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/*   Subjects: English Language Arts


/*   Author says:
/*   "These comments are divided into groups based on specific
/*    reading, writing, and speaking assessments. My course is
/*    grade 7 English Language Arts at an American school in The
/*    Netherlands.  However, these comments could be modified to
/*    apply to any language class in middle school (ages 9-15) US
/*    grades 5-8.  I modify them biannually to fit my course
/*    needs."

COMMENTS: 2016 Gothic Lit circles
1=#E regularly came to Gothic Literature Circles prepared to discuss #GothicLitCirBks, and consistently used class time effectively to complete the readings.
2=#E occasionally came to Gothic Literature Circles prepared to discuss #GothicLitCirBks, and sometimes used class time effectively to complete the readings.
3=#E rarely came to Gothic Literature Circles prepared to discuss #GothicLitCirBks, and rarely did #e use class time effectively to complete the readings.
4=#E consistently cooperated and worked well with others to stay on task throughout the Gothic Literature Circle discussions of #GothicLitCirBks.
5=#E cooperated and worked with others to stay on task during some of the Gothic Literature Circle discussions of #GothicLitCirBks.
6=#E worked with others throughout the Gothic Literature Circle discussions of #GothicLitCirBks, and would improve by focusing on cooperative learning skills, as well as staying on task.
7=#E participated actively in the Gothic Literature Circle discussions of #GothicLitCirBks by sharing #h ideas, and asking clarifying questions of others in the group.
8=#E participated in the Gothic Literature Circle discussions of #GothicLitCirBks by sharing #h ideas, and would improve by asking clarifying questions of others in the group.
9=#E would improve by participating actively in the Gothic Literature Circle discussions of #GothicLitCirBks, sharing #h ideas, and asking clarifying questions of others in the group.
10=#E used text evidence effectively to prove #h points during the Gothic Literature Circle discussions of #GothicLitCirBks.
11=#E would improve by using text evidence to prove #h points Gothic Literature Circle discussions of #GothicLitCirBks.

COMMENTS: 2016 HiFi Lit circles
1=#E regularly came to Literature Circles prepared to discuss #2016HiFiLitCirBks7, and consistently used class time effectively to complete the readings.
2=#E occasionally came to Literature Circles prepared to discuss #2016HiFiLitCirBks7, and sometimes used class time effectively to complete the readings.
3=#E rarely came to Literature Circles prepared to discuss #2016HiFiLitCirBks7, and rarely did #e use class time effectively to complete the readings.
4=#E consistently cooperated and worked well with others to stay on task throughout the Literature Circle discussions of #2016HiFiLitCirBks7.
5=#E cooperated and worked with others to stay on task during some of the Literature Circle discussions of #2016HiFiLitCirBks7.
6=#E worked with others throughout the Literature Circle discussions of #2016HiFiLitCirBks7, and would improve by focusing on cooperative learning skills, as well as staying on task.
7=#E participated actively in the Literature Circle discussions of #2016HiFiLitCirBks7 by sharing #h ideas, and asking clarifying questions of others in the group.
8=#E participated in the Literature Circle discussions of #2016HiFiLitCirBks7 by sharing #h ideas, and would improve by asking clarifying questions of others in the group.
9=#E would improve by participating actively in the Literature Circle discussions of #2016HiFiLitCirBks7, sharing #h ideas, and asking clarifying questions of others in the group.
10=#E used text evidence effectively to prove #h points during the Literature Circle discussions of #2016HiFiLitCirBks7.
11=#E would improve by using text evidence to prove #h points Literature Circle discussions of #2016HiFiLitCirBks7.

COMMENTS: 2016Fishbowl7- listening
1=#E correctly identified and explained how multiple tools of persuasion were connected to speakers' ideas in the Fishbowl Listening Assessment.
2=#E identified and explained how some tools of persuasion were connected to speakers' ideas in the Fishbowl Listening Assessment.
3=#E attempted to identify and explain how tools of persuasion were connected to speakers' ideas in the Fishbowl Listening Assessment.
4=#N understood and relayed relevant information and supporting evidence about human rights highlighted by the speaker in the Fishbowl Listening Assessment.
5=#N attempted to understand and relay important information and relevant supporting evidence about human rights highlighted by the speaker in the Fishbowl Listening Assessment.

COMMENTS: 2016Fishbowl7- speaking
1=During the Fishbowl Speaking Assessment, #e used persuasive language and relevant evidence effectively to support #h claim about #2016FishbowlTopics.
2=During the Fishbowl Speaking Assessment, #e used persuasive language and cited evidence to support #h claim about #2016FishbowlTopics.
3=During the Fishbowl Speaking Assessment, #e used persuasive language and credible evidence to support #h claim about #2016FishbowlTopics.
4=During the Fishbowl Speaking Assessment, #e began to use persuasive language and evidence to support #h claim about #2016FishbowlTopics.
5=During the Fishbowl Speaking Assessment, #e attempted to use persuasive language and evidence to support #h claim about #2016FishbowlTopics.

COMMENTS: 2016Gothic Story
1=In #h Gothic Story, #N used a range of literary devices, typical of the genre, in a creative manner throughout the narrative.
2=In #h Gothic Story, #N used powerful, specific vocabulary and figurative language throughout the narrative.
3=In #h Gothic Story, #N used spelling correctly throughout the narrative.
4=In #h Gothic Story, #N used punctuation and paragraphing with dialogue accurately throughout the narrative.
5=In #h Gothic Story, #N used complex and compound sentence structures correctly throughout the narrative.
6=In #h Gothic Story, #N wrote a compelling hook.
7=In #h Gothic Story, #N used clear transition words and phrases throughout the narrative.
8=In #h Gothic Story, #N organized a clear series of events that a reader can follow.
9=In #h Gothic Story, #N wrote a clear conclusion.
10=#N developed the characters, setting, and plot throughout #h Gothic Story by blending description, action, dialogue, and introspection.
11=In writing, #N created a Gothic Story using relevant details and showing characters' motivation by including their thinking and responses to action. #E is working elaborating #h narrative by adding dialogue, action and feeling that develop the main idea of #h story.
12=In writing, #N developed characters, setting, and plot throughout #h Gothic Story by blending description, action, dialogue, and introspection. #N is working on using transitional phrases to show passage of time.
13=#E wrote a well-structured Gothic Story; #h use of interesting detail and expressive words means that #h creative writing engages the reader.
14=#E wrote a Gothic Story with feeling and expression, and is willing to draft and redraft, when appropriate. #E has a lively imagination.
15=#H Gothic Story was coherently structured and well executed.
16=#E is developing a solid understanding of the rules of grammar and punctuation. #H Gothic Story was well-planned and imaginative.
17=#N's Gothic Story was full of original ideas and #e uses a good range of vocabulary.
18=#E has worked to incorporate feedback from adults and peers and pushes #s to improve across the curriculum.

COMMENTS: 2016Hi Fi Lit Circles 7
1=#N read #2016HiFiLitCirBks7 for Historical Fiction Literature Circles and participates positively in group discussions.
2=#N read #2016HiFiLitCirBks7 for Historical Fiction Literature Circles and facilitates cooperation in group discussions.
3=#N read #2016HiFiLitCirBks7 for Historical Fiction Literature Circles and makes valuable contributions to group discussions.
4=#N read #2016HiFiLitCirBks7 for Historical Fiction Literature Circles and listens to others, respectfully articulating #h differing feelings, beliefs, viewpoints, and ideas in group discussions.
5=#N read #2016HiFiLitCirBks7 for Historical Fiction Literature Circles and remains positive even when group decisions do not reflect #h own thinking.
6=#N read #2016HiFiLitCirBks7 for Historical Fiction Literature Circles and emphasizes collaboration and focuses on shared decision making in group discussions.
7=#N read #2016HiFiLitCirBks7 for Historical Fiction Literature Circles and does #h part to achieve a positive outcome in group discussions.
8=#N read #2016HiFiLitCirBks7 for Historical Fiction Literature Circles and
9=#e participated sporadically in group discussions.
10=#e participated actively in group discussions.
11=#e needs to participate actively in group discussions.

COMMENTS: 2017ReadersTheater1
1=Pitch
2=#N often used pitch to convey emotions appropriately during the reader's theater assessment.
3=#N often used pitch, but the emotion it conveyed sometimes did not fit the content of the reader's theater assessment.
4=#N rarely used pitch and the emotion it conveyed when used often did not fit the content of the reader's theater assessment.
5=#N struggled to use pitch to convey emotion.
6=Pauses
7=#E struggled to intentionally use pauses.
8=#E intentionally used pauses, but they were not effective in improving the meaning or dramatic impact of the performance.
9=#E effectively used a pause once to improve meaning and/or dramatic impact.
10=#E effectively used numerous pauses to improve the meaning and dramatic impact of the performance.
11=Enthusiasm
12=#N struggled to generate much interest in the presentation due to the minimal use of facial expressions or body language.
13=#N used facial expressions and body language to try to generate enthusiasm, but seem somewhat stilted.
14=#N sometimes used facial expressions and body language to generate a strong interest and enthusiasm about the presentation in the audience.
15=#N used facial expressions and body language to generate a strong interest and enthusiasm about the presentation in the audience.
16=Preparedness
17=#E did not seem at all prepared to present.
18=#E was somewhat prepared, but it is clear that rehearsal was lacking.
19=#E seemed well prepared but might have needed a couple more rehearsals.
20=#E was completely prepared and has obviously rehearsed numerous times.

COMMENTS: 2017ReadersTheater2
1=Clarity of speech
2=#N often mumbled and was difficult to understand. Additionally, #e mispronounced numerous words.
3=#N spoke clearly and distinctly most ( 94-85%) of the time and mispronounced very few words.
4=#N spoke clearly and distinctly all (100-95%) the time, but mispronounced a few words.
5=#N spoke clearly and distinctly all (100-95%) the time, and mispronounced no words.
6=Posture and eye contact
7=#E slouched and did not look at people during the presentation.
8=#E sometimes stood up straight and established eye contact during the presentation.
9=#E stood up straight and established eye contact with everyone in the room during the presentation.
10=#E stood up straight and looked relaxed and confident. #N established eye contact with everyone in the room during the presentation.
11=Collaboration with peers
12=#N rarely listened to, shared with, and supported the efforts of others in the group. Often #e was not a good team member.
13=#N often listened to, shared with, and supported the efforts of others in the group, but sometimes was not a good team member.
14=#N usually listened to, shared with, and supported the efforts of others in the group. #E did not cause disruption to the functioning of the group.
15=#N consistently listened to, shared with, and supported the efforts of others in the group. #E tried to keep people working well together.
16=Volume
17=#N's volume was often too soft to be heard by all audience members.
18=#N's volume was loud enough to be heard by all audience members some of the time.
19=#N's volume was loud enough to be heard by all audience members most of the time.
20=#N's volume was loud enough to be heard by all audience members throughout the presentation.

COMMENTS: 6 Traits-Ideas
1=By narrowing your topic, your idea was manageable and covered thoroughly.
2=You selected interesting, specific details that show how much you understand about this topic. They make your idea clear.
3=The details you selected are accurate and make good sense. Your idea is well supported.
4=You added your own fresh and original way of thinking about this topic. It brings your idea to life.
5=You've made your idea clear by thinking about what the reader needs to know and not leaving unanswered questions.
6=The way you honed in on what is really important about this topic makes the idea very interesting to the reader.
7=Your topic is fairly broad. To make your idea clear, you need to narrow the topic.
8=You've avoided the core idea of this piece. Ask yourself, "What is this piece about?" and add information to make that one specific idea come to life.
9=You added details, but try adding some that are specific and show the depth of your understanding of this idea.
10=This was an interesting topic for you, but it's still fairly general. Add specific examples from your own experience or reading to make the idea work a little better.
11=Pick one idea from your paper to write about in detail. Save the other ideas for writing about later.
12=There's not enough information here to make your idea clear. Can you add some more interesting details or examples?
13=You've stated the topic. Now think about what the readers would find interesting or fascinating about this topic and write about that, including details and examples.

COMMENTS: AFC
1=#H #ChoiceboardProducts demonstrated #h depth of knowledge about #AFCtopics following #h research for the Advocating for Change project in English and Social Studies.
2=#E researched #AFCtopics during the Advocating for Change project in English and Social Studies and demonstrated #h learning by producing a #ChoiceboardProducts.
3=#E researched and wrote about #AFCtopics during the Advocating for Change project in English and Social Studies.
4=#E researched, discussed, and wrote about #AFCtopics during the Advocating for Change project in English and Social Studies.

