RUBRIC #1 RUBRIC #2 First RUBRIC #3 RUBRIC #4 RUBRIC #5 Making RUBRIC #6 RUBRIC #7 RUBRIC #8 Refer to Steps for 3s Making Progress Accomplished for Progress for 4s Accomplished for Exceeds for 4s Refer to Early Early Responds for 3s 3s First Steps for Follows through with 4s First Steps for K Follows through with Learning Learning appropriately to Follows through with 4s two clear, simple Follows through with more than two Guidelines Guidelines simple commands one clear, simple Follows through directions that more than two directions that direction with adult with one clear, involve a sequence directions that become increasingly (i.e., “stop,” “sit help (i.e., in simple direction of actions. involve a sequence complex and may be down”). “put this the (i.e., in the of actions. accomplished over trash,” “get your “put this longer periods of coat”). trash,” “get your time and responds to coat”). one part of a conversation appropriately. Date Date Observed: Date Observed: Date Observed: Date Observed: Date Observed: Date Observed: Date Child’s name: Observed: Observed: 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20. NOTES: RUBRIC #1 RUBRIC #2 First RUBRIC #3 RUBRIC #4 RUBRIC #5 Making RUBRIC #6 RUBRIC #7 RUBRIC #8 Refer to Steps for 3s Making Progress Accomplished for Progress for 4s Accomplished for Exceeds for 4s Refer to Early Early Participates in for 3s 3s First Steps for Makes up own 4s First Steps for K When presented with Learning Learning stories, songs, or Repeats rhyming 4s Is starting to three different pairs Guidelines chants or rhymes. Guidelines finger plays with words in songs, Recites simple and recognize rhyming of words, identifies rhyming words. poems, or stories. familiar chants or sounds. those that rhyme with some adult rhymes. assistance.
RUBRIC #1 Refer to Early Learning Guidelines RUBRIC #2 First Steps for 3s Responds appropriately to simple commands (i.e., “stop,” “sit down”). RUBRIC #3 Making Progress for 3s Follows through with one clear, simple direction with adult help (i.e., “put this in the trash,” “get your coat”). RUBRIC #4 Accomplished for 3s First Steps for 4s Follows through with one clear, simple direction (i.e., “put this in the trash,” “get your coat”). RUBRIC #5 Making Progress for 4s Follows through with two clear, simple directions that involve a sequence of actions. RUBRIC #6 Accomplished for 4s First Steps for K Follows through with more than two directions that involve a sequence of actions. RUBRIC #7 Exceeds for 4s Follows through with more than two directions that become increasingly complex and may be accomplished over longer periods of time and responds to one part of a conversation appropriately. RUBRIC #8 Refer to Early Learning Guidelines Child’s name: Date Observed: Date Observed: Date Observed: Date Observed: Date Observed: Date Observed: Date Observed: Date Observed: 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20. NOTES: RUBRIC #1 Refer to Early Learning Guidelines RUBRIC #2 First Steps for 3s Participates in stories, songs, or finger plays with rhyming words. RUBRIC #3 Making Progress for 3s Repeats rhyming words in songs, poems, or stories. RUBRIC #4 Accomplished for 3s First Steps for 4s Recites simple and familiar chants or rhymes. RUBRIC #5 Making Progress for 4s Makes up own chants or rhymes. RUBRIC #6 Accomplished for 4s First Steps for K Is starting to recognize rhyming sounds. RUBRIC #7 Exceeds for 4s When presented with three different pairs of words, identifies those that rhyme with some adult assistance. RUBRIC #8 Refer to Early Learning Guidelines
FY_16_Quick_Look_Recording_Sheets.docx