Kindergarten Report Card Comments Note 1 – Comments are organized around terms as guidelines only in order to assist new Kindergarten teachers. teachers. only, and require an Note 2 – Many comments are sentence starters only, example of how the student demonstrates understanding, or a suggestion to support learning. Approaching Expectations area, you may prefer to Note 3 – In the Approaching use the terms, terms, with direct support!, or with guided guided support!. "or example, # identifies his name with direct support, such as when a limited num$er of names are presented Term 1 Language Arts Approaching Expectations eeting Expectations Reading and !ie"ing # # #
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is learni learning ng to to iden identif tify y his his name name thro through ugh daily daily routines such as % is learni learning ng to identi identify fy some some lett letter erss of of the the alpha$et. &e 'nows % is learni learning ng to identi identify fy some some letter letter sound sounds. s. &e 'nows % is $eg $egin inni ning ng to to unde unders rsta tand nd conc concep epts ts a$o a$out ut print and $oo's (e.g.. there is is a direction direction to print) $oo's are are for reading* is $eg $egin inni ning ng to to enga engage ge in in read readin ing g or rea readi ding ng## li'e $eha+ior with support from%
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iden identi tifi fies es his his nam name, e, as demo demons nstr trat ated ed% % identi identifie fiess some some letter letterss of the alpha$ alpha$et. et. &e 'nows% iden identi tifi fies es some some lett letter er soun sounds ds.. &e 'now 'nows% s% iden identi tifi fies es all all lett letter erss of the the alp alpha ha$e $ett iden identi tifi fies es all all let lette terr sou sound ndss demons demonstra trates tes unders understan tandin ding g of of conc concept eptss a$ou a$outt print and $oo's (e.g. (e.g. there is a direction to print) $oo's are are for reading* engage engagess in in read reading ing or readi reading# ng#li' li'ee $eha $eha+io +iorr (e.g. loo's at $oo's independently for a short period of time
#riting and Representing # # #
is $egi $eginn nnin ing g to prin printt his his own own name name (e.g (e.g.. tracing, copying is $egi $eginn nnin ing g to prin printt some some lett letter erss of the the alpha$et (e.g. tracing, copying* is $eginn $eginning ing to recogn recognize ize that that writ writing ing can $e tal' written down! and that print carries a constant message
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prin printts his his own own nam name in in % prin prints ts some some lett letter erss of of the the alph alpha$ a$et et recogn recognize izess that that writi writing ng can $e tal' tal' wri writte tten n down! and that print carries a constant message
$pea%ing and Listening #
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is $eg $egin inni ning ng to to use use spea spea'i 'ing ng and and lis liste teni ning ng during (%.. * to express ideas and as' for assistance is $eginn $eginning ing to use social social langua language ge to to inte interac ractt co#operati+ely with others and to sol+e pro$lems (e.g. (e.g. Can I ha+e turn!, I-m frustrated $ecause%!* is lear learni ning ng to $e a good good list listen ener er for for a sustained period of time, particularly when% is $eginn $eginning ing to as' questi questions ons to constr construct uct and clarify meaning uses uses simp simple le or incorr incorrec ectt sent sentenc encee str struct ucture ure when spea'ing (e.g. I hungry.!) I goed
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uses uses spea spea'in 'ing g and and liste listenin ning g duri during ng centre centress to to express ideas and as' for assistance demo demons nstr trat ates es use use of of soc socia iall lang langua uage ge to to interact co#operati+ely with others and to sol+e pro$lems (e.g. Can I ha+e ha+e turn!, I-m I-m frustrated $ecause%!* demo demons nstr trat ates es $ein $eing g a good good list listen ener er for for a sustained period of time $y % uses uses ora orall lang langua uage ge to to expl explai ain, n, inq inqui uire re and and compare, e+ident during% as's as's que quest stio ions ns to to help help con const stru ruct ct ide ideas as and and clarify meaning uses uses corr correct ect senten sentence ce struct structure ure when when spea spea'in 'ing g
outside.!
