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 a student needs to be prepared for first grade.
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 Resource 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
Phonemic Awareness
Beginning Emerging Developing Demonstrating Exceeding - Identifies rhymes
- Counts and pronounces syllables in spoken words
- Produces rhymes
- Segments onsets and rimes of single-syllable words
- 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
- 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
Beginning Emerging Developing Demonstrating Exceeding - Recognizes and names uppercase and lowercase letters of the alphabet
- Produces one-to-one letter-sound correspondence for consonants
- Produces short vowel sounds
- Produces long vowel sounds
- Isolates and pronounces the initial, medial, and final sounds in printed CVC words
- Decodes final -e and common vowel teams within texts
High Frequency Words
Beginning Emerging Developing Demonstrating Exceeding - Identifies and names 1-20 high-frequency words
- Identifies and names 21-39 high-frequency words
- Identifies and names 40-70 high-frequency words
- Identifies and names 70-77 high-frequency words
- Identifies and names 85+ high-frequency words
Comprehension
Beginning Emerging Developing Demonstrating Exceeding - Describes familiar people, places, things, and events in conversation
- Orally identifies or talks about characters, settings, and events from stories read aloud
- Orally retells key details and major events from stories read aloud
- Answers questions, identifies characters, setting, main topic, and retells the story
- Identifies the role of the author and illustrator
- Answers questions about unknown words
- Describes the connection between information in a text
- Identifies the author’s purpose
- Describes similarities and
differences between two texts on the same topic - Compares a character’s experience from the beginning of a text to the end
- Infers a central message or lesson
- Determines the meaning of words and phrases
Conventions of Writing
Beginning Emerging Developing Demonstrating Exceeding - Describes the difference between print and illustrations
- Identifies that letters form words
- Distinguish-es between a letter, a word, and a sentence
- Applies varied spacing between words
- Experiments with capitalizing the first letter of sentences
- May place a period at the end of the line
- Applies consistent spacing between words
- Capitalizes the first letter of a sentence and the pronoun "I"
- Uses grade-appropriate grammar
- Uses consistent spacing and punctuation
- May capitalize proper nouns
Spelling
Beginning Emerging Developing Demonstrating Exceeding - Uses strings of letters
- Uses salient sounds in a word, such as the initial sound, to label an illustration
- Use phonetic spelling with initial and final sound accuracy
- Segments onsets of single-syllable words when communicating what is written
- Uses spelling with initial, medial, and final sound accuracy
- Blends and segments onsets and rimes when communicating
- Distinguishes between similarly spelled words by identifying the sounds of the letters that differ
- Uses invented spelling for more complex words
- Uses phonetic spelling
- Spells final -e, digraphs, blends
- Segments syllables when spelling phonetically
Communication of Ideas
Beginning Emerging Developing Demonstrating Exceeding - Writes labels for illustrations using a string of letters
- Uses several marks to communicate ideas
- Writes own name
- Writes labels for illustrations using salient letters
- Dictates a sentence
- Writes a coherent statement that accurately conveys the desired congruent message
- Writes on a single topic and shows a sequence between ideas
- 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
Counting & Cardinality
Beginning Emerging Developing Demonstrating Exceeding - Counts 10
objects using
one-to-one
correspondence
- Counts 1-10 objects presented in a line and explains that the last number counted represents the total quantity counted (cardinality)
- Counts 11-20 objects presented in a line and explains that the last number counted represents the total quantity counted (cardinality)
- Instantly sees how many objects are in a group of up to 5 objects without counting (subitizing)
- Given a number from 1-10, identifies the number that is one more or one less
- Counts 20 objects presented in a variety of structured arrangements and explains that the last number counted represents the total quantity counted (cardinality)
- Counts up to 10 objects in a scattered arrangement and explains that the last number counted represents the total quantity counted (cardinality)
- Instantly sees how many objects are in a group of 6-10 objects without counting (subitizing)
- Given a number from 11-20, identifies the number that is one more or one less
- Counts 30 or more objects, presented in a variety of structured arrangements
- Given a two-digit number, mentally finds 10 more or 10 less than the number, without having to count
Count Sequences
Beginning Emerging Developing Demonstrating Exceeding - Counts forward to 20
- Counts forward to 30 by ones
- Counts forward to 30 by ones from a given number within 0-30
- Counts forward to 30 by tens
- Counts backward from 5 by ones
- Counts forward to 50 by ones
- Counts forward to 50 by ones from a given number within 0-50
- Counts forward to 50 by tens
- Counts backward from 10 by ones
- Counts forward to 100 by ones
- Counts forward to 100 by ones from a given number within 0-100
- Counts forward to 100 by tens
- Counts backward from 20 by ones
- Counts backward by ones from a given number within 0-20
- Counts forward to 120 by ones from a given number within 0-120
- Counts forward to 120 by tens from a given number within 0-120
- Counts backward from 40 by ones
Comparison & Classification of Objects
Beginning Emerging Developing Demonstrating Exceeding - Sorts and classifies objects using one or more attributes or relationships
- Directly compares measurable attributes (i.e., length, height, width, or weight) of two objects and describes the difference (e.g., heavier, lighter, longer, shorter)
- Identifies a penny, a nickel, and a dime
- Orders three to five common objects using measurable attributes (i.e., length, height, width, or weight)
- Classifies and sorts up to ten objects by a measurable attribute (i.e., length, height, width, or weight)
- Classifies and sorts up to ten objects by a measurable attribute (i.e., length, height, width, or weight). Names a penny, a nickel, and a dime
- Counts the number of objects in a category and sorts the categories by count.
