Sample Kindergarten Progress Report

Annex E, filled in for an invented Kindergarten learner. Sixty competencies across the four developmental domains, each rated once per term — and no numbers anywhere, because DO 015 s. 2026 puts Kindergarten on descriptive reporting from the outset. Print it to check it against the form your school uses.

This is a real print of the form, not a picture of one. To make one for your own class, add a Kindergarten class and rate its competencies.

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Carmela Bautista is not a real learner. The name is from this app’s demo data and the LRN is in the all-nines range DepEd does not issue, so nothing here can collide with a real record. Your own learners never leave your school’s database.

Republic of the Philippines
Department of Education

Region Region IV-A (CALABARZON)
SCHOOLS DIVISION OFFICE OF Batangas Province
District Tanauan City I
Municipality/City, Province Tanauan City

School: Mabini Elementary School

KINDERGARTEN PROGRESS REPORT

School Year 2026-2027

Name: Bautista, Carmela	LRN: 999999999999
Section: Kinder Masikap	Teacher:
Age of the Child (Beginning of SY): Years Months	Age of the Child (End of SY): Years Months

This progress report informs parents about their child’s learning achievements based on the Kindergarten Curriculum Guide. It provides a summary of the child’s performance and indicates their level of progress across different developmental domains every ten (10) weeks or each quarter. The report also helps determine whether additional time and follow-up support are needed for the child to achieve the expected competencies. Each competency is marked as BG – Beginning, DV – Developing, CO – Consistent.

Competency	Rating
I. Sensory Perceptual and Motor Development
1Identifies external body parts and their functions	DV	CO	CO
2Identifies ways to care for and protects one's body	BG	DV	CO
3Demonstrates gross motor skills (locomotor, non-locomotor)	DV	CO	CO
4Moves body parts as directed	CO	CO	CO
5Demonstrates fine motor skills (tearing, cutting, rolling, molding with playdough)	BG	DV	CO
II. Socio-emotional Development
1Identifies and expresses feelings in appropriate ways	BG	DV	CO
2Recognizes and respect feelings of others	BG	DV	DV
3Expresses needs and preferences	DV	CO	CO
4Behaves appropriately in different situations	BG	DV	CO
5Participates in classroom routines and activities	DV	CO	CO
6Follows classroom and school rules	BG	DV	CO
7Fulfills classroom responsibilities	BG	DV	DV
III. Cognitive Development
1Identifies attributes of objects (color, shape, size)	DV	CO	CO
2Matches objects based on attributes	DV	CO	CO
3Describes objects based on attributes (shape, color, taste, texture)	BG	DV	CO
4–5Classifies objects by a single attribute (color, shape, size)	BG	DV	CO
6Reclassifies objects according to multiple attributes	BG	BG	DV
7Arranges objects according to specific attributes	BG	DV	DV
8Recognizes, extends and create patterns using concrete objects	BG	DV	CO
9Measures size, length, capacity and mass of objects using non-standard measuring tools	BG	BG	DV
10Identifies position of objects (in, on, over, under, top, bottom)	DV	CO	CO
11Compares quantities of objects (more/less)	DV	CO	CO
12Counts with one-to-one correspondence	BG	DV	CO
13Recognizes numerals	DV	CO	CO
14Matches numerals to objects	BG	DV	CO
15Adds and subtracts using concrete objects	BG	BG	DV
16Recognizes clock as measure of time (hours and minutes)	BG	BG	DV
17Shows awareness and care for the natural and physical environment	DV	CO	CO
18Talks about participation in cultural and religious activities	DV	DV	CO
19Shows awareness of the importance of caring for the natural and physical environment through simple practices (e.g., sorting trash, helping to clean up)	BG	DV	CO
20Predicts outcomes in familiar stories read aloud in class	BG	DV	DV
21Suggests solutions to problems in class activities and stories read aloud in class	BG	DV	DV
IV. Language, Literacy, and Communication Development
A. Listening and Viewing
1Identifies familiar environmental sound	CO	CO	CO
2Recalls what happens first, middle and end in a story	BG	DV	CO
3Retells story in sequence	BG	DV	DV
4Follows 1-2 step instructions	DV	CO	CO
B. Sight Word Recognition
5Recognizes non-decodable words in and out of context automatically	BG	BG	DV
6Recognizes sight words	BG	DV	CO
C. Speaking
7Identifies first and last name	DV	CO	CO
8Identifies classmates, teachers, family member	CO	CO	CO
9Identifies familiar objects at home, in school and in the community	DV	CO	CO
10Uses polite greetings and courteous expressions in varied situations	DV	CO	CO
11Retells personal experiences to story events	BG	DV	CO
12Expresses ideas and feelings using phrases and simple sentences	BG	DV	CO
D. Reading — Phonological/Phonemic Awareness
13Orally segment sounds: a. syllable, b. onset and rime, c. phoneme by phoneme	BG	BG	DV
D. Reading — Letter Knowledge
14Identifies uppercase letters	DV	CO	CO
15Identifies lowercase letters	BG	DV	CO
16Matches upper and lowercase letters	BG	DV	CO
D. Reading — Letter Sound Relationship
17Identifies letter sounds	BG	DV	CO
18Matches letters and their corresponding sounds	BG	DV	DV
E. Comprehension
19Uses a variety of strategies to gain meaning of leveled texts	BG	BG	DV
20Uses print and illustrations to make meaning	BG	DV	CO
F. Concepts of Print
21Demonstrates book handling skills	DV	CO	CO
22Distinguishes between letters, words, and sentences	BG	DV	DV
23Demonstrates awareness of print (left to right and top to bottom)	BG	DV	CO
G. Writing
24Traces/draws/copies shapes, designs, pictures	DV	CO	CO
25Traces/copies/writes name, words	BG	DV	CO
26Writes uppercase and lowercase letters	BG	DV	DV
27Spells sight words	BG	BG	DV
28Spells simple words phonetically	BG	BG	BG

