Kindergarten Report Card Comments - SD42
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Kindergarten Report Card Comments Note 1 – Comments are organized around terms as guidelines only in order to assist new Kindergarten teachers. Note 2 – Many comments are sentence starters only, and require an example of how the student demonstrates understanding, or a suggestion to support learning. Note 3 – In the Approaching Expectations area, you may prefer to use the terms, “with direct support”, or “with guided support”. For example, - identifies his name with direct support, such as when a limited number of names are presented Term 1 Language Arts Approaching Expectations Meeting Expectations Reading and Viewing - - - is learning to identify his name through daily routines such as … is learning to identify some letters of the alphabet. He knows … is learning to identify some letter sounds. He knows … is beginning to understand concepts about print and books (e.g.. there is a direction to print; books are for reading) is beginning to engage in reading or readinglike behavior with support from… - - identifies his name, as demonstrated… identifies some letters of the alphabet. He knows… identifies some letter sounds. He knows… identifies all letters of the alphabet identifies all letter sounds demonstrates understanding of concepts about print and books (e.g. there is a direction to print; books are for reading) engages in reading or reading-like behavior (e.g. looks at books independently for a short period of time Writing and Representing - is beginning to print his own name (e.g. tracing, copying is beginning to print some letters of the alphabet (e.g. tracing, copying) is beginning to recognize that writing can be “talk written down” and that print carries a constant message - prints his own name in … prints some letters of the alphabet recognizes that writing can be “talk written down” and that print carries a constant message Speaking and Listening - - - is beginning to use speaking and listening during (….. ) to express ideas and ask for assistance is beginning to use social language to interact co-operatively with others and to solve problems (e.g. “Can I have turn?”, “I’m frustrated because…”) is learning to be a good listener for a sustained period of time, particularly when… is beginning to ask questions to construct and clarify meaning uses simple or incorrect sentence structure when speaking (e.g. “I hungry.”; “I goed outside.” - - uses speaking and listening during centres to express ideas and ask for assistance demonstrates use of social language to interact co-operatively with others and to solve problems (e.g. “Can I have turn?”, “I’m frustrated because…”) demonstrates being a good listener for a sustained period of time by … uses oral language to explain, inquire and compare, evident during… asks questions to help construct ideas and clarify meaning uses correct sentence structure when speaking (e.g. “I am hungry.”; I went outside.”) Term 2 Approaching Expectations Meeting Expectations Language Arts Reading and Viewing - - is beginning to identify some letters of the alphabet. He knows… is beginning to identify some letter sounds. He knows… is beginning to be aware of the connection between reading, writing and oral language (e.g. reads back journal writing) is beginning to respond to literature through a variety of activities such as role-play, art, music, choral reading, talking - - identifies many letters of the alphabet and their sounds, evident during… identifies all the letters of the alphabet and their sounds, evident during… demonstrates awareness of the connection between reading, writing and oral language, seen when he … responds to literature through a variety of activities such as role-play, art, music, choral reading, talking Writing and Representing - - - - is beginning to create simple messages using a combination of pictures, symbols, letters, and words is beginning to show an interest in, and a positive attitude towards, writing and representing, especially when … is beginning to engage in discussions before writing and representing to generate ideas is beginning to express meaning during writing and representing by using invented spelling (printing some of the sounds heard in a word) and copying words from… is beginning to reflect on his writing and share work with others is beginning to print a few simple words like… is learning to record a beginning sound in a word when … - - - creates simple messages using a combination of pictures, symbols, letters, and words shows an interest in, and a positive attitude towards, writing and representing, demonstrated in… engages in discussions before writing and representing to generate ideas expresses meaning during writing and representing by using invented spelling (printing the sounds heard in a word) and copying words from… reflects on his writing by … and shares his work with others prints a few simple words like… records more than one sound in a word when… records most or all sounds