COMMENTS: AfricaEssay
1=#N created a new map of Africa and skillfully addressed and justified the borders #e established in an essay, which showed a clear understanding of the topic.
2=#N created a new map of Africa and competently addressed and justified the borders #e established in an essay, which showed a clear understanding of the topic.
3=#N created a new map of Africa and began to address and justify the borders #e established in an essay about the map.
4=#N created a new map of Africa and attempted to address and justify the borders #e established in an essay about the map.
5=#N created cohesion in #h essay about a new map of Africa through the skillful use of transition words and phrases within and between paragraphs.
6=#N created cohesion in #h essay about a new map of Africa through the use of transition words and phrases within and between paragraphs.
7=#N began to create cohesion in #h essay about a new map of Africa through the use of transition words and phrases within and between paragraphs.
8=#N attempted to create cohesion in #h essay about a new map of Africa through the use of transition words and phrases within and between paragraphs.
9=#N expertly used appropriate academic vocabulary in #h essay about a new map of Africa.
10=#N competently used appropriate academic vocabulary in #h essay about a new map of Africa.
11=#N began to use appropriate academic vocabulary in #h essay about a new map of Africa.
12=#N attempted to use appropriate academic vocabulary in #h essay about a new map of Africa.

COMMENTS: aGeneralEnglish
1=#N has been very active and engaged in English class this semester and enjoys learning with #h classmates.
2=#N has taken a keen interest in English this semester.
3=#N has studied very well in English this semester.
4=#N has contributed consistently in English this semester.
5=#N has been very conscientious though fairly quiet in English this semester.
6=#N has been very active and enthusiastic in English this semester.
7=#N has often studied well in English this semester though at times #e has been distracted and unfocused.
8=#N has sometimes focused and on task and at other times has had difficulty using class time effectively.
9=#N has studied well this semester and continuously demonstrates a keen interest in English.
10=#N has gradually developed #h study skills in English this semester.
11=#N has been somewhat reticent in class this semester, despite having opportunities to ask questions and offer comments.

COMMENTS: Areas for student growth
1=Demonstrates a need for consistent effort, especially in...
2=Requires help with organization skills, including....
3=Will benefit from....
4=Must follow the expectations for behavior in the classroom...
5=Needs to stay focused...
6=Be prepared to ask questions....
7=Take advantage of opportunities to meet out of class-time...
8=Complete tasks, including homework, on time...
9=Be prepared for each lesson with ...
10=Listen to others in class....
11=Demonstrate a greater level of self-control...
12=Take the time to review work...
13=Accept responsibility for their behavior...
14=Be better prepared for tests and quizzes by ...
15=Participate more in class during ...
16=You can better manage homework expectations by regularly using the following organization tools:

COMMENTS: AreasOfGrowth
1=To improve #e must demonstrate a need for consistent effort, especially in
2=To improve #e requires help with organization skills, including
3=To improve #e will benefit from
4=To improve #e must follow the expectations for behavior in the classroom.
5=To improve #e needs to stay focused.
6=To improve #e must be prepared to ask questions.
7=To improve #e must take advantage of opportunities to meet out of class-time.
8=To improve #e must complete tasks, including homework, on time.
9=To improve #e must be prepared for each lesson.
10=To improve #e must listen to others in class.
11=To improve #e must demonstrate a greater level of self-control.
12=To improve #e must take the time to review work.
13=To improve #e must accept responsibility for #h behavior.

COMMENTS: Argumentative Essay
1=Ideas
2=#E stated a clear thesis for #h Argumentative Essay that outlined a logical position based on the book, Chew On This.
3=#E sufficiently focused the topic of #h Argumentative Essay based on the book, Chew On This.
4=#E developed and supported #h opinion with details from #h reading in #h Argumentative Essay based on the book, Chew On This.
5=Organization
6=#E created a clear lead and
7=#E used transition words and phrases to help logically organize and argue #h position and
8=#E organized main ideas and supporting details that were logically grouped and
9=#E created a clear conclusion and
10=Sentence fluency
11=structured mostly complete sentences throughout #h essay.
12=crafted a variety of effective sentences throughout #h essay.
13=created sentences that were easy to read throughout #h essay.
14=used a variety of sentence beginnings throughout #h essay.

COMMENTS: ASH Areas for student growth
1=#N demonstrates a need for consistent effort, especially in
2=#N requires help with organization skills, including
3=#N will benefit from
4=To improve #N must follow the expectations for behavior in the classroom.
5=To improve #N needs to stay focused.
6=To improve #N must be prepared to ask questions.
7=To improve #N needs to take advantage of opportunities to meet out of class-time.
8=To improve #N should complete tasks, including homework, on time.
9=To improve #N should be prepared for each lesson with
10=To improve #N should listen to others in class.
11=To improve #N should demonstrate a greater level of self-control.
12=To improve #N should take the time to review #h work.
13=To improve #N should accept responsibility for #h behavior.
14=To improve #N shouldbe better prepared for tests and quizzes by
15=To improve #N should participate more in class during
16=To improve #N should better manage homework expectations by regularly using the following organization tools:

COMMENTS: ASH Learning Behaviors
1=#N is #LearningBehaviors a self-motivated learner who reflects on #h own learning in English Language Arts.
2=#E #LearningBehaviors works independently and asks for help when #e needs it.
3=#E #LearningBehaviors works independently and asks for help when #e needs it in English Language Arts class.
4=#N #LearningBehaviors manages assignments effectively in English Language Arts class.
5=#E #LearningBehaviors completes assignments, including homework, on time.
6=#E #LearningBehaviors completes assignments, including homework, on time in English Language Arts class.
7=#N is #LearningBehaviors prepared for English Language Arts class.
8=#N is #LearningBehaviors prepared for lessons.
9=#E #LearningBehaviors comes to lessons on time and is #LearningBehaviors ready to begin class with the correct materials.
10=#E #LearningBehaviors comes to English Language Arts class on time and is #LearningBehaviors ready to begin class with the correct materials.
11=#N is #LearningBehaviors engaged in English Language Arts class.
12=#N is #LearningBehaviors engaged in lessons.
13=#E #LearningBehaviors works well with others, pays attention, follows directions, and uses class time productively. #E contributes appropriately to class activities.
14=#E #LearningBehaviors works well with others, pays attention, follows directions, and uses time productively in English Language Arts class. #E contributes appropriately to class activities.
15=#N #LearningBehaviors displays ASH Core Values in English Language Arts class.
16=#N #LearningBehaviors displays ASH Core Values in lessons.
17=#E #LearningBehaviors shows responsibility, respect, empathy, integrity, and positive communication with others during lessons.
18=#E #LearningBehaviors shows responsibility, respect, empathy, integrity, and positive communication with others in English Language Arts class.

COMMENTS: ASH Student strengths
1=#N has an expansive knowledge of
2=#N enthusiastically participates.
3=#N demonstrates excellent understanding of
4=#N comprehends quickly.
5=#N takes pride in #h work.
6=#N demonstrates initiative.
7=#N listens and follows directions.
8=#N expresses ideas clearly.
9=#N exhibits organizational skills.
10=#N does neat, thorough work.
11=#N seeks advice and assistance.
12=#N works independently.
13=#N is admired by #h peers.
14=#N demonstrates leadership skills.

COMMENTS: ASH To encourage positive student behaviors
1=#N has developed a positive attitude toward
2=#N has advanced in
3=#N has demonstrated a desire to
4=#N has shown steady progress in
5=#N has shown noticeable improvement in
6=#N is showing enthusiasm for
7=#N is improving skills, such as
8=#N is learning to
9=#N is staying focused for longer periods.
10=#N is gaining self confidence.
11=#N is becoming a good listener.
12=#N uses #h time in class constructively.
13=#N is developing more consistent work habits such as,
14=#N is learning to become more cooperative.
15=#N is independently beginning tasks on a more regular basis.
16=#N is beginning to communicate #h learning needs on a more regular basis.

COMMENTS: bDetail
1=#E has been very attentive and respectful in class and shows a great deal of maturity and responsibility in #h studies English.
2=#H class participation has been extremely constructive and positive.
3=#H class participation and has been excellent and #e has been very constructive and positive in class discussions and activities.
4=#H participation in classroom activities and group study has been very good as #e has developed more confidence in #h abilities.
5=#E has been consistently attentive and respectful in class and shows a high level of maturity and responsibility in #h studies.
6=#E has gradually developed more confidence in #h abilities and is becoming more engaged in class activities and discussion.
7=#E has been fairly quiet and reticent in class despite ample opportunity to contribute to class activities.
8=#E has not yet realized #h potential in English and group work as #e is often distracted by #h peers.
9=#H classroom participation has been generally positive though sometimes #h enthusiasm has gotten the better of #m and #e has lost focus.
10=#E has been somewhat shy and reticent in class despite having opportunities to ask questions and offer comments.
11=#E has sometimes had difficulty controlling #h enthusiasm in class and has which has affected the quality of #h study in class.
12=#E has tended to take a fairly passive role in class but has sometimes contributed to group discussions and activities.
13=#H classroom participation has been generally positive though sometimes #e has lost focus and been distracted in class.
14=#H organizational skills are good and #e shows a genuine interest in English, making efficient use of the Google Classroom website as a source for independent learning.
15=#N asks perceptive questions and contributes to class discussion and activities.

COMMENTS: Behavior
1=#N is well behaved.
2=#N is always well behaved in my lessons.
3=#N is always well behaved in my English lessons.
4=#N is a model student regarding classroom behavior.
5=#N models excellent student behavior in the classroom.
6=#E begins #h work quickly after listening to instructions.
7=I appreciate #h good behavior in my classroom.
8=#E serves as an example to the other students.
9=#N is sometimes off task and needs to be reminded to get back to work. But #e is quick to recognize #e is off task and gets back to work.
10=#N sometimes distracts other students from their work. But #e quickly returns returns to work after being reminded.
11=#N is sometimes off task and needs to be reminded to get back to work. But #e is quick to recognize they are also off task and sets back to work.
12=#N sometimes distracts other students from their work. But #e quickly returns to work after being reminded.
13=#?
14=#N has improved #h behavior since the beginning of the year.
15=#N has improved #h behavior since the beginning of the year. Well done #N.

COMMENTS: Behavior - Jillian
1=#E consistently makes good choices in all parts of the school day.
2=#H behavior sets the standard for our class.
3=#E is able to separate work and social times.
4=#E is polite to adults and peers in and out of the classroom.
5=#E manages #h behavior well in the classroom.
6=Most of the time #e makes wise choices, but sometimes #e needs reminders of what is expected of #m.
7=#E is working toward learning how to separate work and social times. With reminders, #N focuses on the task at hand.
8=#N has a very social personality and excels in a group setting through collaborating with others. #E is a leader amongst #h peers.

COMMENTS: BigFishEssay
1=#E worked hard on #h persuasive essay about the film Big Fish. 
2=#E wrote an adequate persuasive essay about the film Big Fish. 
3=#E put little effort into #h persuasive essay about the film Big Fish. 

COMMENTS: Book Talk
1=#N gave a thorough and entertaining book talk which showcased #h presentation skills.
2=#N gave a thorough book talk which showcased #h presentation skills.
3=#N gave a thorough book talk, but needs to improve #h presentation skills.
4=#E gave a thorough and entertaining book talk which showcased #h presentation skills.
5=#E gave a thorough book talk which showcased #h presentation skills.
6=#E gave a thorough book talk, but needs to improve #h presentation skills.

COMMENTS: Book Thief essay
1=#E wrote a thoughtful, detailed, and well-organized essay on The Book Thief.
2=#E wrote a thoughtful, well-organized essay on The Book Thief.
3=#E wrote a detailed, well-organized essay on The Book Thief.
4=#E struggled to add enough detail to #h essay on The Book Thief.
5=#E struggled to logically organize #h essay on The Book Thief.
6=#E used well-chosen quotes from the text to support #h points in the essay.
7=#E used quotes from the text to support #h points in the essay.
8=#E attempted to use quotes from the text to support #h points in the essay.
9=#E struggled to choose quotes from the text to support #h points in the essay.

COMMENTS: Character Traits (Needs Improvement)
1=#N is encouraged to demonstrate more responsible attitudes and behavior in the classroom.
2=#N needs to show more appropriate behavior when interacting with classmates.
3=#N needs to pay attention to the use of appropriate language at all times
4=#N requires encouragement to listen attentively during group sharing times.
5=#N needs to listen to directions more attentively during lessons.
6=#N would benefit from showing a greater desire to contribute ideas in class.
7=#N needs frequent reminders to be attentive during instructions and lessons.
8=#N needs to improve #h cooperation in group settings. #E should work on voicing feelings and opinions and listening to others.
9=#N needs to improve #h work with others. #E must ensure to accept a share of the work when participating in a group assignment.
10=#N needs to improve on working independently and be sure to ask for assistance only when it is needed.
11=#N often struggles to focus in class, which harms #h ability to engage well with class activities and assignments.
12=#N is encouraged to use time wisely to finish tasks in the time required.
13=#N is encouraged to be more responsible in completing tasks without needing regular reminders.
14=#N needs to show by the quality of work and the use of class time that #e is properly engaged in the learning process.
15=#N consistently needs reminders to use time effectively.

