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COMMENTS: Grade 1 - Media
1=With teacher support, #N identifies some media forms (e.g., flyers, newspapers, signs, comic books, commercials, websites, books, etc.), their purpose and the intended audience.
2=#N identifies some media forms (e.g., flyers, newspapers, signs, comic books, commercials, websites, books, etc.), their purpose and the intended audience.
3=#N identifies different media forms (e.g., flyers, newspapers, signs, comic books, commercials, websites, books, etc.), their purpose and the intended audience.
4=#N independently identifies different media forms (e.g., flyers, newspapers, signs, comic books, commercials, websites, books, etc.), their purpose and the intended audience.

COMMENTS: Grade 1 - Media T2
1=With difficulty, #N identifies some media conventions and techniques and their intended purposes. When analyzing fictional texts, #e is able to identify text features (e.g., using colour to create mood, animation vs. real life, etc.) with teacher assistance.
2=#N identifies a variety of media conventions and techniques and their intended purposes. When analyzing fictional texts, #e is able to identify text features (e.g., using colour to create mood, animation vs. real life, etc.) with limited teacher assistance.
3=#N confidently identifies a variety of media conventions and techniques and their intended purposes. When analyzing fictional texts, #e is able to identify many text features (e.g. using colour to create mood, animation vs. real life, ​etc.).

COMMENTS: Grade 1 - Oral
1=#N demonstrates a limited understanding of simple texts and media works by answering a few questions about a poem or story read in class. In oral presentations, #N uses some vocal and facial expressions to convey meaning and requires frequent prompts to describe #h favourite part of a story. #E communicates thoughts and ideas in a limited manner and with teacher support.
2=With #? teacher support, #N is beginning to show understanding of simple texts by answering literal questions about stories or instructions read aloud in class. During informal presentations, #e is learning to use vocal and facial expressions to convey meaning and to describe #h favourite part of a story. With encouragement and prompting, #e is beginning to share thoughts and ideas in more complete sentences.
3=#N demonstrates some understanding of simple texts and media works by answering some questions about a poem or story read in class. In oral presentations, #N sometimes uses some appropriate vocal and facial expressions to convey meaning and requires some prompts to describe #h favourite part of a story. #E communicates thoughts and ideas in complete sentences with some assistance from the teacher.
4=With #? teacher support, #N shows understanding of simple texts by answering literal questions about stories or instructions read aloud in class. During informal presentations, #e is beginning to use vocal and facial expressions to convey meaning and to describe #h favourite part of a story. With some prompting, #e shares thoughts and ideas using short, simple sentences.
5=#N demonstrates some understanding of simple texts and media works by answering questions about a poem or story read in class with little support. In oral presentations, #N uses appropriate vocal and facial expressions to convey meaning and requires little prompting to describe #h favourite part of a story. #E communicates thoughts and ideas in complete sentences with little support from the teacher.
6=With #? teacher support, #N shows understanding of simple texts by accurately answering literal and inferential questions about stories or instructions read aloud in class. During informal presentations, #e uses vocal and facial expressions to convey meaning and to describe #h favourite part of a story and why. When sharing thoughts and ideas, #e communicates using complete sentences with minimal teacher support.
7=#N demonstrates understanding of simple texts and media works by answering questions about a poem or story read in class with a high degree of accuracy. In oral presentations, #N uses appropriate vocal and facial expressions to convey meaning and confidently describes #h favourite part of a story. #E communicates thoughts and ideas in complete sentences with no support from the teacher.
8=#N shows understanding of simple texts by answering literal and inferential questions about stories or instructions read aloud in class with a high degree of accuracy. During informal presentations, #e uses vocal and facial expressions to convey meaning and is able to describe #h favourite part of a story and why. When sharing thoughts and ideas, #N communicates in complete sentences.

COMMENTS: Grade 1 - Oral T2
1=With prompting and support, #N is beginning to communicate thoughts and personal opinions on topics discussed in class using short but complete sentences.
2=With some support and direction, #N communicates thoughts and personal opinions regarding topics discussed in class using short but complete sentences.
3=#N independently communicates thoughts and personal opinions regarding topics discussed in class using complete sentences.
4=#N independently and confidently communicates thoughts and personal opinions regarding topics discussed in class using clear and complete sentences.
5=With support, #N is beginning to demonstrate some understanding of oral texts by answering a few simple questions about stories or instructions read aloud in class.
6=When sharing thoughts, ideas or describing #h favourite part of a story, #N #? requires support and prompting to communicate using full sentences.
7=With #? teacher support, #N shows some understanding of oral texts by answering simple questions about stories or instructions read aloud in class.
8=With encouragement and prompting, #e is beginning to share thoughts, ideas or describe #h favourite part of a story in more complete sentences.
9=With #? teacher support, #N shows understanding of oral texts by correctly answering questions about stories or instructions read aloud in class.
10=#E communicates thoughts and ideas in complete sentences with some assistance from the teacher.
11=#N shows good understanding of oral texts by answering literal and inferential questions about stories or instructions read aloud in class with a high degree of accuracy.
12=#E share thoughts, ideas or describes #h favourite part of a story in clear, complete sentences.

COMMENTS: Grade 1 - Reading
1=With teacher support, #N is beginning to use learned visual cues, vocabulary and decoding sounds to read short, repetitive texts. #E requires one on one assistance to follow simple written instructions.
2=With some teacher support, #N is beginning to use learned visual cues, vocabulary and decoding sounds to read a variety of texts. #E requires assistance to follow simple written instructions.
3=#N uses learned visual cues, vocabulary and decoding sounds to read a variety of texts. #E is beginning to be able to follow simple written instructions.
4=#N consistently uses learned visual cues, vocabulary and decoding sounds to read a variety of texts. #E accurately follows simple written instructions.

COMMENTS: Grade 1 - Reading T2
1=With one on one assistance, #N is beginning to recognize and identify most letter sounds.
2=#E often requires support and prompting to use reading strategies to decode unfamiliar words (e.g., identifying the beginning sound, using picture clues).
3=#E has difficulty answering literal and inferential questions about what #e has read.
4=With one on one assistance, #N is beginning to read short, simple repetitive texts.
5=With support and prompting, #e uses reading strategies to decode unfamiliar words (e.g., identifying the beginning sound, using picture clues).
6=#E sometimes requires direction to extend #h understanding of texts by connecting ideas read to #h own knowledge and experiences.
7=#N often requires encouragement to express personal thoughts and feelings about what has been read in class.
8=With assistance, #N reads short, simple texts.
9=With some prompting, #e uses reading strategies to decode unfamiliar words (e.g., thinking about what makes sense, using picture clues).
10=At times, #e requires encouragement to express personal thoughts and feelings about what has been read and to extend #h understanding of texts by connecting ideas to #h own knowledge and experiences.
11=#N is reading with more fluency.
12=#E uses various reading strategies to decode unfamiliar words (e.g., sounding out, rereading for clarity) and #e expresses personal thoughts and feelings about what has been read.
13=#N also extends #h understanding of texts by connecting ideas in the story to #h own knowledge and personal experiences.
14=#N is reading with greater fluency.
15=#E confidently expresses personal thoughts and feelings about what has been read and uses various reading strategies before, during and after reading to extend #h understanding.
16=#E has progressed in #h ability to infer meaning from the text.

COMMENTS: Grade 1 - Writing
1=Only with teacher support, #N creates short written texts following a model using appropriate writing conventions (e.g., capitals, periods and spacing). For example, #e can write recounts about personal experiences in #h weekly journal only with one-on-one teacher support. #N requires many reminders to use classroom resources such as the teacher model to spell unfamiliar vocabulary.
2=With one on one teacher support, #N follows a model to create short written texts about familiar topics (e.g., weekly journals about personal experiences). #E is beginning to use some appropriate writing conventions, with reminders (e.g., capitals, periods and spacing).
3=With some support, #N creates short written texts following a model using appropriate writing conventions (e.g., capitals, periods and spacing). For example, #e writes recounts about personal experiences in #h weekly journal with some teacher support. #N sometimes uses classroom resources such as the teacher model to spell unfamiliar vocabulary.
4=With teacher support, #N follows a model to create short written texts about familiar topics (e.g., weekly journals about personal experiences). #E is beginning to use appropriate writing conventions, with some reminders (e.g., capitals, periods and spacing).
5=#N creates short written texts following a model using appropriate writing conventions (e.g., capitals, periods and spacing). For example, #e writes recounts about personal experiences in #h weekly journal with minimal teacher support. #N uses classroom resources such as the teacher model to spell unfamiliar vocabulary.
6=#N follows a model to create short written texts about familiar topics (e.g., weekly journals about personal experiences). #E is beginning to use some appropriate writing conventions (e.g., capitals, periods and spacing).
7=#N confidently creates short written texts following a model using appropriate writing conventions (e.g., capitals, periods and spacing). For example, #e writes recounts about personal experiences with supporting detail in #h weekly journal with minimal teacher support. #N independently uses classroom resources such as the teacher model to spell unfamiliar vocabulary.
8=#N confidently follows a model to create short written texts about familiar topics (e.g., weekly journals about personal experiences). #E uses appropriate writing conventions (e.g., capitals, periods and spacing) and is beginning to use more complex sentence structures.
9=#N sometimes uses classroom resources such as the teacher model to spell unfamiliar vocabulary.

COMMENTS: Grade 1 - Writing T2
1=Even when following a model, #N requires constant support to write short, simple sentences.
2=#E needs assistance to spell pre-primer and primer sight words correctly and to use proper writing conventions (e.g., finger spaces between words, capital letters and periods).
3=#N requires teacher assistance to write short, simple sentences.
4=#E is beginning to spell a few grade level sight words correctly and with assistance, #e is learning to identify elements of #h writing that need improvement (e.g., writing conventions and content) using a simple checklist.
5=#N writes simple but complete sentences that convey a clear meaning.
6=#E spells some grade level sight words correctly and is showing greater independence in using identifying elements of #h writing that need improvement, including content and organization, using feedback from the teacher as well as anchor charts and checklists.
7=#N is writing more complex sentences that convey a clear meaning. #E spells many grade level sight words correctly and identifies elements of #h writing that need improvement, including content and organization, using feedback from the teacher as well as anchor charts and checklists.
8=When writing #h #?, #N #?.