in a word when … Speaking and Listening - - - - is beginning to use speaking and listening during (….) to exchange ideas and experiment with new ideas or materials is beginning to engage in speaking and listening activities to share ideas about pictures, stories, information text, and experiences (e.g. during literacy centres) is learning to ask questions to construct and clarify meaning during … is learning to use proper sentence structure when speaking (e.g. include a subject and verb, and simple connecting words when needed) is beginning to identify words that rhyme is beginning to produce a word that rhymes with another - - - - uses speaking and listening during (…) to exchange ideas and experiment with new ideas or material engages in speaking and listening activities to share ideas about pictures stories, information text, and experiences (e.g. during literacy centres) asks questions to help construct and clarify meaning during … uses proper sentence structure when speaking (e.g. include a verb and subject, and simple connecting words when needed) identifies words that rhyme, like … produces a word that rhymes with another. For example, … Term 3 Approaching Expectations Meeting Expectations Language Arts Reading and Viewing - - - - before reading activities, he is beginning to use strategies such as predicting, connecting to prior knowledge, and asking questions to enhance comprehension during reading activities, he is beginning to use strategies such as predicting, visualizing, language patterns, and picture clues to monitor comprehension after reading, he is beginning to demonstrate understanding through discussions, role-play and drawings is learning some high-frequency words, such as … - - - before reading activities, he uses strategies such as predicting, connecting to prior knowledge and asking questions to enhance his comprehension during reading activities, he uses strategies such as predicting, visualizing, language patterns, and picture clues to monitor his comprehension of what he reads after reading, he demonstrates understanding through discussions, role-play and drawings is able to identify some high-frequency words, such as … is able to identify many high-frequency words such as … Writing and Representing - - tries to express meaning during writing and representing by using invented spelling (printing the sounds heard in the word) and copying existing words from … is learning to reflect on his writing and share work with others is learning to print a few simple words, like … is trying to record a prominent sound heard in a word (for example, the first or last sound) - - expresses meaning during writing and representing by using invented spelling (printing the sounds heard in the word) and copying words from … reflects on his writing by … and enjoys sharing work with others prints some simple words, like … records the beginning, middle, and ending sounds heard in a word records most sounds heard in words Speaking and Listening - - - - - - is beginning to connect what is already known with new experiences (for example, …) is learning to ask questions to clarify meaning tries to use proper sentence structure when speaking (e.g. includes a subject and verb, and simple connecting words when needed) is learning to identify words that rhyme is learning to produce a word that rhymes with another is beginning to orally blend two words into a compound word (e.g., butter and fly makes butterfly) is beginning to orally blend two or three separate sounds into a one-syllable word (e.g. m-e: me; s-a-t: sat) is beginning to identify the first sound and ending sound in a one-syllable word is beginning to break apart a one-syllable word into its individual sounds (e.g., run: r-un) is beginning to speak clearly enough to be understood by peers and adults - - - - connects what is already known with new experiences (for example, …) asks questions to construct ideas and clarify meaning, demonstrated during… uses proper sentence structure when speaking (e.g. includes a subject and verb, and simple connecting words as needed) identifies words that rhyme with each other produces words that rhyme (e.g. orally, in writing) orally blends two words into a compound word (e.g., butter and fly makes butterfly) orally blends two or three separate sounds into a one-syllable word (e.g. m-e: me; s-a-t: sat) identifies the first sound and ending sound in a one-syllable word can break apart a one-syllable word into its individual sounds (e.g., run: r-u-n) speaks clearly enough to be understood by peers and adults in a variety of situations, such as … Mathematics Term 1 Approaching Expectations - Meeting Expectations is learning to count to 10; counts accurately to … is learning to identify the numerals to 10; he knows … is beginning to sort 3-D objects using colour, shape or size is beginning to identify and reproduce patterns using 2 to 3 objects, sounds, or actions - can count by ones to 10, demonstrated during… - can identify the numerals to 10 - sorts 3-D objects using