets
closer to the
city.
Student
provides
multiple
details about
the decisions
the illustrator
makes.