Gr K Report Card Family Guide

In SFUSD, we focus on four areas of Social-Emotional Development: Social Awareness, Self-Management, Growth Mindset, and Self-Efficacy.

How Are Social-Emotional Skills Developed? 

Social-emotional development is facilitated by strong, supportive and sustained relationships with adults and peers. Each child has their own unique strengths and develops social emotional skills over time with support from their family, peers, teacher, and community. 

Additional Resources for Families

Toolkits for parents for each age level can be found in English and Spanish at: parenttoolkit.com

In Kindergarten, students will see connections between reading, writing and language.  In reading, they will retell stories, ask and answer questions, describe the relationship between the words and illustrations and compare character adventures in different stories with support. Kindergarteners write their own stories, opinion pieces and informative pieces through illustration, dictation and writing. They understand and follow one and two step directions.

Kindergarteners will:

Throughout the year, learners in Language Arts in Grades PreK-12 are immersed in following genres/topics throughout the year:

Being prepared for the 21st-century workforce requires being able to do more than simply compute or carry out procedures, and the Common Core State Standards provide a framework for broadening what it means to do and learn math. Children need conceptual understanding as well as procedural fluency, and they need to know how, why, and when to apply this knowledge to answer questions and solve problems. They need to be able to reason mathematically and communicate their reasoning effectively to others. Therefore, the way your child learns about math may look different from the way math has been taught previously. 

Kindergarten math focuses most heavily on two critical content areas: 

1. Representing and comparing whole numbers, initially with sets of objects.
   1. Knowing number names and the count sequence. 
   2. Counting to tell the number of objects. 
   3. Comparing numbers.
   4. Understanding addition as putting together and adding to, and understanding subtraction as taking apart and taking from.
   5. Working with the numbers 11–19 to gain foundations for place value.
2. Describe shapes and spatial relationships.
   1. Identifying and describing shapes.
   2. Analyzing, comparing, creating, and composing shapes.

What Can Families Do To Support Children?

General Math Support

• Ask questions to support your child with their homework:
  • What do you already know about this problem?
  • Can you draw a picture of what is happening?
  • Does this remind you of a problem you have seen before?
• Show that you have a growth mindset about math: Even if you struggle with math, you can show your child that you are excited to learn about what they are doing.

Kindergarten Math Support

• Each time your child begins a new Math Unit, read the Kindergarten Family Letter for that unit to become familiar with the math concepts being introduced and what you can do to help. Letters are in your child’s homework and can also be found in multiple languages at sfusdmath.org/family-letters
• Make math fun and engaging for your child. For example, notice a number in the world around you. Wait for your child to notice the same number that you do, turning it into a guessing game.

Additional Resources for Families

• SFUSD’s Math Website includes helpful resources for family and community members in multiple languages: sfusdmath.org 
• Common Core State Standards for mathematics: corestandards.org/math; in Spanish: commoncore-espanol.sdcoe.net 
• Parent guides by grade level in English and Spanish: commoncoreworks.org
• Helping your child learn mathematics, including activities from preschool to Grade 5: www2.ed.gov/parents/academic/help/math

In Kindergarten, students will explore their school and the people around them. They will explore their identity and place in their community. They will place themselves and people within time and learn about past, present and future

Kindergarteners will:

• Locate and describe school locations and identify school helpers and their jobs
• Explain how rules help us learn and co-create classroom rules
• Discuss and collaboratively define identity, teamwork and community
• Identify how we are the same and different from each other
• Describe ways that we can help our community through teamwork
• Explain what past, present and future mean and make a simple timeline
• Explain patterns of time in nature (e.g., night/day, seasons)
• Explain how time can be described using days, weeks and months
• Use what people have learned in the past to make a plan for the future
• Share ideas with classmates and explain our thinking 

This is an exciting time in science education as we transition to the new Next Generation Science Standards (NGSS)! One of the changes that comes with the NGSS is a greater focus on Science and Engineering Practices: what real scientists and engineers do as a part of their work. Emphasis on practices, rather than solely on memorizing scientific facts, better prepares students for future opportunities within the fields of science and engineering, and allows all students to become more scientifically literate citizens who can think critically about issues that matter, from healthcare to the environment.  

The four practices included on the report card are: Asking Questions, Developing and Using Models, Planning and Conducting Investigations, and Designing Solutions. In Kindergarten, students are expected to:

• Ask questions based on observations to find more information about the natural and human-made world
• With guidance, plan and conduct an investigation in collaboration with peers
• Distinguish between a scientific model and an actual object, process, or event; compare and contrast scientific models
• Design or build a device that solves a specific problem

What Can Families Do To Support Children?

• Check with your child's teacher about volunteering for hands-on science in the classroom or science related field trips.
• Get outside together, taking time to notice, appreciate, and wonder about surroundings.
• Engage in science practices at home:
  • Ask open-ended questions: Take time to encourage thoughtful answers. “Tell me about what you built, made, created.” “What do you think caused it to change?” “Can you think of a different way to do it?” “Can you describe what happened?”
  • Observe Carefully: Notice small details. “What shapes do you see in that spider web?” “Does this bread feel different from that one?”
  • Predict and Test: Experiment with ideas about how the world works. “How long will an ice cube last sitting on the counter?” “Will it melt faster on another surface?”
  • Investigate: Encourage your child to take things apart! Flowers, old toys, clocks, and household appliances are great lessons— and don’t worry about putting them back together!
  • Explain and Model: Encourage students to model their understanding of the way things work through drawings, writing, and conversation.  Don’t worry about if they are right or wrong, it’s the process of explaining that’s important!