colour, shape or size - identifies and reproduces patterns using 2 to 3 objects, sounds, or actions, demonstrated during… Mathematics Term 2 Approaching Expectations - - Meeting Expectations is learning to count backwards from 10 to 1; can accurately count to … is learning to recognize and name familiar arrangements of 1 to 5 objects or dots (for example, dice) is learning to match a numeral, 1 to 10, to a group of objects is learning to represent and describe the numbers 0 to 10, with objects and pictures is learning to compare quantities, 0 to 10, using one-to-one correspondence is beginning to identify and reproduce patterns using 2 to 3 objects, sounds, or actions - - - - can count backwards from 10 to 1 recognizes, and can name arrangements of 1 to 5 objects or dots (for example, dice), evident during… matches a numeral, 1 to 10, to a group of objects represents and describes the numbers 0 to 10, with objects and pictures, as demonstrated in… compares quantities, 0 to 10, using one-to-one correspondence (e.g. recognizes that one button represents one, and that two buttons represents the number two etc.) identifies and reproduces patterns using 2 to 3 objects, sounds, or actions, evident in… Mathematics Term 3 Approaching Expectations - - - - is learning to count forward by ones starting anywhere from 1 to 10 is learning to recognize and name arrangements of 1 to 5 objects or dots (e.g., dice) is learning to match a number to a group of objects from 1 to 10 is learning to represent and describe numbers from 0 to 10, with objects and pictures is beginning to extend and create repeating patterns using 2 to 3 objects, sounds, or actions is beginning to use direct comparison to compare two objects based on length, weight or volume is beginning to build and describe 3-D objects Meeting Expectations - can count forward by ones starting anywhere from 1 to 10 recognizes and names arrangements of 1 to 5 objects or dots (e.g., dice) matches a number to a group of objects from 1 to 10, demonstrated in … represents and describes numbers from 0 to 10, with objects and pictures, as evident in… extends and creates repeating patterns using 2 to 3 objects, sounds, or actions uses direct comparison to compare two objects based on length, weight or volume builds and describe 3-D objects Social Studies Term 1 Approaching Expectations - - - Meeting Expectations is beginning to participate co-operatively in groups (taking turns, sharing) is learning to present information to a group (e.g. oral: show and tell, visual: picture of family) is beginning to demonstrate an awareness of the concept of change, such as seasonal changes is beginning to demonstrate responsible behaviour in caring for his immediate environment (for example, cleans up, hangs up coat and backpack) - - - participates co-operatively in groups (taking turns, sharing) presents information to a group, as evident during his … (e.g. oral: show and tell, visual: picture of family) demonstrates an awareness of the concept of change, such as seasonal changes, as demonstrated by… demonstrates responsible behaviour in caring for # immediate environment (for example, cleans up, hangs up coat and backpack) Social Studies Term 2 Approaching Expectations - Meeting Expectations is beginning to identify the purpose of classroom and school expectations, such as … is beginning to present more information to a group (e.g. oral: show and tell, visual: picture of family) - identifies the purpose of classroom and school expectations, as evident in… can present information to a group, as evident in his… (e.g. oral: show and tell, visual: picture of family) Social Studies Term 3 Approaching Expectations - - is beginning to demonstrate his roles and responsibilities as a member of the classroom and school community (keeps work space tidy, puts away belongs, helps others, etc.) is more willing to make presentations to a group (e.g. oral: show and tell, visual: picture of family) Meeting Expectations - - demonstrates his roles and responsibilities as a member of the classroom and school community (keeps work space tidy, puts away belongs, helps others, etc.) presents a variety of information during a presentation, as evident during his … (e.g. oral: show and tell, visual: picture of family) Science Term 1 Approaching Expectations - Meeting Expectations is learning to describe features of local plants (for example, leaves, pumpkins) is learning to compare local plants is beginning to describe properties of materials, including colour, shape, texture, size and weight - - describes features of local plants (for example, leaves, pumpkins), as demonstrated in his… compares local plants, using … (pictures, words, oral description etc.) describes properties of materials, including colour, shape, texture, size and weight, through… Science Term 2 Approaching Expectations - - Meeting Expectations is learning to describe features of local animals, such as … is beginning to describe ways to rethink, refuse, reduce, reuse, recycle - - describes