Parents/Guardians:
The following is a detailed explanation of the Language Arts Indicators found on your child’s report card. The intent is to
give you a better understanding of what we are helping your child achieve throughout the Kindergarten year in
Language Arts this term.
Indicator #1: Listens with skill and understanding.




Follows directions and routines
Listens respectfully to others (i.e. story circle, instruction, centers, assemblies, special presentations)
Listens attentively (i.e. during story time, instructions)
Participates in oral language activities (i.e. poems, calendar, shared reading, weather report, puppet sounds)
Indicator #2: Speaks with skill and understanding
 Shares personal experiences (i.e. carpet discussions, personal responses to text, interaction during centers and
other activities)
 Answers and asks questions
 Speaks in turn (shows respect for others)
 Uses proper tone (inside voice, appropriate pace, gestures)
 Can give directions
 Can express needs and feelings (i.e. ask for help)
 Engages in conversation (i.e. centers, story time, snack time)
Indicator #3: Views/reads a variety of texts with understanding





Books, visuals such as posters, letters, poems, fiction, emails, blogs, computer information
Can answer questions
Uses picture cues and context to determine meaning
Explores text for interest and information
Connects text to personal experiences
Indicator #4: Uses strategies to view/read texts
 Letters: recognize, recall and make sounds
 Book handling: starts at the beginning, turns pages in order, finds the title, tracks text, reads left to right, uses
picture cues, exhibits voice/print match.
 Recognizes the letters in their name (out of context of their name)
 Begins to recognize personally significant words in context
 Participates in whole, small group and independent reading activities)
 Awareness of rhyme (i.e. nursery rhymes, poems, songs)
Indicator #5: Responds personally and critically to texts:
 Asks and answers questions about stories or other forms of text
 Retells story sequence (beginning, middle, end)
 Uses such ways as puppet shows, role plays, painting, drawing, and digital stories to respond to text
Indicator #6: Represents/writes texts to explore thoughts, feelings and ideas
 Uses writing/representing to convey meaning (recipes, journals, daily messages, environmental print, lists,
invitations, blog, post office letters, grocery center shopping lists, writing around the room)
Indicator #7: Represents/writes texts for a variety of audiences and purposes
 Creates text for real purposes (using scribbles, letters, words and illustration)
 Participates in shared and group writing activities
 Awareness of blogging, emails, photo stories
Indicator #8: Uses strategies to represent/write effectively





Prints from left to right (i.e. name)
Can copy from the chart
Awareness of spacing
Beginning to develop appropriate letter case, size and formation
Uses sound/letter correspondence to determine the initial letter in a word
Mathematics
Demonstrates and communicates mathematical reasoning
1.
2.
3.
4.
5.
6.
7.
Talks about reasoning in mathematical problem solving activities
Sorts accurately using 1 attribute, such as size or shape
Explains the sorting rule
Sorts objects using physical attributes
Explains the difference between 2 pre-sorted groups
Identify a common attribute in a given set of 3D objects
Matches an everyday object with a 3D objects and explains how they are similar
Demonstrates an understanding of number
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
Compares 2 sets and identifies the set that has as many as, more or fewer objects
Uses one-to-one correspondence to create sets with as many as, more or fewer than a given set
Uses the words the same as, more, or fewer to describe sets
Identify the number of objects in a set
Recognizes, creates and counts sets to 5 using objects and pictures
Uses numerals as labels for sets to 5, as well as matching numerals with pictorial representations
Recognizes the purpose and uses of numbers
Recites the number sequence from one to five using visual aids
Show the numbers 3, 4 and 5 as two parts, using fingers, and naming the numbers in each part
Name the number that comes after a number, from 1 – 9
Recognize a given dot arrangement up to 3
Demonstrates an understanding of patterns and relationships
1. Sort objects using a single attribute and explain the sorting rule.
2. Determine the difference between two pre-sorted sets by explaining a sorting rule used to sort them.
Demonstrates an understanding of geometry and measurement
1.
2.
3.
4.
5.
Identify, reproduces and say the basic shapes
Recognize shapes in the environment
Understands big, medium and little
Describe a 3D object, using words such as big, little, round, flat, like a box and like a can
Match an everyday object with a 3D object and describe how they are similar
6. Sort 3D shapes using a common attribute
7. Compare the heights of two given objects and explain how they compare to each other, using the words taller
and shorter
Personal and Social Development
 Shows respect and gets along well with others
- Shows self-confidence
- Exhibits self-esteem
- Assumes responsibility for own belongings

Demonstrates Appropriate Behaviours
- Respects authority
- Respects school and class rules
during instruction - the 3 B’s




Follows School Routines
- Understands right from wrong
- Understands there are
consequences for inappropriate
behaviour
Has a positive attitude toward learning
- Uses time wisely
- Stays on task - makes transitions
- Demonstrates effort - is organized
Uses time effectively
- Works cooperatively with others
- Completes tasks
- Asks for help when necessary
Completes assigned tasks
- Works independently
- Completes tasks
-
-
Respects school and class rules
during unstructured time
follows routines
Accepts responsibility for own
behaviour
Does not blame others for own
behaviour
-
Cooperates with teachers
Cooperates with peers
Works to the best of his/her ability
-
Shows initiative (is able to find
things to do when work is
completed)