Elementary Report Card Information
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Kindergarten Report Card Overview
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Interpreting the Kindergarten Standards-Based Report Card
GKIDS Big Ideas & Learning Progressions
The big ideas and learning progressions we use for documenting and reporting student progress come from GaDOE. They were created by the Georgia Department of Education (GaDOE) and provided to school districts as part of the kindergarten formative assessment, GKIDS 2.0. Each school system has the autonomy to use GKIDS 2.0 formative assessment tools as best fit their needs. Using the learning progressions from GKIDS 2.0 for the report card allows our teachers and parents to understand expectations of knowledge and skills students need to be prepared for first grade.
Mathematics
The report card shows how well your child is doing in math based on the lessons and goals set for each quarter in our core curriculum. It primarily tells you if your child is meeting these specific quarterly targets. However, it may not reflect all the progress your child has made beyond these specific quarterly goals. If you have any questions about how your child is being supported beyond the scope of these targets or want to know more about their individual progress, please feel free to contact your child's teacher.
Science and Social Studies
Although in GKIDS 2.0, there are big ideas and learning progressions for science and social studies, this first year of the new report card, we will only use the ELA and Math learning progressions. However, science and social studies will use the same reporting proficiency levels as ELA and Math: Beginning, Developing, Demonstrating, and Exceeding.Special Areas
Special areas of Art, Health, Music, and Physical Education will use the grading key of N for Needs Improvement, S for Satisfactory, and E for Exemplary.
Additional Resources for Big Ideas and Learning Progressions
Work Habit Indicators
Cultivating effective work habits is essential for a student's success. The indicators for work habits are:
Exemplary (E): Performance is beyond grade-level expectations.
Successful (S): Performance meets grade-level expectations.
Needs Improvement (N): Performance needs improvement to meet grade-level expectations.
GKIDS Learning Progressions and Content Area Descriptors
To enhance communication about assessed skills and knowledge, our district content specialists provide descriptors for each category on the report card. Expand each content area to view the detailed progressions and descriptors.
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English Language Arts
Phonological / Phonemic Awareness
Beginning Emerging Developing Demonstrating Exceeding - Identifies rhymes
- Counts and pronounces syllables in spoken words
- isolates initial sounds in spoken words
- Produces rhymes
- Isolates and pronounces the final sounds in spoken words
- Blends and segments syllables in spoken words
- Blends onsets and rimes of single-syllable spoken words
- isolates and pronounces medial sounds in spoken words
- Blends and pronounces the initial, medial vowel, and final sounds in three phoneme words
- Adds or substitutes individual sounds in simple, one-syllable words to make new words
Phonics / Spelling
Beginning Emerging Demonstrating Exceeding - Independently recognizes and names 8 uppercase and lowercase letters of the alphabet
- Independently produces one-to-one letter-sound correspondences for 6 consonants
- Produces short vowel sounds
- Accurately prints name
- Independently recognizes and names 20 uppercase and lowercase letters of the alphabet
- Independently produces one-to-one letter-sound correspondences for 15 consonants
- Produces short vowel sounds
- Independently recognizes and names 26 uppercase and lowercase letters of the alphabet
- Independently produces one-to-one letter-sound correspondences for 21 consonants
- Produces short vowel sounds
- Produces long vowel sounds
- Isolates and pronounces the initial, medial vowel, and final sounds in CVC when listening, reading, and writing
- Decodes final -e and common vowel teams within texts
Fluency / High Frequency Words (Reported beginning in Q2)
Beginning Emerging Developing Demonstrating Exceeding - Identifies and names 10 high-frequency words
- Identifies and names 32 high-frequency words
- Identifies and names 42 high-frequency words
- Identifies and names 65 high-frequency words
- Independently reads unknown high frequency words by sight in decodable text.
Vocabulary
Beginning Emerging Developing Demonstrating Exceeding - Sort common objects into categories
- Identify real-life connections between words and their use
- Identify new meanings for familiar words and apply them accurately
- Use the most frequently occurring affixes as a clue to a word's meaning
- Demonstrate understanding of frequently occurring verbs and adjectives
- Begin to distinguish shades of meaning among verbs
- Use words and phrases acquired through conversations and reading
The student demonstrates vocabulary knowledge outside that which is typical for kindergarten students.
