Kindergarten Grade Level Expectations K Expectatio… · Web viewThis document has been developed to help parents better understand their child’s report card and grade-level learning

Archdiocesan Standards-Based Report Card (SBRC)Learner Expectations

(Version 2.02)

Kindergarten

Date

Name of School

Address

School’s Mission and Philosophy StatementsName of School

Address

Grade Level ExpectationsOverview

The Archdiocesan Standards-Based Report Card (SBRC) is a record of what a student knows, is able to do, and needs to achieve. The SBRC is aligned with the Archdiocesan elementary school curricula which reflect state, national, and international learning standards. The SBRC is one source of important information. Instead of providing one overall letter grade for each academic area (e.g., reading, math, science), the SBRC reports on student achievement on particular grade-level learning standards. This document has been developed to help parents better understand their child’s report card and grade-level learning standards. Parents will have a good idea of the learning being assessed in each portion of the report card when reviewed along with instructional materials sent home. Every child is an individual who grows and develops at his/her own rate. Students in the same grade level may differ widely from others in the class. The learning expectations identified here apply to all students by the end of the year.

You are encouraged to review your child’s report card along with other performance information, which may include: progress reports, standardized test results, quizzes/tests, projects, daily work, teacher notes, etc.

Performance level marks communicate a student’s achievement on a particular learning standard. Special performance criteria are used to evaluate student achievement on a variety of measures (e.g., observation, checklists, student work, projects, performance, etc.). Such criteria may be communicated via a “rubric” for different measures. Every learning standard indicator may not be assessed or evaluated for every report card period. In such cases, teachers may assign “>” to indicate that the learning expectation was not a focus of classroom instruction during a report card period.

There is an SBRC for each grade level. At first glance, it may appear that learning standards are the same for different grade levels in a particular report card form. The rigor and the evidence needed to meet learner expectations increase as students progress from grade to grade. This document has been developed for each grade level to further describe what students are expected to know, understand, and are able to do.

Learner expectations appearing in this document are by no means an exhaustive or exclusive listing. Teachers often supplement these topics with other activities throughout the year. The “pacing” of the class throughout these topics is also flexible. As teachers assess student performance on a given topic, they may find it necessary to spend more time to ensure solid understandings.

The SBRC and this Grade Level Learner Expectations document provide students and parents with feedback about what students are expected to know, understand, and are able to do. This feedback is important in establishing next steps and immediate learning goals. You are encouraged to speak with your child’s teacher if you have any questions about any code appearing on the report card.

General descriptions of the levels of achievement are provided below to help you better understand how your child is performing on specific standards.

Archdiocese of Chicago Grade K Learner Expectations (v 2.02)2

Standards-Based ScaleLevel Descriptor Characteristics/Examples

4 Advanced

Student achievement reflects in-depth understanding and application that goes beyond the grade-level expectations Evaluates, analyzes and interprets concepts to develop new understanding Uses concepts and critical-thinking skills to extend learning and understanding Identifies and uses understanding of key concepts and skills in decision-making and problem-solving, consistently and

independently

3 ProficientStudent achievement reflects understanding and application of the grade-level expectations Uses understanding of concepts to produce work or solve problems Asks and answers a variety of complex questions that reflect understanding of key concepts Identifies and uses understanding of key concepts and skills in decision-making and problem-solving consistently

2 Progressing

Student achievement reflects emerging understanding of grade-level expectations Uses understanding of concepts to produce work or solve problems with support and guidance Asks and answers a variety of questions that reflect emerging understanding of key concepts with support and guidance Communicates understanding of key concepts, skills, and content knowledge in decision-making and problem-solving

inconsistently

1 BeginningStudent needs development of foundational skills to achieve grade-level expectations Applies concepts to produce work or solve problems with significant intervention Asks and answers questions that demonstrate partial understanding with significant intervention Communicates key concepts, skills, and content knowledge with significant intervention

> Evaluate LaterStudent is not assessed in the report card at this time. Learning goal was not a focus during this trimester/quarter

* Not EvaluatedEvaluate when developmentally appropriate. Recognizes that students reach developmental milestones at different stages and times in their academic growth


Successful Learner Traits

Many attitudes and behaviors mark the progress of successful learners. Successful Learner Traits are based on the Illinois State Board of Education (ISBE) social-emotional standards.