(e.g. I am hungry.!) I went outside.!*
Term 2 Approaching Expectations
eeting Expectations
Language Arts Reading and !ie"ing # # #
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is $eginning to identify some letters of the alpha$et. &e 'nows% is $eginning to identify some letter sounds. &e 'nows% is $eginning to $e aware of the connection $etween reading, writing and oral language (e.g. reads $ac' ournal writing* is $eginning to respond to literature through a +ariety of acti+ities such as role#play, art, music, choral reading, tal'ing
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identifies many letters of the alpha$et and their sounds, e+ident during% identifies all the letters of the alpha$et and their sounds, e+ident during% demonstrates awareness of the connection $etween reading, writing and oral language, seen when he % responds to literature through a +ariety of acti+ities such as role#play, art, music, choral reading, tal'ing
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is $eginning to create simple messages using a com$ination of pictures, sym$ols, letters, and words is $eginning to show an interest in, and a positi+e attitude towards, writing and representing, especially when % is $eginning to engage in discussions $efore writing and representing to generate ideas is $eginning to express meaning during writing and representing $y using in+ented spelling (printing some of the sounds heard in a word* and copying words from% is $eginning to reflect on his writing and share wor' with others is $eginning to print a few simple words li'e% is learning to record a $eginning sound in a word when %
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creates simple messages using a com$ination of pictures, sym$ols, letters, and words shows an interest in, and a positi+e attitude towards, writing and representing, demonstrated in% engages in discussions $efore writing and representing to generate ideas expresses meaning during writing and representing $y using in+ented spelling (printing the sounds heard in a word* and copying words from% reflects on his writing $y % and shares his wor' with others prints a few simple words li'e% records more than one sound in a word when% records most or all sounds in a word when %
$pea%ing and Listening #
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is $eginning to use spea'ing and listening during (%.* to exchange ideas and experiment with new ideas or materials is $eginning to engage in spea'ing and listening acti+ities to share ideas a$out pictures, stories, information text, and experiences (e.g. during literacy centres* is learning to as' questions to construct and clarify meaning during % is learning to use proper sentence structure when spea'ing (e.g. include a su$ect and +er$, and simple connecting words when needed* is $eginning to identify words that rhyme
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uses spea'ing and listening during (%* to exchange ideas and experiment with new ideas or material engages in spea'ing and listening acti+ities to share ideas a$out pictures stories, information text, and experiences (e.g. during literacy centres* as's questions to help construct and clarify meaning during % uses proper sentence structure when spea'ing (e.g. include a +er$ and su$ect, and simple connecting words when needed* identifies words that rhyme, li'e % produces a word that rhymes with another.
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is $eginning to produce a word that rhymes with another
"or example, %
Term 3 Approaching Expectations eeting Expectations Language Arts Reading and !ie"ing #
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$efore reading acti+ities, he is $eginning to use strategies such as predicting, connecting to prior 'nowledge, and as'ing questions to enhance comprehension during reading acti+ities, he is $eginning to use strategies such as predicting, +isualizing, language patterns, and picture clues to monitor comprehension after reading, he is $eginning to demonstrate understanding through discussions, role#play and drawings is learning some high#frequency words, such as %
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$efore reading acti+ities, he uses strategies such as predicting, connecting to prior 'nowledge and as'ing questions to enhance his comprehension during reading acti+ities, he uses strategies such as predicting, +isualizing, 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 a$le to identify some high#frequency words, such as % is a$le to identify many high#frequency words such as %
#riting and Representing #