For example, the students' receptive vocabulary knowledge exceeds the typical 5,000 known words of a kindergarten student.
Additionally, the student’s expressive language use demonstrates a greater depth and breadth of vocabulary knowledge than a typical kindergarten student.
Listening Comprehension
Beginning Emerging Developing Demonstrating Exceeding - Recognize common types of texts
- Identify the front cover, back cover, and title page of a book
- Name the author and illustrator of a text and define their role
- With prompting and support, describe the relationship between the illustrations and the story
- With prompting and support, ask and answer questions about key details in text
- With prompting and support, confirm understanding of familiar fiction and non-fiction stories read aloud by asking and answering questions verbally and / or drawing about characters, settings, and key details or main topics and details in a tex
- Actively engage in group reading activities, speaking audibly and expressing thoughts, feelings, and ideas clearly.
- With prompting and support, identify the reasons / facts an author gives to support points in a text
- With prompting and support, compare and contrast the experiences of characters in familiar stories
- With prompting and support, identify basic similarities and differences between to texts on the same topic
- With prompting and support, ask and answer questions about unkown words
- Infers a central message or lesson
- Determines the meaning of words and phrases
Reading Comprehension (Reported beginning in Q2)
Beginning Emerging Developing Demonstrating Exceeding Answers “Level 1” questions (recalling basic information) from the text.
- Where does the story take place?
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Which character said this?
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What are the character's names?
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What did they do next?
Answers “Level 2” questions (more detailed about characters, description, or comparisons) from the text.
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What happened in the beginning of the text?
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How are the two characters the same or different?
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Are the characters animals or people? How do you know?
Answers “Level 3” questions (require connecting outside knowledge and experience) from the text.
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How does the character feel?
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Why do you think the main characters did what they did in the story?
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How could you change the ending of the story?
- Does this story remind you of anything that happened in your life?
Determines the meaning of words and phrases, and describes the connections between two individuals, events, or ideas within a text.
Oral Communication
Beginning Emerging Developing Demonstrating Exceeding - Follow agreed-upon rules for discussions
- Ask and answer questions in order to seek help, get information, or clarify something that is not understood
- Describes familiar people, places, things, and events
- Speaks audibly and expresses thoughts, feelings, and ideas clearly
- Continue a conversation through multiple exhanges
- Begin to distinguish shades of meaing among verbs
- Uses consistent spacing and punctuation
- May capitalize proper nouns
Written Communication
Beginning Emerging Developing Demonstrating Exceeding - Draws pictures, uses several marks which may include different line strokes, letters, letter-like shapes, symbols, and/or numbers, to dictate the intended message
- Draws pictures, begins to spell words phonetically with letter-like shapes, and dictates the intended message
- Draws picutes, spell words phonetically with letter shapes, applies vaired spacing between words, experiments with capitalizing the first letter of sentences, and may place a period at the end of the line
- With guidance and support from adults, respond to questions and suggestions from peers to add details and strengthen writing as needed
- With guidance and support, participate in shared research and writing projects
- Draws pictures, spells words phonetically with correct letter formation, applies consistent spacing between words, capitalizes the first letter of sentences, and may place a period at the end of the line
- With guidance and support from adults, use a variety of digital tools to produce and publish writing
- With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question
- Produces a piece of writing on a single topic that includes an introduction and key details, may also have a sense of closure
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Mathematics