Classroom Routines

Understands and follows classroom conventions for such things as changing from one activity to another, getting ready for or finishing up specific classroom activities, and following the classroom schedule.

Interactions with other Children

Participates cooperatively in structured activities, in learning centers, and in play with other children in the classroom.

Independence Participates in classroom activities and performs tasks with increasing independence

Problem Solving

Uses various problem-solving strategies such as asking for help, seeking missing materials, or negotiating a compromise / agreement with another child.

MotivationPersists at a task even if it is a little difficult, has a variety of interests, and shows enjoyment for most classroom activities

Emotional Regulation

Manages feelings such as anger, sadness, frustration, pride, enthusiasm, envy, or joy appropriately.

Successful Learner Traits ScaleLevel Descriptor Description

4 Advanced Student is able to consistently and independently manage his/her behavior to comply with grade-level expectations.

3 Proficient Student is able to manage his/her behavior with minimal guidance to comply with grade-level expectations.

2 Progressing Student manages his/her behavior through frequent guidance to comply with grade-level expectations

1 Beginning Student is not able to manage his/her behavior independently and requires frequent guidance. This behavior hinders student progress.


Grading

The 2012-2013 Archdiocesan Standards-Based Report Card (SBRC) provides a summative evaluation on important learning standards rather than just an overall letter grade for each content area. Feedback on specific learning standards provides you and your child with much richer information about his/her specific strengths and areas for growth. Focusing and reporting on specific learning standards makes it clearer to everyone involved what a student knows and is able to do. That focus and research-based grading practices not only improves grading consistency but more importantly supports student learning and achievement.

Learning standards are evaluated in terms of what a student should know or be able to do by the end of the school year. Many learning standards may require the entire year before a student reaches a proficient or advance performance level. Learning standards that are more limited in scope, but nonetheless are important educational markers for all students may require less time for students to reach proficiency.

The SBRC uses different scales to communicate student performance. Below is a brief description of each scale and student performance level on the SBRC learning standards is determined.

Standards-Based Scale

The SBRC Standards-Based Scale is designed to communicate student achievement on learning standards into four qualitatively different performance levels: 1) Beginning, 2) Progressing, 3) Proficient, and 4) Advanced. An additional level “>” is used when a learning goal was not an instructional focus and not measured during a trimester. Further details about the standards-based scale can be found on the front cover of any report card or in any of the Grade Level Learner Expectations documents.

Performance Levels Communicate Better Than Percent Correct. Conventional report cards generally use a single letter grade and are calculated from the percent correct of various student performance measures. A single letter grade for an entire content area (e.g., math) lacks the detail needed to more fully understand student achievement. Individual learning standards communicate more information about what a student knows or his/her academic skills than a single letter grade. Moreover, the qualitative distinctions among the four performance levels in the SBRC also can communicate a student’s depth of learning in ways that are simply not possible using a percent correct or single letter-grade approach.

Performance Levels Will Be Used to Evaluate Student Learning. You and your child will receive regular feedback on schoolwork/performance (e.g., tests, quizzes, projects, or other evidence of learning). Completed work is evaluated on specific learning standards and is reported based on the SBRC performance levels. When applicable, rubrics used to evaluate work, are shared with you and your child. Written feedback or teacher comments also may be provided to acknowledge achievement as well as to offer guidance on how to improve learning and student growth. Performance levels on the SBRC standards, whether on daily schoolwork or in the SBRC report card, will provide a more complete picture of student achievement.


Summative Evaluation: A process synthesizing student performance over multiple measures (i.e., summative assessments). The SBRC focuses on student performance with regard to end of school year expectations or outcomes.

Summative Assessment: A measure of student learning given at the end of a formal learning or instructional experience (e.g., end of unit, end of trimester, end of year) that informs a summative evaluation (e.g., report card).

Rubric: A tool used to evaluate student responses or performances into qualitatively different categories. Performance level criteria provide sufficient detail so that evaluations of independent judges are both accurate and reliable. Well-designed rubrics also provide students with meaningful guidance on what is needed to reach a different performance level.