COMMENTS: Character Traits (Positive Comments)
1=#N is confident, positive and a great role model for #h classmates.
2=#N is interested in #h own learning, listens attentively, and makes a solid effort to avoid distractions that could interrupt the learning process.
3=#N is accountable and responsible. #E makes smart decisions, admits mistakes and listens to opportunities to improve.
4=#N relates well to classmates and is appreciative of different perspectives and experiences.
5=#N manages #h emotions maturely and responds to feedback appropriately.
6=#N always looks for ways to be helpful in the classroom.
7=#N is dependable and reliable, follows directions effectively, and follows through on #h commitments to #s and others.
8=#N is thoughtful, insightful and thorough in written and verbal communication, and has a talent for expressing #h ideas clearly.
9=#N works well with classmates in group work and often takes a leadership role.
10=#N shows a positive attitude with classmates in group projects and activities, and both takes and gives suggestions and directions effectively.
11=#N shows maturity when solving problems with classmates and uses good communication.
12=#N excels at applying what #e learns in the classroom to real-world and real-life situations.
13=#N is an enthusiastic member of the class and shows a willingness to learn.
14=#N shows responsible behavior, works well with a group and shows appreciation for the efforts of classmates.
15=#N is focused during class and contributes ideas willingly.
16=#N completes independent work with confidence and focus.
17=#N works independently and takes pride in work done well.
18=#N is focused in class and willingly participates in group discussion.
19=#N has done a great job facing and overcoming big challenges this year. Please continue to nurture and encourage this behavior over the summer.
20=#N shows responsibility and follows directions whenever they are given.

COMMENTS: Child Rights
1=In our Unit of Inquiry on Child Rights, #N shared many thoughtful and considerate ideas. #E focused on #? in their final project. #?
2=During our Unit of Inquiry on Child Rights, #N displayed an ethical and empathetic disposition when #?
3=#E was inspired to raise money for a childís education and displayed an increasing sense of awareness, compassion and maturity when dealing with sensitive subjects.
4=#E demonstrates empathy and ethical thinking, as proven when #?
5=#N possesses a strong awareness about what is ethical and appropriate and is not shy to point out injustices.
6=In our Unit of Inquiry on Child Rights, #N showed evidence of #h thinking evolving through #h final project which focused #?.
7=#N should be proud of #h connections and valuable understandings #e achieved during our Unit of Inquiry.
8=#H final understanding came through in #h final project which focused on #?.

COMMENTS: Choral Reading
1=#E worked well with #h group to give a creative and energetic choral poetry reading performance of #2015ChoralReadingPoems.
2=#E gave an entertaining choral poetry reading performance of #2015ChoralReadingPoems.
3=#E gave an energetic choral poetry reading performance of #2015ChoralReadingPoems.
4=#E worked well with #h group during the choral poetry reading performance of #2015ChoralReadingPoems.
5=#E worked well with #h group during the choral poetry reading performance of #2015ChoralReadingPoems, but needs to improve #h oral presentation skills.
6=#E struggled to work with #h group during the choral poetry reading performance of #2015ChoralReadingPoems.

COMMENTS: Closing
1=I am so proud of all #N has accomplished. Keep up the wonderful accomplishments and I wish you all the best in Middle School!
2=#N an amazing student, and is truly shining light in our class! #E will continue to shine bright next year and for the rest of #h life!
3=#N has had a terrific year and I can imagine how well #e will excel in the future!
4=#N is a well-rounded individual, enthusiastic about new learning challenges and able to make important connections.
5=#E is absolutely ready for Middle School and I know that #N will continue to thrive academically and emotionally after #e makes the transition.
6=Time-management and attention to priorities during independent inquiries would be worthwhile goals for #N to consider for the future.
7=#H energy is tremendously inspiring and I hope it continues for years and years to come!

COMMENTS: Collaboration/ Social Skills
1=#N is always willing to help a classmate or lend a hand where needed.
2=#N values what others have to say and actively listens to #h peers.
3=#E treats others fairly and is capable of putting #s in another person's shoes.
4=#N gets along well with others in the classroom and takes on an active role in our class discussions.
5=#E takes the thoughts and feelings of others into account before speaking or acting.
6=#E handles disagreements with peers appropriately and diplomatically.
7=#E enjoys spending time with friends, but sometimes needs reminders of when it is time to focus on the task at hand.
8=#E makes friends easily and is an open kind hearted individual.
9=#N is an active participant in small group discussions.
10=#E is working toward taking the thoughts and feelings of others into account before speaking or acting.
11=#N is an energetic, social and responsible student. #H relishes opportunities to work in self-selected groups and is equally productive in independent inquiries.
12=At times, #e needs to be encouraged to step beyond #h comfort zone by collaborating with peers with whom #e may not have a quick connection.
13=#N is polite to peers and/or adults, in and out of the classroom.

COMMENTS: Communication
1=#N effectively participates in a range of conversations with diverse partners.
2=#N is an excellent collaborator, #e builds on otherís ideas and expresses #h own thoughts clearly and persuasively.
3=#N is an active participant in small and/or large group discussions.
4=#N an active listener and important member of group discussions. #E has a powerful and thoughtful voice.
5=#N asks and answers questions that demonstrate understanding.
6=#N ask questions or seeks clarification when needed.
7=#N listens well and shares ideas frequently.
8=#N shares appropriate and relevant information regularly.
9=#N listens to the ideas, opinions, and comments of others without interrupting.
10=#N responds appropriately to otherís comments during partner discussions.
11=#N is becoming a better active listener and beginning to take into account the ideas, opinions, and comments of others without interrupting.
12=#N is working on clearly communicating #h thoughts in both small and whole group discussions, so that #h classmates can benefit from #h insights!
13=#N is capable of communicating more than #e lets on and I hope #e finds the confidence to share #h knowledge willingly in the future.
14=When #N is focused during class discussions, #e makes strong connections to #h classmates' ideas and provides thoughtful contributions. #E is working on volunteering information more often.

COMMENTS: Conclusion ESL
1=#N demonstrates commitment to #h learning and puts forth great effort. As a result, #e is making good progress in #h English language development.
2=During Semester Two, we will continue to work on growing a stronger English vocabulary, articulating ideas through writing and strengthening all around grammar and fluency.
3=#N is growing as a language learner! #E will benefit from ESL classes in the second semester to further support #h growth in all areas of the language- listening, speaking, reading and writing.
4=#N has a positive attitude to new learning that will greatly contribute to #h success as a language learner.
5=According to our ESL eligibility requirements, #N will be exited from our program for next semester.
6=According to our ESL eligibility requirements, #N will be exited from our program for grade five.
7=#N is growing as a language learner! #E will benefit from ESL classes in grade five to further support #h growth in all areas of the language- listening, speaking, reading and writing.
8=#N has gained an astonishing amount of confidence in #h abilities as a whole.

COMMENTS: Cornerstone
1=#H Cornerstone Writing Assessment demonstrated #h ability to write an analytical essay and support #h ideas with clear reasons and relevant evidence.
2=#H Cornerstone Writing Assessment demonstrated #h ability to write an analytical essay and maintain a formal style.
3=#H Cornerstone Writing Assessment demonstrated #h ability to write an analytical essay and introduce a topic clearly, previewing what is to follow, as well as organize #h ideas.
4=#H Cornerstone Writing Assessment demonstrated #h ability to write an analytical essay and develop the topic with relevant, well-chosen facts, concrete details, and quotations from the text.
5=#H Cornerstone Writing Assessment demonstrated #h ability to write an analytical essay and use appropriate and varied transitions to create cohesion and clarify the relationships among ideas.
6=#H Cornerstone Writing Assessment demonstrated #h ability to write an analytical essay and use precise language to explain the topic.
7=#H Cornerstone Writing Assessment demonstrated #h ability to write an analytical essay and provide a concluding statement that follows from the information presented.

COMMENTS: Documentary Film Trailer
1=#E worked well with #h group to create an entertaining documentary film trailer.

COMMENTS: EncouragePositiveBehaviors
1=#E has developed a positive attitude toward
2=#E has advanced in
3=#E has demonstrated a desire to
4=#E has shown steady progress in
5=#E has shown noticeable improvement in
6=#E is showing enthusiasm for
7=#E is improving skills, such as
8=#E is learning to
9=#E is staying focused for longer periods
10=#E is gaining self confidence
11=#E is becoming a good listener
12=#E uses #h time in class constructively
13=#E is developing more consistent work habits such as,
14=#E is learning to become more cooperative

COMMENTS: End Gr 7
1=Overall this has been an impressive semester for #N.
2=Overall, this has been a very good second semester for #N.
3=#N should aim to maintain the high quality of #h work next year.
4=With such #diligent work habits, #N should have much success in the 8th grade.
5=#N should maintain #h academic achievement for continued success in the 8th grade.
6=#N must maintain #h #diligent work ethic for continued success in the 8th grade.
7=Such #diligent work habits will serve #m well in the 8th grade.
8=#N must develop a more #diligent work ethic for success in the 8th grade.
9=#E should aim to maintain #h high quality of work in the 8th grade.
10=#N is a very hardworking #b and should have much success in the 8th grade.
11=With #N's friendly, cooperative attitude, #e will always be a pleasant addition to any class and should have much success in the 8th grade.
12=If #N will put forth the effort to maintain #h academic achievement in the future and improve #h attitude toward school, #e will receive a great deal from #h learning in the 8th grade.

COMMENTS: End Gr8 Sem 1
1=The work #N has done so far has thoroughly prepared #h for second semester.
2=The work #N has done so far should serve as a guidepost for the level of academic expectations during second semester.

COMMENTS: ESL Intro
1=#N is off to a great start in our Grade Four ESL program.
2=#N has put forth a nice effort and shown a healthy motivation for learning during our Grade Four ESL program this semester.
3=#N has made great progress in #h English language development since the beginning of the year.
4=#N has made significant social and academic growth since the beginning of the year.
5=#E is an active participant in my classroom, answering questions and contributing information.
6=#H confidence has increased dramatically, and #e is taking more risks with #h speech.
7=#E began the year having already acquired strong English speaking and listening skills, and we have focused largely on reading, writing and building a broader vocabulary.
8=#N is developing more confidence in #h new learning environment.
9=#N smiles more often now that #e has made friends in #h new school.
10=#N has been uttering words and phrases in English to convey messages.
11=In a small group setting, #e enjoys one-on-one interaction when working with adults and peers.
12=#N has made leaps and bounds in all areas this semester.
13=#N is an enthusiastic language learner who has made great progress in all areas of language development this semester.

COMMENTS: Fishbowl7
1=#E wrote a detailed paragraph about #h partner's hero in the fishbowl listening assessment. 
2=#E wrote a thorough  paragraph about #h partner's hero in the fishbowl listening assessment. 
3=#E wrote a vague paragraph about #h partner's hero in the fishbowl listening assessment. 
4=#N communicated confidently during the fishbowl speaking assessment. 
5=#N communicated clearly during the fishbowl speaking assessment. 
6=#N struggled to communicate during the fishbowl speaking assessment. 

COMMENTS: Fishbowl7- listening
1=#E wrote a detailed paragraph about a variety of heroes in the Fishbowl Listening Assessment.
2=#E wrote a thorough paragraph about a variety of heroes in the Fishbowl Listening Assessment.
3=#E wrote a paragraph about a variety of heroes in the Fishbowl Listening Assessment. To improve #e should add more details about what #e heard.

COMMENTS: Fishbowl7- speaking
1=#N communicated confidently during the Fishbowl Speaking Assessment.
2=#N communicated clearly during the Fishbowl Speaking Assessment.
3=#N had difficulty communicating during the Fishbowl Speaking Assessment.

COMMENTS: Gothic Fiction Literature Circles
1=#N read #GothicLitCirBks for Gothic Fiction Literature Circles and participates positively in group discussions.
2=#N read #GothicLitCirBks for Gothic Fiction Literature Circles and facilitates cooperation in group discussions.
3=#N read #GothicLitCirBks for Gothic Fiction Literature Circles and makes valuable contributions to group discussions.
4=#N read #GothicLitCirBks for Gothic Fiction Literature Circles and listens to others, respectfully articulating #h differing feelings, beliefs, viewpoints, and ideas in group discussions.
5=#N read #GothicLitCirBks for Gothic Fiction Literature Circles and remains positive even when group decisions do not reflect #h own thinking.
6=#N read #GothicLitCirBks for Gothic Fiction Literature Circles and emphasizes collaboration and focuses on shared decision making in group discussions.
7=#N read #GothicLitCirBks for Gothic Fiction Literature Circles and does #h part to achieve a positive outcome in group discussions.
8=#N read #GothicLitCirBks for Gothic Fiction Literature Circles and
9=#N worked in a Literature Circle group studying Gothic Fiction.
10=#N studied Gothic Fiction in Literature Circles.
11=In groups of 4, students studied Gothic Fiction in Literature Circles.
12=#E fully completed #h reading and preparation for Gothic Fiction Literature Circles.
13=#E needed to make sure #h reading and preparation are completed for Gothic Fiction Literature Circles.
14=#E needed to put more effort into #h reading and preparation for Gothic Fiction Literature Circles.