COMMENTS: Grade 1 Art
1=With support, #N is learning to create works of art using primary and secondary colours, different lines and textures to express a few feelings inspired by personal experiences (e.g., story books read in class, the different seasons).
2=With some support, #N creates works of art using primary and secondary colours, different lines and textures to express a few feelings inspired by personal experiences (e.g., story books read in class, the different seasons).
3=#N creates various works of art using primary and secondary colours, different lines and textures to express a few feelings inspired by personal experiences (e.g., story books read in class, the different seasons).
4=#N creates various works of art by using primary and secondary colours, different lines and textures to express many feelings inspired by personal experiences (e.g., story books read in class, the different seasons).

COMMENTS: Grade 1 French - Listening
1=With some teacher support, #N knows when to speak and when to listen (e.g., #e does not interrupt when another student is speaking).
2=#N knows when to speak and when to listen (e.g., #e does not interrupt when another student is speaking).
3=Although supported by visual cues and gestures, #N has difficulty understanding and following simple classroom instructions given in French and often requires that instructions be repeated in English.
4=When supported by visual cues and gestures, #e is beginning to understand and respond to a few simple classroom instructions given in French though #e may require that instructions be repeated using some English.
5=When supported by visual cues and gestures, #e understands and responds to a few simple classroom instructions given in French.
6=#E understands and responds to a few simple classroom instructions given in French and is beginning to show greater comprehension of more complex, multi-step instructions.
7=#N will often nod or use facial expressions to show #e comprehends or will repeat instructions back in English to confirm #h understanding.
8=#E struggles to comprehend task directions given in French and often requires that instructions be repeated in English.
9=#E has difficulty following task instructions given in French. #E often requires instructions to be repeated using some English.
10=#E is beginning to show greater comprehension of task instructions given in French.
11=#E can independently follow task instructions given in French.
12=#N is beginning to follow multi-step instructions.
13=#E can summarize and restate instructions and information provided in French.
14=#E is often unsure of what to do even after clarifications or simplified instructions are given.
15=#N requires instructions given in French to be simplified or supported through gestures and some English.
16=#E will sometimes nod or use facial expressions to show #e understands.
17=#N will often repeat instructions back in English to confirm #h understanding.

COMMENTS: Grade 1 French - Listening T2
1=Although supported by visual cues and gestures, #N has difficulty understanding and following routine classroom instructions given in French and often requires that instructions be repeated in English.
2=When supported by visual cues and gestures, #e is beginning to understand and respond to a few routine classroom instructions given in French though #e may require that instructions be repeated using some English.
3=When supported by visual cues and gestures, #e understands and responds to routine classroom instructions given in French.
4=#E understands and responds to routine classroom instructions given in French and is beginning to show greater comprehension of more complex instructions.
5=#E struggles to comprehend task directions given in French and often requires that instructions be restated in English.
6=#E has difficulty following task instructions given in French. #E often requires instructions to be repeated using some English.
7=#E is beginning to show greater comprehension of task instructions given in French and will often nod or use facial expressions to show #e understanding.
8=#E can independently follow task instructions given in French and is beginning to follow multi-step instructions.
9=#E can summarize and restate information provided in French.
10=#E is often unsure of what to do even after clarifications or simplified instructions are given.
11=#N requires instructions given in French to be simplified or supported through gestures and some English.
12=#E will sometimes nod or use facial expressions to show #e understands.
13=#N will often repeat instructions back in English to confirm #h understanding.
14=$ experiences difficulty understanding the intent and meaning of oral French texts and needs teacher assistance to follow directions for daily routines.
15=$ demonstrates some understanding of the intent and meaning of oral French texts and follows some directions for daily routines.
16=$ demonstrates an understanding of the intent and meaning of oral French texts and follows directions for daily routines.
17=$ confidently demonstrates an understanding of the intent and meaning of oral French texts and follows all directions for daily routines.

COMMENTS: Grade 1 French - Next Steps
1=#N is encouraged to continue to practise using active listening skills (e.g., eyes on the speaker, listening for key words) to help with comprehension of spoken French.
2=#N is #? encouraged to focus on the teacher’s facial expressions and gestures in order to help make sense of what is being said.
3=#N is #? encouraged to participate more actively in French class to help build vocabulary and spoken fluency (e.g., reading the Words of the Week aloud as a class and singing French songs).
4=#N would benefit greatly by participating more actively in French class to help build vocabulary and spoken fluency (e.g., reading the Words of the Week aloud as a class and singing French songs).
5=#N is #? encouraged to make further attempts to use French in #h interactions with the teacher and peers.
6=When reading in French, #N is encouraged to focus on the initial sounds in words to aid in decoding and to look for clues in the illustrations to help improve #h understanding.
7=#N is encouraged to use learned tools and strategies (e.g., look for familiar sounds and words within the sentence, look at the visual clues) to read a variety of simple French texts to further develop #h reading skills.
8=#N would #? benefit from reviewing the Words of the Week on a daily basis to help develop #h oral and reading skills, and to expand #h French vocabulary.
9=#N is encouraged to consult anchor charts and bulletin boards in the classroom to help verify spelling.
10=#N is encouraged to use learned vocabulary (e.g., number and colour words) to add greater detail to #h writing.

COMMENTS: Grade 1 French - Reading
1=Only with consistent teacher support, #N identifies and uses a few strategies when reading French books and monthly poems (e.g., identify familiar words and sounds, use picture clues).
2=With one on one support, #N identifies and uses a few strategies to read simple French texts (e.g., identify familiar words and sounds, use picture clues).
3=With teacher support, #N identifies and uses a few strategies when reading French books and monthly poems (e.g., identify familiar words and sounds, use picture clues).
4=With teacher support, #N identifies and uses a few strategies to read simple French texts (e.g., identify familiar words and sounds, use picture clues).
5=With some teacher support, #N identifies and uses a few strategies when reading French books and monthly poems (e.g., identify familiar words and sounds, use picture clues).
6=With some teacher support, #N identifies and uses a few strategies to read simple French texts (e.g., identify familiar words and sounds, use picture clues).
7=#N identifies and uses a few strategies when reading French books and monthly poems (e.g., identify familiar words and sounds, use picture clues).
8=#N independently identifies and uses a few strategies to read simple French texts (e.g., identify familiar words and sounds, use picture clues).

COMMENTS: Grade 1 French - Speaking
1=#N often requires prompting to use French words and rehearsed phrases to express #s and to ask and answer simple questions.
2=At times, #N uses French words and rehearsed phrases to express #s and to ask and answer simple questions.
3=#N independently uses French words and rehearsed phrases to express #s and to ask and answer simple questions.
4=#N confidently uses French words rehearsed phrases to express #s and to ask and answer simple questions.
5=#E also makes a consistent effort to use French in the classroom when appropriate.

COMMENTS: Grade 1 French - Speaking T2
1=#N often requires prompting and assistance to use French words and rehearsed phrases to express #s and to ask and answer simple questions (e.g., asking to enter the classroom, use the washroom or seek help from the teacher).
2=With direct support, #e produces planned and rehearsed messages in French containing information and ideas about #s, the community, and #h surroundings (e.g., telling what #e did on the weekend, preparing a Show and Tell presentation on #?).
3=At times, #N uses French words and rehearsed phrases to express #s and to ask and answer simple questions (e.g., asking to enter the classroom, use the washroom or seek help from the teacher). With some support, #e produces planned and rehearsed messages in French containing information and ideas about #s, the community, and #h surroundings (e.g., telling what #e did on the weekend, preparing a Show and Tell presentation on #?).
4=#N independently uses French words and rehearsed phrases to express #s and to ask and answer simple questions.
5=#N confidently uses French words rehearsed phrases to express #s and to ask and answer simple questions.
6=#E also makes a consistent effort to use French in the classroom when appropriate.

COMMENTS: Grade 1 French - Writing
1=Following a model and with one-one-one teacher assistance, #N writes a few simple texts (e.g., journals and lists) about familiar topics such as #s, friends and family.
2=Following a model and with some teacher support, #N writes a few simple texts (e.g., journals and lists) about familiar topics such as #s, friends and family.
3=Following a model, #N writes a few simple texts (e.g., journals and lists) about familiar topics such as #s, friends and family.
4=Following a model, #N independently writes a few simple texts (e.g., journals and lists) about familiar topics such as #s, friends and family.

COMMENTS: Grade 1 LA - Next Steps
1=#N is encouraged to practise taught reading strategies such as 'chunking' letter sounds together to build fluency and decoding skills.
2=#N is encouraged to read and be read to on a daily basis.
3=#N is encouraged to continue to read and be read to on a daily basis.
4=#N is encouraged to read and explore a variety of genres of texts (e.g., comic books, non-fiction, chapter books, etc.).
5=#N is encouraged to listen during class discussions in order to maximize #h understanding.
6=#N is encouraged to continue listening during class discussions in order to maximize #h understanding.
7=#N is encouraged to consult the word wall and other classroom resources to verify spelling.
8=#N is encouraged to add greater detail to #h writing.

COMMENTS: Grade 1 LA - Next Steps T2
1=Next Steps:
2=#N is encouraged to practise identifying letter sounds, sound blending and sound segmentation to help improve literacy for the coming school year.
3=#N is encouraged to practise identifying letter sounds and rhyming words to help improve literacy for the coming school year.
4=#N is encouraged to practise taught reading strategies such as 'chunking' letter sounds together to build fluency and decoding skills.
5=#N is encouraged to read and be read to on a daily basis.
6=#N is encouraged to continue to read and be read to on a daily basis.
7=#N is encouraged to read and explore a variety of genres of texts (e.g., comic books, non-fiction, chapter books, etc.).
8=#N is encouraged to listen during class discussions in order to maximize #h understanding.
9=#N is encouraged to continue listening during class discussions in order to maximize #h understanding.
10=#N is encouraged to consult the word wall and other classroom resources to verify spelling.
11=#N is encouraged to add greater detail to #h writing.

