HEALTH, WELL-BEING AND MOTOR Discriminates objects/pictures as same and different, Tells the months of the year.

DEVELOPMENT Q1 Q2 Q3 Q4 Distinguishes the time of day and tells time by the

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

_______________________________________________ Days Present ____________ARINGAY______________

_______________________________________________ (District)
_______________________________________________
_______________________________________________ Days Absent IMMALOG ELEMENTARY SCHOOL
(School)
______________________________ Days Tardy
Parent or Guardian’s Signature KINDERGARTEN
Days Incomplete PROGRESS REPORT CARD
SECOND QUARTER (Weeks 11-20)

_______________________________________________ LRN: 1 0 0 8 9 1 8 0 0 8 5
This is to certify that________________________________ of
_______________________________________________ 26
_______________________________________________ ARINGAY CENTRAL ELEMENTARY SCHOOL has developed Name : _____ 2
_______________________________________________ The general competencies based on the Kindergarten Curriculum
Guide.
Sex: MALE ________________
______________________________
Parent or Guardian’s Signature Section: DAISY_ _ _____ __________ _ __ __
MARIA CECILIA T. SALTAT
THIRD QUARTER (Weeks 21-30) Adviser
Age of Child at the Beginning of the SY:
_______________________________________________ Date: _______________________________ Years ___ _Months _ _ _ __
_______________________________________________
_______________________________________________
PRECIOSA GLORIA B. MERCADO Age of Child at the End of the SY:
_______________________________________________
Principal
Years _________Months _________
______________________________
Date: __________________________________
Parent or Guardian’s Signature

FOURTH QUARTER (Weeks 31-40) Eligible for admission to Grade _____________________________________

Dear Parents,
____________________________________________________________________
The purpose of this progress report is to inform you about
_______________________________________________ your child's learning achievement based on the
_______________________________________________ Kindergarten Curriculum Guide. This reflects a summary of
_______________________________________________ CANCELLATION OF ELIGIBILITY TO TRANSFER
your child’s learning performance. It identifies your child’s
_______________________________________________ levels of progress in different domains of development (not
Admitted in ___________________________on _________ necessarily academic) every ten (10) weeks or quarter so
______________________________ (School) (Date) that we know if additional time and follow-up are needed to
Parent or Guardian’s Signature make your child achieve the competencies expected of a five
(5) year old.
_____________________________________

School Head
MARIA CECILIA T. SALTAT
Adviser