features of local animals, such as … describes ways to rethink, refuse, reduce, reuse, recycle, as demonstrated in his… Science Term 3 Approaching Expectations - is learning to compare common animals, such as … is beginning to use the five senses to make observations is beginning to share observations with others Meeting Expectations - compares common animals, such as … uses the five senses to make observations, as evident in… shares observations with others, demonstrated during… The following comments are not organized around terms. Each outcome has a choice of two comments to better represent student learning. Physical Education ACTIVE LIVING is learning to identify benefits of regular physical activity (e.g., it’s fun, helps you grow stronger, keeps heart healthy) identifies benefits of regular physical activity (e.g., it’s fun, helps you grow stronger, keeps heart healthy) with suggestions, is able to identify physical activities he enjoys doing identifies physical activities he enjoys doing, such as… is learning to identify the importance of food as fuel for physical activity identifies the importance of food as fuel for physical activity, evident in… - PARTICIPATION - with encouragement and/or insistence, participates daily in moderate to vigorous physical activities such as … participates daily in moderate to vigorous physical activities such as … - MOVEMENT SKILLS - is learning to perform movements in personal space while maintaining control performs movements in personal space while maintaining control, evident during… is learning to use body to create shapes (for example, bending, curling, pulling, pushing, stretching, swinging, and/or twisting) uses body to create shapes (for example, bending, curling, pulling, pushing, stretching, swinging, and/or twisting) is learning to perform specific movement skills such as walking, running, jumping, hopping, body rolling (log rolls, shoulder rolls) performs specific movement skills such as walking, running, jumping, hopping, body rolling (log rolls, shoulder rolls) with assistance, is able to use a ball or other object to perform skills such as … (rolling or sliding an object toward a target, carrying an object, underhand throwing toward a target) is able to use a ball or other object to perform skills such as … (rolling or sliding an object toward a target, carrying an object, underhand throwing toward a target) - SAFETY, FAIR PLAY AND LEADERSHIP - requires reminders to follow safety guidelines when participating in physical activity, such as … (staying within boundaries, using equipment with supervision, listening to instructions) identifies safety guidelines for participating in physical activity, such as … requires reminders to follow rules and directions when participating in physical activities, such as stopping on a signal, listening to directions, sharing equipment follows rules and directions when participating in physical activities, such as … with reminders and modeling, is able to work cooperatively with classmates during physical activity (for example, respecting others’ personal space, not pushing or shoving, taking turns) works cooperatively with classmates during physical activity (for example, respecting others’ personal space, not pushing or shoving, taking turns) Fine Arts Music - is beginning to respond to beat in music is beginning to use movement to respond to a variety of music is beginning to demonstrate a willing to participate in music activities, evident in… responds to beat in music, demonstrated in… uses movement to respond to a variety of music demonstrates a willingness to participate in music activities is beginning to perform rhythmic patterns from class songs is beginning to sing melodies is beginning to experience music from a variety of historical and cultural contexts (e.g., folk, classical, popular) performs rhythmic patterns from class songs, for example… can reproduce melodies, evident during… experiences music from a variety of historical and cultural contexts (e.g., folk, classical, popular) Drama - is beginning to demonstrate a willingness to express feelings and ideas is beginning to demonstrate respect for the contributions of others is beginning to describe his response to a dramatic work is beginning to demonstrate a willingness to work cooperatively is beginning to use vocal elements (high-low, loud-soft) when developing roles is beginning to demonstrate an awareness of a variety of movements used to express an idea, mood, or role is beginning to retell known stories in correct sequence is beginning to demonstrate a willingness to participate in drama activities that explore the roles of community members is beginning to demonstrate appropriate audience skills demonstrates a willingness to express feelings and ideas, evident during… demonstrates respect for the contributions of others, as demonstrated by… describes his response to a dramatic work demonstrates a willingness to work cooperatively, evident during… uses vocal elements (high-low, loud-soft) when