COMMENTS: Grade 1 LS - Next Steps
1=- would benefit from using problem-solving strategies to resolve conflicts with peers.
2=- is encouraged to try new strategies to improve academic performance and resolve conflicts with classmates.
3=- is encouraged to remain on task during work-time and to behave appropriately in all classroom situations.
4=- should listen attentively to instructions given in order to complete work effectively.
5=- is encouraged to use feedback from #h teacher and others to improve the quality of #h work.
6=- is encouraged to ask questions to enrich understanding.
7=- would benefit from following classroom instructions and rules without reminders.
8=- is encouraged to do #h best to complete #h work and achieve #h goals.
9=- should try to answer questions on #h own before #e asks for help from others.
10=- would benefit from using problem-solving strategies to complete #h school work.
11=- is encouraged to become more self-reliant.
12=- would benefit from approaching new tasks with a positive attitude.
13=- is encouraged to use class time more effectively to complete tasks on time.
14=- would benefit from completing all of #h work diligently and on time.
15=- is also encouraged to consistently bring #h agenda and signed reading log to school on a daily basis.
16=- is encouraged to continue completing all #h work on time and with care.
17=- is also encouraged to continue bringing #h agenda and signed reading log to school on a daily basis.

COMMENTS: Grade 1 Math - Data Management
1=#N is learning to conduct a simple survey to collect data. With teacher support, #e organizes and displays primary data using concrete graphs and bar graphs.
2=With assistance, #N is beginning to be able to formulate and conduct a simple survey to collect data. With minimal teacher support, #e organizes and displays primary data using concrete graphs and bar graphs.
3=#N is able to conduct a simple survey to collect data. #E organizes and displays primary data independently, using concrete graphs and bar graphs.
4=#N confidently conducts a simple survey to collect data and organizes and displays the results using concrete graphs and bar graphs.
5=#N is encouraged to conduct simple surveys at home (e.g., "What is your favourite ice-cream flavour?") and display #h findings by drawing a graph.
6=#N is encouraged to conduct simple surveys at home (e.g., "What is your favourite ice-cream flavour?") and talk about #h findings (e.g., "more people liked chocolate than vanilla").

COMMENTS: Grade 1 Math - Data Mgt & Probability T2
1=#N is learning to determine and describe the likelihood of everyday events (e.g., turning one year older on a birthday, the possibility of snow in summer).
2=With assistance, #N is beginning to describe the likelihood of everyday events using some key vocabulary (e.g., certain, likely, unlikely, impossible).
3=#N is able to describe the likelihood of everyday events using key vocabulary (e.g., certain, likely, unlikely, impossible).
4=#N confidently describes and explains the likelihood of everyday events using key vocabulary (e.g., certain, likely, unlikely, impossible).

COMMENTS: Grade 1 Math - Geometry
1=#N is beginning to identify, sort and classify squares, circles, triangles, rectangles and ovals by their attributes (e.g., sides, corners, curves).
2=With some accuracy, #N identifies, sorts, and classifies squares, circles, triangles, rectangles and ovals by their attributes (e.g., sides, corners, curves).
3=With accuracy, #N identifies, sorts, and classifies squares, circles, triangles and rectangles, ovals by their attributes (e.g., sides, corners, curves).
4=#N correctly and confidently identifies, sorts and classifies squares, circles, triangles, rectangles, ovals and more complex shapes by their attributes (e.g., sides, corners, curves).
5=#N is encouraged to practise naming and describing two-dimensional shapes with the help of a grown-up.
6=#N is encouraged to notice and name two-dimensional shapes in #h environment (e.g., the shape of stop signs, doors, etc.).
7=#N is encouraged to compare different two-dimensional shapes based on their attributes (e.g., number of sides, vertices).
8=No mark is assigned in Geometry due to a prolonged absence from school as the result of #?.

COMMENTS: Grade 1 Math - Geometry T2
1=#N is beginning to locate, draw, and describe shapes that have symmetry and determine whether something is symmetrical or asymmetrical. #E requires assistance to identify three-dimensional solids in a structure.
2=With some accuracy, #N is able to locate, draw and describe shapes that have symmetry and determine whether something is symmetrical or asymmetrical. #E requires some assistance to identify three-dimensional solids in a structure.
3=With accuracy, #N is able to locate, draw and describe shapes that have symmetry and determine whether something is symmetrical or asymmetrical. #E can identify three-dimensional solids in a structure.
4=#N correctly and confidently locates, draws and describes shapes that have symmetry and determines whether something is symmetrical or asymmetrical. #E consistently identifies three-dimensional solids in structures.
5=No mark is assigned in Geometry due to a prolonged absence from school as the result of #?.

COMMENTS: Grade 1 Math - Measurement
1=With teacher support, #N is learning to correctly and accurately measure lengths, heights and distances using non-standard units (e.g., connecting cubes, paperclips, popsicle sticks).
2=With some support, #N is beginning to correctly and accurately estimate and measure lengths, heights and distances using non-standard units (e.g., connecting cubes, paperclips, popsicle sticks).
3=#N estimates and measures lengths, heights and distances using non-standard units (e.g., connecting cubes, paperclips, popsicle sticks).
4=#N makes reasonable estimates and accurately measures lengths, heights and distances using non-standard units (e.g., connecting cubes, paperclips, popsicle sticks).
5=#N is encouraged to practise, with an adult, measuring objects around the house using various non-standard units (e.g., paperclips, straws, Kleenex box) and discussing what worked the best and why.
6=No mark is assigned in Measurement due to a prolonged absence from school as the result of #?.
7=No mark is assigned in Measurement because #N was #? in attendance at Dorset Drive when the unit was taught.

COMMENTS: Grade 1 Math - Measurement T2
1=With teacher support, #N is learning to correctly and accurately estimate and measure area, mass and capacity using non-standard units (e.g., a deck of cards, snap cubes, scoops of rice). #E is beginning to tell and write time to the hour and half hour.
2=With some support, #N is beginning to correctly and accurately estimate and measure area, mass and capacity using non-standard units (e.g., a deck of cards, snap cubes, scoops of rice). #E is able to accurately tell and write time to the hour and half hour with assistance.
3=#N estimates and measures area, mass and capacity using non-standard units (e.g., a deck of cards, snap cubes, scoops of rice). #E is able tell and write time to the hour and half hour.
4=#N makes reasonable estimates and accurately measures area, mass and capacity using non-standard units (e.g., a deck of cards, snap cubes, scoops of rice). #E confidently tells and writes time to the hour and half hour and demonstrates a good understanding of benchmark times (e.g., when #e goes to school, eats lunch, goes to bed).
5=No mark is assigned in Measurement due to a prolonged absence from school as the result of #?.
6=No mark is assigned in Measurement because #N was #? in attendance at Dorset Drive when the unit was taught.

COMMENTS: Grade 1 Math - Next Steps
1=#N is encouraged to practise reading, writing and ordering numbers to 50.
2=#N is encouraged to practise reading, writing and ordering numbers beyond 50.
3=#N is encouraged to practise addition up to 12 using concrete objects to assist #m.
4=#N is encouraged to practise addition and subtraction up to 12.
5=#N is encouraged to explore both addition and subtraction beyond the number 12.
6=#N is encouraged to practise naming and describing two-dimensional shapes with the help of a grown-up.
7=#N is encouraged to notice and name two-dimensional shapes in #h environment (e.g., the shape of stop signs, doors, etc.).
8=#N is encouraged to compare different two-dimensional shapes based on their attributes (e.g., number of sides, vertices).
9=#N is encouraged to look for and identify patterns in everyday objects (e.g., clothing, floor tiles, songs, books, etc.).
10=#N is encouraged to extend #h learning by creating more complex patterns with every day objects found around the house (e.g., spoons, forks, paperclips, lego, etc).
11=#N is encouraged to conduct simple surveys at home (e.g., "What is your favourite ice-cream flavour?") and display #h findings by drawing or building a graph using stickers.
12=#N is encouraged to conduct simple surveys at home (e.g., "What is your favourite ice-cream flavour?") and talk about #h findings (e.g., "more people liked chocolate than vanilla").
13=#N is encouraged to practise, with the help of an adult, measuring objects around the house using various non-standard units (e.g., paperclips, straws, Kleenex box) and discussing what unit worked best and why.
14=#N is encouraged to practise measuring objects around the house using various non-standard units (e.g., paperclips, straws, Kleenex box) and discussing what unit worked best and why.

COMMENTS: Grade 1 Math - Next Steps T2
1=Next Steps: Over the summer, #N is encouraged to practise addition up to 12 using concrete objects to assist #m and to practise adding money to 10 cents using different combinations of coins.
2=Next Steps: Over the summer, #N is encouraged to practise addition and subtraction up to 12 and to show the same amount of money using different combinations of coins.
3=Next Steps: Over the summer, #N is encouraged to explore both addition and subtraction beyond the number 20 and to calculate the change due when making small purchases.
4=#E is also encouraged to practise telling time to the hour and half hour and to identify benchmark times throughout #h day.
5=#E is also encouraged to practise telling time to the minute.	
6=#E is also encouraged to practise telling time to the minute as well as discuss how much time has elapsed between events.
7=#E is also encouraged to look for and identify three dimensional shapes in #h environment.
8=#E is also encouraged to build symmetrical figures or images using various objects found around the house (e.g., buttons, popsicle sticks, stickers).
9=#E is also encouraged to analyze structures and describe how they would need to be changed to become symmetrical.
10=#E is also encouraged to discuss, with an adult, the likelihood that events will happen.