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tries to express meaning during writing and representing $y using in+ented spelling (printing the sounds heard in the word* and copying existing words from % is learning to reflect on his writing and share wor' with others is learning to print a few simple words, li'e % is trying to record a prominent sound heard in a word (for example, the first or last sound*
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expresses meaning during writing and representing $y using in+ented spelling (printing the sounds heard in the word* and copying words from % reflects on his writing $y % and enoys sharing wor' with others prints some simple words, li'e % records the $eginning, middle, and ending sounds heard in a word records most sounds heard in words
$pea%ing and Listening #
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is $eginning to connect what is already 'nown with new experiences (for example, %* is learning to as' questions to clarify meaning tries to use proper sentence structure when spea'ing (e.g. includes a su$ect and +er$, and simple connecting words when needed* is learning to identify words that rhyme is learning to produce a word that rhymes with another is $eginning to orally $lend two words into a compound word (e.g., $utter and fly ma'es $utterfly* is $eginning to orally $lend two or three separate sounds into a one#sylla$le word (e.g. m#e/ me) s#a#t/ sat* is $eginning to identify the first sound and ending sound in a one#sylla$le word is $eginning to $rea' apart a one#sylla$le word into its indi+idual sounds (e.g., run/ r#u# n* is $eginning to spea' clearly enough to $e understood $y peers and adults
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connects what is already 'nown with new experiences (for example, %* as's questions to construct ideas and clarify meaning, demonstrated during% uses proper sentence structure when spea'ing (e.g. includes a su$ect and +er$, and simple connecting words as needed* identifies words that rhyme with each other produces words that rhyme (e.g. orally, in writing* orally $lends two words into a compound word (e.g., $utter and fly ma'es $utterfly* orally $lends two or three separate sounds into a one#sylla$le word (e.g. m#e/ me) s#a#t/ sat* identifies the first sound and ending sound in a one#sylla$le word can $rea' apart a one#sylla$le word into its indi+idual sounds (e.g., run/ r#u#n* spea's clearly enough to $e understood $y peers and adults in a +ariety of situations, such as %
athematics Term 1 Approaching Expectations # # # #
eeting Expectations
is learning to count to 01) counts accurately to % is learning to identify the numerals to 01) he 'nows % is $eginning to sort 2#3 o$ects using colour, shape or size is $eginning to identify and reproduce patterns using 4 to 2 o$ects, sounds, or actions
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can count $y ones to 01, demonstrated during%
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can identify the numerals to 01
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sorts 2#3 o$ects using colour, shape or size
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identifies and reproduces patterns using 4 to 2 o$ects, sounds, or actions, demonstrated during%
athematics Term 2 Approaching Expectations # #
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eeting Expectations
is learning to count $ac'wards from 01 to 0) can accurately count to % is learning to recognize and name familiar arrangements of 0 to 5 o$ects or dots (for example, dice* is learning to match a numeral, 0 to 01, to a group of o$ects is learning to represent and descri$e the num$ers 1 to 01, with o$ects and pictures is learning to compare quantities, 1 to 01, using one#to#one correspondence is $eginning to identify and reproduce patterns using 4 to 2 o$ects, sounds, or actions
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can count $ac'wards from 01 to 0 recognizes, and can name arrangements of 0 to 5 o$ects or dots (for example, dice*, e+ident during% matches a numeral, 0 to 01, to a group of o$ects represents and descri$es the num$ers 1 to 01, with o$ects and pictures, as demonstrated in% compares quantities, 1 to 01, using one#to#one correspondence (e.g. recognizes that one $utton represents one, and that two $uttons represents the num$er two etc.* identifies and reproduces patterns using 4 to 2 o$ects, sounds, or actions, e+ident in%
athematics Term 3 Approaching Expectations # #
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is learning to count forward $y ones starting anywhere from 0 to 01 is learning to recognize and name arrangements of 0 to 5 o$ects or dots (e.g., dice* is learning to match a num$er to a group of o$ects from 0 to 01 is learning to represent and descri$e num$ers from 1 to 01, with o$ects and pictures is $eginning to extend and create repeating patterns using 4 to 2 o$ects, sounds, or actions is $eginning to use direct comparison to compare two o$ects $ased on length, weight