Connecting Daily Schoolwork with the SBRC Report Card. Regular and clear feedback on schoolwork from your child’s teachers will help prevent any surprises on his/her report card. Feedback on student work will include a performance level (i.e., Advanced to Beginning) on each of the learning standards for that work assignment but also may include other feedback such as written comments. Reviewing feedback is a great opportunity for your child to become more self-reflective about his/her learning and to benefit from your guided support. Seeking clarification concerning any feedback on work assignments (e.g., quizzes, tests, homework, etc.) is also an opportunity for further student learning. Providing feedback in this manner will help you and your child connect the summative assessment feedback on daily schoolwork on the SBRC.

The SBRC provides a summative evaluation of a student’s performance on specific learning standards by the end of the school year. Keeping learning standards focused on what is expected of students at the end of the school year sets universal criteria to evaluate academic performance, resulting in greater consistency in grading among teachers.

Successful Learner Traits (SLT) Scale

The Successful Learner Traits Scale shares the same performance levels used to evaluate student performance on learning standards (i.e., Beginning, Progressing, Proficient, Advanced). However, the sentence descriptions of the performance levels of the Successful Learner Traits (SLT) slightly differ due to their focus on student behavior. You and your child will receive periodic feedback on the SLT standards through teacher comments or student classroom performance (based on behavioral measures or observational records).


Catholic Faith

The entries below reflect the progression of the student’s understanding of the Catholic Faith as developed in the Religion Curriculum of the Archdiocese of Chicago. In the curriculum there are ten catechetical goals that create the framework for the curriculum. This reporting system distills the goals into five categories with basic descriptors for each category. Your child’s teacher assesses the progress he/she makes based on assessment indicators designed by the teacher and shared with students and parents.

The indicators are listed below to assist you in understanding what your child is learning about the Catholic Faith and how your child practices faith. As you read the indicators and talk to your child about his/her faith development you have ways of supporting your child’s understanding of his/her life in God. You are the first one to help your child to appreciate his/her growth in faith through your example, conversations about God, family celebration and prayer, and participation in the life of the parish and Church. The teacher is providing evidence of your child’s progress in these areas through engaging in the learning outcomes provided in the Religion Curriculum.

Archdiocese of Chicago, Office of Catholic SchoolsCreed

Demonstrates knowledge of God as loving Creator Identifying God as Creator of heaven and earth Naming God as Spirit living in me and in all of creation Naming God as Father Stating that everything belongs to God Describing faith as believing even though we cannot see God Identifying how creation is good and needs our care Identifying the universe as all of God’s creation Stating that I am created to know, love and serve God

Identifies Jesus as God’s Son Naming Jesus as Son of God and son of Mary Identifying Jesus as a special sign of God’s love

Sacred Scripture

Identifies the Bible as a book that tells us about God Describing the Bible telling stories about God and people who followed God’s ways Identifying the Bible as telling us about the life and ministry of Jesus Stating that the Bible has many books

Recounts the events and characters of the Old Testament Recounting stories about people in the Old Testament Identifying Abraham and Sarah as the first to believe in one God Recounting story of Joseph one of the twelve sons of Jacob Recounting the story of Moses was a great leader of God’s chosen people Recounting the story of David a great king of Israel Recognizing through the stories of the Old Testament that God is loving and faithful

Describes stories of Jesus from the New Testament Recognizing the story of Jesus’ birth, life, death and rising as coming from the New Testament Identifying Joseph, Mary, John and Baptist, Peter as family and friends of Jesus Recognizing Jesus as the Good Shepherd Recognizing the importance of Jesus’ death and rising


Prayer/Sacraments/Liturgy

Describes prayer as talking and listening to God Identifying many ways that we pray Showing awareness that I can tell God my thoughts and feelings anytime Describing prayer as important Stating that Jesus prayed to God his Father Stating that Jesus taught his friends how to pray

Describes God’s presence within and around us Showing awareness that God is with us all the time Identifying prayer as a way we show God our love Expressing gratitude for life

Engages in prayers of thanks, praise, asking, and sorrow Identifying how we use prayers of thanks, praise, asking, and sorrow everyday Naming prayers of thanks, praise, asking, and sorrow Identifying worship as a form of prayer