COMMENTS: Grade 1 Math - Number Sense
1=With one on one teacher support, #N is beginning to read, represent and correctly order whole numbers up to 50.
2=#N demonstrates some understanding of whole numbers to 50 when reading, representing, and ordering numbers.
3=#N demonstrates considerable understanding of whole numbers to 50 when reading, representing, and ordering numbers.
4=#N demonstrates a thorough understanding of whole numbers to 50 when reading, representing, and ordering numbers.
5=#N is encouraged to practise reading, writing and ordering numbers to 50.
6=#N is encouraged to practise reading, writing and ordering numbers beyond 50.
7=#N is encouraged to practise addition up to 12 using concrete objects to assist #m.
8=#N is encouraged to practise addition and subtraction up to 12.
9=#N is encouraged to explore both addition and subtraction beyond the number 12.
10=No mark is assigned in Number Sense due to a prolonged absence from school as the result of illness.
11=No mark is assigned in Number Sense due to a prolonged absence from school as the result of vacation.

COMMENTS: Grade 1 Math - Number Sense T2
1=With one on one teacher support, #N is able to add and subtract numbers up to 12 and can identify and describe some coins and state their value (e.g., penny, nickel, dime, quarter, $1 coin, $2 coin). #E requires assistance to add and subtract coins to 10 cents.
2=With some support, #N is able to add and subtract numbers up to 20 with some accuracy. #E identifies and describes a few coins and states their value (e.g., penny, nickel, dime, quarter, $1 coin, $2 coin). #E requires some assistance to correctly add and subtract coins to 10 cents.
3=#N is able to add and subtract numbers up to 20. #E identifies and describes various coins and states their value (e.g., penny, nickel, dime, quarter, $1 coin, $2 coin). #E also accurately adds and subtracts coins to 10 cents.
4=With a high degree of accuracy, #N is able to add and subtract numbers up to 20. #E identifies and describes all coins and states their value (e.g., penny, nickel, dime, quarter, $1 coin, $2 coin). #E accurately and independently adds and subtracts coins beyond 10 cents.
5=No mark is assigned in Number Sense due to a prolonged absence from school as the result of illness.
6=No mark is assigned in Number Sense due to a prolonged absence from school as the result of vacation.

COMMENTS: Grade 1 Math - Patterning
1=With teacher support, #e identifies, describes, extends, and creates very simple number patterns and repeating patterns involving one attribute (e.g., size, colour, shape).
2=With some teacher support, #e identifies, describes, extends, and creates very simple number patterns and repeating patterns involving one attribute (e.g., size, colour, shape).
3=#E independently identifies, describes, extends, and creates very simple number patterns and repeating patterns involving one attribute (e.g., size, colour, shape).
4=#E consistently identifies, describes, extends, and creates very simple number patterns and repeating patterns involving one attribute (e.g., size, colour, shape).
5=#N is encouraged to look for and identify patterns in everyday objects (e.g., clothing, floor tiles, songs, books, etc.).
6=#N is encouraged to extend #h learning by creating more complex patterns with every day objects found around the house (e.g., spoons, forks, paperclips, lego, etc).

COMMENTS: Grade 1 Math - Patterning & Algebra T2
1=With teacher support, #N explored examples of equality by using manipulatives such as cubes to create a balanced equation (e.g., a train of 7 cubes on one side is equal to 3 plus 4 cubes on the other side).
2=With some teacher support, #N explored examples of equality by using manipulatives such as cubes to create a balanced equation (e.g., a train of 7 cubes on one side is equal to 3 plus 4 cubes on the other side).
3=#N explored examples of equality by using manipulatives such as cubes to create a balanced equation (e.g., a train of 7 cubes on one side is equal to 3 plus 4 cubes on the other side).
4=#N independently explored examples of equality by using manipulatives such as cubes to create a balanced equation (e.g., a train of 7 cubes on one side balances 3 plus 4 cubes on the other side).

COMMENTS: Grade 1 Science
1=With direct teacher support, #N is learning to describe and compare the four seasons (e.g., typical weather, temperature, type of activities we do that time of year). #E describes, with assistance, changes in the appearance or behaviour of living things that are a result of seasonal changes (e.g., in fall, the leaves change colour and fall off the trees, in winter some animals hibernate).
2=With some teacher support, #N is beginning to describe and compare the four seasons (e.g., typical weather, temperature, and activities we do that time of the year). With some assistance, #e describes changes in the appearance or behaviour of living things that are a result of seasonal changes (e.g., in fall, the leaves change colour and fall off the trees, in winter some animals hibernate).
3=#N describes and compares the four seasons (e.g., in terms of amount of daylight, type of precipitation, temperature). #E describes some changes in the appearance or behaviour of living things that are a result of seasonal changes (e.g., in fall, some plants shed their leaves and some birds migrate; in winter some animals change colour).
4=#N confidently describes and compares the four seasons (e.g., in terms of amount of daylight, type of precipitation, temperature). #E describes, with little or no assistance, changes in the appearance or behaviour of living things that are a result of seasonal changes (e.g., in fall, some plants shed their leaves; in winter some animals adapt by growing thicker fur or changing the colour of their coat).
5=When exploring energy, #N is beginning to describes a few simple uses of energy at home, at school, and in the community though requires assistance to find ways in which energy can be conserved. #E is beginning to investigate how the sun's energy allows humans to meet their basic needs including the need for food.
6=When exploring energy, #N describes some simple uses of energy at home, at school, and in the community though requires some support to express ways in which energy can be conserved. #E investigates how the sun's energy allows humans to meet their basic needs, including the need for food.
7=When exploring energy, #N accurately describes simple uses of energy at home, at school, and in the community and can express a few different ways in which energy can be conserved. #E investigates how the sun's energy allows humans to meet their basic needs, including the need for food.
8=When exploring energy, #N independently describes simple uses of energy at home, at school, and in the community and can express a variety of ways in which energy can be conserved. #E investigates how the sun's energy allows humans to meet their basic needs, including the need for food.
9=#N is encouraged to review, with an adult, the names of the months and seasons in French and to make personal connections to better improve #h understanding of the concept of time (e.g., "My birthday happens every September. That's when we go back to school. I know that the weather starts to get colder because the seasons are changing.").
10=#N is encouraged to think and talk about ways seasonal changes affect living things (e.g., "In spring, the snow melts because the weather gets warmer. New plants begin to grow.").
11=#N is encouraged to come up with a plan on how to save energy at home.
12=#N is encouraged to identify which appliances use energy at home.
13=#N is encouraged to identify which appliances use energy at home and come up with a plan on how to save energy (e.g., turning off #h bedroom light when #e leaves the room, powering down electronics when not in use).
14=#N is encouraged to research and explore alternative sources of energy that can be used in the home.

COMMENTS: Grade 1 Social Studies
1=With teacher support, #N describes how and why a person's roles, relationships, and responsibilities may change in different places or situations and at different times. Only with teacher assistance, #e describes some of #h own roles, relationships, and responsibilities and identifies some of the significant people, places, and things in #h life, including within community.
2=With some accuracy, #N describes how and why a person's roles, relationships, and responsibilities may change in different places or situations and at different times. With some success and support from the teacher, #e describes some of #h own roles, relationships, and responsibilities and identifies some of the significant people, places, and things in #h life, including within the community.
3=With accuracy, #N describes how and why a person's roles, relationships, and responsibilities may change in different places or situations and at different times. #E successfully and with little teacher support describes some of #h own roles, relationships, and responsibilities and identifies some of the significant people, places, and things in #h life, including within the community.
4=#N confidently describes how and why a person's roles, relationships, and responsibilities may change in different places or situations and at different times. With a high degree of success and with very little teacher support, #e describes some of #h own roles, relationships, and responsibilities and identifies some of the significant people, places, and things in #h life, including within the community.
5=#N is encouraged to discuss, with an adult, what #h role is at school and in the community and how this is different from #h role at home.
6=#N is encouraged to continue to explore and discuss, with an adult, #h different relationships with family, teachers and friends.

COMMENTS: Grade 2 French - Listening
1=#N often needs one-on-one teacher support to follow simple classroom instructions given in French (e.g., ferme la porte).
2=#N is beginning to show greater understanding of simple classroom instructions given in French (e.g., range ta chaise).
3=#N sometimes follows simple classroom instructions given in French with the help of visual cues.
4=#N follows simple classroom instructions given in French.
5=#E struggles to comprehend task directions given in French and often requires that instructions be repeated in English.
6=#E has difficulty following task instructions given in French. #E often requires instructions to be repeated using some English.
7=#E is beginning to show greater comprehension of task instructions given in French.
8=#E can independently follow task instructions given in French.
9=#N is beginning to follow multi-step instructions.
10=#E can summarize and restate instructions and information provided in French.
11=#E is often unsure of what to do even after clarifications or simplified instructions are given.
12=#N requires instructions given in French to be simplified or supported through gestures and some English.
13=#E will sometimes nod or use facial expressions to show #e understands
14=#N listens to interact with #h peers and teachers and will often paraphrase or ask questions to confirm #h understanding.
15=During #Grade2SocialStudies presentations, #N struggled to make sense of the main ideas presented by #h classmate. When #e asked questions, they demonstrated little understanding of the topic presented.
16=During #Grade2SocialStudies presentations, #N struggled to make sense of the main ideas presented by #h classmate. When #e asked questions, they were of little relevance to the topic presented.
17=During #Grade2SocialStudies presentations, #N demonstrated some understanding by restating some of the main ideas with teacher prompting and support.
18=During #Grade2SocialStudies presentations, #N demonstrated good understanding by restating main ideas and asking relevant questions.
19=During #Grade2SocialStudies presentations, #N demonstrated good understanding by restating main ideas and asking relevant questions.