developing roles demonstrates an awareness of a variety of movements used to express an idea, mood, or role retells known stories in correct sequence demonstrates a willingness to participate in drama activities that explore the roles of community members demonstrates appropriate audience skills, demonstrated during… - Visual Arts - - is beginning to demonstrate respect for his work and others, such as learning to give positive comments is beginning to demonstrate a willingness to display artwork is beginning to use a variety of materials, tools, equipment, and processes to make images, such as crayons, playdough, paint demonstrates respect for his work and others by … demonstrates a willingness to display artwork uses a variety of materials, tools, equipment, and processes to make images, such as crayons, playdough, paint Dance - is beginning to move expressively to a variety of sounds and music - is beginning to demonstrate a willingness to perform various dances - moves expressively to a variety of sounds and music - willing to perform various dances, such as… Social Responsibility - is usually friendly and, if asked, will help or include others sometimes needs prompting to participate in and contribute to classroom and group activities is usually welcoming, friendly, kind and helpful is welcoming, friendly, kind and helpful participates in and contributes to classroom and group activities in conflict situations, he tries to state feelings and manage anger appropriately but can become frustrated without adult intervention, therefore … can identify simple problems and with help can generate ways to solve the problem in conflict situations, he tries to express feelings honestly and manages anger appropriately can identify problems and generate ways to solve the problem at times, can be respectful, therefore he is encouraged to… may not notice when others are treated unfairly treats others fairly and respectfully is interested in fairness - is willing to share ideas in group discussions is easily distracted during …, therefore he… requires reminders to focus and pay attention and participate when …, thus he… has shown growth in his/her development of self-confidence by … can speak to the whole group with poise and confidence is thoughtful of others at play is showing responsibility for his behavior and his belongings at school, such as … shares ideas enthusiastically developing in self-concept areas, for example his is showing confidence in speaking to the group cries easily when things go wrong, like …, therefore he… is confident and secure at school prefers to play with one or two friends is being encouraged to develop new friendships by… expresses him/herself easily can communicate ideas, such as… is learning to take turns when … shares with others, as evident in… can lead or follow as appropriate in group play can independently choose activities, see them through and tidy up has become more independent when … has gained in confidence when … is willing to co-operate with others during … tries to resolve conflicts independently, such as … enjoys socializing with classmates developing leadership skills as he …. is tolerant of others, as demonstrated by… Social and Emotional Health and Career Education Goals and Decisions - identifies opportunities to make choices, like … identifies people at school who can provide support and assistance, such as teachers, supervisors Career Development - identifies personal skills and interests, for example, things he is good at, things that he likes - identifies a variety of jobs and responsibilities at home and at school, such as cleaning up, following the rules Healthy Living - identifies habits that contribute to health, including healthy eating, regular physical activity, washing hands to stop germs Healthy Relationships - identifies thoughtful, caring behaviours in families, such as love, kindness, help knows how to express a variety of feelings appropriately knows the difference between positive and negative behaviours in relationships Safety and Injury Prevention - uses proper words to name female and male private body parts understands the difference between appropriate and inappropriate touching, such as … identifies ways to respond to inappropriate touching, such as … identifies ways to avoid dangerous situations at home, school, and in the community knows how to access emergency services, such as fire, police, by calling 911 Substance Misuse Prevention - understands the difference between safe and unsafe substances, such as … The following items are things to consider when discussing a student’s fine motor development. Please develop appropriate comments. Fine Motor Development Pencil: - Proper grip Pressure Handedness Finger placement (close to tip) Uses other hand to hold paper Scissors: - Proper grip and arm placement (elbow tucked in) Accuracy – straight lines/curves lines Uses other hand to hold paper and provide support Safety Colouring/drawing: - - Motor control Pressure Scribbling versus colouring in lines
