Kindergarten Report Card - OKALOOSA SCHOOLS



Parent Guide

Kindergarten Report Card

The Okaloosa County School District kindergarten reporting system will communicate to you, the parents, the progress of your child as s/he builds proficiency in the grade level curriculum expectations.

The skills and concepts included on the kindergarten report card are aligned to the national Common Core Standards, adopted by the State of Florida. These standards identify what Florida public school kindergarten students should know and be able to do.

The report card checklists were designed by kindergarten teachers and are revised at periodic intervals. Information pertaining to the assessed standards will be shared during a parent/teacher event. The checklists will be sent home at the conclusion of the 9-week (quarterly) grading periods throughout the year. You will also receive a mid-quarter progress report to communicate the progress of your child up to that point in time.

Marking Code

E = Excellent 90 – 100%

S = Satisfactory 70 – 89%

N = Needs Improvement 60 – 69%

U = Unsatisfactory 0 – 59%

Kindergarten Curriculum

English Language Arts (ELA)

Reading

Letters (upper and lower case) and corresponding sounds

Q1: M,A,S,

Q2: T,C,P,N,F,B

Q3: I,G,R,D,O,X,J,E

Q4: H,K,U,L,W,V,Z,Y,Q

Sight Words

Q1: I, like, the, and, see, can

Q2: we, a, to, come, me, my, with, you, what, are, now,

Q3: is, how, of, so, many, where, this, find, from, came, but, on, will, be, into, that, your, who, go, for, here, they, soon, up, make, play, them, give, say, new, said, good, was, then, ate, could, she, all, over, her, when, some

Q4: no, he, away, must, by, there, down, do, went, only, little, just, have, help, one, every, ask, walk, look, out, very, their, saw, put, off, take, our, day, too, show

Listening Comprehension

Q1 - 4: The teacher will ask five questions about one familiar and one unfamiliar reading selection. (e.g., main idea, story sequence, setting, characters).

Familiar read: Read multiple times in class.

Students will “retell” the familiar story.

Unfamiliar read: Read only once in class.

Independent Reading (Cold read)

Q2-4:  Students will read from an on-grade level reading selection and will be scored on both fluency and accuracy

Alphabet Fluency

Q1-4: Students will identify the letters in the alphabet.

Identify initial, final, medial phonemes sounds in CVC (consonant-vowel-consonant) words

Q1-4: Students will identify a designated sound in a word.

Q1-2: Initial

Q3: Medial

Q3: Final

Q3-4: Substitute initial phoneme

Q4: Substitute final phoneme

Phoneme (sound isolation) in a CVC word

Q3: Students will break apart a word into beginning, middle, and ending sounds.

Blending

Q1: Blend onsets and rimes

Q2-4: Students will blend simple consonant-vowel-consonant sounds to produce a word.

Rhyming

Q1-4: Students will produce a word that rhymes with a teacher-given word; students will distinguish between a set of words that either do or do not rhyme.

Opposites

Q3: Students will produce the opposite word for a verb or adjective.

Vowel Sounds

Q4: Given a set of words, students will identify the word with either a short or long vowel sound.

Writing

The attached rubric shows the end of the year expectations of a writing sample.

Q1: The student will be assessed using the 0, 1 point column on the attached rubric. The maximum score for the report card, using the rubric, will be 5.

Q2: The student will be assessed using the 0, 1, and 2 point column on the attached rubric. The maximum score for the report card, using the rubric, will be 10.

Q3: The student will be assessed using the 0, 1, 2, and 3 point column on the attached rubric. The maximum score for the report card, using the rubric, will be 15.

Q4: The student will be assessed using the 0, 1, 2, 3, and 4 point column on the attached rubric. The maximum score for the report card, using the rubric, will be 20.

Math

Counting and Cardinality

Q1-4: Students will count by ones/tens; match numbers to objects; write numerals; compare objects using less than, greater than and equal.

Q1: Count from 0-25; in-depth focus on numbers 0-9

Q2: Count from 0-50; in-depth focus on numbers 0-10

Q3: Count from 0-75; count to 100 by tens; in-depth focus on numbers 11- 19

Q4: Count from 0-100

Geometry

Q3: Students will name and identify differences/similarities of 2-dimensional shapes (i.e., triangle, square, circle, rectangle, hexagon).

Q4: Students will name 3-dimensional shapes; distinguish between 2/3-dimensional shapes and identify similarities/differences between 2/3-dimensional shapes using geometry-specific vocabulary.

Operations and Algebraic Thinking

Q2: Students will represent addition and subtraction with objects (using numbers 0-10); use drawings/objects to represent and solve word problems (using numbers 0-10); fluently add and subtract (using numbers 0-5).

Q4: Students will represent addition and subtraction with objects (using numbers 0-10); use drawings/objects to represent and solve word problems (using numbers 0-10); fluently add and subtract (using numbers 0-5).

Measurement

Q4: Students will compare items using the measurable attributes of length and weight.

Number and Operations in Base Ten

Q3: Students will “compose” (e.g., 10 + 1 = 11) and “decompose” (e.g., 11 = 10 + 1) numbers 11-19. Students will demonstrate that ability through representation (e.g., objects, pictures, ten frames) and/or by writing the equation.

Science/Social Studies

Science/Social Studies grades will be determined by classroom and district level assessments.

Previous/Current Quarter Grades

Beginning with Q2 in reading and math, your student will be graded on previously assessed skills and benchmarks, and given one score for continued progress with that set of skills. Your student will then be graded on the new skills and benchmarks, specific to the current quarter, with scores assigned to each skill section/category.

Grade Level Performance

Kindergarten retention is based on the following criteria:

Two of the three following criteria must be met in order for a student to be retained.

• U for the final grade in reading on the report card

• DEA Reading Level 1

• SESAT score less than 36% NPR (This test is only administered if the final reading grade is a U.)

Additional Report Card Features

A conduct code and grade level performance code can be found on the kindergarten Report Card; these codes are reported on the line for Reading. In addition, letter codes for specific teacher comments are found at the bottom of the Kindergarten Report Card.

The report card comments enable a teacher to expand upon a child’s academic achievement and/or share pertinent information about other aspects of the educational setting. Comments available for kindergarten students are as follows:

G. Displays a positive attitude

H. Demonstrates good work habits

I. Has shown improvement

J. Struggles with new concepts

K. Problems with peer interactions

L. Lacks fine motor skills (e.g., penmanship, cutting)

N. Inattentive during class

O. Doesn’t use time wisely

P. Lack of effort

Q. Excessive talking

R. Needs to improve self-control

S. School rules not followed

T. Excessive absences/tardiness

Communication and cooperation between the school and home greatly increase a student’s opportunity for success in school. The kindergarten Report Card, one means of communicating student achievement, has been designed to enhance the home/school relationship.

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