COMMENTS: Grade 2 French - Next Steps
1=#N is encouraged to continue to find opportunities to further develop listening skills by watching favourite cartoons or movies in French.
2=#N is strongly encouraged to find opportunities to develop listening skills by watching favourite cartoons or familiar movies in French.
3=#N is encouraged to continue to practice using active listening skills (e.g., eyes on the speaker, listening for key words) to help with comprehension of spoken French.
4=#N is encouraged to seek out opportunities to speak in French throughout the summer in order to build confidence with #h oral communication.
5=#N is encouraged to use #h tools and strategies when reading in French (e.g., sound it out, look for familiar words within the sentence, look at the visual clues).
6=#N is strongly encouraged to visit the public library in order to read French books at #h level regularly over the summer in order to boost #h confidence for the coming school year.
7=#N would benefit from visiting the public library and to read throughout the summer in order to maintain #h confidence and comfort in reading French texts.
8=#N is encouraged to journal in both English and French in order to continue to develop #h French writing skills.

COMMENTS: Grade 2 French - Reading
1=#N has shown improvement over the term in reading French texts.
2=#N struggles to understand short, simple worded instructions even when supported by visuals (e.g., morning bell work) and often requires one-on-one teacher support.
3=#N is beginning to read and follow short, simple worded instructions that are supported by visuals (e.g., bell work).
4=#N is beginning to independently read and follow simple instructions and text written in French (e.g., bell work, in-class activities).
5=#N can independently read and follow simple instructions and text written in French (e.g., bell work, in class activities).
6=#E is beginning to identify a few high-frequency words in French (e.g., et, le, la, un, mon).
7=#E struggles to correctly identify and pronounce common French sounds (e.g., er, ou, an, oi) when reading short, repetitive narrative texts limiting fluency. As such, #e is reading well below grade level in French.
8=#E has shown improved fluency when reading simple narrative texts though #e is still reading below grade level in French.
9=#E has shown improved fluency when reading simple narrative texts and can correctly respond to literal and inferential questions relating to the storyline to demonstrate #h comprehension.
10=#N is beginning to read more fluently in French and is now able to read and understand French texts #? grade level.
11=#N has show improved fluency in French and is now able to read and understand French texts #? grade level.

COMMENTS: Grade 2 French - Speaking
1=#N is able to ask familiar questions in French (e.g., asking to use the washroom) using rehearsed phrases.
2=#N can formulate short questions and is able to make #s understood in brief communication situations using familiar language.
3=#N can formulate complete sentences to talk about familiar topics (e.g., family activities).
4=#E can make #s understood in everyday communication situations though sometimes requires prompting to use a French term even for familiar words.
5=#E can make #s understood in communication situations relating to familiar topics such as family activities as well as in subjects relating to school.
6=#N has difficulty sustaining a conversation in French due to a lack of vocabulary to express #h ideas.
7=#E often avoids sharing ideas or opinions due to #h limited vocabulary in French. When #e does participate, #e will use English.
8=#N will often ask for how to use the correct word or expression in French by saying "comment-dit-on..?" rather than "how do you say..?"
9=#E has a limited vocabulary in French even relating to familiar topics. #E does not integrate newly learned vocabulary into spoken situations, often resorting to English to express #h thoughts or ask questions.
10=#E relies on familiar vocabulary or memorized phrases in class. #N does not integrate newly learned vocabulary into #h speaking.
11=#E uses new and familiar vocabulary to express ideas in class.
12=During #Grade2SocialStudies presentations, #N #?

COMMENTS: Grade 2 French - Writing
1=With modelling and teacher support, #N can correctly copy French vocabulary and short simple sentences.
2=During writing activities, #N struggles to accurately construct simple sentences using familiar French vocabulary. Instead, #e will often copy disjointed ideas directly from the board.
3=#N is beginning to write simple sentences using modelling and teacher support.
4=#N is able to complete short sentences with accurate use of French linking words during writing activities (e.g., journal entries, Science observations).
5=#N is writing longer and more complex pieces in French without teacher prompting.
6=#E struggles to incorporate new or subject-specific French vocabulary into #h writing.
7=#E is beginning to incorporate more newly learned or subject-specific vocabulary into #h writing.
8=During Science or Social Studies assignments, #e often requires reminders to write in French.
9=During Science or Social Studies assignments, #e often uses correct, subject-specific vocabulary in French.

COMMENTS: Grade 2 French Intro
1=#N enjoys discussing texts in French and #h general written work is now better organised, and structured more thoughtfully.
2=#N has been encouraged to take more of an active part in shared reading and writing activities as well as independent work.
3=#N has recently made good progress in this area of the curriculum, and now shows greater confidence in #h ability to express #s on paper.

COMMENTS: Grade 2 Science Intro Sentence
1=#N is beginning to demonstrate an interest in exploring various topics in Science class.
2=#N demonstrates an active interest in exploring various topics in Science class.
3=#N is encouraged to take a more active interest in exploring various topics in Science class by participating more regularly in group and class discussions.

COMMENTS: Grade 2 Science Next Steps
1=#N is encouraged to add full labels to #h science diagrams in order to demonstrate #h true understanding and knowledge of a given topic.
2=At home, #N is encouraged to talk about concepts explored in class in order to make real-life connections, solidify #h understanding and identify areas that require further explanation.
3=At home, #N is encouraged to further explore topics covered in class through visits to the library, searching the Internet or in doing hands-on experiments in order to deepen #h understanding and promote #h enjoyment of Science.
4=#N is encouraged to ask more questions, leading to further scientific investigations and discussions.
5=#N would benefit from asking questions that would lead to further scientific investigations and discussions.
6=#N is encouraged to explore a variety of age-appropropriate scientific resources (both print and electronic) to further develop #h natural curiosity about the world around #m.
7=#N is encouraged to use subject specific vocabulary when completing written and oral tasks to create a polished final product.

COMMENTS: Grade 2 Science project-work
1=During the Animals unit, #N was able to successfully identify key features of the six main animal groups (e.g., Mammifères, Oiseaux, Insectes, Poissons, Reptiles et Amphibiens).
2=During the Animals unit, #N demonstrated an awareness of a few key features of some of the main animal groups (e.g., Mammifères, Oiseaux, Insectes, Poissons, Reptiles et Amphibiens).
3=On the #Grade2Science task, #e could easily identify animals by their group type (e.g., bird) and sort them accordingly.
4=On the #Grade2Science task, #e required frequent teacher support and prompting to identify animals by their group type (e.g., bird) in order to sort them accordingly.
5=#E demonstrated a keen knowledge of some of the ways in which animals adapt to their local environment (e.g., #?).
6=#N was beginning to demonstrate an understanding of some of the ways in which animals adapt to their local environment (e.g., #?).
7=Over the course of a few weeks, #e observed and recorded the changing life cycle of a painted-lady butterfly in our classroom.
8=With teacher assistance, #e observed and recorded the changing life cycle of a painted-lady butterfly over a number of weeks.
9=#E asked questions and stated observations demonstrating some awareness of the life-cycle process that all animals move through.
10=#N is beginning to participate and investigate scientific challenges and experiments relating to the unit of #Grade2science.

COMMENTS: Grade 2 Social Studies Intro
1=Over the course of the term, #N explored a variety of topics related to our global community. #E learned basic mapping skills, about continents and oceans, the equator, the North and South Pole and about a number of communities around the globe.

COMMENTS: Grade 2 Social Studies Next Steps
1=#N would benefit from exploring child-friendly resources (e.g., a Kids Atlas of the world, National Geographic Kids) in order to situate #s within the wider world.
2=#N is encouraged to use online apps such as Google Earth to explore and discover other interesting parts of the world.
3=#N is encouraged to compare how people live in different climates (e.g., Northern Canada vs. Ontario).
4=#N would benefit from having discussions regarding how weather impacts how we live.
5=#N is encouraged to critically reflect on #h learning and ask inquiry questions in other subjects, applying the inquiry process in other academic areas.

COMMENTS: Grade 2 Social Studies project work
1=#N still struggles to discern between continents and countries as some confusion still remains about the difference between the two (e.g., #N often confuses the two terms).
2=#N demonstrates a general understanding of the various continents and oceans and their physical location on a map.
3=#N demonstrates a good understanding of the seven continents and the four main oceans as well as their physical location on a map. #E can also identify a number of physical characteristics of a variety of countries (e.g., "Russia is the largest country in Asia").
4=#E understands that the equator is an imaginary line on the earth.
5=#E demonstrates a clear understanding of the connection between where a community is located in relation to the equator and its climate.
6=#E is able to use the equator as a guideline to predict the climate of a given country (e.g., Canada is further from the equator and has a colder climate while India is closer to the equator and has a hotter climate).
7=#E understands that food, clothing and housing choices are influenced by environment and climate. For example, #?
8=#N is beginning to learn valuable research and inquiry skills. For example, #?
9=Throughout the research and inquiry skills lessons, #N demonstrated growth in #h ability to formulate appropriate questions in order to learn about different countries (e.g., #?)
10=Following a few research skills lessons, #N was able to formulate thoughtful inquiry-based questions to help guide #h research about other countries in the world. For example, #?
11=During #Grade2SocialStudies project, #e gathered information from a variety of sources in order to answer inquiry questions and organized #h research in a logical order to create a short formal presentation.
12=During #Grade2SocialStudies project, #e gathered information from a few sources in order to answer inquiry questions. #E then organized the information somewhat logically in a formal presentation.
13=During #Grade2SocialStudies project, #e gathered some information to answer a few questions about #SStopics. #E then gave a short presentation on the country to #h class.
14=#N is encouraged to ask questions during other students' presentations in order to extend #h understanding.
15=#N asked a few relevant questions during other students' presentations, demonstrating some understanding of the topics being presented.
16=#N asked a number of relevant questions during other students' presentations.
17=#N understands and compares the similarities and differences between Canada and other countries.
18=#N compares #h own community to several diverse communities around the world, making personal connections to extend and apply #h own learning.
19=#N analyses and interprets classmates' research information to draw conclusions and make connections about life around the world.
20=#N applies #h knowledge and understanding of the unit to make insightful conclusions about global communities and people in their environments. For example, #?.