COMMENTS: Gothic Story
1=#N developed the characters, setting, and plot throughout #h Gothic Story by blending description, action, dialogue, and introspection.
2=In writing, #N created a Gothic Story using relevant details and showing characters' motivation by including their thinking and responses to action. #E is working elaborating #h narrative by adding dialogue, action and feeling that develop the main idea of #h story.
3=In writing, #N developed characters, setting, and plot throughout #h Gothic Story by blending description, action, dialogue, and introspection. #N is working on using transitional phrases to show passage of time.
4=#E wrote a well-structured Gothic Story; #e use of interesting detail and expressive words means that #h creative writing engages the reader.
5=#E wrote a Gothic Story with feeling and expression, and is willing to draft and redraft, when appropriate. #E has a lively imagination.
6=#H Gothic Story was coherently structured and well executed.
7=#E is developing a solid understanding of the rules of grammar and punctuation. #H Gothic Story was well-planned and imaginative.
8=#N's Gothic Story was full of original ideas and #e uses a good range of vocabulary.
9=#E has worked to incorporate feedback from adults and peers and pushes #s to improve across the curriculum.

COMMENTS: Hi Fi Lit Circles 7
1=#N read #2015HiFiLitCirBks7 for Historical Fiction Literature Circles and participates positively in group discussions.
2=#N read #2015HiFiLitCirBks7 for Historical Fiction Literature Circles and facilitates cooperation in group discussions.
3=#N read #2015HiFiLitCirBks7 for Historical Fiction Literature Circles and makes valuable contributions to group discussions.
4=#N read #2015HiFiLitCirBks7 for Historical Fiction Literature Circles and listens to others, respectfully articulating #h differing feelings, beliefs, viewpoints, and ideas in group discussions.
5=#N read #2015HiFiLitCirBks7 for Historical Fiction Literature Circles and remains positive even when group decisions do not reflect #h own thinking.
6=#N read #2015HiFiLitCirBks7 for Historical Fiction Literature Circles and emphasizes collaboration and focuses on shared decision making in group discussions.
7=#N read #2015HiFiLitCirBks7 for Historical Fiction Literature Circles and does #h part to achieve a positive outcome in group discussions.
8=#N read #2015HiFiLitCirBks7 for Historical Fiction Literature Circles and
9=#e participated sporadically in group discussions.
10=#e participated actively in group discussions.
11=#e needs to participate actively in group discussions.

COMMENTS: In General
1=#N has a positive attitude towards all aspects of #h English work and sets a good example with #h behavior.
2=#N is a quiet member of the class, who has a considerate and thoughtful nature when working with others.
3=#N has produced some work to be proud of because #e works hard and gives #h best effort.
4=#N has become more confident about answering questions and talking in front of the class.
5=#N is a sensible and well behaved student who is often helpful to other pupils.
6=#N is quiet in class but works hard.
7=#N is both liked and well respected by the class.
8=#N has a mature attitude and uses #h own initiative to produce some excellent work.
9=#N has a mature approach to many aspects of #h work and shows independence in task completion.
10=#N has a positive attitude towards all aspects of #h work, and sets a superb behavioral example.
11=#N is considerate, polite, and sensible when working with groups.
12=#N sets an excellent example of good behavior and has a sensible attitude.
13=#N has a high level of independent working skills.
14=#N is considerate and is always polite and sensible.
15=#N takes a lot of pride in #h work.
16=#N works with enthusiasm and regularly contributes to class discussions.
17=#N is a confident member of the class and contributes well in lessons.
18=#N has produced some work to be proud of because #e is extremely conscientious.

COMMENTS: In General 2
1=#E is a cheerful pupil and a popular member of the class.
2=#N gets on well with a variety of children in the class and is a very lively and cheerful pupil.
3=#E is making excellent progress.
4=#E makes good contributions to discussions in class and often asks questions.
5=#N gets along well with others and has many friends.
6=#E has many friends and is always pleasant.
7=#E gets on well with a variety of children in the class and is a very lively and cheerful pupil.
8=#N has been working extremely hard in a variety of curriculum areas.
9=#E seems to prefer to work on an individual basis rather than in a group situation.
10=#E can work equally well independently, or with others.
11=#N works well in a group situation.
12=#N is always helpful and willing to undertake jobs around the classroom.
13=#E is always polite and friendly and gets on well with everyone.
14=#N is usually cheerful with a smile and a joke.
15=#N has a good sense of humor and enjoys sharing a joke with children and adults alike.
16=Although the standard of presentation of #h work has been variable, #N works very hard and has produced some work to be extremely proud of.
17=#E needs to put more effort into written work.
18=#N is too easily distracted in class.
19=#E is generally hardworking, although #e can be easily distracted.
20=#H attitude to school and work in general has improved this term and #e has calmed down.

COMMENTS: In General 3
1=#N has produced some good work when #e makes the effort but is capable of more.
2=#N must ask if #e does not understand the work and in this way #e will make much more progress.
3=Recently, #N has settled down well and worked much harder in class.
4=However, #h behavior can still be silly at times and #h needs to realize that next year #e will be in the oldest year group in the school.
5=#N attitude to work when working in class is good but #e needs to do #h homework in order to make progress.
6=In order to maintain the progress that #N is making, #e needs to listen carefully to instructions.
7=Unfortunately, #N lacks confidence in #h own ability in some subjects and needs to realize that #e is capable of producing work of a high standard when #e puts in the effort.
8=Although #N is beginning to show signs of maturity, there are days when #e can be silly and lack the concentration needed to make progress.
9=If #N develops this more positive approach to work and behavior, #e will reach #h full potential.
10=#E is a clever capable pupil, but this is not always reflected in #h written work.
11=#E has the ability to produce good work in all subjects but needs to avoid the temptation to chatter for sustained periods to friends.
12=At certain times #N does find difficulty in remaining on task as #e prefers to 'chat' to others around #h. In order to maintain the progress that #e is making, #N needs to give #h full concentration at all times.
13=#N needs to help with putting resources away.
14=#E needs to concentrate and apply #s in full to achieve #h full potential. I am sure that the challenge of a year six curriculum will inspire #N to realise #h full potential.
15=#N sometimes lacks confidence, and needs to start being more independent in the classroom.
16=#E is keen to answer questions, but needs to remember to put up #h hand.
17=Occasionally, #N can be easily distracted and #e needs to realize that #e must settle down to work straightaway.
18=#N always settles down quickly to work, but needs to listen carefully to the instructions given so #e can complete the work successfully.
19=#E attitude to school and work in general has improved this term and #e has calmed down.
20=#E puts time and effort into #h work and never rushes.

COMMENTS: ISM Opening sentence
1=#N displays perseverance when challenged by the work in English class.
2=#N seeks clarification or assistance when needed.
3=#N reflects on #h learning and takes action to improve.
4=#N's attitude towards work in English is good but #e needs to do #h homework in order to make progress.
5=Recently, #N has settled down well and worked much harder in English.
6=#N has made a positive start to #h time at ISM.
7=#N has produced some good work when #e makes the effort but is capable of more.
8=#N must ask if #e does not understand the work and in this way #e will make much more progress.
9=#N is well-organized and follows up thoroughly after absences.
10=#N is well organized and comes to class prepared with all materials.
11=#N is well -organized and hands in complete assignments on time.
12=#N is attentive and actively engaged in whole class and small group discussions.
13=#N listens carefully to instructions and feedback
14=#N works with care and attention to detail.
15=#N prioritizes responsibilities, focuses on tasks set and uses class time effectively.
16=#N participates positively in both large and small group activities, facilitates cooperation among #h, and makes valuable contributions to class discussions.
17=#N listens to others, and is able to respectfully articulate #h differing feelings, beliefs, viewpoints, and ideas.

COMMENTS: Jillian
1=#N an enthusiastic learner.
2=#N puts evident effort into #h work as #e completes assignments with quality in mind.
3=#N is an active participant in small group discussions.
4=#E arrives at school each day with a smile, ready to learn.
5=#N tackles new challenges seriously/eagerly and with a positive attitude.
6=#N has many insightful ideas to share with the class.
7=#N kind, caring, and friendly character makes #m a role model for classmates.
8=#N's cheery demeanor has made #e a friend to many in our classroom.
9=#N uses common sense to problem solve independently and in a positive manner.
10=#N is respectful of others at all times.
11=#N adapts easily to new situations and is not afraid to take a risk.
12=#N's fast-paced personality and passion drive #m inside and outside of class.
13=#N has continued to be a well respected and cheerful member of our classroom community.
14=#E has developed strong friendships and is able to work effectively with all students in class.
15=#E has been a strong mentor for new students that have come throughout the year, helping them feel at ease and adjust to classroom routines and expectations.
16=#E continues to brighten the classroom with #h cheerful attitude and enthusiasm for learning.
17=#N has been a fun and caring addition to our classroom community.
18=Mature, responsible, communicative and collaborative are words that describe #N.

COMMENTS: Language (General)
1=#N’s (comprehension, spelling, reading) has greatly improved, but he/she still needs extra work in (comprehension, spelling, reading). Please contact me if you need supplemental learning materials to use at home for practice.
2=#N is conscious of putting care into #h daily writing work and frequently goes beyond the minimum requirements for assignments.
3=#N has trouble with #h handwriting. #E can form letters well but has to slow down and take a little more time. Neater handwriting will improve #h schoolwork overall.
4=#N makes a good effort to make #h handwriting legible. #E is able to print on the lines, use good spacing, and form letters correctly.
5=#N needs to focus on #h spelling. More improvement is needed in the areas of (dictation, weekly spelling tests, sentence structure). Daily practice at home will help improve #h results.
6=#N shows the ability to quickly use spelling, punctuation and grammar rules that were recently taught. #E is able to quickly learn new skills and is eager to apply them to #h writing.
7=#N is having considerable difficulty with reading, particularly with fluency and comprehension.
8=#N speaks well in front of the class, but requires improvement in written language. #E is having trouble with (dictation, copying words correctly, story writing, creating logical sequences). Further practice is needed in this area.
9=#N continues to make excellent progress in spelling and reading. #E works hard to submit work that is free of grammatical errors.
10=#N has difficulty remembering previously- discussed writing skills and often makes errors with punctuation, grammar, and overall sentence structure. Basic writing skills need improvement.

COMMENTS: Learning habits- collaboration
1=#N participates positively in both large and small group activities, facilitates cooperation among #h peers, and makes valuable contributions to class discussions.
2=#N listens to others, and is able to respectfully articulate #h differing feelings, beliefs, viewpoints, and ideas.
3=#N remains positive even when group decisions do not reflect #h own thinking.
4=#N emphasizes collaboration when working with others and focuses on shared decision making to accomplish tasks.
5=#N does #h part to achieve a positive outcome when working with others.

COMMENTS: Learning habits- engagement
1=#N is attentive and actively engaged in whole class and small group discussions.
2=#N listens carefully to instructions and feedback.
3=#N works with care and attention to detail.
4=#N prioritizes responsibilities, focuses on tasks set and uses class time effectively.
5=#N participates positively in both large and small group activities, facilitates cooperation among #h peers, and makes valuable contributions to class discussions.
6=#N listens to others, and is able to respectfully articulate #h differing feelings, beliefs, viewpoints, and ideas.
7=#N displays perseverance when challenged by the work in English class.
8=#N seeks clarification or assistance when needed.
9=#N reflects on #h learning and takes action to improve.

COMMENTS: Learning habits- organization
1=#N is well-organized and follows up thoroughly after absences.
2=#N is well-organized and comes to English class prepared with all materials.
3=#N is well-organized and hands in complete assignments on time.
4=#N is well-organized and uses rubrics to independently set goals and determine next steps to further develop skills in English.
5=#N is well-organized.
6=#N follows up thoroughly after absences.
7=#N comes to class prepared with all materials.
8=#N hands in complete assignments on time.
9=#N uses rubrics to independently set goals and determine next steps to further develop skills in English.

COMMENTS: Learning support
1=#N has benefited from accommodations in this class as listed on #h individual learning/accommodation plan.
2=#N benefitted from the following accommodations: extra time on tests, frequent check-ins for understanding and preferential seating.
3=#N was able to be successful this semester in English Language Arts with the following accommodations: #accomodations.

COMMENTS: LifeMap7
1=#E created a comprehensive and imaginative life map and 
2=#E created a comprehensive life map and
3=#E struggled to create a life map and
4=used it to write a detailed and creative story about #s.
5=used it to write a detailed story about #s.
6=used it to write a story about #s.
7=struggled to use it to write a story about #s.

COMMENTS: Listening and Speaking
1=#E is an active participant in the ESL classroom, answering questions and contributing information.
2=#N easily joins in and listens to a variety of conversations, showing a high degree of comprehension.
3=Although occasionally #e can be unfocused, #e is usually an active and enthusiastic participant, particularly when working in small group pull-out classes.
4=#E recalls what others say and answers questions about what has been said, and #e listens effectively and responds using appropriate gestures and intonations.
5=#E connects main ideas to important details and, with support, makes inferences and comparisons.
6=#E also asks questions when #e is unsure or curious about something and paraphrases #h response to be sure #e is clear about what has been said.
7=In English listening and speaking, #N easily joins in and listens to conversations and contributes connected ideas.
8=#N is able to listen and respond appropriately to spoken language in a variety of formal and informal situations.
9=#H listening skills have improved significantly in the past few months.
10=#E responds to changes in voice tone and uses eye contact, expressions and body language related to class and social activities, and #e continues to experiment with more complex language structure and vocabulary in #h speaking.
11=#N is able to follow new classroom procedures and instructions with minimal support.
12=#E usually listens carefully to the speaker, occasionally needing re-direction.
13=#E is encouraged to ask questions and seek clarification when needed.
14=#N enjoys being a part of class discussions about many different subjects where #e conveys thoughtful, connected ideas.
15=During discussion, #N asks and responds to questions about ideas and information.

