Kindergarten Report Card Comments Note 1 Comments are organized around terms as guidelines only in order to assist new

w 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!. "or example, # identifies his name with direct support, such as when a limited num$er of names are presented
Term 1 Language Arts Approaching Expectations eeting Expectations Reading and !ie"ing
# # # # # is learning to identify his name through daily routines such as % is learning to identify some letters of the alpha$et. &e 'nows % is learning to identify some letter sounds. &e 'nows % is $eginning to understand concepts a$out print and $oo's (e.g.. there is a direction to print) $oo's are for reading* is $eginning to engage in reading or reading# li'e $eha+ior with support from% is $eginning to print his own name (e.g. tracing, copying is $eginning to print some letters of the alpha$et (e.g. tracing, copying* is $eginning to recognize that writing can $e tal' written down! and that print carries a constant message is $eginning to use spea'ing and listening during (%.. * to express ideas and as' for assistance is $eginning to use social language to interact co#operati+ely with others and to sol+e pro$lems (e.g. Can I ha+e turn,!, I-m frustrated $ecause%!* is learning to $e a good listener for a sustained period of time, particularly when% is $eginning to as' questions to construct and clarify meaning uses simple or incorrect sentence structure when spea'ing (e.g. I hungry.!) I goed # # # # # # # identifies his name, as demonstrated% identifies some letters of the alpha$et. &e 'nows% identifies some letter sounds. &e 'nows% identifies all letters of the alpha$et identifies all letter sounds demonstrates understanding of concepts a$out print and $oo's (e.g. there is a direction to print) $oo's are for reading* engages in reading or reading#li'e $eha+ior (e.g. loo's at $oo's independently for a short period of time prints his own name in % prints some letters of the alpha$et recognizes that writing can $e tal' written down! and that print carries a constant message

#riting and Representing

# # # # # #

$pea%ing and Listening

# # # # uses spea'ing and listening during centres to express ideas and as' for assistance demonstrates use of social language to interact co#operati+ely with others and to sol+e pro$lems (e.g. Can I ha+e turn,!, I-m frustrated $ecause%!* demonstrates $eing a good listener for a sustained period of time $y % uses oral language to explain, inquire and compare, e+ident during% as's questions to help construct ideas and clarify meaning uses correct sentence structure when spea'ing

# # # #

# # #

outside.!

(e.g. I am hungry.!) I went outside.!*

Term 2 Approaching Expectations Language Arts Reading and !ie"ing

# # # # 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 $eginning to respond to literature through a +ariety of acti+ities such as role#play, art, music, choral reading, tal'ing # # # # identifies many letters of the alpha$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

eeting Expectations

#riting and Representing

# # # # 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 % 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 $eginning to identify words that rhyme # # # # creates simple messages using a com$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

# # # # 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.

# #

# # # #

is $eginning to produce a word that rhymes with another

"or example, %

Term 3 Approaching Expectations eeting Expectations Language Arts Reading and !ie"ing
# $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 % # $efore reading acti+ities, he uses strategies such as predicting, connecting to prior 'nowledge and as'ing questions to enhance his comprehension during reading acti+ities, he uses strategies such as predicting, +isualizing, language patterns, and picture clues to monitor his comprehension of what he reads after reading, he demonstrates understanding through discussions, role#play and drawings is a$le to identify some high#frequency words, such as % is a$le to identify many high#frequency words such as % 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 en.oys sharing wor' with others prints some simple words, li'e % records the $eginning, middle, and ending sounds heard in a word records most sounds heard in words connects what is already 'nown with new experiences (for example, %* as's questions to construct ideas and clarify meaning, demonstrated during% uses proper sentence structure when spea'ing (e.g. includes a su$.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 %

# #

# # #

#riting and Representing

# 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* 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 #

# # #

# # # # # # # # # # # # # #

$pea%ing and Listening

# # # # # # # # # #

athematics Term 1 Approaching 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 # # # #

eeting Expectations
can count $y ones to 01, demonstrated during% can identify the numerals to 01 sorts 2#3 o$.ects using colour, shape or size identifies and reproduces patterns using 4 to 2 o$.ects, sounds, or actions, demonstrated during%

athematics Term 2 Approaching 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 # # # # #

eeting Expectations
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

# # # # # # 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

or +olume is $eginning to $uild and descri$e 2#3 o$.ects

$ocial $tudies Term 1 Approaching 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'* # # # #

eeting Expectations
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

# # 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* # #

eeting Expectations
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

# 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
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

# # # 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 # # #

eeting Expectations
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

# # is learning to descri$e features of local animals, such as % is $eginning to descri$e ways to rethin', refuse, reduce, reuse, recycle # #

eeting Expectations
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 en.oys doing identifies physical acti+ities he en.oys 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% 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 %

(ART&C&(AT&)N

)!E ENT $K&LL$

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* 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 otherspersonal space, not pushing or sho+ing, ta'ing turns*

$A*ET+, *A&R (LA+ AN- LEA-ER$.&(

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* 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% 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

-rama

Visual Arts

-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

$ocial and Emotional

# # # # # # # # # # # # # # # # # # # # # # # # # # 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 % en.oys socializing with classmates de+eloping leadership s'ills as he %. is tolerant of others, as demonstrated $y%

.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 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 identifies ha$its that contri$ute to health, including healthy eating, regular physical acti+ity, washing hands to stop germs 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 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

Career -e0elopment

.ealthy Li0ing
#

Healthy Relationships
# # # # # # # # #

$a1ety and &n2ury (re0ention

$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 students fine motor development. Please develop appropriate comments.

*ine 9encil/
# # # # # 9roper grip 9ressure &andedness "inger placement (close to tip* :ses other hand to hold paper

otor -e0elopment

;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