COMMENTS: LS Collaboration
1=#N is beginning to work well in groups, though sometimes requires reminders to participate more actively during shared tasks in order to contribute #h share of the workload. #E is encouraged to accept a variety of different roles, recognizing that every student will have a turn being responsible for different tasks (e.g., writer, recorder, researcher, reporter).
2=#N is beginning to work well in groups, though sometimes requires reminders to share the responsibility of the work and not to dominate the group task.
3=#N gets along well with classmates during shared tasks, listening to and responding positively to the ideas and opinions of others.
4=#E is beginning to share information and resources with classmates, though is encouraged to take on more of a leadership role by checking-in with group members who may require more assistance with certain tasks. #E is also encouraged to practice patience with peers who may be at a lower academic level.
5=#E regularly shares information, resources and expertise with classmates, taking on a leadership role by helping others who may be having difficulty with a task.
6=#N is beginning to demonstrate improved collaboration, learning to use strategies such as W.I.T.S. in class and in the schoolyard to deal with conflict or difficult situations. #E is encouraged to role-play situations at home with #h parents to continue to improve #h peer relations.
7=#N interacts positively with classmates and peers in class and in the schoolyard, often employing #h W.I.T.S to deal with conflict or difficult situations.
8=#E is working toward demonstrating more empathy for others. #E is encouraged to choose #h words and actions carefully, and to consider the feelings of others in order to improve #h social interaction with peers.
9=#E has shown improved empathy for others, by showing kindness and caring when #h classmates are hurt or feeling sad.
10=#E shows great empathy for others, often helping those who are struggling with class work or who may be feeling sad.
11=During group work, #e is encouraged to accept a variety of different roles, recognizing that each student will have a turn being responsible for different tasks (e.g., writer, recorder, researcher, reporter). Following the GROUPS moto (Get along, Respect others, On-task, Use soft voices, Participate and Stay with your group) is a great starting point to leading to success when working with classmates.
12=When working in groups, #N accepts a variety of roles and shares responsibilities equitably with #h classmates. #E is a role-model for following the GROUPS anchor chart on the wall (Get along, Respect others, On-task, Use soft voices, Participate and Stay with your group).
13=For example, #?

COMMENTS: LS Collaboration T2
1=#N is learning how to work in groups. With direct support, #e is beginning to participate in shared tasks in order to contribute #h part of the workload.
2=#E is beginning to listen and respond positively to the ideas and opinions of others during academic and social interactions.
3=With support, #N is developing the ability to resolve conflicts and build consensus in order to achieve group goals.
4=#E is learning how to share information and resources and is developing the ability to use critical thinking skills to solve problems and make good choices.
5=#N is learning how to work effectively in groups. With support, #e is beginning to participate more actively in shared tasks in order to contribute #h part of the workload.
6=#E demonstrates some ability to listen and respond positively to the ideas and opinions of others during academic and social interactions.
7=#E sometimes needs assistance to resolve conflicts appropriately within the classroom and in the schoolyard.
8=With teacher prompting, #N helps others and shares materials and classroom supplies.
9=#N works willingly and cooperatively with classmates during shared tasks.
10=#E listens to the ideas and opinions of others, and contributes to class and group discussions to complete #h fair share of the work.
11=#E is generally able to work with #h peers to resolve conflicts without needing assistance from the teacher.
12=#E helps others and shares materials and classroom supplies willingly.
13=#N always works willingly and cooperatively with classmates during group tasks.
14=#N often takes on a leadership role to help guide #h group to success, by engaging #h peers in the task at hand and encouraging everyone to contribute.
15=#E consistently contributes to class and group discussions and completes #h fair share of the work during shared work.
16=#N willingly works to resolve conflicts and often provides assistance to those who need it after having completed #h own work.
17=#E is learning to respect the rights, property and opinions of others.

COMMENTS: LS DPA
1=#N is beginning to participate more regularly in Daily Physical Activity though #e is encouraged to put forth 100% effort, as these body breaks are instrumental in helping maintain concentration and focus in class throughout the day.
2=#N can usually be counted on to participate in Daily Physical Activity whether it be in class exercises such as jumping jacks or Just Dance, or outdoor play. #E is encouraged to show the same enthusiasm for activities that are not of #h choosing.
3=#N shows outstanding enthusiasm for Daily Physical Activity, no matter what it may be, recognizing the benefit of moving our bodies throughout the day to help with in-class concentration.

COMMENTS: LS Independent Work
1=During independent tasks and activities such as journal writing, #N often requires one-on-one assistance from the teacher to get started, and frequent reminders to stay on-task.
2=During independent tasks and activities such as journal writing, #N requires some support from the teacher to get started.
3=During independent tasks and activities such as journal writing, #N demonstrates some ability to follow instructions with minimal supervision by making efforts to begin a task on #h own.
4=During independent tasks and activities such as journal writing, #N gets started right away and follows instructions with minimal supervision.
5=During independent tasks and activities such as journal writing, #N independently follows oral and written instructions with minimal supervision.
6=In highly structured situations, #e uses class time appropriately to complete tasks.
7=#E is beginning to use class time appropriately to complete assigned work.
8=#E uses #h time appropriately to complete assigned work.
9=#E uses class time appropriately to complete activities and assignments by staying on task until #h work is complete.
10=#E uses class time appropriately to complete tasks within a given timeline, though is encouraged not to rush to finish #h work.
11=With direct support, #N is working toward monitoring #h progress in meeting individual goals. For example, #e is beginning to refer to models and posted success criteria when working to fulfill task expectations.
12=With support, #N is working toward monitoring #h progress in meeting individual goals. For example, #e is beginning to check in with the teacher during independent work in order to fulfill the task expectations.
13=#N continually works toward meeting individual goals. #E uses posted success criteria to asses and edit #h work before submitting to the teacher.
14=When #e has completed activity, #N requires reminders from the teacher to check for and complete any unfinished work during independent learning time.
15=When finished working on an assignment, #e independently places completed work in the hand-in bin and will either work on unfinished work or will choose an activity from the math or literacy centres.
16=#N is encouraged to get started right away and to remain on task in order to complete assignments on time.
17=#N is encouraged to refer to class resources such as the teacher model and anchor charts to monitor #h progress in meeting success criteria.
18=#N is encouraged to try #h best to get started on a task or activity, before seeking one on one assistance from the teacher.

COMMENTS: LS Initiative
1=With direct support, #N is beginning to show more positivity toward new learning.
2=With some support, #N is able to be positive toward new learning.
3=#N approaches new learning with a positive attitude.
4=#N approaches new learning opportunities with enthusiasm and a positive attitude.
5=In a few familiar contexts and with support, #N is beginning to use #h own ideas and experiences to support #h learning (e.g., by making personal connections or background knowledge).
6=#N is beginning to use #h own ideas and experiences to support #h learning (e.g., by making personal connections or using background knowledge).
7=#N is progressing in #h ability to use #h own ideas and experiences to support learning by #initiative.
8=#N uses #h own ideas and personal experiences to support #h learning by referring to #h own personal experiences or background knowledge of a topic.
9=#N is beginning to demonstrate more interest and enthusiasm toward learning in the classroom and with support and encouragement, is taking more risks by answering questions in class discussions.
10=#N is beginning to show initiative by engaging more often in class discussions and by asking questions or voluntarily sharing ideas related to the topic at hand.
11=#N demonstrates #? curiosity and interest in learning about the world around #m and demonstrates a willingness to take risks by offering ideas and asking thoughtful questions.
12=#E regularly seeks new opportunities for learning within the classroom as well as outside. For example, #?
13=#N often approaches new learning with a positive attitude.
14=#E demonstrates an awareness of what is necessary to be successful when completing work.
15=#N often advocates for #s and for #h classmates within the classroom and in the schoolyard.
16=#N demonstrates initiative by notifying the teacher when #h Reading Log is full and a new page is required.
17=#N is encouraged to take on a more positive attitude toward #h learning, viewing challenging tasks as an opportunity for growth and improvement (e.g., silent reading or writing activities).
18=#N is encouraged to take more initiative in #h learning by demonstrating active listening (e.g., eyes on the speaker, hands free) and by participating more in class discussions (i.e., asking questions and sharing ideas or opinions on the topic at hand).
19=#N is encouraged to practice using appropriate responses to advocate for #s at school. For example, using a calm voice level, carefully chosen words and especially remembering to remain hands-off.
20=#N is beginning to advocate for #s and for #h classmates within the classroom and in the schoolyard. #E is encouraged to continue efforts to use #h words to deal with difficult situations.

COMMENTS: LS Initiative T2
1=#N is beginning to take more risks in class by using #h own ideas and experiences to support #h learning.
2=#E is beginning to display a more positive attitude toward challenging tasks (e.g., silent reading or writing activities).
3=#N is encouraged to take more initiative in #h learning by demonstrating active listening (e.g., eyes on the speaker, hands free) and by participating more in class discussions (i.e., asking questions and sharing ideas or opinions on the topic at hand).
4=#N is beginning to demonstrate more interest and enthusiasm toward learning in the classroom.
5=#N demonstrates some curiosity and interest in learning and the world around #m.
6=#N is beginning to show more initiative by engaging more often in class discussions and by asking questions.
7=#N is beginning to advocate for #s and for #h classmates within the classroom and in the schoolyard. #E is encouraged to continue efforts to use #h words and #h W.I.T.S. to deal with difficult situations.
8=#N is encouraged to practice using appropriate responses to advocate for #s at school. For example, using a calm voice level, carefully chosen words and especially remembering to remain hands-off.
9=With encouragement, #e is beginning to take on more risks by volunteering to answer questions or to read-aloud in front of the class.
10=#E demonstrates a willingness to take risks by offering ideas or volunteering to read aloud in class.
11=#N shows great initiative in school by demonstrating a genuine curiosity and interest in learning, particularly with regards to #?.
12=#E enthusiastically participates in class discussions and activities, and often approaches new tasks with a positive attitude and a desire to do #h best.
13=#E regularly seeks new opportunities for learning within the classroom as well as outside. For example, #?
14=#N often approaches new learning tasks with a positive attitude.
15=#N often advocates for #s and for #h classmates within the classroom and in the schoolyard.