COMMENTS: Listening Skills
1=#E has good attention and listening skills.
2=#E is respectful and listens attentively when others are speaking.
3=#H has a quiet manner, but #e is a very focused member of the class.
4=#N listens attentively and is able to respond appropriately to what is being said.
5=#E listens attentively when the teacher is speaking.
6=#E listens attentively to the teacher and other students when they are speaking.
7=#E shows great interest when the teacher and other students are sharing information.
8=#N should pay more attention to the teacher's instructions.
9=#E listens attentively to both the teacher and students when they speak.
10=#E listens attentively to both the teacher and students when sharing information.
11=#E pays close attention to the teacher when #e is speaking.
12=#E pays attention to the teacher when #e is speaking.
13=#E pays attention when the teacher and other students are speaking.
14=#E always pays attention to the teacher when #e is speaking.
15=#E is respectful and listens attentively when others are sharing information with the class.
16=#?

COMMENTS: Lit Circles 8
1=#N read #2015Gr8LitCirBks for Literature Circles and participates positively, facilitates cooperation, and makes valuable contributions to group discussions.
2=#N read #2015Gr8LitCirBks for Literature Circles and participates positively in group discussions.
3=#N read #2015Gr8LitCirBks for Literature Circles and facilitates cooperation in group discussions.
4=#N read #2015Gr8LitCirBks for Literature Circles and makes valuable contributions to group discussions.
5=#N read #2015Gr8LitCirBks for Literature Circles and listens to others, respectfully articulates differing feelings, beliefs, viewpoints, ideas in group discussions.
6=#N read #2015Gr8LitCirBks for Literature Circles and listens to others in group discussions.
7=#N read #2015Gr8LitCirBks for Literature Circles and respectfully articulates differing feelings, beliefs, viewpoints, ideas in group discussions.
8=#N read #2015Gr8LitCirBks for Literature Circles and remains positive even when group decisions do not reflect own thinking.
9=#N read #2015Gr8LitCirBks and emphasizes collaboration and focuses on shared decision making in group discussions.
10=#N read #2015Gr8LitCirBks and emphasizes collaboration in group discussions.
11=#N read #2015Gr8LitCirBks and focuses on shared decision making in group discussions.
12=#N read #2015Gr8LitCirBks for Literature Circles and does their part to achieve a positive outcome.
13=#N read #2015Gr8LitCirBks for Literature Circles and #e participated actively in group discussions.
14=#N read #2015Gr8LitCirBks for Literature Circles and #e participated sporadically in group discussions.
15=#N read #2015Gr8LitCirBks for Literature Circles and #e needs to participate actively in group discussions.

COMMENTS: Literary devices
1=#E demonstrated #h keen knowledge of literary devices on the quiz.
2=#E could identify some of the literary devices on the quiz, but review would improve #h knowledge.
3=#E needs to review the literary devices on the quiz to achieve mastery.

COMMENTS: Math
1=#N is a mathematical thinker by nature.
2=#N identifies and extends mathematical patterns to gain greater understanding.
3=#N knows basic math facts (addition, subtraction, multiplication, and division) which allows for #m to easily convert between fractions.
4=#N solves real-world mathematical problems and shows that #e not only understands the process, but the concept as well.
5=#N understands the relationship between addition, subtraction, and multiplication and applies this to fractions.
6=#N has a solid understanding of the relationships between fractions, decimals and percents.
7=#N should continue to work toward developing #h understanding of the relationships between fractions, decimals and percents.
8=#N accurately uses measurement tools well to determine length. #E is also capable of converting between metric measurements.
9=#N would benefit with more practice with division problems, especially ones from real life situations.
10=#N uses measurement tools to determine length. #E is building skills toward being able to convert between metric measurements.
11=#N understands place value and uses it to round both whole numbers and decimals.
12=#N uses various strategies to solve one- and two-step word problems. #E is extremely capable to of showing #e understands concepts.

COMMENTS: OLD-Reading
1=#E is reading at an advanced level.
2=#E is reading above the expected grade level.
3=#E has excellent reading proficiency.
4=#E is reading at an appropriate level.
5=#E is reading at the expected level.
6=#E enjoys reading.
7=#E struggles to read at grade level, but is making progress.
8=#E is reading at an adequate level.
9=#E has enjoyed the novel and stories we have studied in class.
10=#E enjoys reading a variety of different types of materials found in the classroom.
11=#E enjoys reading and can often be found at the classroom library when #h work is complete.
12=#E is an avid reader.
13=#E can often be found reading a novel at #h desk when finished #h work.
14=#E seems to really enjoy #h novel studies.
15=I encourage #N to read at home more often both fiction and non-fiction.
16=Please encourage #N to read at home in #h free time.
17=#N could benefit from reading books and magazines at home as often as possible.
18=#N is reading at level #?.
19=Please remember to have materials at home for #m to read. #E can check maximum 5 books out from the library.
20=#?

COMMENTS: OLD-Writing
1=#N developed characters, setting, and plot throughout #h story by blending description, action, dialogue, and thinking.
2=In writing, #N created stories using relevant details and showing characters' motivation by including their thinking and responses to action. #E is working elaborating #h narrative by adding dialogue, action and feeling that develop the main idea of #h story.
3=In writing, #N developed characters, setting, and plot throughout #h story by blending description, action, dialogue, and thinking. #N is working on using transitional phrases to show passage of time. #E has worked to incorporate feedback from adults and peers and pushes #s to improve across the curriculum.
4=#E writes well-structured stories; #e use of interesting detail and expressive words means that #h creative writing engages the reader.
5=#E writes stories with feeling and expression, and is willing to draft and redraft them, when appropriate. #E has a lively imagination.
6=#H work is invariably well presented.
7=#H written work is coherently structured and well executed.
8=#E is developing a solid understanding of the rules of grammar and punctuation. #H texts are usually nicely planned and imaginative.
9=#E is able to write independently, in complete sentences, using capital letters, full stops and question marks; and can spell most common words.
10=#E can revise and redraft #h own work, using a dictionary as necessary.
11=#E is willing to listen to advice and this has led to a wider use of adjectives and descriptive phrases in #h work.
12=#N's imaginative story work is full of original ideas and #e uses a good range of vocabulary.
13=#E has a generally accurate grasp of sentence punctuation; writing fluently, with considerable thought and inventiveness. However, #e still needs to check through #h work before handing it in to eliminate preventable errors.
14=#E writes with confidence, and #h stories are now more detailed and descriptive. #E tends to set #h ideas down in a colloquial fashion, but is becoming more aware of when to use formal language.
15=#E writes imaginatively, though #h work is usually concise. #E needs to introduce more descriptive phrases in order to hold the reader's attention. #N's handwriting is much neater, and more legible. #E must remember to join.
16=#E has a lively writing style and is often quite imaginative. #H use of more advanced punctuation can, at times, be erratic.
17=#E has tried hard to grasp the basics of sentence punctuation. While #e still has difficulties with commas and quotation marks, #e seems generally secure about full stops and the use of capitals. #H story writing needs greater use of descriptive words and phrases.
18=When writing, #e uses sentence punctuation accurately, and is beginning to introduce descriptive phrases.
19=When asked to present #h thoughts on paper, #e is less expressive, though the amount #e writes has increased dramatically over the year. #E is very slow when writing stories, and although #e has good ideas, #h stories are never very long.

COMMENTS: Opening sentence
1=#N displays perseverance when challenged by the work in English class.
2=#N seeks clarification or assistance when needed.
3=#N reflects on #h learning and takes action to improve.
4=#N's attitude towards work in English is good but #e needs to do #h homework in order to make progress.
5=Recently, #N has settled down well and worked much harder in English.
6=#N has made a positive start to #h time at ISM.
7=#N has produced some good work when #e makes the effort but is capable of more.
8=#N must ask if #e does not understand the work and in this way #e will make much more progress.
9=#N is well-organized and follows up thoroughly after absences.
10=#N is well organized and comes to class prepared with all materials.
11=#N is well -organized and hands in complete assignments on time.
12=#N is attentive and actively engaged in whole class and small group discussions.
13=#N listens carefully to instructions and feedback
14=#N works with care and attention to detail.
15=#N prioritizes responsibilities, focuses on tasks set and uses class time effectively.
16=#N participates positively in both large and small group activities, facilitates cooperation among #h, and makes valuable contributions to class discussions.
17=#N listens to others, and is able to respectfully articulate #h differing feelings, beliefs, viewpoints, and ideas.

COMMENTS: Oral presentation skills
1=#N can speak clearly in oral presentations but #e needs to add volume.
2=#N speaks clearly and directly to #h audience.
3=When presenting information in oral form #e speaks clearly and directly to #h audience with volume and animation.
4=and utilizes #h talent for dramatic effects to entertain.
5=Although #N can speak clearly when making an oral presentation #e lacks volume and needs to make eye contact with #h audience.
6=When presenting orally #N speaks with confidence to #h audience.
7=#N organizes #h ideas into a presentation that clearly links definitions and supporting evidence.
8=#N exhibits confidence and energy throughout #h oral presentations and uses #h script effectively.
9=#N is prepared and organized for oral presentation and speaks using an appropriate pace and adequate vocal projection.

COMMENTS: Organization
1=#N is well organized and always makes sure #h homework is recorded in #h planner, and that #e has all the materials needed for that day.
2=#N is becoming more organized, making sure #h homework is recorded in #h planner, and #e has all the materials needed for that day, although there is still room for improvement.
3=#N needs to work on #h organization making sure #h homework is recorded in #h planner, and #e has all the materials needed for that day.

COMMENTS: Outsiders Lit Circles
1=#N read The Outsiders for Literature Circles and participated positively in group discussions.
2=#N read The Outsiders for Literature Circles and facilitated cooperation in group discussions.
3=#N read The Outsiders for Literature Circles and made valuable contributions to group discussions.
4=#N read The Outsiders for Literature Circles and listened to others, respectfully articulating #h differing feelings, beliefs, viewpoints, and ideas in group discussions.
5=#N read The Outsiders for Literature Circles and remained positive, even when group decisions did not reflect #h own thinking.
6=#N read The Outsiders for Literature Circles and emphasized collaboration and focused on shared decision making in the group discussions.
7=#N read The Outsiders for Literature Circles and did #h part to achieve a positive outcome in the group discussions.
8=#N read The Outsiders for Literature Circles and #e participated sporadically in group discussions.
9=#N read The Outsiders for Literature Circles and #e participated actively in group discussions.
10=#N read The Outsiders for Literature Circles and #e needs to participate actively in group discussions.
11=#N read The Outsiders for Literature Circles.

COMMENTS: Participation
1=#N contributes to class discussions and raises #h hand when necessary.
2=#N is a regular contributor to class discussions and raises #h hand frequently.
3=#N contributes to small group and class discussions when encouraged to do so.
4=#N participates in class discussions from time to time, but #e should share more often.
5=#N is able to express views clearly and justify them when encouraged to do so in small group or class discussions.
6=#N is gaining confidence and participating more after a quiet start to class and small group participation.
7=#N has lots of ideas to share, so #e should participate more in class discussions.
8=#?
9=#N makes meaningful contributions to the English classroom and #e tries very hard to be successful in #h projects and in #h learning.

COMMENTS: PEA Paragraph
1=#E mastered the P.E.A. paragraph writing structure.
2=#E continues to work towards mastering the P.E.A. paragraph writing structure.
3=#E had difficulty mastering the P.E.A. paragraph writing structure.
4=#H points were always clear and supported with relevant evidence.
5=#H points were sometimes clear and supported with relevant evidence.
6=#H points were rarely clear or supported with relevant evidence.
7=#E displayed critical thinking skills in #h analysis and logically explained how the chosen evidence proved the point.
8=#E needs to develop critical thinking skills in #h analysis in order to logically explain how the chosen evidence proved the point.
9=#E struggled with critical thinking skills in #h analysis of how the chosen evidence proved the point.

COMMENTS: Pearl Writing Task
1=For The Pearl writing task, #e created a story with interesting ideas and a sufficiently focused topic.
2=For The Pearl writing task, #e created a story with interesting ideas.
3=For The Pearl writing task, #e created a story with relevant sensory details.
4=For The Pearl writing task, #e created a well-organized story with a logical sequence of events.
5=For The Pearl writing task, #e struggled to create a story with interesting ideas and a sufficiently focused topic.
6=For The Pearl writing task, #e struggled to create a story with a logical sequence of events.
7=For The Pearl writing task, #e struggled to create a story with relevant sensory details.

