Parent Guide
Kindergarten Report Card
The Okaloosa County School DistrictKindergarten reporting system will communicate to you, the parents, the progress of your child as s/he builds proficiency in the grade level curriculum expectations.
The skills and concepts included on the Kindergarten Report Card are aligned to the Florida Standards, adopted by the State of Florida. These standards identify what Florida public school kindergarten students should know and be able to do.
The report card checklists were designed by kindergarten teachers and are revised at periodic intervals. Information pertaining to the assessed standards will be shared during a parent/teacher event. The checklists will be sent home at the conclusion of the 9-week (quarterly) grading periods throughout the year. You will also receive a mid-quarter progress report to communicate the progress of your child up to that point in time.
Marking Code
E = Excellent 90 – 100%
S = Satisfactory 70 – 89%
N = Needs Improvement 60 – 69%
U = Unsatisfactory 0 – 59%
Kindergarten Curriculum
English Language Arts (ELA)
Reading
Letters (upper and lower case) and corresponding sounds
Q1:M,A,S,
Q2:T,C,P,N,F,B
Q3:I,G,R,D,O,X,J,E
Q4:H,K,U,L,W,V,Z,Y,Q
Sight Words
Q1:I, like, the, and, see, can, we, a, to,
Q2:come me, my, with, you, what, are, now, is, how, of, so, many, where, this, find, from,
came, but, on
Q3: will, be, into, that, your, who, go, for, here, they, soon, up, make, play, them, give, say,
new, said, good, was, then, ate, could, she, all, over, her, when, some
Q4:no, he, away, must, by, there, down, do, went, only, little, just, have, help, one, every,
ask, walk, look, out, very, their, saw, put, off, take, our, day, too, show
Listening Comprehension
Q1-4:The teacher will ask five questions about onefamiliar and one unfamiliar reading selection. (e.g.,main idea, story sequence, setting, characters).
Familiar read: Read multiple times in class.
Students will “retell” the familiar story.
Unfamiliar read: Read only once in class.
Independent Reading (Cold read)
Q2-4: Students will read from an on-grade level reading selection and will be scored on both
fluency and accuracy
Alphabet Fluency– Standard LAFS.KRF.1.1.d
Q1-4: Students will identify the letters in the alphabet.
Identify initial, final, medial phonemes sounds in CVC (consonant-vowel-consonant) words
Q1-4:Students will identifya designated sound in a word.
Q1-2:Initial
Q3: Medial
Q3: Final
Q3-4:Substitute initial phoneme
Q4: Substitute final phoneme
Phoneme (sound isolation) in a CVC word
Q3:Students will break apart a word into beginning, middle, and ending sounds.
Blending
Q1:Blend onsets and rimes
Q2-4:Students will blend simple consonant-vowel-consonant sounds to produce a word.
Rhyming
Q1-4:Students will produce a word that rhymes with a teacher-given word; students will
distinguish between a set of words that either do or do not rhyme.
Opposites
Q3:Students will produce the opposite word for a verb or adjective.
Vowel Sounds
Q4:Given a set of words, students will identify the word with either a short or longvowel sound.
Writing
The attached rubric shows the end of the year expectations of a writing sample.
Q1:The student will be assessed using the 0, 1 point column on the attached rubric. The maximum score for the report card, using the rubric, will be 5.
Q2:The student will be assessed using the 0, 1, and 2 point column on the attached rubric. The maximum score for the report card, using the rubric, will be 10.
Q3:The student will be assessed using the 0, 1, 2, and 3 point column on the attached rubric. The maximum score for the report card, using the rubric, will be 15.
Q4:The student will be assessed using the 0, 1, 2, 3, and 4 point column on the attached rubric. The maximum score for the report card, using the rubric, will be 20.
Math
Counting and Cardinality
Q1: Count from 0-25; in-depth focus on numbers 0-9
Q2: Count from 0-50; in-depth focus on numbers0-10
Q3: Count from 0-75; count to 100 by tens; in-depth focus on numbers 11- 19
Q3-4: Students willcount by ones/tens; match numbers to objects; write numerals; compare objects using less than, greater than and equal.
Q4: Count from 0-100
Geometry
Q3:Students willname and identify differences/similarities of 2-dimensional shapes (i.e., triangle, square, circle, rectangle, hexagon).
Q4: Students willname 3-dimensional shapes; distinguish between 2/3-dimensional shapes and identify similarities/differences between 2/3-dimensional shapes using geometry-specific vocabulary.
Operations and Algebraic Thinking
Q2: Students willrepresent addition and subtraction with objects (using numbers 0-10); use drawings/objects to represent and solve word problems (using numbers 0-10); fluently add and subtract (using numbers 0-5).
Q3-4:Students will use objects, drawings, and equations with symbols for the unknown numbers to represent the problem.
Q4: Students willrepresent addition and subtraction with objects (using numbers 0-10); use drawings/objects to represent and solve word problems (using numbers 0-10); fluently add and subtract (using numbers 0-5).
Measurement
Q4: Students willcompare items using the measurable attributes of length and weight.
Number and Operations in Base Ten
Q3: Students will“compose” (e.g., 10 + 1 = 11) and“decompose” (e.g., 11 = 10 + 1) numbers 11-19.Studentswill demonstrate that ability through representation (e.g., objects, pictures, ten frames) and/or by writing the equation.
Science/Social Studies
Science/Social Studies grades will be determined by classroom assessments.
Previous/Current Quarter Grades
Beginning with Q2 in ELA and math, your student will be graded on previously assessed skills and benchmarks, and given one score for continued progress with that set of skills. Your student will then be graded on the new skills and benchmarks, specific to the current quarter, with scores assigned to each skill section/category.
Grade Level Performance
Kindergarten retention is based on the following criteria:
Bothof following criteria must be met in order for a student to be retained.
- U for the final grade in ELA on the report card
- DEA Reading Level 1
Additional Report Card Features
A conduct code and grade level performance code can be found on the Kindergarten Report Card; these codes are reported on the line for ELA. In addition, letter codes for specific teacher commentsare found at the bottom of the Kindergarten Report Card.
The report card comments enable a teacher to expand upon a child’s academic achievement and/or share pertinent information about other aspects of the educational setting. Comments available for kindergarten students are as follows:
G.Displays a positive attitude
H.Demonstrates good work habits
I.Has shown improvement
J.Struggles with new concepts
K.Problems with peer interactions
L.Lacks fine motor skills (e.g., penmanship, cutting)
N.Inattentive during class
O.Doesn’t use time wisely
P.Lack of effort
Q.Excessive talking
R.Needs to improve self-control
S.School rules not followed
T.Excessive absences/tardiness
Communication and cooperation between the school and home greatly increase a student’s opportunity for success in school. The Kindergarten Report Card, one means of communicatingstudent achievement, has been designed to enhance the home/school relationship.