COMMENTS: LS Intro Sentence T2
1=#N has made some progress over the course of grade 1 both socially and academically.
2=#N has shown improvement over the course of grade 1.
3=#N has shown much improvement over the course of grade 1.
4=#N has had a successful year in grade 1.
5=#E sometimes arrives to school prepared for the day, ready and willing to learn.
6=#E is starting to show more enthusiasm for learning and engagement in the classroom.
7=#E often arrives prepared and eager to begin each day.
8=#E arrives prepared and eager to start learning each day.
9=#E demonstrates a keen interest in learning and participates enthusiastically in the classroom environment.
10=#E demonstrates a genuine enthusiasm for learning and a consistent effort at school each day.

COMMENTS: LS Next Steps
1=At home, #e would greatly benefit from regular printing practice to help #m with #h pencil control skills in order to complete written work in a more consistent and timely manner.
2=At home, #e would greatly benefit from typing practice to help #m with with #h workload next year.
3=At home, #e is strongly encouraged to read daily and to access online literacy sites such as RAZ kids to improve #h reading ability in both French and English in order to build confidence and reach the expected grade-level benchmarks by the end of the year.
4=At home, #e is strongly encouraged to read daily and to access online literacy sites such as RAZ kids to increase #h reading ability in both French and English in order to build confidence for the coming school year.
5=At home, #e would benefit from seeking out challenges and opportunities for further learning to build on the knowledge #e has developed in class. This may include reading child-friendly science magazines, exploring age-appropriate websites on the Internet such as National Geographic for Kids or doing more complex word problems.
6=At home, #e is encouraged to take on more tasks to build independence such as being responsible for taking out #h agenda and Reading Log to be signed each night, and helping to pack #h own lunch.
7=#N is encouraged to identify strengths and areas for improvement in #h work and use available classroom resources, such as anchor charts and checklists to ensure that all the criteria has been met.
8=#N is encouraged to reflect on #h own strengths and areas for improvement.
9=#N would benefit from more regular and consistent attendance to stay on top of school work and to avoid missing key information.
10=#N would benefit from continuing to use #h strategies to build healthy peer relationships inside and out of the classroom to limit distractions in class.
11=#N is encouraged to ask questions to enrich #h understanding.
12=#N is encouraged to actively seek clarification from #h peers (e.g., classmates sitting in #h group) or the teacher when unsure what to do.
13=#N is also encouraged to continue bringing #h agenda and signed Reading Log to school on a daily basis.
14=#N is encouraged to use feedback from #h teacher to make changes and to improve the quality of #h work.
15=#N is encouraged to listen attentively to given instructions in order to complete work effectively.
16=#E is also encouraged to listen attentively and participate more frequently during carpet time.
17=#N is encouraged to remain on task during work-time and to avoid distractions that limit #h ability to complete work on time.
18=#N is encouraged to use learned strategies and tools in the Calm Down Corner (e.g., taking deep breaths) when feeling sad, frustrated or angry to help #m get back to learning.
19=#N is encouraged to work on transitioning quickly between activities to avoid delays to getting started on learning activities.

COMMENTS: LS Next Steps T2
1=Over the summer, #e would greatly benefit from regular printing practice to help #m with #h pencil control skills in order to complete written work in a more consistent and timely manner.
2=Over the summer, #e is strongly encouraged to read daily and to access online literacy sites such as RAZ kids to increase #h reading ability in both French and English in order to build confidence for the coming school year.
3=Over the summer, #e is would benefit from seeking out challenges and opportunities for further learning to build on the knowledge #e has developed in class. This may include reading child-friendly science magazines, exploring age-appropriate websites on the Internet such as National Geographic for Kids or watching favourite movies and DVDs in French mode.
4=Over the summer, #e is encouraged to seek out new challenges and opportunities for learning. This may include visits to the public library to explore books and resources on science experiments for kids or watching favourite movies and DVDs in French mode.
5=Over the summer, #e is encouraged to take on more tasks to help build independence such as being responsible for simple house-hold chores like setting the dinner table or tidying #h room.
6=When setting goals for next year, #N is encouraged to reflect on #h own strengths and areas for improvement.
7=When setting goals for next year, #N would benefit from continuing to use strategies such as W.I.T.S. to help #m make positive choices in order to build healthy peer relationships inside and out of the classroom.
8=When setting goals for next year, #N would benefit from more regular attendance to stay on top of school work and to avoid missing key information.
9=When setting goals for next year, #N is encouraged to continue to put forth a positive effort to complete all in-class work to the best of #h ability and within the assigned timelines.
10=When setting goals for next year, #N is encouraged to continue being a respectful, helpful and cooperative member of the classroom community.
11=When setting goals for next year, #N is encouraged to continue to actively participate in community circles and classroom discussions.
12=When setting goals for next year, #N is encouraged to continue to persevere to complete tasks even when proving challenging.
13=When setting goals for next year, #N is encouraged to take greater responsibility for managing and maintaining #h own learning materials (e.g., having #h agenda and reading log signed each day, having all assigned homework completed, etc.).

COMMENTS: LS Organization
1=#N sometimes brings #h agenda and signed Reading Log to and from school daily, with reminders.
2=#N brings #h agenda and signed Reading Log to and from school daily.
3=#N demonstrates excellent organization by having all required tools (e.g., agenda, writing instruments and water bottle), which has led to minimal disruption in #h learning time.
4=#E is learning to organize #h time in order to manage class work though #e often requires additional time to complete assignments. #N is encouraged to prioritize tasks based on the goal of the assignment (e.g., complete #h journal writing before drawing and colouring a picture to match).
5=#E manages #h time well in class, prioritizing tasks in order to finish within the given timelines. For example, #N will complete the written portion of a writing activity before opting to draw or colour a picture to match. When #e has completed a task, #N finds a quiet activity such as taking out #h unfinished work or reading at #h desk.
6=#N is beginning to recognize and make use of some of the classroom resources (e.g., anchor charts, bulletin boards). #E is encouraged to use #h peers to help direct #m to sources of information when #e is unsure of where to look.
7=#N has shown improvement in making use of some of the classroom tools and resources (e.g., anchor charts, bulletin boards). #E is also beginning to refer to #h peers for clarification rather than always seeking out help from the teacher.
8=#N makes great use of the classroom tools and resources (e.g., anchor charts, bulletin boards) to assist in completing #h work.
9=#N makes great use of the classroom tools and resources (e.g., anchor charts, bulletin boards). For example, #e can often be found referring to the French-English dictionary to assist in completing bell work or other independent tasks where #e encounters unfamiliar vocabulary.
10=#N requires constant one-on-one support to complete the work assigned by the teacher on time and to the best of #h ability.
11=#N often requires support to complete the work assigned by the teacher on time, with care and to the best of #h ability.
12=#N completes the work assigned by the teacher on time and to the best of #h ability.
13=#N always completes the work assigned by the teacher on time and to the best of #h ability.
14=#N is encouraged to come prepared and organized for each and every class, including having #h agenda and Reading Log signed and completed each day.
15=#N is encouraged to have all learning materials and water bottle with #m throughout the day in order to minimize disruptions in #h learning time.
16=#E is also encouraged to make use of Nutrition Breaks and transition times for bathroom visits in order to minimize disruptions in #h learning time.

COMMENTS: LS Other
1=#N has shown some improvement over the course of this school term.
2=#N has shown improvement over the course of this school term.
3=#N has shown growth both academically and emotionally over #?.
4=#N is often one of the first students to get out #h agenda each morning or complete #h work, and will then independently seek out an activity such as practising the French Words of the Week, choosing a book to read quietly or working on a math or literacy centre.
5=#N is beginning to show more ownership of #h learning environment, sometimes taking on tasks such as tidying up or helping others without prompting.
6=#N often goes above and beyond #h classroom responsibilities by helping other students to tidy up their learning materials, taking initiative to pick up things off the ground that have been dropped or pushing in other people's chairs.
7=#N contributes to a positive classroom environment by encouraging others to follow the rules and routines, by assisting classmates who need help or by offering to help the teacher around the classroom.
8=#N regularly displays great kindness and empathy toward others, offering to help those who are struggling with their work or by reading to classmates.
9=#N demonstrates #?, often #?.
10=#N demonstrates great commitment to the classroom community, taking on extra responsibilities when asked by the teacher, or offering to help when the need arises.
11=#N received a certificate at one of our Character Trait assemblies this term for demonstrating #character.
12=#E is encouraged to continue these positive developments throughout the remaining school term.
13=#E is encouraged to continue these positive developments throughout the next school year.