Period Big Idea Skill Target Quarter 1 Counting & Cardinality 1-1 Correspondence to 10 BEG Cardinality 1-10 objects EMG Count Sequences Count forward to 20 BEG Patterns & Passage of Time Reproducing simple patterns BEG Describes passage of time with actual events (terms related to past, present and future) BEG Comparison & Classification of Objects Sort and classifies objects using 1+ relationships BEG Quarter 2 Counting & Cardinality Cardinality 11-20 objects DEV Identify 1 more/1 less DEV Subitize up to 5 DEV Count Sequences Count forward to 30 EMG Count forward to 30 from any given number EMG Count forward to 30 by 10s EMG Count backwards from 5 EMG Patterns & Passage of Time Extends repeating patterns with 2 or 3 terms EMG Associates passage of time with words and phrases and related to actual events EMG Comparison & Classification of Objects Directly compares measurable attributes of 2 objects and describes the differences EMG Identify penny, nickel and dime EMG Shapes & Positional Language Identifies 2D shapes BEG Naming 2D shapes EMG Identifying objects in a relative location EMG Describes 2-D shapes using atributes DEV Describe relative location of an object DEV Identifies & Names 3-D shapes DEV Classifies, sorts, or identifies shapes as 2-D or 3-D DEV Quarter 3 Counting & Cardinality Cardinality 11-20 objects DEV Identify 1 more/1 less DEV Subitize up to 5 DEV Count Sequences Counts forward to 50 by ones DEV Counts forward to 50 by ones from a given number DEV Counts forward to 50 by tens DEV Counts backwards from 10 by ones DEV Written Numerals & Comparison of Quantities Identify/Matches Equal sets of objects with 1-1 BEG Identifies if a group has more, less or is equal (up to 10 objects) EMG Matches written numeral to a set of objects (up to 10) EMG Patterns & Passage of Time Extends repeating patterns with 4 terms DEV Associates passage of time with words and phrases and related to actual events (now,earlier, later, before, after) DEV Comparison & Classification of Objects Orders 3-5 objects using mearurable attributes DEV Classifies and sorts up to 10 objects by a measurabel attribute DEV Names penny, nickle, dime DEV Shapes & Positional Language Describe 3-D shapes with attibutes DEM Explains similarities and differences amoung 2-D and 3-D shapes DEM Uses basic shapes to represent specific shapes found in the environment DEM Uses two or more basic shapes to form larger shapes DEM Builds or draws 2-D and 3-D shapes EXC Addition & Subtraction Composes and decomposes numbers up to 5 using objects and drawings BEG Use objects or drawing to represent addition and subtraction within 5 EMG Composes and decomposes numbers up to 10 using objects and drawings DEV Use objects or drawing to represent and solve addition and subtraction within 5 DEV Quarter 4 Counting & Cardinality Counts 20 objects in variety of structured arrangements DEM Counts up to 10 objects in scattered arrangements DEM Instantly sees how many objects in a group of 6-10 objects (subitizing) DEM Given a number from 11-20, identifies one more and one less DEM Counts 30 or more objects, presented in a variety of structured arrangements EXC Given a two-digit number, mentally finds 10 more or 10 less, without having to count EXC Count Sequences Counts forward to 100 by ones DEM Counts forward to 100 by ones from a given number within 0-100 DEM Counts forward to 100 by tens DEM Counts backwards from 20 by ones DEM Counts backwards by ones from a given number within 0-20 DEM Counts forward to 120 by ones from a given number within 0-120 EXC Counts forward to 120 by tens from a given number within 0-120 EXC Counts backwards from 40 by ones EXC Written Numerals & Comparison of Quantities Comapre two sets of objects (0-10) DEV Matches written numeral to a set of objects (11-20) DEV Writes numerals 1-10 to represent a quantity DEV Compares number of objects in two groups and identifies greater/less/equal (0-10 items) DEM Writes numerals 11-20 to represent a quantity DEM Compares number of objects in two groups and identifies greater/less/equal
(11-20 items)EXC Matches written numeral to a set of objects (21-30) EXC Writes numerals 21-30 to represent a quantity EXC Patterns & Passage of Time Create repeating patterns with four repetitions and explains rationale DEM Associates and describes passage of time : yesterday, today, tomorrow DEM Makes predictions based on repeating pattern involving repeated operation EXC Associates and describes passage of time : day of the week, week, month, year EXC Comparison & Classification of Objects Counts the number of objects in a category and sorts the category by count DEM Gives value of penny, nickle and dime DEM Estimates, measures and records lenghts of objects using non-standard units; compares up to 3 objects EXC Compares value of a penny, nickle and dime EXC Addition & Subtraction Describes numbers from 11 to 19 using the number of ten ones and some more ones DEM Solves addition and subtraction problems within 10 using variety of strategies DEM Fluently adds and subtracts within 5 using a variety of strategies DEM Explains that two digits of a two-digit number represent the amount ofg tens and ones EXC Solves addition and subtraction problems within 20 using variety of strategies EXC Fluently adds and subtracts within 10 using a variety of strategies EXC -