COMMENTS: Personal Attributes - Jillian
1=#N is an enthusiastic learner.
2=#N puts evident effort into #h work as #e completes assignments with quality in mind.
3=#N is an active participant in group discussions.
4=#E arrives at school each day ready to learn.
5=#E arrives at school each day with a smile, ready to learn.
6=#N tackles new challenges seriously and with a positive attitude.
7=#N tackles new challenges eagerly and with a positive attitude.
8=#N has many insightful ideas to share with the class.
9=#N kind, caring, and friendly character makes #m a role model for classmates.
10=#N's cheery demeanor has made #e a friend to many in our classroom.
11=#N uses common sense to problem solve independently and in a positive manner.
12=#N is respectful of others at all times.
13=#N adapts easily to new situations and is not afraid to take a risk.
14=#N's fast-paced personality and passion drive #m inside and outside of class.
15=#N has continued to be a well respected and cheerful member of our classroom community.
16=#E has developed strong friendships and is able to work effectively with all students in class.
17=#E has been a strong mentor for new students that have come throughout the year, helping them feel at ease and adjust to classroom routines and expectations.
18=#E continues to brighten the classroom with #h cheerful attitude and enthusiasm for learning.
19=#N has been a fun and caring addition to our classroom community.
20=#N is mature, responsible, communicative, and collaborative.

COMMENTS: Persuasive Essay- ideas
1=#E stated a clear thesis for #h Persuasive Essay that outlined a logical position.
2=#E focused the topic of #h Persuasive Essay sufficiently.
3=#E developed and supported #h opinion with details from #h research in #h Persuasive Essay.

COMMENTS: Persuasive Essay- organization
1=#E created a clear lead for #h Persuasive Essay.
2=#E used transition words and phrases to help logically organize and argue #h position in #h Persuasive Essay.
3=#E organized main ideas and supporting details that were logically grouped in #h Persuasive Essay.
4=#E created a clear conclusion for #h Persuasive Essay.

COMMENTS: Persuasive Essay- sentence fluency
1=#E structured mostly complete sentences throughout #h Persuasive Essay.
2=#E crafted a variety of effective sentences throughout #h Persuasive Essay.
3=#E created sentences that were easy to read throughout #h Persuasive Essay.
4=#E used a variety of sentence beginnings throughout #h Persuasive Essay.

COMMENTS: Persuasive Essay- word choice
1=#N used strong vocabulary to enhance meaning in #h Persuasive Essay.
2=#N used appropriate tools of persuasion to convince the audience of #h opinion in #h Persuasive Essay.

COMMENTS: Poetic analysis essay
1=After research and study, #N wrote a poetic analysis essay about the work of #Poets.

COMMENTS: Poetic device quiz
1=#E was highly successful on the poetic device quiz.
2=#E demonstrated #h #PerformanceAdjectives knowledge of poetic devices on the poetry quiz.
3=#E was moderately successful on the poetic device quiz.
4=#E could identify some of the poetic devices on the poetry quiz, but review would improve #h knowledge.
5=#E needs to review the poetic devices studied on the poetry quiz for mastery.

COMMENTS: Poetry Anthology
1=#N used class time wisely and compiled a thoughtful, creative poetry anthology.
2=#N compiled an interesting poetry anthology.
3=#N struggled to use class time wisely and compile a poetry anthology.

COMMENTS: Poetry quiz
1=#E demonstrated #h knowledge of poetic devices on the poetry quiz.
2=#E could identify some of the poetic devices on the poetry quiz, but review would improve #h knowledge.
3=#E needs to review the poetic devices studied on the poetry quiz for mastery.

COMMENTS: Poetry Remix
1=#N used class time wisely and compiled a thoughtful, creative Poetry Remix Video demonstrating #h depth of knowledge of poetic devices and structures.
2=#N compiled an interesting Poetry Remix Video demonstrating #h knowledge of poetic devices and structures.
3=#N struggled to use class time wisely and compile a Poetry Remix Video demonstrating #h knowledge of poetic devices and structures.

COMMENTS: Reader profile
1=#N was comfortable using metacognitive reading strategy terms in their correct form in the Reader Profile Assessment and supported #h definitions of reading strategies with relevant, personal examples from #h reading logs.
2=#N used some of the metacognitive reading strategy terms in their correct form in the Reader Profile Assessment.
3=#N struggled to use the metacognitive reading strategy terms in their correct form in the Reader Profile Assessment and could improve by reviewing the strategies while reading on a daily basis at home.
4=#E supported #h definitions of reading strategies with relevant, personal examples from #h reading logs in the Reader Profile Assessment.
5=#E began to support #h definitions of reading strategies with relevant, personal examples from #h reading logs in the Reader Profile Assessment, but needed to complete more reading logs to improve the quality of #h work.
6=#E could have improved #h work by supporting #h definitions of reading strategies with relevant, personal examples from #h reading logs in the Reader Profile Assessment.

COMMENTS: Reader's theater 7
1=#E used a variety of thoughtfully executed voice techniques in the Reader's Theater Assessment.
2=#E used a variety of appropriate voice techniques that enhanced the understanding of the script, and were executed in a thoughtful manner during the Reader's Theater Assessment.
3=#E engaged the audience and sustained their interest throughout the entire Reader's Theater Assessment.
4=#E used voice and gestures to create a character and remained in character throughout the Reader's Theater Assessment.
5=#E understands how sound shapes the emotional impact of the whole script for the Reader's Theater Assessment.
6=#E established a clear mood and identified the tone shifts within the script for the Reader's Theater Assessment.
7=#E demonstrated strong speaking skills during the Reader's Theater Assessment.
8=#E demonstrated adequate speaking skills during the Reader's Theater Assessment.
9=#E struggled with speaking skills during the Reader's Theater Assessment.

COMMENTS: Reading
1=As a reader,
2=While reading,
3=#N easily makes text-to-text connections and analyzes how two texts are similar.
4=#H consistently uses strategies such as making connections, asking questions about the text, and making inferences to aid #h comprehension.
5=#H fluency and intonation are very good while reading a variety of texts, both fiction and informational.
6=#E reads dialogue with expression.
7=#E reads and comprehends informational texts, including scientific books.
8=#N is a fluent reader who makes strong connections to text and uses a variety of strategies to figure out the meaning of difficult words #e encounters in text.
9=#N is self-directed and stays on task while participating in our Reading Groups.
10=#N is inconsistent with #h on-task behavior during Reading Groups. #E needs occasional reminders to stay on task and follow through with #h reading or job.
11=#E should continue to practice taught reading strategies to gain greater meaning from the story.
12=#E should continue to practice choosing books that are at #h ìjust rightî reading level.
13=#E chooses books that are at #h ìjust rightî reading level.
14=#N would benefit from reading at least 20 minutes a day over the summer holiday.
15=#N has made some progress in reading this semester.
16=#H reading fluency is steady and mostly accurate. #E is still working on responding to what #e has read both in writing and orally.
17=When prompted, #N can make thoughtful contributions to #h reading group discussions.
18=Retelling events from a story in a sequential manner is an easy task for #N.
19=#E reads closely to determine what the text says explicitly and makes logical inferences from it.

COMMENTS: Reading 2
1=#N has achieved full fluency in #h reading and has good expression when reading aloud.
2=#E is expected to read a variety of materials. #N can create atmosphere when reading aloud, by varying pace and intonation and is deriving more pleasure from #h books.
3=#N reads independently showing good expression and understanding. #E has an affinity with books and enjoys silent reading. #N is starting to use very descriptive words in #h own writing; often picking them up from the books #e has read.
4=#N's reading has shown good progress this year. #E reads a variety of books with growing expression and good fluency.
5=#E has achieved full fluency in #h reading and has good expression when reading aloud.
6=#E can select and evaluate information from a wide range of reference materials.
7=#N reads independently showing good expression and understanding. #E shows obvious enjoyment in reading, choosing a good range of appropriate texts.
8=#H reading is increasingly fluent, and #N uses #h voice well to bring the characters and plot to life.
9=#N reads fluently, with appropriate expression, deriving pleasure from an increasingly wide range of books.
10=#N demonstrates a good level of fluency when reading. #E reads with understanding and enjoys using reference books.
11=In poetry lessons, #e can comment critically on the overall impact of a poem, showing how the language and themes have been developed.
12=#E can find and select information and use it effectively.
13=#N is becoming a competent reader and is starting to enjoy more demanding books. #E is able to read silently, with sustained concentration.
14=#N demonstrates a good level of reading fluency, and #e puts expression into #h voice. #N is now reading a wider range of texts and has a growing enthusiasm for books.
15=#E reads independently showing good understanding, and is starting to use descriptive words in #h own writing; often picking them up from the books #e has read.
16=#N's reading has shown good progress this year. #E reads a variety of books and styles with growing expression and increasing fluency.
17=#N shows a developing interest in reading; and is reading a range of more testing books.
18=#E now enjoys reading more demanding books.
19=#E has really improved #h reading this year. #E is choosing a range of more demanding and interesting texts. This variety of styles will lead to a consequent maturity in #N's story writing.
20=#N's reading is gaining in fluency. #E is more willing to share a book with an adult during the Literacy Hour and senses that #e is making some improvement this year.

COMMENTS: Reading 3
1=#E is now reading with greater fluency as a result of more regular practice and is deriving pleasure from #h books.
2=#N is reading more fluently as a result of regular practice, and enjoys reading more demanding books. #E can talk about what #e has read, showing a depth of understanding.
3=#E is expected to read a variety of materials and reads fluently, with appropriate expression.
4=#H improvement in reading has been excellent and #e is now more confident and enjoying books.
5=#N is beginning to introduce expression into the way #e reads. #E prefers reference books to story books, and particularly enjoys silent reading.
6=#E has really tried hard with #h reading, and seems to be much more confident. #E is developing good library skills and becoming increasingly self-reliant when searching for information.
7=#N, at times, can be a reluctant reader and therefore has been encouraged to look for books which interest #m. #E is now more willing to talk about the texts #e reads.
8=#N is now more confident about #h ability in English and enjoys reading a wider range of books.
9=#N's reading has improved and #e is more aware of the value of books.
10=In #h reading, #e shows increasing fluency but should try to take more notice of punctuation. This will help to improve #h understanding of the text. Generally, #N is beginning to make good progress but #e now needs to read more challenging books.
11=#E is a reluctant reader and needs encouragement to become interested in books. If #e is to improve #e must read more regularly at home.
12=#N reads books and poems with an increased confidence in #h abilities.

COMMENTS: Reading comprehension
1=#N shows good ability when completing reading comprehension tests.
2=#N would benefit from extra practice with reading aloud and discussion of content.
3=#N consistently demonstrates comprehension of short spoken texts by answering questions and explaining the events described.
4=#N consistently reads grade-level material independently.
5=#N uses good editing skills and correctly places capitals, quotation marks, question marks, apostrophes, commas, and periods.
6=#N is doing a good job of breaking a story into paragraphs
7=#N determines various forms of writing and identifies important ideas through the development of insightful questions and answers.
8=#N is able to analyze character actions, story plots, and shows strong fluency with reading.

COMMENTS: Reading ESL
1=#N's reading skills are already taking flight.
2=#E reads and understands more complex structured texts independently.
3=When reading at a level #e is comfortable with, #N has no trouble retelling main ideas, and participating enthusiastically in group discussions about text.
4=#E identifies and describes characters and makes meaningful predictions based on #h own personal knowledge and experiences in the world.
5=When reading, #N follows simple structured text independently.
6=#E reads well from familiar books at a level of difficulty #e is comfortable with and has a large bank of known words and sentences that #e recognizes.
7=#E also uses picture cues to aid #m with both word recognition and meaning.
8=#N knows all the English letters and their respective phonetic sounds.
9=#E is becoming adept at working with word families and using typical letter blends and combinations.
10=#N enjoys reading activities including Raz-Kids.
11=#E answers questions and makes predictions about what #e is reading, thus demonstrating engagement with the literature.
12=#E successfully employs decoding and comprehension strategies, as well as using picture cues to make sense of texts.
13=#N enjoys read-aloud activities and occasionally asks questions or makes predictions about what #e is reading without being prompted, demonstrating an engagement with literature.
14=#N reads fluently and expressively, following all punctuation.
15=#N retells and summarizes the main ideas from fiction and nonfiction texts.
16=#N discusses characters and events in logical ways, using evidence from the text to support #h ideas.
17=#N should be encouraged to read whenever possible, in English and in #Home-Language; this will aid #h English language development.

COMMENTS: Reading Responses
1=#N is able to offer direct responses to #h readings and supports ideas with sound reasoning and specific examples.
2=#N is learning to offer more direct responses to #h reading experiences supported by reasons, examples, and details.
3=#N needs frequent support to offer direct responses to #h reading experiences supported by reasons, examples, and details.

COMMENTS: Research
1=#N is developing the understanding that not all sources on the internet are reliable.
2=#E is encouraged to verify the sources #e finds during #h research, take accurate notes, and cite #h sources.
3=#N gathers, sorts, and organizes relevant information for its intended purpose.
4=#N continues to work toward choosing appropriate material and resources in #h research. #H learning journal entries show growing competency in organizing, sorting, and picking relevant data to support #h findings.
5=#H gathers evidence from a variety of sources and evaluates the validity of those sources.
6=#H gathers evidence from limited sources and sometimes questions the validity or accuracy of the source.
7=#E independently generates questions to guide #h research and thinks critically about the sources #e uses for information
8=#N has been working on citing the sources #e uses in #h research accurately.
9=#H evaluates the relevance of sources #h finds on the Internet by checking to see if the information is the same on other websites.