Recites prayers and participates in rituals Participating in rituals using different forms of prayer and actions Identifying and using religious objects as leading to prayer Identifying the Mass as a special prayer of the people Participating in the seasons of the Church Year as celebrations of the life of Jesus Identifying signs and symbols of the liturgical seasons Identifying Sunday as a special day of worship Using the Sign of the Cross as a form of prayer Reciting prayers of the Catholic Church: Our Father; Hail Mary; Doxology Recognizing and participating in the sign of peace at Mass and other prayer rituals Identifying objects in church that are used at Mass: altar, bread, wine, candles, ambo, tabernacle Understanding that we celebrate the lives of the saints

Catholic Church/Parish Life

Identifies the church as a special place of prayer Showing awareness that we can go to church to be with God Showing capacity to participate and respond prayerfully at Mass Naming the Church as a community of people who worship God and serve others Identifying the parish as my home in the Church Identifying the role of the pastor in the life of the parish Stating the name of the church to which my family belongs

States that we belong to the Church through Baptism Identifying the Sacrament of Baptism as the sign of belonging to God and the Church Identifying the use of water in baptizing people Identifying people in the Church who help us to learn about God

Christian Living/Mission/Dialogue


Expresses how we are loved by God and others Recognizing God’s love for the world and everyone in it Identifying the Church as a sign of God’s love for all people

Demonstrates respect for others Giving examples of how we show respect for others Exhibiting awareness that we respect those different from us

Expresses the importance of participating in mission activities Showing awareness of the community outside of family and school Respecting how people love and serve God in different ways Showing awareness that loving God means loving and being kind Participating in service activities to help others in the community or in the world

English Language Arts

English language arts include reading, writing, speaking, listening and the study of literature. In addition, students must be able to study, retain and use information from many sources. Through the study of the English language arts, students should be able to read fluently, understanding a broad range of written materials. They must be able to communicate well and listen carefully and effectively. They should develop a command of the language and demonstrate their knowledge through speaking and writing for a variety of audiences and purposes. As students progress, a structured study of literature will allow them to recognize universal themes and to compare styles and ideas across authors and eras.

IL State Board of Education

Reading Comprehension

Actively engages in group reading activities with purpose and understanding Show interest in listening to and discussing storybooks. Ask and answers questions related to the story or topic. Participate in reading of familiar text.

Shows understanding of key parts of stories and informational texts Respond appropriately to questions about the story or text.. Can identify the main topic and retell key details of story or text. Retell, dramatize, or draw pictures to portray characters, settings and events from a story. With prompting and support, can describe the relationship between illustrations and the text.

Independently interacts with books and other texts Take initiative to self-select books. Investigate picture books, nursery rhymes, fairy tales, poems, etc. Read a familiar text independently.

Language

Participates in conversations with peers and adults about kindergarten topics/texts studied Ask and answers questions related to the topic or text. Make appropriate statements related to the discussion topic. Relate topics to personal experiences.

Speaks in complete sentences, using a variety of words, word parts, and language elements Use frequently occurring nouns, verbs, adjectives, prepositions, and question words (who, what,

where, why, how).


Use prefixes and affixes e.g. re-, un-, pre-, -ly, -less. Use plural form of words, e.g. –s or –es Use correct tense of words e.g. –ed, run/ran

Listens to others and takes turns speaking Follow agreed-upon rules for discussions. Express thoughts, feelings, and ideas clearly. Maintain focus when communicating ideas. Speaks audibly.

Uses words and phrases learned through books and lessons in conversations and other daily classroom activities

Apply new vocabulary or repetitive phrases heard in stories to play or interactions. Relate personal experience to what is heard in books or classroom discussions.

Letter Knowledge

Recognizes and names all uppercase letters of the alphabet

Recognizes and names all lowercase letters of the alphabet

Writes all uppercase letters of the alphabet

Writes all lowercase letters of the alphabet

Phonological Awareness

Blends and segments beginnings and endings of one-syllable spoken words Can identify and form words by blending the initial consonant sound with the sounds that follow,

e.g., c-at, sh-op, f-ish.

Recognizes and produces rhyming words Can recognize words that rhyme when presented orally by teacher. Can generate a rhyming word in response to an oral prompt. Can orally manipulate sounds in words by omitting, adding and substituting sound to form new

words (e.g. man, can, Dan).