- Gives the value of a penny, a nickel, and a dime.
- Estimates, measures, and records lengths of objects using non-standard units; compares and orders up to three objects using the recorded measurements
- Compares the value of a penny, a nickel, and a dime
Shapes & Positional Language
Beginning Emerging Developing Demonstrating Exceeding - Identifies (points to)
2-dimensional shapes: square, triangle, circle, and rectangle
- Identifies and names 2- dimensional shapes: square, triangle, circle, rectangle, hexagon, and octagon
- Identifies objects in a given relative location using positional words (e.g., above, below, beside, in front of, behind, next to)
- Describes 2-dimensional shapes using their attributes. Identifies and names 3-dimensional shapes: sphere, cylinder, cube, and cone
- Classifies, sorts, or identifies shapes as 2- or 3- dimensional
- Describes the relative location of an object using positional words (e.g., above, below, beside, in front of, behind, next to)
- Describes 3-dimensional shapes using their attributes
- Explains similarities and differences among 2- and 3-dimensional shapes using attributes when classifying, sorting, or identifying
- Uses basic shapes to represent specific shapes found in the environment by creating models and drawings
- Uses two or more basic shapes to form larger shapes
- Builds or draws 2- and 3-dimensional shapes from given defining attributes
Written Numerals & Comparison of Quantities
Beginning Emerging Developing Demonstrating Exceeding - Identifies/matches equal sets of objects using one-to-one correspondence
- Given two sets of objects, identifies whether the number of objects in one group is greater than, less than, or the same as the number of objects in another group (0-10 objects per set)
- Given a set of up to 10 objects, matches a written numeral to represent the number of objects
- Given two sets of objects, uses counting or matching strategies to explain and/or show whether the number of objects in one group is greater than, less than, or the same as the number of objects in another group (0-10 objects per set)
- Given a set of 11-20 objects, matches a written numeral to represent the number of objects
- Writes numerals 1-10 to represent a quantity
- Compares the number of objects in two groups in authentic situations and identifies whether the number of objects in one group is greater than, less than, or the same as the number of objects in another group (0-10 objects per group)
- Writes numerals 11-20 to represent a quantity
- Compares the number of objects in two groups in authentic situations and identifies whether the number of objects in one group is greater than, less than, or the same as the number of objects in another group (11-20 objects per group)
- Given a set of 21-30 objects, matches a written numeral to represent the number of objects
- Writes numerals 21-30 to represent a quantity
Patterns & Passage of Time
Beginning Emerging Developing Demonstrating Exceeding - Reproduces simple patterns using objects
- Describes the passage of time with actual events using terms related to past, present, and future, although may confuse terms (e.g., “yesterday when I was a baby”)
- Extends repeating patterns with two or three terms
- Associates and describes the passage of time with words and phrases related to actual events (e.g., morning, afternoon).
- Extends repeating patterns with four terms
- Associates and describes the passage of time with words and phrases related to actual events (e.g., now, earlier, later, before, and after)
- Creates repeating patterns with four iterations (repetitions) and explains the rationale for the pattern
- Associates and describes the passage of time with words and phrases related to actual events (e.g., now, earlier, later, before, and after)
- Makes predictions based on a repeating pattern involving a repeated operation
- Associates and describes the passage of time with words and phrases related to actual events (e.g., day of the week, week, month, and year)
Addition & Subtraction
Beginning Emerging Developing Demonstrating Exceeding - Composes and decomposes numbers up to 5 using objects and drawings
- Uses objects or drawings to
represent addition and subtraction within 5 from a given authentic situation
- Composes and decomposes numbers up to 10 using objects and drawings
- Uses objects or drawings to represent and solve addition and subtraction within 5 from a given authentic situation
- Describes numbers from 11 to 19 using the number of ten ones and some more ones
- Solves addition and subtraction problems within 10 using a variety of strategies
- Fluently adds and subtracts within 5 using a variety of strategies to solve practical, mathematical problems
- Explains that the two digits of a two-digit number represent the amounts of tens and ones
- Solves addition and subtraction problems within 20 using a variety of strategies
- Fluently adds and subtracts within 10 using a variety of strategies to solve practical, mathematical problems
- Counts 10
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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