COMMENTS: Rewriting History
1=#N creates an interesting, identifiable topic and develops the topic using relevant historical facts in the Rewriting History Assessment.
2=#N uses relevant sensory details throughout the Rewriting History Assessment.
3=#N creates an appropriate, clear lead for the Rewriting History Assessment.
4=#N uses clear transition words and phrases throughout the Rewriting History Assessment.
5=#N creates a logical series of events a reader can follow in the Rewriting History Assessment.
6=#N creates a clear ending to the Rewriting History Assessment.
7=#N uses spelling correctly throughout the Rewriting History Assessment.
8=#N uses punctuation accurately throughout the Rewriting History Assessment.
9=#N uses paragraphing accurately throughout the Rewriting History Assessment.
10=#N uses capitalization accurately throughout the Rewriting History Assessment.
11=#N uses grammar correctly throughout the Rewriting History Assessment.

COMMENTS: Rewriting History- conventions
1=#N used spelling correctly throughout the Rewriting History Assessment.
2=#N used punctuation accurately throughout the Rewriting History Assessment.
3=#N used paragraphing accurately throughout the Rewriting History Assessment.
4=#N used capitalization accurately throughout the Rewriting History Assessment.
5=#N used grammar correctly throughout the Rewriting History Assessment.

COMMENTS: Rewriting History- ideas
1=#N created an interesting, identifiable topic and develops the topic using relevant historical facts in the Rewriting History Assessment.
2=#N used relevant sensory details throughout the Rewriting History Assessment.

COMMENTS: Rewriting History- org
1=#N created an appropriate, clear lead for the Rewriting History Assessment.
2=#N used clear transition words and phrases throughout the Rewriting History Assessment.
3=#N created a logical series of events a reader can follow in the Rewriting History Assessment.
4=#N created a clear ending to the Rewriting History Assessment.

COMMENTS: Sample intro sentence
1=#N had a mixed year, but there are signs of improvement in #h behavior of late.
2=#N made steady progress throughout the year.
3=#N made #SampleRatingList start to the year.
4=#N had #SampleRatingList end to the year.

COMMENTS: Sample project-work sentence
1=#E has put a lot of effort into #h project-work and I was especially pleased with #h #SampleScienceTopics assignment.
2=Project-work has been done to a minimum standard and is often handed in late.
3=#H project-work has varied considerably however #h #SampleScienceTopics assignment was excellent and has been displayed in reception.

COMMENTS: Sample project-work sentences
1=#E has worked hard on #h project-work. I was very pleased with #h #SampleScienceTopics assignment.
2=Project-work has been done to a minimum standard and is often handed in late.
3=#H project-work varies considerably however #h #SampleScienceTopics assignment was excellent.

COMMENTS: Sample summing-up sentence
1=#N has achieved a well-deserved Level #? overall. Well done #N.
2=#N has achieved a Level #? overall. With a little more effort #e could reach Level #?.
3=#N has not had the best of starts this year and is still working at Level #?.

COMMENTS: Sample summing-up sentences
1=#N has achieved a well-deserved Level #? overall. Well done #N.
2=#N has achieved a Level #? overall. With a little more effort #e could reach Level #?.
3=#N has not had the best of starts this year and is still working at Level #?.

COMMENTS: Scientific Process
1=#N shows consistent growth in clarity of thought, specificity and awareness of the steps involved in documenting design challenges during our Unit of Inquiry on Scientific Process.
2=#Nís motivation to succeed allows #h to think critically during inquiries.
3=Most recently, #N has shown increasing ability to think like a scientist ñ to ask questions, hypothesize, prepare materials and design practical solutions, write detailed procedures, record data and state conclusions.
4=#N has is beginning to show #e can think like a scientist ñ ask questions, hypothesize, prepare materials and design practical solutions, write detailed procedures, record data and state conclusions.
5=#N consistently demonstrates tat #e can think like a scientist and ask questions, hypothesize, prepare materials and design practical solutions, write detailed procedures, record data and state conclusions.
6=#E is encouraged to work through the process patiently and carefully, documenting #h thinking and steps, just as scientists do.
7=#N enjoyed partner work and hands-on problem solving as we studied the scientific process.
8=#N excitedly delved into the ways scientists think and how they show their understanding.
9=#N realized that #h is a scientist #s and that the information that #h gathers can help #m understand the world.
10=#E wondered, hypothesized, tested, collected data, and reflected on #h findings.

COMMENTS: Scrapbook
1=#N's poetry scrapbook was a creative reflection of #h learning in the unit.
2=#N's poetry scrapbook was an accurate reflection of #h learning in the unit.
3=#N's poetry scrapbook was an inadequate reflection of #h learning in the unit.

COMMENTS: Sem 2 intro ASH
1=#N had a steady second semester in English Language Arts.
2=#N had a strong second semester in English Language Arts.
3=#N had a productive second semester in English Language Arts.
4=#N had a consistent second semester in English Language Arts.
5=#N had a challenging second semester in English Language Arts.
6=#N struggled during the second semester in English Language Arts.
7=#N made steady progress throughout the year in English Language Arts.
8=#N had #SampleRatingList end to the year in English Language Arts.

COMMENTS: Sem 2 intro ISM
1=#N had a strong second semester in English.
2=#N had a productive second semester in English.
3=#N had a challenging second semester in English.
4=#N struggled in second semester English.

COMMENTS: Small moment
1=#N wrote a small moment about #?.

COMMENTS: Small moment/memoir
1=#N wrote a small moment about #?.
2=#N wrote a memoir about #?. 

COMMENTS: Socratic Seminar Discussions
1=#N communicated clearly and confidently during the Socratic Seminar Discussions of short stories.
2=#N communicated confidently during the Socratic Seminar Discussions of short stories.
3=#N communicated clearly during the Socratic Seminar Discussions of short stories.
4=#N had difficulty communicating during the Socratic Seminar Discussions of short stories.
5=#N struggled to communicate during the Socratic Seminar Discussions of short stories.
6=All of the information #N presented in the Socratic Seminar Discussions was clear, accurate and thorough.
7=Most of the information #N presented in the Socratic Seminar Discussions was clear, accurate and thorough.
8=Most of the information #N presented in the Socratic Seminar Discussions was clear and accurate but was not usually thorough.
9=The information #N presented in the Socratic Seminar Discussions had several inaccuracies.
10=The information #N presented in the Socratic Seminar Discussions was usually not clear.
11=#E understood the stories in-depth and presented #h ideas forcefully and convincingly during the Socratic Seminar Discussions.
12=#E clearly understood the stories in-depth and presented #h information with ease during the Socratic Seminar Discussions.
13=#E seemed to understand the main points of the stories and presented those with ease during the Socratic Seminar Discussions.
14=#E did not show an adequate understanding of the stories during the Socratic Seminar Discussions.
15=#E consistently used gestures, eye contact, a varied tone of voice, and a level of enthusiasm in a way that kept the attention of #h peers during the Socratic Seminar Discussions.
16=#E usually used gestures, eye contact, a varied tone of voice, and a level of enthusiasm in a way that kept the attention of #h peers during the Socratic Seminar Discussions.
17=#E sometimes used gestures, eye contact, a varied tone of voice, and a level of enthusiasm in a way that kept the attention of #h peers during the Socratic Seminar Discussions.
18=#E had a presentation style that did not keep the attention of #h peers during the Socratic Seminar Discussions.
19=Every major point was well supported with several relevant examples from the text during the Socratic Seminar Discussions.
20=Every major point was supported with text examples, but the relevance of some examples was questionable during the Socratic Seminar Discussions.

COMMENTS: Socratic Seminar Improvement
1=To improve, #e should continue using text evidence to support #h ideas.
2=To improve, #e should share text evidence during the discussion.
3=To improve, #e should share more text evidence during the discussion.
4=To improve, #e should share #h notes during the discussion.
5=To improve, #e should take more notes on the story.
6=To improve, #e should take more notes on the story and refer to text evidence during discussions to support #h ideas.
7=To improve, #e should be aware of others in the discussion and try to allow them equal time to speak.
8=To improve, #e should participate in the discussion in order to avoid earning an IE.

COMMENTS: Socratic Seminar Overall Grade
1=Overall grade: Excelling
2=Overall grade: Mastery
3=Overall grade: Developing
4=Overall grade: Beginning

COMMENTS: Socratic Seminar Speaking
1=On average each student spoke #? times.
2=You did not speak or share any text evidence during the Socratic Seminar.
3=You spoke 1 time during the Socratic Seminar but did not share any text evidence.
4=You spoke #? times during the Socratic Seminar but did not share any text evidence.
5=You spoke #? times during the Socratic Seminar and shared text evidence once.
6=You spoke #? times during the Socratic Seminar and shared text evidence twice.
7=You spoke #? times during the Socratic Seminar and shared text evidence thrice.
8=You spoke #? times during the Socratic Seminar and shared a lot of text evidence.
9=The average number of times speaking was #? per student.

COMMENTS: Socratic Seminar Story Annotations
1=You made many detailed notes to show your thinking about the story.
2=You made lots of good notes to show your thinking about the story.
3=You made a few good notes to show your thinking about the story.
4=You made a few notes to show your thinking about the story.
5=You made very few notes to show your thinking about the story.
6=You made no notes to show your thinking about the story.
7=You highlighted random words and phrases in the text, which made it difficult to tell why you chose them and what you were thinking when you read them.

COMMENTS: Soliliquy
1=#E further demonstrated #h oral presentation skills by performing a rap that #e wrote, based on a Shakespearean soliloquy.

COMMENTS: Sonnet
1=#N wrote a creative sonnet.
2=#N wrote an interesting sonnet.
3=#N wrote an original sonnet.

COMMENTS: Student strengths
1=#N has an expansive knowledge of
2=#N enthusiastically participates.
3=#N demonstrates excellent understanding of
4=#N comprehends quickly.
5=#N takes pride in #h work.
6=#N demonstrates initiative.
7=#N listens and follows directions.
8=#N expresses ideas clearly.
9=#N exhibits organizational skills.
10=#N does neat, thorough work.
11=#N seeks advice and assistance.
12=#N works independently.
13=#N is admired by #h peers.
14=#N demonstrates leadership skills.

COMMENTS: StudentStrengths
1=#N has an expansive knowledge of
2=#N enthusiastically participates
3=#N demonstrates excellent understanding of
4=#N comprehends quickly
5=#N takes pride in #h work
6=#N listens and follows directions
7=#N expresses ideas clearly
8=#N seeks advice and assistance
9=#N works well independently
10=#N is admired by #h peers
11=#N demonstrates leadership skills
12=#N demonstrates initiative
13=#N exhibits strong organizational skills
14=#N does neat, thorough work

COMMENTS: Summary sentence
1=#N must maintain #h #diligent work ethic for continued success next semester.
2=Such #diligent work habits will serve #m well next semester.
3=#N made satisfactory progress this semester.
4=To improve, #N should also attend tutorials more often.
5=To improve, #N should add more detail to #h work.
6=To improve, #N should be sure #h work is submitted on time.
7=#?
8=Such #diligent work habits will serve #m well next year.
9=#N must maintain #h #diligent work ethic for continued success next school year.
10=#N must maintain #h #diligent work ethic for continued success in high school.
11=Such #diligent work habits will serve #m well in high school.
12=#N must develop a more #diligent work ethic for success in high school.

COMMENTS: Summary sentence Sem1
1=#N must maintain #h #diligent work ethic for continued success next semester.
2=Such #diligent work habits will serve #m well next semester.
3=#N made satisfactory progress this semester.
4=To improve, #N should also seek individualized help more often during breaks, or lunch.
5=To improve, #N should add more detail to #h written work.
6=To improve, #N should be sure #h written work is submitted on time.
7=To improve, #N should read #h written work aloud to resolve grammatical and syntax errors.

COMMENTS: Summary sentence Sem2
1=Such #diligent work habits will serve #m well next school year.
2=#N must maintain #h #diligent work ethic for continued success next school year.
3=#N made good progress overall this school year.
4=#N made good progress, and could develop further with a more concerted effort.
5=The progress #N made this year has been hindered by attendance issues.
6=#N would benefit from reading at least 20 minutes a day over the summer holiday.

COMMENTS: Work Ethic
1=#E takes pride in #h work.
2=#E takes great pride in #h work.
3=#E is very conscientious about #h work.
4=I'm very happy to see how #e takes such pride in #h work.
5=#N always submits quality work.
6=I appreciate the time and effort #N puts into #h work.
7=#?