Isolates the beginning sound, middle vowel sound, and final sound in three-phoneme (sound) words Can identify and “sound out” the sounds of consonant-vowel-consonant (CVC) words, such as

c-a-t, t-i-n, r-e-d, m-o-p, etc.

Blends the beginning sound, middle vowel sound, and final sound in three-phoneme (sound) words

Can blend CVC sounds aloud to make new words.

Segments the beginning sound, middle vowel sound, and final sound in three-phoneme (sound) words

Can segment CVC words heard orally into separate sounds.


Print Concepts

Demonstrates understanding of the basic features of print (e.g., left to right, top to bottom, page by page) Follow words from left to right, top to bottom, and page by page. Recognize that spoken words are represented in written language by specific sequence of letters. Identify the front cover, back cover and title page of a book. Identify author’s and illustrator’s names.

Demonstrates understanding of concept of a written word Distinguish letters from words. Understand that words are separated by spaces in print. Recognize that sentences in print are made up of separate words. Understand that printed materials provide information.

Phonics and Word Recognition

Produces the primary sound of each consonant Can generate the sound when given the consonant or letter name. Recognize a series of words that have the same beginning sound (e.g. bed, bag, bun).

Knows the appropriate letter or letters of the consonant sounds and the five major vowel sounds Can name the letter or consonant after hearing the consonant sound. Can name the vowel (a, e, i, o, or u) after hearing the short vowel sound (ă, ĕ, ĭ, ŏ, ŭ).

Reads common high-frequency words by sight E.g. the, of, to, you, she, my, is, are, do, does.

Writing

Uses words, letters, drawings, or dictation to communicate Use various approaches to write a story (e.g. pictures, scribbles, and letter approximations). Use developmental spelling to construct words. Use developmental spelling to construct sentences of three or more words. Attempt to write text that is related to a picture. Experiment with different forms of writing (e.g. lists, notes, stories, and letters).

Adds drawings to writing to give additional detail Draw pictures to portray characters, settings, and events in stories.

Language Conventions

Names and understands the purpose of end punctuation. Can name and explain the function of a period, question mark and exclamation point. Experiment with basic components of writing (e.g. capital letters, punctuation and directionality).


Math

Mathematics is much more than a collection of concepts and skills; it is a way of approaching new challenges through investigating, reasoning, visualizing and problem solving with the goal of communicating the relationships observed and problems solved to others. Students reaching these goals and standards will have an understanding of how numbers are used and represented. They will be able to use basic operations (addition, subtraction, multiplication, and division) to both solve everyday problems and confront more involved calculations in algebraic and statistical settings. They will be able to read, write, visualize and talk about ways in which mathematical problems can be solved in both theoretical and practical situations. They will be able to communicate relationships in geometric and statistical settings through drawings and graphs. These skills will provide students with a solid foundation for success in the workplace, a basis for continued learning about mathematics, and a foundation for confronting problem situations arising throughout their lives.


Counting and Cardinality

Count to 100 by ones Count correctly without skipping numbers. Can count forward from any number (e.g. start at 9 and count to 15).

Counts by twos, fives, and tens to 100 Count correctly without skipping numbers

Identifies numbers 0 to 20 Identify numerals correctly and out of sequence.

Writes numbers from 0 to 20 Form numerals correctly and legibly.

Counts sets of 1 to 20 objects Counts objects correctly while pointing to each one. Counts with understanding and to answer “how many?” in sets of objects.

Understands the relationship between numbers and quantities; connects counting to cardinality Match the correct numeral to the number of objects. Make reasonable estimates of small quantities of objects

Compares two sets of objects to identify greater than, less than, or equal Demonstrate an understanding of more, less, and equal.

Operations and Algebraic Thinking

Solves simple addition problems Represent addition with objects, fingers, mental images, drawings, sounds (e.g. claps), acting our

situations, verbal explanations, expressions, or equations. Solve addition word problems by using objects or drawings to represent the problem.

Solves simple subtraction problems Represent subtraction with objects, fingers, mental images, drawings, sounds (e.g. claps), acting our

situations, verbal explanations, expressions, or equations. Solve subtraction word problems by using objects or drawings to represent the problem.