eeting Expectations # # # # # # #
can count forward $y ones starting anywhere from 0 to 01 recognizes and names arrangements of 0 to 5 o$ects or dots (e.g., dice* matches a num$er to a group of o$ects from 0 to 01, demonstrated in % represents and descri$es num$ers from 1 to 01, with o$ects and pictures, as e+ident in% extends and creates repeating patterns using 4 to 2 o$ects, sounds, or actions uses direct comparison to compare two o$ects $ased on length, weight or +olume $uilds and descri$e 2#3 o$ects
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or +olume is $eginning to $uild and descri$e 2#3 o$ects
$ocial $tudies Term 1 Approaching Expectations # #
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eeting Expectations
is $eginning to participate co#operati+ely in groups (ta'ing turns, sharing* is learning to present information to a group (e.g. oral/ show and tell, +isual/ picture of family* is $eginning to demonstrate an awareness of the concept of change, such as seasonal changes is $eginning to demonstrate responsi$le $eha+iour in caring for his immediate en+ironment (for example, cleans up, hangs up coat and $ac'pac'*
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participates co#operati+ely in groups (ta'ing turns, sharing* presents information to a group, as e+ident during his % (e.g. oral/ show and tell, +isual/ picture of family* demonstrates an awareness of the concept of change, such as seasonal changes, as demonstrated $y% demonstrates responsi$le $eha+iour in caring for 6 immediate en+ironment (for example, cleans up, hangs up coat and $ac'pac'*
$ocial $tudies Term 2 Approaching Expectations # #
eeting Expectations
is $eginning to identify the purpose of classroom and school expectations, such as % is $eginning to present more information to a group (e.g. oral/ show and tell, +isual/ picture of family*
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identifies the purpose of classroom and school expectations, as e+ident in% can present information to a group, as e+ident in his% (e.g. oral/ show and tell, +isual/ picture of family*
$ocial $tudies Term 3 Approaching Expectations #
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is $eginning to demonstrate his roles and responsi$ilities as a mem$er of the classroom and school community ('eeps wor' space tidy, puts away $elongs, helps others, etc.* is more willing to ma'e presentations to a group (e.g. oral/ show and tell, +isual/ picture of family*
eeting Expectations #
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demonstrates his roles and responsi$ilities as a mem$er of the classroom and school community ('eeps wor' space tidy, puts away $elongs, helps others, etc.* presents a +ariety of information during a presentation, as e+ident during his % (e.g. oral/ show and tell, +isual/ picture of family*
$cience Term 1 Approaching Expectations # # #
eeting Expectations
is learning to descri$e features of local plants (for example, lea+es, pump'ins* is learning to compare local plants is $eginning to descri$e properties of materials, including colour, shape, texture, size and weight
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descri$es features of local plants (for example, lea+es, pump'ins*, as demonstrated in his% compares local plants, using % (pictures, words, oral description etc.* descri$es properties of materials, including colour, shape, texture, size and weight, through%
$cience Term 2 Approaching Expectations # #
eeting Expectations
is learning to descri$e features of local animals, such as % is $eginning to descri$e ways to rethin', refuse, reduce, reuse, recycle
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descri$es features of local animals, such as % descri$es ways to rethin', refuse, reduce, reuse, recycle, as demonstrated in his%
$cience Term 3 Approaching Expectations # # #
is learning to compare common animals, such as % is $eginning to use the fi+e senses to ma'e o$ser+ations is $eginning to share o$ser+ations with others
eeting Expectations # # #
compares common animals, such as % uses the fi+e senses to ma'e o$ser+ations, as e+ident in% shares o$ser+ations 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 ACT&!E L&!&N' #
