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HEALTH, WELL-BEING, AND MOTOR Predict story outcomes Tells the months of the year

Q1 Q2 Q3 Q4 Discriminates objects/pictures as same and different,


DEVELOPMENT Distinguishes the time of day and tells time by the hour
Demonstrates health habits that keep one clean and identifies missing parts of objects/pictures, and identifies
which objects do not belong to the group (using analog clock)
sanitary
Speaking Rote counts up to 20 (The child can count up to:
Demonstrates behaviors that promote personal safety
Uses proper expressions in and polite greetings in 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20)
Demonstrates locomotor skills such as walking, running,
skipping, jumping, climbing correctly during play, dance appropriate situations Counts objects up to 10 (The child can count up to:
or exercise activities Talks about details of objects, people, etc. using 1 2 3 4 5 6 7 8 9 10)
Demonstrates non-locomotor skills such as pushing, appropriate speaking vocabulary Recognize numerals up to 10 (The child can recognize
pulling, turning, swaying, bending, throwing, catching, Participates actively in class activities (e.g., reciting numerals up to: 1 2 3 4 5 6 7 8 9 10)
and kicking correctly during play, dance or exercise poems, rhymes, etc.) and discussions by responding to Writes numerals up 10 (The child can write numerals up
activities questions accordingly to: 1 2 3 4 5 6 7 8 9 10)
Demonstrates fine motor skills needed for self-care / self- Asks simple questions(who, what, where, when, why) Sequences numbers
help such as toothbrushing, buttoning, screwing and Gives 1 to 2 step directions Identify the placement of objects (e.g. 1st, 2nd, 3rd, etc)
unscrewing lids, using spoon and fork correctly, etc. Retells simple stories or narrates personal experiences in a given set
Demonstrates fine motor skills needed for creative self- Reading Solves simple addition problems
expression / art activities, such as tearing, cutting, Identifies sounds of letters (using the alphabet of the
pasting, copying, drawing, coloring, molding, painting, Solves simple subtractions problems
Mother Tongue) (The child can identify the following
lacing,etc. letter sounds: /a/ /b/ /c/ /d/ /e/ /f/ /g/ /h/ /i/ /j/ /k/ /l/ /m/ /n/ Groups sets of concrete objects of equal quantities up to
Traces, copies, or writes letters and numerals // /ng/ /o/ /p/ /q/ /r/ /s/ /t/ /u/ /v/ /w/ /x/ /y/ /z/) 10 (i.e., beginning multiplication)
Names uppercase and lower case letters (using the Separates sets of concrete objects of equal quantities up
alphabet of the Mother Tongue) (The child can name the to 10 (i.e., beginning division)
SOCIOEMOTIONAL DEVELOPMENT Q1 Q2 Q3 Q4 following uppercase and lower case letters: Measures length, capacity, and mass of objects using
States personal information (name, gender, age, A B C D E F G H I J K L M N NG O P Q R S T U V W nonstandard measuring tools
birthday) X Y Z / a b c d e f g h i j k l m n ng o p q r s t u v w x y z Recognizes coins and bills (up to PHP 20)
Expresses personal interests and needs Matches uppercase and lower case letters (using the The child can recognize the following coins and bills:
Demonstrates readiness in trying out new experiences, alphabet of the Mother Tongue) 5 centavos 10 centavos 25 centavos 1 peso
and self-confidence in doing tasks independently Identifies beginning sound of a given word 5 pesos 10 pesos 20 pesos
Expresses feelings in appropriate ways and in different Distinguishes words that rhyme
situations Counts syllables in a given word
Follows school rules willingly and executes school tasks Identifies parts of the book (front and back, title, author, UNDERSTANDING THE PHYSICAL AND
illustrator, etc.) Q1 Q2 Q3 Q4
and routines well NATURAL ENVIRONMENT
Recognizes different emotions, acknowledges the Shows interest in reading by browsing through books, Identifies body parts and their functions
feelings of others, and shows willingness to help predicting what the story is all about and demonstrating Records observations and data with pictures, numbers
Shows respect in dealing with peers and adults proper book handling behavior (e.g., flip pages and/or symbols