Decomposes numbers into equations (e.g., 5 = 2 + 3 and 5 = 4 + 1) Use objects, simple drawings or symbols to represent mathematical ideas (e.g. how many pieces

each child can have for snack). Solve simple math problems mentally or by using objects, drawing pictures, etc. Explore one-step addition and subtraction number sentences and word problems using objects such

as pennies, counters, etc. Break down numbers (less than or equal to 10) into pairs in more than one way by using objects or

drawings. Records each pair by drawing or equation For any number from 1 to 9, find the number that makes 10 when added to the given number (e.g. 7

+ __ = 10). Uses objects or drawings to figure out the answer (3) and record the answer with a drawing or equation.

Measurement and Data

Describes measurable attributes of objects (e.g., length, height, weight) Determine the attributes of an object that are measurable. Use words such as heavy, light, long,

short, wide, narrow, etc. Use estimation skills in solving everyday measurement problems. Measure objects using non-standard units. Select appropriate tools for measuring.

Compares data and describes differences using tables, graphs, and symbols Compare and order objects according to measurable attributes (e.g., taller/shorter; longest to

shortest). Gather data to answer a simple question. Organize, describe, and label simple data displays such as pictographs, tallies, tables and bar

graphs. Compare numerical information derived from tables and graphs. Compare information and make predictions from graphs made by the class.

Classifies objects into categories Describe common and uncommon attributes (all, some, none) in a set. Classify objects into given categories; count the number of objects in each category and sort the

categories by count. Recognize, describe, and extend patterns such as sequences of sounds, motions, shapes or simple

numeric patterns, and translate from one representation to another (e.g. red-blue-red-blue translates to snap-clap-snap-clap).

Geometry

Names the shape of two- and three-dimensional objects (e.g., circle, sphere, triangle) Identify and describe square, circle, triangle, rectangle, hexagon, cube, cones, cylinder and sphere. Correctly name shapes regardless of their orientation or overall size. Identify shapes as two-dimensional (lying “flat” in a plane) or three-dimensional (“solid”).

Describes the relative position of objects in the environment (e.g., above, below, beside, in front of, behind and next to)

Describe the position of objects in the environment using terms such as above, below, beside, in front of, behind, and next to.

Uses informal language to compare shapes (e.g. number of sides, number of corners) Analyze and compare two and three-dimensional shapes in different sizes.


Science

The aim of science education is to develop in learners a rich and full understanding of the inquiry process; the key concepts and principles of life sciences, physical science, and earth and space sciences; and issues of science, technology, and society in historical and contemporary contexts. The learning standards for science are organized by goals that inform one another and depend upon one another for meaning. Expectations for learners related to the inquiry process are presented in standards addressing the doing of science and elements of technological design. Unifying concepts connect scientific understanding and process and are embedded in standards spanning life science, physical science, and earth and space science. The importance of this knowledge and its application is conveyed in standards describing the conventions and nature of the scientific enterprise and the interplay among science, technology and society in past, present and future contexts.


Scientific Inquiry

Uses the senses, simple tools, and equipment to explore and observe materials and natural phenomena

Inspect an object and comment on its features (e.g. a bird’s nest, a chrysalis, a plant). Investigate phenomena observed, such as plants growing or change of seasons.

Collects, describes, compares, and records information Observe various processes and hypothesize answers to “why” and “what” questions. Formulate questions about what is observed. Record scientific changes. Become more accurate and precise when recording observations (e.g. counting the number of

ridges on a shell).

Technology

Becomes familiar with the use of devices incorporating technology Identify technology (e.g. remote control, computer, microwave). Use technology to problem-solve (e.g. use the computer to look up information).

Life Science

Shows an awareness of changes that occur in themselves and their environment Describe changes in nature throughout the year.

Describes and compares basic needs of living things Investigate and categorize living things in the environment. Compare the needs of a variety of living things. Sort a collection into two categories: living things and non-living things.

Physical Science

Identifies, describes, and compares properties of objects (size, shape, color) Describe similarities and differences among objects.

Describes the effects of forces in nature Explore simple forces around us (e.g. wind, gravity, and magnetism).


Explores and describes solids, liquids, and gases Describe properties of solids, liquids, and gases Classify objects into categories of solids, liquids, and gases Give examples of solids, liquids, and gases

Earth Science

Identifies, observes, and describes changes associated with night/day Compare the characteristics of night and day and what people do during the day and night. Identify different nocturnal and diurnal animals.