COMMENTS: Work ethic 2
1=Overall this has been an impressive semester for #N.
2=Overall, this has been a very good second semester.
3=#E should aim to maintain the high quality of #h work next year.
4=#E should aim to increase #h confidence by making an effort to be more involved in class discussions.
5=#E should try to take a more active part in practical investigations to improve #h understanding of the inquiry.
6=#E should make an effort to be more actively involved during lessons.
7=#E should aim to produce #h best work at all times.
8=#E needs to be more methodical in #h approach to English to enable #m to develop a more complete understanding of the subject matter, ideas, and concepts.
9=#N needs to put more consistent effort into #h homework.
10=#E should make an effort to concentrate more during discussions.
11=We would like to see #N make more effort to avoid being distracted during lessons.
12=#E should try to improve the presentation of #h written work.
13=Next semester #N would benefit from regularly reading non-fiction resources on the current topic to improve #h background knowledge.
14=#E needs to strengthen #h ability to pull out the most important keyword notes from the resources read.
15=I have thoroughly enjoyed having #m in my class this year. I wish #m all the best for #m future studies in secondary school.
16=#N is a very hardworking #b and should have much success in the 7th grade.
17=With #N's friendly, cooperative attitude, #e will always be a pleasant addition to any class and should have much success in the 8th grade.
18=If #N will put forth in the future the effort to maintain #h academic achievement and improve #h attitude toward school, #e will receive a great deal from #h learning in secondary school next year.
19=Please continue to work on your skills next year. Best of luck, #N.

COMMENTS: Work Habits
1=Daily assignments are always completed in a timely manner with #Nís best effort.
2=#E stays focused on the task at hand.
3=#E uses class time constructively.
4=#E consistently uses #h personal best effort on a daily basis.
5=#N completes work with quality in mind, #e strives to gain full understanding of concepts.
6=#E is a self-motivated worker and takes initiative within our classroom.
7=#Nís hard work produces quality results.
8=N is an inquisitive learner who enjoys analyzing situations and making new discoveries.
9=#N actively engages in working carefully and conscientiously.
10=#E pays attention to detail in daily work.
11=#E reads and listens to directions carefully and follows them closely.
12=#E works independently and stays on task.
13=#E uses higher level thinking strategies to apply learned skills to new situations.
14=#E demonstrates exceptional self-management techniques and understands #h roles and tasks easily.
15=#E works very well with others in a group, and can be partnered with anyone in class.
16=#E shows perseverance when accomplishing challenging tasks.
17=#E is able to transition easily from one activity to the next.
18=#E is working on transitioning easily from one activity to the next.
19=#E is very social and sometimes needs reminders of what #e is supposed to be doing.
20=#N struggles with keeping #h materials organized and putting them away in the appropriate place. It is difficult for #N to begin working right away on class work since #e often cannot find the supplies #e needs to get started.

COMMENTS: Writing
1=In writing,
2=In #h writing, #e shows a strong grasp of organization. #E stays on topic and relays relevant details.
3=While writing, #e conveys #h thoughts and ideas clearly. #E carefully tailors #h writing to suit #h audience.
4=#H knowledge and application of writing conventions such as capitalization and punctuation are strong.
5=#N uses details to expand upon the great written thoughts #e is already putting on paper.
6=#N's use of descriptive language is strong, allowing the audience to clearly visualize what is written.
7=#N uses an appropriate voice in #h writing that allows #h personality to come through in #h written pieces.
8=#E has worked toward writing with more thoughtful reflection this semester.
9=#E continues to need encouragement to write with more detail and voice.
10=#E continues to need encouragement to write with stronger organization.
11=#E uses the writing process and responds well to suggestions to improve #h overall work.
12=#E uses grammatical conventions correctly in the final drafts of #h work.
13=The more #e writes, the more #h voice and style emerge.
14=#N is becoming more aware of writing conventions such as the use of punctuation marks and subject-verb agreement, and should continue to focus on this area over the next semester.
15=#N is working to use grammatical conventions correctly in the final drafts of #h work.
16=#E is very thoughtful about what #e puts onto paper, wanting to have a clear idea in #h head of all that #e will write before starting.
17=#H spelling has improved over the course of the semester. It is important for #m to continue to practice #h phonetic knowledge when spelling unfamiliar words.
18=#H writing has been a joy to read over the course of the year. #? was an especially strong piece of writing.
19=#N continues to delight readers with #h writing; #e uses vivid language to develop imagery and connect with #h audience.

COMMENTS: Writing ESL
1=In writing, #N recognizes and uses a few basic punctuation marks like full stops and question marks.
2=#E accurately prints most commonly used English words.
3=#E makes use of most English spelling patterns, phonetic sounds and sound combinations.
4=The structure of the sentences #e uses in #h writing is also beginning to grow in complexity as #e moves towards a near native level of English use.
5=In #h writing, #N is experimenting with how to convey #h ideas and messages clearly.
6=#E writes words, phrases and sentences with growing complexity, although at times errors might make #h meaning unclear.
7=#N's writing ability is slowly and steadily developing.
8=#E is beginning to produce writing of greater length and variety.
9=#E is enthusiastic about writing activities.
10=#N is working on developing #h English vocabulary and including more interesting language in #h writing pieces.
11=#E experiments with planning, attempts to sequence events, and uses standard word order.
12=#E often struggles with spelling.
13=Next semester, #N will focus on more consistent use of the past tense and taking a more active role in editing #h work, paying particular attention to punctuation and thinking about where #e might add details.
14=#N uses simple sentence structures in #h writing. #E is working on developing more complex sentence structures in #h writing.
15=#N uses past, simple past (walked) and irregular past tense verbs (ran, built, etc.) in #h writing.
16=#N consciously uses various sentence starters independently.
17=#N now realizes that writing is a process that goes through several stages before coming to a perfect, polished product.
18=#N writes a variety of sentences fluently and starts to use and punctuate direct speech correctly.
19=When writing a narrative, #N logically sequences with a clear beginning and ending and uses a range of vocabulary to suit purpose and audience.
20=#N self edits #h own writing but needs some support in correcting spelling and punctuation mistakes.

COMMENTS: Writing Mechanics
1=#N uses correct spelling, grammar, and punctuation when writing simple sentences.
2=#N is encouraged to show increased attention to the use of correct spelling, grammar, and punctuation with general writing skills.
3=#N needs more time and practice in the use of correct spelling, grammar, and punctuation with general writing skills.
4=#N requires considerable assistance to achieve the correct spelling, grammar, and punctuation when writing simple sentences.

COMMENTS: Writing Overview
1=In writing, #N recognizes and uses a few basic punctuation marks like full stops and question marks.
2=#E accurately spells most commonly used English words.
3=The structure of the sentences #e uses in #h writing is also beginning to grow in complexity as #e moves towards #RubricCatergories level of writing.
4=In #h writing, #N is experimenting with how to convey #h ideas and messages clearly.
5=#E writes words, phrases and sentences with growing complexity, although at times errors might make #h meaning unclear.
6=#N's writing ability is slowly and steadily developing.
7=#E is beginning to produce writing of greater length and variety.
8=#E is enthusiastic about writing activities.
9=#N is working on developing #h vocabulary and including more interesting language in #h writing pieces.
10=#E experiments with planning, attempts to sequence events, and uses standard word order.
11=#E often struggles with spelling.
12=Next semester, #N will focus on taking a more active role in editing #h work, paying particular attention to punctuation and thinking about where #e might add details.
13=#N uses simple sentence structures in #h writing. #E is working on developing more complex sentence structures in #h writing.
14=#N consciously uses various sentence starters independently.
15=#N now realizes that writing is a process that goes through several stages before coming to a perfect, polished product.
16=#N writes a variety of sentences fluently and starts to use and punctuate direct speech correctly.
17=When writing a narrative, #N logically sequences with a clear beginning and ending and uses a range of vocabulary to suit purpose and audience.
18=#N self edits #h own writing but needs some support in correcting spelling and punctuation mistakes.

LIST: 2015ChoralReadingPoems
1="What's That? What's That?"
2="Unfinished Poem"
3="Sound Test"
4="New Day"
5="Voices of Water"
6="Song of the Homeworkers"

LIST: 2015Gr8LitCirBks
1="The Curious Incident of the Dog in the Night-time"
2="The London Eye Mystery"
3="Flowers for Algernon"
4="A Mango Shaped Space"
5="Rules"

LIST: 2015HiFiLitCirBks7
1="Once"
2="The Boy in the Striped Pajamas"
3="Maus"
4="The Outsiders"

LIST: 2016FishbowlTopics
1=education
2=health care
3=slavery
4=refugees

LIST: 2016HiFiLitCirBks7
1="Once"
2="The Boy in the Striped Pajamas"
3="Maus"
4="The Outsiders"
5="Bud, Not Buddy"
6="War Horse"
7="Child of Dandelions"
8="Night"
9="The Rock and the River"

LIST: Ability-adjectives
1=analytical
2=artistic
3=clever
4=creative
5=eloquent
6=efficient
7=intelligent 
8=knowledgeable
9=proficient in ... 
10=scientific
11=skillful in...
12=talented 
13=versatile

LIST: Accommodations
1=extra time on tests
2=frequent check-ins for understanding
3=listen to audio recordings instead of reading text
4=hear instructions orally
5=be given an outline of a lesson
6=use visual presentations of verbal material, such as word we
7=be given a written list of instructions
8=give responses in an easier form (oral or written)
9=dictate answers to a scribe
10=capture responses on an audio recorder
11=use a spelling dictionary or electronic spell-checker
12=type notes or give written responses in class
13=work in a quiet setting with few distractions
14=take a test in small group setting
15=take more time to complete a task or a test
16=have extra time to process oral information and directions
17=take frequent breaks, such as after completing a task
18=break larger assignments into parts
19=preferential seating 1-3 feet from the teacher 
20=provide oral instructions also in written form

LIST: AFCtopics
1=climate change
2=poverty and hunger
3=gender inequality
4=contemporary slavery
5=world population growth
6=water sustainability
7=infectious diseases
8=renewable energy

LIST: Attitude-adjectives
1=confident
2=eager 
3=enthusiastic
4=motivated
5=open minded
6=passionate
7=positive
8=supportive
9=zealous

LIST: Behavior-adjectives
1=considerate
2=cooperative
3=courageous 
4=dependable
5=curious
6=cheerful 
7=fair 
8=friendly 
9=generous 
10=helpful 
11=honest
12=inspiring
13=outgoing
14=patient 
15=respectful
16=self-confident 
17=sociable 
18=sincere
19=thoughtful
20=well-mannered

LIST: ChoiceboardProducts
1=Research Report
2=Trifold
3=PSA Video
4=Letter to a Leader
5=Wildcard 

LIST: diligent
1=conscientious
2=studious
3=careful
4=persistent
5=industrious
6=diligent
7=tireless
8=steadfast

LIST: GothicLitCirBks
1="Frankenstein"
2="The Strange Case of Dr. Jekyll and Mr. Hyde"
3="Wuthering Heights"
4="The Haunting of Hill House"
5="Rebecca"

LIST: HiFilitbks7
1=Tuck Everlasting
2=The Boy in the Striped Pajamas
3=Bud, Not Buddy
4=The 13th Floor
5=Refugee Boy
6=Kensuke's Kingdom
7=Once
8=Maus
9=The Outsiders

LIST: Home-Language
1=Korean
2=Japanese
3=Bahasa
4=Dutch
5=Norwegian
6=Danish
7=Hindi
8=Russian
9=Spanish
10=French

LIST: LearningBehaviors
1=consistently
2=regularly
3=persistently
4=often
5=frequently
6=occasionally
7=sometimes
8=intermittently
9=seldomly
10=periodically
11=rarely

LIST: Maturity-adjectives
1=ambitious
2=conscientious
3=determined
4=diligent
5=hard-working
6=industrious 
7=independent 
8=mature 
9=meticulous 
10=proactive
11=responsible 
12=reflective
13=reliable 
14=resourceful
15=sensible
16=self-disciplined
17=self-motivated 
18=thorough 
19=well-organized

LIST: PerformanceAdjectives
1=profound
2=exemplary
3=proficient
4=skilled
5=developing
6=growing
7=emerging
8=basic
9=an excellent
10=a good
11=an average
12=a disappointing
13=a poor

LIST: Poets
1=Maya Angelou
2=Pablo Neruda
3=Robert Frost
4=Langston Hughes
5=Nikki Giovanni
6=Naomi Shiab Nye

LIST: PositiveStudentDescriptors
1=Artistic
2=Brave
3=Considerate
4=Cooperative
5=Creative
6=Curious
7=Dependable
8=Efficient
9=Enthusiastic
10=Fair
11=Friendly
12=Generous
13=Hard-working
14=Helpful
15=Honest
16=Intelligent
17=Kindhearted
18=Mature
19=Respectful
20=Responsible

LIST: Readerstheaterstories2017
1=of "The Use of Force" by William Carlos Williams
2=of "The Chaser" by John Collier
3=of "Eleven" by Sandra Cisneros
4=of "The Witch" by Shirley Jackson
5=of "The Dinner Party" by Mona Gardner
6=of "They're Made Out of Meat" by Terry Bisson
7=of "The White Umbrella" by Gish Jen
8=of "The Necklace" by Guy de Maupassant

LIST: RubricCatergories
1=an exemplary
2=a proficient
3=a developing
4=an emerging

LIST: SampleScienceTopics
1=Heating and Cooling
2=Light and Sound
3=Exploring Magnetism
4=Changing Earth



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