COMMENTS: LS Responsibility
1=#N sometimes arrives to school prepared with #h agenda and Reading Log signed.
2=#N has shown improvement over the course of the term, often arriving prepared for school with #h agenda, Reading Log and forms and tests signed and returned.
3=#N arrives to school prepared each day with all learning materials, forms and tests signed and returned and homework completed with care.
4=With prompting, #N sometimes follows the classroom routines of getting a chair, writing in the agenda, or listening for teacher instruction to begin the next task.
5=#N follows class routines (e.g., in the morning, students are required to bring a chair to their desk and start writing in the agenda) with minimal prompting.
6=#E sometimes requires reminders to get started on work right away or to sit quietly at #h desk and await teacher instruction upon entry into the class following transitions.
7=#N diligently follows class routines in the morning and throughout the day. During the morning, #e will get a chair, begin writing in #h agenda, exchange #h home-reading book and get started on writing work. Following transition times, #e enters the classroom and goes directly to #h desk in order to await further instruction from the teacher.
8=#E is beginning to fulfill #h classroom responsibilities such as completing work within the assigned timelines, following class rules with few reminders and contributing to the class climate by completing #h class job.
9=#E has demonstrated some improvement over the term with regards to fulfilling #h classroom responsibilities. For example, #?
10=#E contributes to a positive classroom community by fulfilling #h responsibilities such as following class rules and completing #h class job.
11=#E actively contributes to a positive classroom community, fulfilling all of #h responsibilities, completing work within the assigned timelines, diligently following class rules and completing #h class job.
12=#N is encouraged to demonstrate responsibility by accepting a variety of roles within the classroom as they pertain to the weekly class jobs and to stay in for recess when required in order to complete unfinished work.
13=#N has demonstrated tremendous improvement in #h behaviour over the course of the term, by working each day toward following the class rules and by showing more acceptance of responsibility for #h actions.
14=#N is encouraged to practice using strategies developed with the help of parents and #h teachers (for example, #?) in order to deal with feelings of anger or frustration both in class and in dealing with peers during recess. This in turn will help #N feel better in control of #h behaviour and actions.
15=#E accepts responsibility for #h actions, by being truthful to the teacher when asked whether #e or a classmate has broken a class rule. #E is to be commended for such maturity.
16=#E is learning to accept responsibility for #h actions.

COMMENTS: LS Responsibility T2
1=#N sometimes brings #h learning materials such as #h agenda, homework and forms to and from school.
2=In contributing to the classroom community, #e sometimes requires reminders and encouragement to share responsibility for completing class jobs such as tidying up all learning materials, putting away books or cleaning up after nutrition break.
3=#E often needs teacher prompting and redirection to complete activities and independent tasks within the assigned timelines.
4=#N is learning to take more responsibility for #h words and actions, especially regarding the treatment of others within the classroom, the school and outside in the schoolyard.
5=#E is encouraged to continue to work on managing both #h time and behaviour to show greater responsibility in Grade 2.
6=#N often brings #h learning materials such as #h agenda, homework and forms to and from school.
7=In contributing to the classroom community, #e sometimes requires reminders to share responsibility for completing class jobs such as tidying up all learning materials, putting away books or cleaning up after nutrition break.
8=At times, #e requires teacher prompting to stay focussed and on task, in order to complete learning activities and assigned work within the allotted time frame.
9=#E is encouraged to continue to work on managing #h time and behaviour to show greater responsibility in Grade 2.
10=#N responsibly brings all learning materials such as #h agenda, homework and any additional forms to and from school each day.
11=#E contributes #h share of responsibility for maintaining the classroom environment by tidying up all learning materials, putting books back onto the bookshelf or cleaning up after nutrition break.
12=#E manages #h time and behaviour in order to consistently complete tasks and activities within the allotted time frame.
13=#N demonstrates excellent responsibility by arriving with all learning materials such as #h agenda and Reading Log signed, homework completed and any additional forms returned.
14=#E consistently shares responsibility for completing class jobs such as tidying up #h learning materials, putting away books and cleaning up after nutrition break.
15=#E manages #h time and behaviour in order to consistently complete tasks and activities within the allotted time frames and to the best of #h ability.

COMMENTS: LS Self Regulation
1=#N is encouraged to seek clarification from peers and #h teacher when needed.
2=#N often seeks clarification when needed.
3=#E is encouraged to use constructive feedback to build on #h work, especially when completing both a draft and final copy of a piece of writing.
4=#E accepts constructive feedback and integrates changes into #h work in order to improve upon it.
5=#N is beginning to show more perseverance when encountering challenging tasks.
6=When provided with instructions on an activity, #e is encouraged to ask questions to confirm #h understanding and then to make attempts to begin on #h own, before seeking one-on-one assistance from the teacher.
7=When provided with instructions on an activity, #e is encouraged to ask questions to confirm #h understanding and not to give upon when finding a task difficult, particularly when the teacher is providing one-on-one assistance.
8=#E shows continued perseverance by always attempting to complete an assigned task first on #h own before seeking out teacher assistance.
9=#E has demonstrated some improvement in recognizing when #e needs a body break (e.g., a walk down the hall, a drink of water), and has begun communicating with the teacher before #h behaviour becomes a class distraction.
10=#E would benefit from having a signal with #h teacher to communicate when #e needs a body break (e.g., a walk down the hall, a drink of water), to avoid in-class behaviour that is distracting to others.
11=#N is strongly encouraged to practice #h active listening skills when the teacher is calling for the attention of the class or providing instruction. For example, #e can listen and look for cues that #e should have #h eyes on the speaker and #h hands free.
12=#N is strongly encouraged to practice waiting #h turn by raising #h hand and waiting to be called on before before sharing thoughts or ideas in class.

COMMENTS: LS Self Regulation T2
1=With teacher encouragement, #N is beginning to identify #h own strengths and determine areas for improvement and with one-on-one assistance, is developing an ability to set a few personal goals based on success criteria introduced in class. For example, #?.
2=With support, #N is beginning to develop an awareness of when to seek clarification and/or assistance during both group tasks and independent work.
3=In highly structured situations, and with encouragement, #e attempts to meet challenging academic and/or social situations. For example, #?.
4=#N is showing more of a willingness to learn and to try new things.
5=#N often seeks clarification when needed.
6=#E is showing an initial willingness to learn and try new things to achieve #h personal goals.
7=With assistance, #e accepts constructive feedback and integrates changes into #h work in order to improve upon it.
8=With teacher encouragement, #e attempts to meet challenging academic and social situations.
9=#N is developing an ability to set some personal goals based on success criteria introduced in class.
10=#N seeks clarification and recognizes when there is a need to ask for assistance.
11=With some prompting, #N is able to identify #h own strengths and determine areas of improvement.
12=#E is able to set personal goals based on success criteria introduced in class and #e persists in #h attempts to meet challenging academic and social situations.
13=#N demonstrates a willingness to learn and try new things to achieve #h personal goals.
14=#N seeks out clarification when needed in order to achieve personal goals based on success criteria introduced in class.
15=#N is able to identify #h own strengths and determine areas of improvement and uses feedback from the teacher to integrate changes in #h work in order to improve upon it.
16=#E consistently persists when facing challenging academic and social situations until #e has achieved the task at hand.
17=#N frequently demonstrates a willingness to learn and try new things.

COMMENTS: Sample intro sentences
1=#N is an outstanding student who has worked very hard throughout the #Time-period and I expect #m to do well in #h exams next year.
2=#N has had a mixed #Time-period but there are signs of improvement in #h behaviour of late.
3=After a difficult start #N has done some excellent work and is now back on target. A very pleasing #Time-period. Well done #N!
4=#N is a friendly and hard-working member of the class and has put in a steady performance throughout the #Time-period.
5=Overall #N has worked very well but there are a few issues with #h time-keeping and homework that #e needs to address.
6=We have been working on the Environmental Issues module throughout the #Time-period. #N seems to enjoy this topic and has made very pleasing progress.

COMMENTS: Sample project-work sentences
1=#E has worked hard this year on all of #h projects but I was especially impressed with the high-quality of #h #Science-topics assignment.
2=Project-work has been done to a minimum standard and is often handed in late. To improve #e needs to #How-to-improve.
3=Although #h #Science-topics project-work was satisfactory, I do expect #m to do more background research next time.
4=#H project-work is always excellent as demonstrated in #h #Science-topics assignment. We were all very impressed with #h creative and entertaining website designs which were an inspiration to the class.
5=#H project-work has varied considerably, however #h highly-imaginative #Science-topics project was excellent and was displayed in reception at the School Open Day. An excellent achievement #N.

COMMENTS: Sample summing-up sentences
1=#N always tries #h best and has achieved a well-deserved Level #? overall. An excellent performance, keep it up!
2=#N has reached Level #?. This was #h target and #e should be proud of #s. To ensure #e keeps this up next year #e should #How-to-improve.
3=#N has achieved a Level #? overall. #E often works below #h best and with a little more effort #e could easily reach Level #?. To improve #e should #How-to-improve.
4=#N has not had the best of starts this year and is still working at Level #?. #E rarely completes #h work on time. To achieve more next year #e needs to #How-to-improve.

COMMENTS: TRA01: Imported Comments
1=#E is able to recognise that animals in their local environment produce young.
2=#E has described how one animal changed as it grew e.g. a tadpole to a frog or a baby bird to an adult.

LIST: Character
1=Respect
2=Cooperation
3=Effort
4=Caring
5=Inclusiveness
6=Empathy
7=Honesty

LIST: Grade2Science
1=Animals
2=Simple Machines
3=Air and Water in the Environment
4=Properties of Liquids and Solids
5="Animal Types" poster

LIST: Grade2SocialStudies
1=celebrations
2=mapping skills
3=global communities
4=the world
5="Les pays du monde" research

LIST: How-to-improve
1=focus more in the lessons
2=put more time aside for homework
3=try not to chat during lessons
4=do more project research on the internet
5=develop #h computer skills
6=pay more attention to instructions

LIST: initiative
1=making personal connections
2=asking questions for clarification
3=seeking help from classmates or the teacher
4=offering to help the teacher in the classroom
5=seeking out new activities or challenges
6=raising #h hand in class
7=offering ideas and opinions in group discussions
8=telling the teacher when #e is unsure of what to do
9=telling the teacher when #e does not understand something
10=offering ideas and asking thoughtful questions
11=singing along to French songs
12=offering to help #h classmates with reading or an activity
13=making attempts to use newly learned French vocabulary

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

LIST: SStopics
1=Vanuatu
2=Haïti
3=Madagascar
4=Côte d'Ivoire
5=Switzerland

LIST: Time-period
1=year
2=semester
3=1st semester
4=2nd semester
5=3rd semester
6=4th semester
7=term
8=1st term
9=2nd term
10=3rd term
11=4th term



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