Competency

Rating

I. Sensory Perceptual and Motor Development

1Identifies external body parts and their functions

2Identifies ways to care for and protects one's body

3Demonstrates gross motor skills (locomotor, non-locomotor)

4Moves body parts as directed

5Demonstrates fine motor skills (tearing, cutting, rolling, molding with playdough)

II. Socio-emotional Development

1Identifies and expresses feelings in appropriate ways

2Recognizes and respect feelings of others

3Expresses needs and preferences

4Behaves appropriately in different situations

5Participates in classroom routines and activities

6Follows classroom and school rules

7Fulfills classroom responsibilities

III. Cognitive Development

1Identifies attributes of objects (color, shape, size)

2Matches objects based on attributes

3Describes objects based on attributes (shape, color, taste, texture)

4–5Classifies objects by a single attribute (color, shape, size)

6Reclassifies objects according to multiple attributes

7Arranges objects according to specific attributes

8Recognizes, extends and create patterns using concrete objects

9Measures size, length, capacity and mass of objects using non-standard measuring tools

10Identifies position of objects (in, on, over, under, top, bottom)

11Compares quantities of objects (more/less)

12Counts with one-to-one correspondence

13Recognizes numerals

14Matches numerals to objects

15Adds and subtracts using concrete objects

16Recognizes clock as measure of time (hours and minutes)

17Shows awareness and care for the natural and physical environment

18Talks about participation in cultural and religious activities

19Shows awareness of the importance of caring for the natural and physical environment through simple practices (e.g., sorting trash, helping to clean up)

20Predicts outcomes in familiar stories read aloud in class

21Suggests solutions to problems in class activities and stories read aloud in class

IV. Language, Literacy, and Communication Development

A. Listening and Viewing

1Identifies familiar environmental sound

2Recalls what happens first, middle and end in a story

3Retells story in sequence

4Follows 1-2 step instructions

B. Sight Word Recognition

5Recognizes non-decodable words in and out of context automatically

6Recognizes sight words

C. Speaking

7Identifies first and last name

8Identifies classmates, teachers, family member

9Identifies familiar objects at home, in school and in the community

10Uses polite greetings and courteous expressions in varied situations

11Retells personal experiences to story events

12Expresses ideas and feelings using phrases and simple sentences

D. Reading — Phonological/Phonemic Awareness

13Orally segment sounds: a. syllable, b. onset and rime, c. phoneme by phoneme

D. Reading — Letter Knowledge

14Identifies uppercase letters

15Identifies lowercase letters

16Matches upper and lowercase letters

D. Reading — Letter Sound Relationship

17Identifies letter sounds

18Matches letters and their corresponding sounds

E. Comprehension

19Uses a variety of strategies to gain meaning of leveled texts

20Uses print and illustrations to make meaning

F. Concepts of Print

21Demonstrates book handling skills

22Distinguishes between letters, words, and sentences

23Demonstrates awareness of print (left to right and top to bottom)

G. Writing

24Traces/draws/copies shapes, designs, pictures

25Traces/copies/writes name, words

26Writes uppercase and lowercase letters

27Spells sight words

28Spells simple words phonetically

TEACHER’S COMMENTS/REMARKS

(Provide specific observations, strengths, and suggested interventions.)

Parent’s/Guardian’s Signature:

ATTENDANCE RECORD

Term

Month

No. of Class Days

No. of Days Present

No. of Times Absent

June

July

August

September

October

November

December

January

February

March

April

TOTAL

IMPORTANT NOTE TO PARENTS/GUARDIANS

This rating scale is used to record the learner’s level of attainment for each competency across the developmental domains. It guides teachers in assigning ratings based on observed performance and assessment results for each term.

Rating	Indicators
Consistent (CO)	Always demonstrates the expected competency Always participates in the different activities, works independently Always performs tasks, advanced in some aspects
Developing (DV)	Sometimes demonstrates the competency Sometimes participates, minimal supervision Progresses continuously in doing assigned tasks
Beginning (BG)	Rarely demonstrates the expected competency Rarely participates in class activities and/or initiates independent works Shows interest in doing tasks but needs close supervision

Rating

Indicators

Consistent (CO)

Always demonstrates the expected competency
Always participates in the different activities, works independently
Always performs tasks, advanced in some aspects

Developing (DV)

Sometimes demonstrates the competency
Sometimes participates, minimal supervision
Progresses continuously in doing assigned tasks

Beginning (BG)

Rarely demonstrates the expected competency
Rarely participates in class activities and/or initiates independent works
Shows interest in doing tasks but needs close supervision

CERTIFICATE OF TRANSFER

This is to certify that

of has developed the general competencies based on the Kindergarten Curriculum Guide.

Adviser

School Head

The blanks the form leaves for the school — the comment boxes, the attendance register and every signature — print as ruled lines, exactly as on the DepEd template. Everything else assembles itself from the ratings you record.

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Or see a finished report card, a finished Lesson Plan or a finished test paper.