Report Card Info |
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First Nine Weeks Report Card Skills (ideas to help you practice these skills at home are in italics)
Second Nine Weeks Report Card Skills (ideas to help you practice these skills at home are in italics)
Third Nine Weeks Report Card Skills (ideas to help you practice these skills at home are in italics)
Fourth Nine Weeks Report Card (ideas to help you practice these skills at home are in italics) Reading - Uses illustrations to preview text, make predictions and to discuss main ideas.( Before reading a bedtime story, ask your child to look at the cover and predict what the story is going to be about.) - Sequences events in a story (e.g. using books, videos, films) (After reading a story, ask your child what happened first, next, last.) - Recites poems, chants and songs. (Be sure your child learns the poem of the week every week.) - Names all uppercase letters. (Use flashcards to play a speed game or have the student see if they can beat you in naming letters.) - Names all lowercase letters. (Same as above.) - Builds vocabulary by participating in whole-class shared reading and discussions. (Reading a nightly bedtime story will add to your child's vocabulary.) - Follows simple two-step oral directions to develop listening skills. (Give your child two-step directions and see if they can follow them. e.g.- Put on your coat and get your bag.)
- Demonstrates knowledge of concepts of print by identifying the front and back cover of a book, turning pages appropriately, and tracking print with finger, beginning on the top left and return sweeping at the end of each line. (Have your child read his/her reading group book to you each night.)
- Recognizes and produces rhyming words. (Ask your child if two words rhyme or not. Read Dr. Suess books and pick out the rhyming words.)
- Uses sound stretching of one syllable words to identify each phoneme or sound ( cat, /c/ /a/ /t/). (Give your child some words, such as bat, pig, mom, wet, and sun and ask them to stretch them.)
- Uses sound blending of each separately spoken phoneme or sound to make meaningful words (/m/ /o/ /m/, mom). (Give your child some sounds and ask them to guess the word, for example /d/ /o/ /g/, /g/ /e/ /t/, /n/ /a/ /p/.)
- Recognizes words that have the same beginning sounds. (Give your child three words, ask them which two start with the same sound.)
- Produces letter sounds in correspondence with appropriate letters.
(Using flash cards, have your child tell you the sound the letter makes instead of what the letter is.)
- Develops and maintains a motivation to read by actively participating and progressing in small reading groups.
- Recognizes words that have the same ending sounds. (ask your child to listen to three words, and tell you which two words start with the same sound; ex. cat, wet, van)
- Uses letter-sound matches to decode simple words. (have your child practice reading words such as the following by making the sounds for each letter, and then putting those sounds together: ex. dog, cat, jet)
- Reads 25 of the 100 most frequent sight words with ease (Have you been doing your rainbow words!)
- Reads simple text containing familiar letter-sound correspondences and high frequency words. (Be sure to let your child read their take-home book to you every night!)
- Understands words are made up of one or more syllables. (Practice clapping the parts of a word, ex.- butt-er-fly)
- Shows evidence of reading comprehension when listening and reading independently. (As you read with your child each night, ask him/her questions about what is happening in the story. When the story is finished, ask them what happened in the story.) Language - Spells own first name, both orally and written. (Have your child practice writing his/her name and spelling it aloud to you.) - Communicates effectively by using correct grammatical construction, complete and coherent sentences, correct verbs and verb tenses and appropriate word order when speaking or asking questions. (Always correct your child when they speak incorrectly. Baby talk is no longer cute.)
- Recognizes the need for capitalization at the beginning of the sentences. (Use the take-home books to find capitals and ask why they have a capital letter there.)
- Spells own last name, both orally and written.
- Recognizes the need for punctuation marks at the end of statements and questions. (Look for these in the books you read. Ask your child why it is there?)
- Spells simple consonant-vowel-consonent words using phonetic knowledge, sounds of alphabet and knowledge of the letter names. (Practice spelling words such as: cat, mop, jet, pig, etc.) Handwriting - Traces letters and words correctly. - Uses appropriate capitalization when writing names. - Forms legible upper and lower case letters using a model. - Writes on a page using correct directionality (left to right and top to bottom). - Writes letters legibly, without using a model. - Writes numbers legibly, without using a model. - Writes words legibly, without using a model. Math - Recognizes, names and creates shapes when shown in various positions. (Look for shapes around town and around your house. Point them out and ask your child to name them. Practice drawing circles, triangles, rectangles, and squares.) - Combines two-dimensional shapes to make pictures. - Sorts objects by color, size, shape and kind. (Sort things around the house like toys, laundry and dishes.) - Uses directional terms in a variety of situations. (Play a game where your child puts his/her favorite toy in different positions e.g. under, over, beside, between, on top, on bottom, left, and right.) - Creates and describes a simple repeating pattern with repeating three parts.(Make patterns with household items e.g. silverware, colored cereal pieces.) - Recognizes numbers 0-20. (Use flashcards and play games like you would with letters.) - Counts sets of objects to 20. (Count items around the house- e.g. food on your plate.) - Orders numbers 0 to 20. (Use flashcards to put numbers in order.) - Counts backwards from 10 to 1. (Practice while driving in car.)
- Matches numbers to quantities up to 20. (Practice counting objects and then use number flash cards to select the number that shows how many you have.)
- Identifies the postition of a whole number up to 20 on a number line. (Have student put number cards in order. Take a number away and ask them what is missing.)
- Uses a ten-frame to represent quantities 0-20.
- Determines whether a figure is divided into halves.
- Recognizes similarites and differences between three-dimensional shapes.
- Recognizes equivalent sets.
- Represents and compares data using a simple graph.
- Uses words to describe time (e.g. day, night, morning, evening, afternoon, yesterday). (Make a point of using these in conversation with your child and having him/her use them.)
- Recognizes the calendar as a way to measure time and days.
- Applies the language of ordinal numbers from first to tenth.
- Count by ones to 50. (Count in the car on the way to school or dinner.)
- Count by tens to 50. (Same as above.)
- Writes numbers to 20, without a model.
- Tells time to the hour. (Let them use an old clock or watch to practice.)
- Names and identifies coins and their values. (Give them a small handful of various pennies, nickels, dimes and quarters. Tell them they can keep the ones that they can identify by name and value for their piggy banks.)
- Uses words to describe temperature (e.g. hot, cold, warm and cool) (Warm and cool are the hardest for them. Think fall=cool, spring=warm)
- Recognizes thermometer as a way to measure temperature.
- Demonstrates an understanding of the concept of length by measuring and estimating length using a variety of non-standard units. (Use paper clips, hands and feet to estimate and measure objects around the house.)
- Compares length, weight, and capacity of two objects. (Take out two objects such as pencil/crayon, small picture frame/large picture frame, and small bag/large bag. Ask your child the appropriate corresponding questions: Which is longer/shorter? Which is heavier/lighter? Which holds more/less?)
- Explains the reasonableness of a solution as likely or unlikely. (Ask is it going to rain today? Likely or unlikely? Why?)
- Uses mathematical terms less than, more than or equal to express the relationship between two numbers less than 20. - Uses pictures, objects, ten-frames or number lines to show one more than or one less than any number to 20. - Solves simple verbal story problems involving numbers 0-10, using a variety of strategies (e.g. manipulatives, pictures, etc.) - Reads and explains simple addition and subtraction problems written symbolically. - Solves simple addition and subtraction problems with numbers 0-5, using manipulatives and pictures. |