Science
Physical Science (Q1)
- Ask questions - to compare and sort objects made of different materials (common materials include clay, cloth, plastic, wood, paper, and metal)
- Use senses and science tools - to classify common objects, such as buttons or swatches of cloth, according to their physical attributes (color, size, shape, weight, and texture)
- Plan and carry out an investigation - to predict and observe whether objects, based on their physical attributes, will sink or float; and to determine the relationship between an object’s physical attributes and its resulting motion (straight, circular, back and forth, fast and slow, and motionless) when a force is applied (Examples could include toss, drop, push, and pull)
- Construct an argument - as to the best way to move an object based on its physical attributes
Earth Science (Q2 & Q3)
- Ask questions - to classify objects according to those seen in the day sky, the night sky, and both (Q2)
- Develop a model - to communicate the changes that occur in the sky during the day, as day turns into night, during the night, and as night turns into day using pictures and words (Q2)
- Ask questions - to identify and describe earth materials—soil, rocks, water, and air. (Q3)
- Construct an argument - supported by evidence for how rocks can be grouped by physical attributes (size, weight, texture, color) (Q3)
- Use tools to observe and record - physical attributes of soil, such as texture and color (Q3)
Life Science (Q4)
- Construct an explanation - based on observations to recognize the differences between organisms and nonliving objects
- Develop a model to represent how a set of organisms and nonliving objects are sorted into groups based on their attributes.
- Construct an argument supported by evidence for how animals can be grouped according to their features
- Construct an argument supported by evidence for how plants can be grouped according to their features
- Ask questions and make observations to identify the similarities and differences between offspring, their parents, and other members of the same species
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Social Studies
Historical Understandings
- Identify the national holidays and describe the people and/or events celebrated: Columbus Day (Q1), Labor Day (Q1), Christmas (Q2), Veterans Day (Q2), Independence Day (Q4), Juneteenth National Independence Day (Q4), Martin Luther King, Jr Day (Q3), Memorial Day (Q4), New Year’s Day (Q3), Presidents Day (Q3), Thanksgiving Day (Q2)
- Identify American symbols, including the national and state flags (the United States and Georgia flags), the Pledge of Allegiance, the Star Spangled Banner, the bald eagle, the Statue of Liberty, the Lincoln Memorial (Q3), the Washington Monument (Q3), and the White House (Q3)
- Correctly use words and phrases related to chronology and time: now, long ago, before, after, today, tomorrow, yesterday, first, last, next, day, week, month, year, past, present, future
Geographic Understandings
- Describe the diversity of American culture by explaining the customs and celebrations of various families and communities
- Explain that a map is a drawing of a place, and a globe is a model of Earth
- Differentiate land and water features on simple maps and globes
- Explain that maps and globes show a view from above
- Explain that maps and globes show features in a smaller size
- State street address, city, state, and country in which the student lives
Government/Civic Understandings- Demonstrate an understanding of good citizenship
- Explain how rules are made and why
- Explain why rules should be followed
- Describe examples of positive character traits exhibited by good citizens, such as honesty, patriotism, courtesy, respect, pride, and self-control
Economic Understandings
- Describe people's work, such as police officers, firefighters, soldiers, mail carriers, farmers, doctors, teachers, etc.
- Explain that people earn income by working
- Explain how money is used to purchase goods and services
- Distinguish goods from services
- Identify that US coins and dollar bills (paper money) are used as currency
- Explain that people must make choices because they cannot have everything they want
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Sample Kindergarten Report Card