Identifies members of ones family sequentially, browses from left to right, etc.) Identifies parts of plant and animals
Interprets information from simple pictographs, maps, Classifies animals according to shared characteristics
Identifies people and places in the school and community and other environmental print Describes the basic needs and ways to care for plants,
Writing animals and the environment
LANGUAGE, LITERACY, AND Writes ones given name Identify different kinds of weather
Q1 Q2 Q3 Q4 Writes lower case and upper case letters
COMMUNICATION Express simple ideas through symbols (e.g., drawings,
Listening and Viewing invented spelling) RATING INDICATORS
Distinguishes between elements of sounds e.g. pitch Rarely demonstrates the expected competency
(low and high), volume (loud and soft) Beginning Rarely participates in class activities and/or initiates independent
Listens attentively to stories/poems/songs MATHEMATICS Q1 Q2 Q3 Q4 works
(B)
Recalls details from stories/poems/songs listened to Identifies colors Shows interest in doing tasks but needs close supervision
Identifies shapes Sometimes demonstrates the competency
Relate story events to personal experiences Developing
Sorts objects according to shape, size, and/or color Sometimes participates, minimal supervision
Sequence events from a story listened to (D)
Compares and arrange objects according to a specific Progresses continuously in doing assigned tasks
Infer character traits and feelings
attribute (e.g., size, length, quantity, or duration) Always demonstrates the expected competency
Identify simple cause-and-effect and problem-solution Consistent
Recognizes and extends patterns Always participates in the different activities, works independently
relationship of events in a story listened to or in a familiar
Tells the names of days in a week (C) Always performs tasks, advanced in some aspects
situation
TEACHERS COMMENTS / REMARKS ATTENDANCE RECORD Republic of the Philippines
Department of Education
KINDERGARTEN Q1 Q2 Q3 Q4 Region:
FIRST QUARTER (Weeks 1 10) Division:
______________________________________
Days Present
______________________________________ District:
______________________________________ School:
Days Absent
______________________________________ S.Y.
Days Tardy
____________________________
Parent or Guardians Signature
Days Incomplete KINDERGARTEN
SECOND QUARTER ( Weeks 11 20)
This is to certify that of
PROGRESS
(PROGRESS REPORT CARD)
______________________________________
______________________________________ has developed the general
______________________________________ competencies based on the Kindergarten Curriculum Guide. ORT CAR
______________________________________

____________________________ D
Parent or Guardians Signature Teachers Signature
Date:

THIRD QUARTER ( Weeks 21 30) LRN: -


______________________________________
______________________________________ School Heads Signature
Name: ____________________________________________
______________________________________ Date:
______________________________________ Grade Level: KINDERGARTEN Section: __________
Date of Birth: ___________________ Sex: _____________
____________________________
Parent or Guardians Signature Age of Child at the Beginning of the SY: Years___ Months___
CERTIFICATE OF TRANSFER Age of Child at the End of the SY: Years___ Months___
Teacher: __________________________________________
FOURTH QUARTER ( Weeks 31 40) Eligible for admission to Grade
______________________________________ Dear Parents:
______________________________________ CANCELLATION OF ELIGIBILITY TO TRANSFER The purpose of this progress report is to inform you
______________________________________ about your childs learning achievement based on the
Admitted in Date Kindergarten Curriculum Guide. This reflects a summary of
______________________________________ your childs learning performance. It identifies your childs
levels of progress in different domains od development
____________________________ (not necessarily academic) every ten (10) weeks or
Parent or Guardians Signature School Head quarter so that we know if additional time and follow-up
are needed to make your child achieve the
competencies expected of a five (5) year old. (Melon)