Kindergarten report card companion

SC College & Career Ready Standards

Expectations of a student meeting the grade-level standard 

(at this point in the school year)

Foundations of Literacy

• Count, segment, and blend phonemes in single syllable spoken words made up of three or four phonemes and compound words. (ELA.K.F.1.4)
• Identify, name, and form all upper and lowercase letters with automaticity. (ELA.K.F.3.1)
• Produce one-to-one letter-sound correspondences for each consonant with automaticity. (ELA.K.F.3.3)
• Read texts orally with accuracy and expression. (ELA.K.F.4.2)

Students can:

1. Produce 8  to 13 letter sounds
2. Orally blend syllables and two- and three phonemes to form words

Applications of Reading

• Retell familiar stories using main story elements in a literary text. (ELA.K.AOR.2.1)
• Retell familiar texts by identifying the topic and supporting details in an informational text. (ELA.K.AOR.2.2)
• Retell a text orally to enhance comprehension:
  • a. include main character(s), setting, and important events for a story; and
  • b. include topic and supporting details for an informational text. (ELA.K.AOR.6.1)

With guidance and support, students can:

1. Retell some parts of familiar texts with teacher support and using cues (e.g., pictures from a story) and identify the main character(s), setting, and important events in a story
2. Retell some parts of familiar texts with teacher support and using cues (e.g., pictures from a story) and identify topic and supporting details in informational text

Research

• Ask and answer questions (who, what, when, where, why, and how) about print and non-print sources to obtain and refine knowledge. (ELA.K.R.1.1)

With guidance and support, students can:

1. Ask and answer teacher provided questions (who, what, when, where, why, and how)  about print and non-print sources

Written and Oral Communications

• Use a combination of drawing, dictating, and writing to state a topic and communicate an opinion and a supporting reason. (ELA.K.C.1.1)
• Use a combination of drawing, dictating, and writing to compose informative/explanatory pieces about a topic with supporting details. (ELA.K.C.2.1)
• Use a combination of drawing, dictating, and writing to narrate a single event or linked events in a logical order. (ELA.K.C.3.1)
• Print all uppercase and lowercase letters, focusing on pencil grasp, letter formation, legibility, and pacing; use appropriate spacing for letters, words, and sentences. (ELA.K.C.6.1)
• Ask and answer questions in conversation on a topic. (ELA.K.C.9.1)

Students can: 

1. Write 13 or more letters for familiar consonants and/or vowels in their name
2. Complete a teacher-provided template using a combination of drawing, dictating, and writing to represent the topic of an informative/explanatory text with teacher guidance and support
3. Recall information from a structured teacher-led activity to answer questions using a teacher-provided template and teacher guidance and support
4. Participate in conversations with at least 1 partner about focused grade-level texts and topics using a teacher-provided template in a structured small group setting with teacher guidance and support

SC College & Career Ready Standards

Expectations of a student meeting the grade-level standard 

(at this point in the school year)

Numerical Reasoning:

• Read, write, and represent the numerals 0 to 20 and represent the written numeral with concrete models. (K.NR.1.1)
• Count forward by ones and tens up to 100 and backward from 10 by ones. (K.NR.2.1)
• Subitize a quantity of up to 10 objects in an organized arrangement without counting. (K.NR.2.2)
• Given a group of up to 20 objects, count the number of objects in that group and represent the number of objects with a written numeral. (K.NR.2.3)
• Compare objects in one set to another set of up to 10 objects using the phrases more than, fewer than, or the same as. (K.NR.3.1)

Students can: 

• Read, write, and represent the numerals 0 to 10 and represent the written numeral with concrete models.
• Count forward and backward by ones to 10.
• Subitize a quantity of up to 5 objects in an organized arrangement without counting.
• Given a group of up to 5 objects, count the number of objects in that group and represent the number of objects with a written numeral. 

Patterns, Algebra, and Functional Reasoning:

• Add and subtract number combinations within 5. (K.PAFR.1.1)
• Compose and decompose numbers up to 10 in different ways. (K.PAFR.1.3)
• Solve add-to/joining, take-from/separating, part-part-whole (total unknown), and part-part-whole (both addends unknown) real-world situations to find sums and differences within ten. (K.PAFR.1.4)
• Describe, extend, and create (to the next term) simple repeating patterns in the form of AB, AAB, ABB, and ABC. (K.PAFR.2.1)

Students can: 

• Solve add-to/joining and take-from/separating real-world situations to find sums and differences within 5.

• Uses objects or fingers to show different combinations of 5 (such as 1 and 4, 3 and 2, or 0 and 5)

Measurement, Geometry, and Spatial Reasoning:

• Identify a penny, nickel, dime, and quarter. (K.MGSR.1.1)
• Directly compare two objects using words including shorter, longer, taller, lighter, and heavier. (K.MGSR.1.2)
• Identify and describe the attributes of triangles, squares, rectangles, circles, cubes, and spheres to include everyday situations. (K.MGSR.2.1)
• Describe relative positions of objects by appropriately using terms including below, above, beside, between, inside, outside, in front of, or behind. (K.MGSR.2.2)

Students can: 

• Uses position words (above, below, beside, in front of, behind, and next to) to describe the position of an object

Data, Probability, and Statistical Reasoning:

• Sort pictures or objects into at least two categories. Count to determine how many are in each category. (K.DPSR.1.1)
• Answer questions about data organized in a t-chart, object graph, or picture graph. (K.DPSR.1.2)

Students can: 

• Sort pictures or objects into two categories. Count to determine how many are in each category. Limit to 5 pictures or objects per group. 

Report Card Language

Applicable SC College & Career Ready Standards

Expectations of a student meeting the grade-level standard 

(at this point in the school year)

Plan and conduct an investigation to compare the effects of different strengths or different directions of pushes and pulls on the motion of an object. 

• K-PS2-1. Plan and conduct an investigation to compare the effects of different strengths or different directions of pushes and pulls on the motion of an object.
• K-PS2-2. Analyze data to determine if a design solution works as intended to change the speed or direction of an object with a push or a pull.

With guidance and support, students can:

• Develop a plan to investigate the relationship between the strength and direction of pushes and/or pulls and the motion of an object.

Report Card Language

Applicable SC College & Career Ready Standards

Expectations of a student meeting the grade-level standard 

(at this point in the school year)

History: Identify similarities and differences between oneself and others.

• K.H.1 Identify similarities and differences between oneself and others.
• K.H.2 Examine ways in which individuals change or stay the same over time.
• K.H.3 Identify different forms of evidence used in historical inquiry, such as digital sources, maps, photographs/images, or texts.

With guidance and support, students can:

• Identify similarities and differences between oneself and others.