is learning to identify $enefits of regular physical acti+ity (e.g., it-s fun, helps you grow stronger, 'eeps heart healthy* identifies $enefits of regular physical acti+ity (e.g., it-s fun, helps you grow stronger, 'eeps heart healthy* with suggestions, is a$le to identify physical acti+ities he enoys doing identifies physical acti+ities he enoys doing, such as% is learning to identify the importance of food as fuel for physical acti+ity identifies the importance of food as fuel for physical acti+ity, e+ident in%
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(ART&C&(AT&)N #
with encouragement and7or insistence, participates daily in moderate to +igorous physical acti+ities such as % participates daily in moderate to +igorous physical acti+ities such as %
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)!EENT $K&LL$ # # #
is learning to perform mo+ements in personal space while maintaining control performs mo+ements in personal space while maintaining control, e+ident during% is learning to use $ody to create shapes (for example, $ending, curling, pulling, pushing, stretching, swinging, and7or twisting* uses $ody to create shapes (for example, $ending, curling, pulling, pushing, stretching, swinging, and7or twisting* is learning to perform specific mo+ement s'ills such as wal'ing, running, umping, hopping, $ody rolling (log rolls, shoulder rolls* performs specific mo+ement s'ills such as wal'ing, running, umping, hopping, $ody rolling (log rolls, shoulder rolls* with assistance, is a$le to use a $all or other o$ect to perform s'ills such as % (rolling or sliding an o$ect toward a target, carrying an o$ect, underhand throwing toward a target* is a$le to use a $all or other o$ect to perform s'ills such as % (rolling or sliding an o$ect toward a target, carrying an o$ect, underhand throwing toward a target*
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$A*ET+, *A&R (LA+ AN- LEA-ER$.&( # # # # # #
requires reminders to follow safety guidelines when participating in physical acti+ity, such as % (staying within $oundaries, using equipment with super+ision, listening to instructions* identifies safety guidelines for participating in physical acti+ity, such as % requires reminders to follow rules and directions when participating in physical acti+ities, such as stopping on a signal, listening to directions, sharing equipment follows rules and directions when participating in physical acti+ities, such as % with reminders and modeling, is a$le to wor' cooperati+ely with classmates during physical acti+ity (for example, respecting others- personal space, not pushing or sho+ing, ta'ing turns* wor's cooperati+ely with classmates during physical acti+ity (for example, respecting others personal space, not pushing or sho+ing, ta'ing turns*
Fine Arts Music # # # # # # # # # # # #
is $eginning to respond to $eat in music is $eginning to use mo+ement to respond to a +ariety of music is $eginning to demonstrate a willing to participate in music acti+ities, e+ident in% responds to $eat in music, demonstrated in% uses mo+ement to respond to a +ariety of music demonstrates a willingness to participate in music acti+ities is $eginning to perform rhythmic patterns from class songs is $eginning to sing melodies is $eginning to experience music from a +ariety of historical and cultural contexts (e.g., fol', classical, popular* performs rhythmic patterns from class songs, for example% can reproduce melodies, e+ident during% experiences music from a +ariety of historical and cultural contexts (e.g., fol', classical, popular*
-rama # # # # # #
is $eginning to demonstrate a willingness to express feelings and ideas is $eginning to demonstrate respect for the contri$utions of others is $eginning to descri$e his response to a dramatic wor' is $eginning to demonstrate a willingness to wor' cooperati+ely is $eginning to use +ocal elements (high#low, loud#soft* when de+eloping roles is $eginning to demonstrate an awareness of a +ariety of mo+ements used to express an idea, mood, or role is $eginning to retell 'nown stories in correct sequence is $eginning to demonstrate a willingness to participate in drama acti+ities that explore the roles of community mem$ers is $eginning to demonstrate appropriate audience s'ills demonstrates a willingness to express feelings and ideas, e+ident during% demonstrates respect for the contri$utions of others, as demonstrated $y% descri$es his response to a dramatic wor' demonstrates a willingness to wor' cooperati+ely, e+ident during% uses +ocal elements (high#low, loud#soft* when de+eloping roles demonstrates an awareness of a +ariety of mo+ements used to express an idea, mood, or role retells 'nown stories in correct sequence demonstrates a willingness to participate in drama acti+ities that explore the roles of community mem$ers demonstrates appropriate audience s'ills, demonstrated during%
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Visual Arts # # # # # #