Identifies, observes, and describes changes associated with seasons using common weather-related vocabulary Name the four seasons and realize they form a pattern. Talk about the weather being colder in winter than in summer or describe daily weather

conditions appropriately in conversation.

Applying Concepts

Begins to understand ways to reduce, reuse and recycle materials Participate in recycling. Separate paper, plastic, and cans for trash collection.

Social Studies

The study of social science helps people develop the ability to make informed and reasoned decisions for the public good as citizens of a culturally diverse, democratic society in an interdependent world. Students who achieve the standards for social science will have a broad understanding of political and economic systems. They will better understand events, trends, personalities and movements in local, state, national and world history. They will know local, state, national and world geography. They also will grasp how the concepts of social science can help interpret human actions and prepare them for careers and lifelong learning.


Government

Demonstrates beginning awareness of city/town, state and country Student can name city, state and country in which they live. Student can identify the American flag.

Shows beginning understanding of what it means to be a leader Take responsibility for classroom jobs. Describe the work involved for a particular job (e.g. person in charge of snack puts out one

napkin & cup at each place; doctor sees sick people and gives them medicine, etc.).

Economics


Describes some people’s jobs and what is required to perform them Identify community workers and the services they provide. Describe jobs that parents or grandparents do. Discuss what kind of job student would like to have when they grow up.

Begins to understand the use of trade or money to obtain goods and services Identify coins and paper money. Know that money is necessary to purchase goods or obtain services Begins to trade toys, food or other items with peers

History

Shows some awareness of time and how the past influences people’s lives Recognize national figures that have made changes to our country (e.g. Martin L. King Jr. and

Abraham Lincoln). Become aware of local and national holidays and why we celebrate them.

Recalls information about the immediate past Draw and write in a journal about something that happened at school or home.

Geography

Locates objects and places in familiar environments Build a familiar street with blocks and position homes and buildings in proper order. Follow a picture map or clues to a “treasure” that is hidden in the classroom.

Begins to develop an awareness of ways people depend on and interact with the environment (fishing, farming, and industry)

Talk about farmers growing wheat needed to make bread or tires for cars being made at a local factory.

Culture

Identify similarities and differences in people’s characteristics, habits and living patterns. Explore physical similarities and differences (e.g. everyone has hair, but it comes in different

colors, textures, and lengths).

Understands that each of us belongs to a family and recognizes that families vary. Look at classmates’ family photos and discuss the variety of family structures.


World Language

The benefits of effective foreign language study focus on the role of the individual in a multilingual, global society. No longer do Americans live in isolation; instead, there is an ever-changing, interdependent world in which diverse cultural and linguistic groups converge. "To study another language and culture gives one the powerful key to successful communication: knowing how, when, and why to say what to whom.” (National Standards for Foreign Language Learning)


Demonstrates awareness of different languages, manners, and customs of various societies Listen to stories and sing songs that represent diverse cultures. Learn basic words in other languages. Share stories, family celebrations and customs of other children in classroom through photos,

toys, language, artifacts and food. Parents participate by visiting the classroom to share their family stories.

Fine Arts

Young children "respond to gestures and movement before they react to the spoken word. They understand and explore sound before they learn to speak. They draw pictures before they form letters. They dance and act out stories before they learn to read" (Fowler, 1984). The fine arts—dance, drama, music, and visual arts—are fundamental ways of knowing and thinking. In addition to their intrinsic value, the arts contribute to children's development. Because the arts are both universal and culturally specific, they are a powerful means of increasing international and intercultural awareness. Through the arts, students gain a greater understanding of their own cultural heritage, as well as a sense of the larger world community.


Dance/Drama/Music/Visual Arts

Participates in creative arts activities Participate in a group movement experience. Plan or join with others in dramatizing a book or retelling of a classroom event. Pantomime the actions of a leaf falling, a ball bouncing or a bird flying

Uses a variety of materials to explore and express ideas Try a variety of expressive media (e.g. markers, brush and finger painting, printing, collage, play

dough, and clay). Use musical instruments that are in the classroom or common objects to make a variety of sounds. Construct a sculpture from wood pieces, fabric, or foil. Make up a skit about something studied or visited, such as a circus or trip to the zoo. Draw or paint the way they are feeling.

