English Language Arts - K

The rubrics for English Language Arts complement the curriculum and achievement standards which provide detailed benchmarks.
Speaking and Listening Standards: To be added in October
Reading and Writing Standards:
https://portal.nbed.nb.ca/tr/lr/Curriculum%20Support%20Resources/Reading%20and%20Writing%20Achievement%20Standards%20End%20of
%20Kindergarten

4 - Excelling 3 - Meeting 2 - Approaching 1 - Working Below

Frequently shares thoughts, feelings Usually shares thoughts, Sometimes shares thoughts, Rarely shares thoughts,
and experiences. feelings and experiences. feelings and experiences. feelings and experiences.

Listens to and builds on the ideas of Usually listens to the ideas of Sometimes listens to the Rarely listens to the ideas of
others. others. ideas of others. others.
Speaking and Listening - K

Sustains a purposeful conversation, Usually sustains a short small- May require prompting to Unable to sustain a
Speaking

using cues and conventions to and whole-group conversation, sustain a conversation, and conversation. Struggles to
communicate ideas and feelings. using gestures and tone to to use cues and conventions communicate feelings.
communicate ideas and to communicate ideas and
feelings. feelings.
Understands key ideas and overall Usually understands key ideas Somewhat understands the Unable to grasp the overall
Listening Comprehension

message. and overall message. overall message, but misses message.

key ideas.
Responds appropriately to Usually responds appropriately Responds to very simple
instructions and questions. to most instructions and With prompting, responds instructions and questions.
straightforward questions. appropriately to many
Focusses on speaker for short time instructions and directions. Unable to focus on speaker
spans, asks relevant questions. Focusses on speaker for short even for very short time
time spans (5-6 minutes), asks
Partially focusses on spans. Interrupts. Rarely
related questions.
speaker, may interrupt and/or asks questions.
ask unrelated questions.
Evidence: small-group conferences, observations of engagement (levels of participation and frequency), show and share, observations of
think-pair-share and turn taking

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 English Language Arts - K

4 - Excelling 3 - Meeting 2 - Approaching 1 - Working Below

Uses all cueing systems Usually uses a combination of Demonstrates awareness of print Uninterested in reading.
Strategies & Behaviours

(sounds, language, word order, cues (sounds, language, word concepts but relies on picture Will talk about
context) to monitor and self- order, context) to begin to monitor cues to understand text. pictures/stories, if
correct. reading. questioned.
Is not using cues consistently to
Knows many high frequency Recognizes some high-frequency make meaning. May know a few
words and uses picture cues words and uses picture cues and high frequency words.
and initial sounds to decode and initial sounds to decode and
understand text. understand text.
Responds accurately to literal Usually responds accurately to Accurately answers some literal Requires extensive support
questions (main idea, supporting literal questions (main idea, questions. to respond to literal
Reading and Viewing - K

details, retells). supporting details, retells). questions and to make

Recounts a few details and with simple inferences from
Makes simple inferences about Often makes simple inferences prompting, sequences 3-4 main texts read aloud.
and personal connections to about and personal connections events of stories read aloud.
Comprehension

texts read aloud and to texts read aloud.

independently. With prompting, makes simple
interpretations about and
personal connections to texts
read aloud.
Selects and reads texts at a Generally selects and reads texts Has some difficulty reading texts Has a great deal of
complexity considered beyond at a complexity considered at at a complexity considered at difficulty reading texts at
target level. target level. target level. target level.
Text Complexity*

Knows letter-sound Knows letter-sound relationships, Reads straight-forward picture Knows few to no letter-
relationships, and has solid and has minimal gaps in books and some short repetitive sound relationships, has
phonological awareness. phonological awareness. texts independently. Knows most gaps in phonological
letter-sound relationships but may awareness.
have some gaps in phonological
awareness.
End-of-grade text complexity for kindergarten students is described below. Indicators specific to literary and information texts are described in the standards guide.
Knowledge demands: highly familiar content, based on experiences with family, pets, friends, and school
Themes: main ideas/ themes that are concrete and easy to understand

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 English Language Arts - K

Sentences: short, simple sentences; repeated sentence patterns, with one or two words changing per page
Language: language commonly used by students; a few easy, high-frequency words
Word complexity: mostly one-syllable words; some simple plurals and words ending with s and ing
Graphics/illustrations: illustrations/photographs match print and strongly support word-solving
Layout: 1-2 lines of text per page; large clear font with ample spacing between words and lines; consistent layout with print clearly separated from pictures; line breaks at
end of phrases or sentences
Evidence: reading conferences, record of contributions during read alouds, observations of independent reading behaviours, reading
records, phonological awareness screener, letter-naming records, concepts of print checklist

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 English Language Arts - K

4 - Excelling 3 - Meeting 2 - Approaching 1 - Working Below

Uses grade-level strategies and Often uses grade-level Needs support to use grade-level Requires a great deal of
writing tools to complete the strategies, repetitive strategies and writing tools to direction to use grade-
process. patterns, and writing tools to complete a piece of writing. level strategies and writing
Strategies and

complete the process. tools.

Behaviours

Identifies beginning middle and Identifies most beginning and

ending sounds and a bank of sight Identifies beginning and some ending sounds with Lacks automaticity with
words with automaticity. ending and most middle automaticity. sound/symbol recall.
Writing and Representing - K

sounds with automaticity.

Demonstrates all aspects (content, Demonstrates all aspects Demonstrates some aspects Demonstrates a limited
organization, word choice, voice, (content, organization, word (content, organization, word grasp of the purpose of
sentence structure, conventions) of choice, voice, sentence choice, voice, sentence structure, writing/representing.
strong writing/drawing as structure, conventions) of conventions) of appropriate
evidenced over time in a variety of appropriate writing/drawing writing/drawing as evidenced over
Traits

pieces. as evidenced over time in a time in a variety of pieces.

variety of pieces.
Writes/draws with purpose and a Generally writes/draws with With prompting, writes/draws with Writes/draws, but only if
sense of audience. purpose and a sense of purpose and a sense of audience. guided.
audience.
Uses detailed drawings and print to Requires monitoring to include
convey a message. Often uses detailed details in drawings and to use
drawings and some print to print to communicate messages.
Text Forms

Routinely includes features communicate.

introduced in class.
May include features
introduced in class.
Evidence: Evidence: Writing/drawing journal, writing/representing process checklist (information gathered from changes to writing
pieces/drawings over time), record of writing/drawing conferences

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