is $eginning to demonstrate respect for his wor' and others, such as learning to gi+e positi+e comments is $eginning to demonstrate a willingness to display artwor' is $eginning to use a +ariety of materials, tools, equipment, and processes to ma'e images, such as crayons, playdough, paint demonstrates respect for his wor' and others $y % demonstrates a willingness to display artwor' uses a +ariety of materials, tools, equipment, and processes to ma'e images, such as crayons, playdough, paint
-ance # # # #
is $eginning to mo+e expressi+ely to a +ariety of sounds and music is $eginning to demonstrate a willingness to perform +arious dances mo+es expressi+ely to a +ariety of sounds and music willing to perform +arious dances, such as%
$ocial Responsi/ility # # # # # # # # # # # # #
is usually friendly and, if as'ed, will help or include others sometimes needs prompting to participate in and contri$ute to classroom and group acti+ities is usually welcoming, friendly, 'ind and helpful is welcoming, friendly, 'ind and helpful participates in and contri$utes to classroom and group acti+ities in conflict situations, he tries to state feelings and manage anger appropriately $ut can $ecome frustrated without adult inter+ention, therefore % can identify simple pro$lems and with help can generate ways to sol+e the pro$lem in conflict situations, he tries to express feelings honestly and manages anger appropriately can identify pro$lems and generate ways to sol+e the pro$lem at times, can $e respectful, therefore he is encouraged to% may not notice when others are treated unfairly treats others fairly and respectfully is interested in fairness
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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 his7her de+elopment of self#confidence $y % can spea' to the whole group with poise and confidence is thoughtful of others at play is showing responsi$ility for his $eha+ior and his $elongings at school, such as % shares ideas enthusiastically de+eloping in self#concept areas, for example his is showing confidence in spea'ing to the group cries easily when things go wrong, li'e %, therefore he% is confident and secure at school prefers to play with one or two friends is $eing encouraged to de+elop new friendships $y% expresses him7herself easily can communicate ideas, such as% is learning to ta'e turns when % shares with others, as e+ident in% can lead or follow as appropriate in group play can independently choose acti+ities, see them through and tidy up has $ecome more independent when % has gained in confidence when % is willing to co#operate with others during % tries to resol+e conflicts independently, such as % enoys socializing with classmates de+eloping leadership s'ills as he %. is tolerant of others, as demonstrated $y%
$ocial and Emotional
.ealth and Career Education 'oals and -ecisions # #
identifies opportunities to ma'e choices, li'e % identifies people at school who can pro+ide support and assistance, such as teachers, super+isors
Career -e0elopment # #
identifies personal s'ills and interests, for example, things he is good at, things that he li'es identifies a +ariety of o$s and responsi$ilities at home and at school, such as cleaning up, following the rules
.ealthy Li0ing #
identifies ha$its that contri$ute to health, including healthy eating, regular physical acti+ity, washing hands to stop germs
Healthy Relationships # # #
identifies thoughtful, caring $eha+iours in families, such as lo+e, 'indness, help 'nows how to express a +ariety of feelings appropriately 'nows the difference $etween positi+e and negati+e $eha+iours in relationships
$aety and &nury (re0ention # # # # #
uses proper words to name female and male pri+ate $ody parts understands the difference $etween appropriate and inappropriate touching, such as % identifies ways to respond to inappropriate touching, such as % identifies ways to a+oid dangerous situations at home, school, and in the community 'nows how to access emergency ser+ices, such as fire, police, $y calling 800
$u/stance isuse (re0ention #
understands the difference $etween safe and unsafe su$stances, such as %
The following items are things to consider when discussing a student’s fine motor development. Please develop appropriate comments.
*ine otor -e0elopment
9encil/ # # # # #
9roper grip 9ressure &andedness "inger placement (close to tip* :ses other hand to hold paper
;cissors/ # # # #
9roper grip and arm placement (el$ow tuc'ed in* Accuracy < straight lines7cur+es lines :ses other hand to hold paper and pro+ide support ;afety
Colouring7drawing/ # # #
Motor control 9ressure ;cri$$ling +ersus colouring in lines