Additional Resources for Families

• More information regarding the NGSS: nsta.org/parents  
• More great science resources for supporting your child with science: sfusd.edu/science

Physical Education is a content area in which your student will participate in a variety of activities focusing on Motor Skills, Movement Patterns, Physical Fitness, Goal Setting, Healthy Lifestyle Choices, as well as Positive Social Interactions.  Students will be graded on Motor Skills/Movement Patterns based on CA State Physical Education Content Standards.  Physical Education is a comprehensive instructional program, which differs from recess, free play, recreational sports, and athletics.  PE Specialists and Classroom Teachers work in collaboration to provide high quality instruction and meet the mandated minutes required by California State law.   Kindergarten through 5th grade will receive no less than 100 minutes of Physical Education class time every week.  Ultimately, our vision is students become confident, active, and healthy lifelong movers. 

What Can Parents/Guardians Do To Support Children?

“As an adult, you make a big difference in what children think and do. Children look up to you as a role model. If you eat right and are physically active, you have a good chance of helping children make those choices, too.” 

— National Institutes of Health

Additional Resources for Families

• SFUSD Physical Education  sfusd.edu/departments/pe-physical-education-physical-activity
• San Francisco Recreation & Parks sfrecpark.org
• SF Sunday Streets sundaystreetssf.com
• Let's Move! Get Active! letsmove.obamawhitehouse.archives.gov/get-active
• Choose MyPlate USDA choosemyplate.gov/resources/physical-activity
• SF Department of Public Health www.sfdph.org 
• Active San Francisco active.com/san-francisco-ca/running/5k

As Ruth Asawa, San Francisco artist and pioneer arts educator said, “just as athletes need to exercise every day, children need to make art every day.” The SFUSD's Arts Equity Plan is the blueprint for integrating the arts into each student’s daily curriculum. Parents are welcome to review the entire plan at sfusd.edu/arts for details about the shared responsibility of classroom teachers, VAPA teachers, and school communities, so arts are an integral part of the academic day. The VAPA Department is guided by the principle that all students must have both access and equity in arts education. 

What is my child learning? 

Students in all grades are taught according to the Visual and Performing Arts Standards for California Public Schools adopted by the California State Board of Education. These standards are grouped according to:

1. Artistic Perception: how do students process, analyze, and respond through use of language and skills to dance, music, theater, and visual art
2. Creative Expression: students create and apply skills to their own art 
3. Historical/Cultural Context: students learn and respond to cultural and human diversity
4. Aesthetic Valuing: students apply processes and skills to analyze art forms
5. Connections and Relationships: students connect and apply what is learned to other academic subjects and real life 

What can Families do to support children?

• Encourage your child to sing, play music, dance, draw, paint, and play imaginary games with friends, siblings, or by themselves
• Take your children to art exhibits at school, in museums, online, and more
• Talk to your children about visual and performing arts they experience and give them plenty of silent time to ponder:

What’s going on in this picture? 

What’s going on in this performance?

What do you see that makes you say that?

What more can we/you find? 

(Source: Visual Thinking Strategies)

• Make sure your children participate in performances and arts-related programs.
• Join your school’s ARTS committee and provide support with field trips and other arts-related activities
• Talk to your child’s regular classroom teacher and share what their interests are at home.

Additional Resources for Families: 

The San Francisco community includes a large number of arts opportunities including many with arts providers for children. Visit sfusd.edu/arts for an extensive list of these arts providers with links to their program descriptions. 

The English Language Development (ELD) Section on the report card is only completed for students who are English Learners (ELs). The ELD section includes statements from the California English Language Development Standards, which describe key skills and knowledge needed by students learning English.

The California ELD Standards describe a continuum of increasing language proficiency. Emerging students typically progress quickly, and are learning English for their immediate needs. At the Expanding level, students are challenged to increase their English skills in more contexts, and apply their language skills to more sophisticated settings. The highest level, Bridging, describes students who read, comprehend and write texts in English. The “bridge” describes the transition to full engagement in grade-level academic tasks and activities.

What Can Families Do to Support Children?

• Take children on outings, such as programs at public libraries and rec centers, where they can interact with English-speaking children 
• Actively encourage children’s friendships with English-speaking children
• Borrow books from local public library SFPL Location

Additional Resources for Families

Free online resources: textproject.org/classroom-materials/students

Summative English Language Proficiency Assessments for California (ELPAC)

What is reported on the Report Card? 

There are four performance levels that a student can achieve on the Summative ELPAC. These levels are 1, 2, 3, or 4, with four being the highest. The report of results for each student gives the oral language score (a combination of listening and speaking scores), and the written language score (a combination of reading and writing) and the overall score (a combination of the oral and written scores). 

What is Summative ELPAC? 

California law requires that school districts administer an English proficiency test annually to students who are English learners. This test is called the English Language Proficiency Assessments for California (ELPAC). The Summative ELPAC is taken each spring. 

What is the purpose of the Summative ELPAC?

• Assess English Language Development in English learners in transitional kindergarten through grade twelve
• Check their progress in learning English each year

What does the Summative ELPAC cover? 

The Summative ELPAC covers listening, speaking, reading, and writing for all grades tested. The Summative ELPAC is based on California English language development standards, adopted by the State Board of Education.

When do families receive the results? 

For the spring administration of the Summative ELPAC, results are mailed to families each Fall. As a result, report cards display Summative ELPAC scores from the previous school year. 

For students new to California, Initial ELPAC is administered in fall to initially place students into English Language Development (ELD) classes. The initial results are given to parents in fall and these students will also be assessed in spring with the Summative ELPAC.

Additional Resources for Families

More information can be found on the CA Department of Education ELPAC Resource page at cde.ca.gov/ta/tg/ep 

For information about reclassification, go to sfusd.edu/learning/english-language-learners/reclassification