Physical Development and Health


Comprehensive physical development and health programs offer great potential for enhancing the capacity of students' minds and bodies. Extensive research connects the ability to learn to good health. Healthy minds and bodies are basic to academic success and, in later life, enhance the ability to contribute to a productive work environment. The benefits of comprehensive health and physical education include: promoting a healthy generation of students who are able to achieve their highest potential; reversing the trend of deteriorating health and physical fitness among youth; and helping to lower the cost of health care in the United States.

The goals and standards for physical development and health foster workplace skills, including identifying short- and long-term goals, utilizing technology, following directions, and working cooperatively with others. Problem solving, communication, responsible decision making, and team-building skills are major emphases as well.

IL State Board of EducationPhysical Competency

Engages in active play using gross motor skills Use large muscles of the body to walk, balance, run, hop, jump, skip, gallop, climb, catch, throw,

bounce a ball, and pedal a tricycle.

Engages in active play using fine motor skills Use small muscles of the body to build with blocks, scoop & pour sand/water, draw or paint on

paper, cut on straight and curved lines with scissors, write or trace with a pencil on lined paper, color with crayons or markers within borders, string beads, put complex puzzles together, sculpt with clay or play dough, button, zip, and tie laces.

Uses writing and drawing tools with control Use a pencil to correctly form letters, numbers or symbols. Use paint or other media to create a picture. Cut out pictures; cut paper into shapes.

Coordinates movements to perform complex tasks Walk, jump, gallop or run in rhythm to simple tunes and music patterns. Build complex structures with blocks (e.g. tall buildings, bridges, fire station).

Safety

Shows understanding and follows simple safety rules and procedures Discuss and apply safety rules Develop responsibility for safe movement practices. Understand the differences between personal space and general space.

Health & Fitness

Understands the importance of physical fitness Participate in health-related fitness activities. Discuss the benefits of physical activity. Discuss choices that impact wellness.


Participates in simple practices that promote healthy living, safety, and prevent illness Describe how germs can cause illness Describe ways to prevent common illnesses (e.g. cover the mouth or nose when sneezing or

coughing, washing hands). Discuss how to react in dangerous situations; when and when not to call 911. Discuss who strangers are and why and when one should be cautious around them. Define ‘good touch’ and ‘bad touch’.

Begins an awareness of environmental health risks Understand the need for wearing appropriate weather-related clothing. Understand the need for preventative measures such as wearing sunscreen, using insect

repellent, etc. Be aware of what pollution is.

Performs self-care tasks Use bathroom independently. Wash hands at appropriate times. Clean up after one self.

Growth and Development

Identifies examples of good nutrition Recognize that food (nutrition) is needed for growth and development. Distinguish between healthy and unhealthy snacks. Recognize the importance of eating breakfast.

Explores choices that can affect health (e.g., brushing teeth, washing hands) Discuss the value of practicing good health habits such as sleep, nutrition and exercise. List good personal hygiene practices. Recognize safety hazards at home or at school that affect health. Give examples and consequences for good and poor health choices.


These standards describe the content and skills for students’ social and emotional learning. Following are the three important goals that address these standards:Goal 1: Develop self-awareness and self-management skills to achieve school and life success.Goal 2: Use social-awareness and interpersonal skills to establish and maintain positive relationships.Goal 3: Demonstrate decision-making skills and responsible behaviors in personal, school, and community contexts.


Classroom routines

Understands and follows classroom conventions for such things as changing from one activity to another, getting ready for or finishing up specific classroom activities, and following the classroom schedule


Interactions with other childrenParticipates cooperatively in structured activities, in learning centers, and in play with other children in the classroom

IndependenceParticipates in classroom activities and performs tasks with increasing independence

Problem solvingUses various problem-solving strategies such as asking for help, seeking missing materials, or negotiating a compromise/agreement with another child

MotivationPersists at a task even if it is a little difficult, has a variety of interests, and shows enjoyment for most classroom activities

Emotional regulationManages feelings such as anger, sadness, frustration, pride enthusiasm, envy, or joy appropriately


Documents

Kindergarten Grade Level Expectations K Expectatio… · Web viewThis document has been developed to help parents better understand their child’s report card and grade-level learning