/* SAVE YOURSELF HOURS... /* IMPORT THESE COMMENTS INTO: SchoolReportWriter.COM /* No.1 in GOOGLE - "BEST TEACHER REPORTS APP": /* - TRUSTED by 1000s of teachers, since 2012 /* - QUICKLY create personalised reports /* - PASTE into your school system, Word etc /* - GENDER NEUTRAL option /* - DEMO video at SchoolReportWriter.COM /* FOR HELP see end of this document. /* Subjects: French Language Arts, Social Studies, Leadership COMMENTS: Area of growth for Leadership 1=- Add more details when sharing their point of view in their Discussion Posts. {BR} {BR} 2=- Take more initiative and utilize class time more effectively to support positive school culture. {BR} {BR} 3=- Seek out volunteering opportunities at school and in the community to continue to hone leadership skills. {BR} {BR} 4=- Work on developing and refining leadership skills by seeking out volunteering opportunities in their school and community. {BR} {BR} COMMENTS: Area of Strength 1 Leadership 1=- Demonstrates excellent understanding of the characteristics of an effective leader. Their presentation was engaging and provided insightful examples of how leaders enacted their leadership traits. {BR} 2=- Demonstrates good understanding of the characteristics of an effective leader. Their presentation was organized and provided good examples of how leaders enacted their leadership traits. {BR} COMMENTS: Area of Strength 2 Leadership 1=- Demonstrates excellent leadership skills by helping to organize their CAMPAIGN campaign. {BR} {BR} 2=- Demonstrates great communication skills by creating educational posters to support a positive school culture. {BR} {BR} 3=- Demonstrates strong leadership skills by helping the school with juice box recycling. {BR} {BR} 4=- Demonstrates strong leadership skills by helping the school with paper recycling. {BR} {BR} 5=- Effectively communicates their points of view in their Discussion Posts; responses were detailed, thoughtful, and thorough. {BR} {BR} 6=- Communicates their point-of-view in their Discussion Posts; responses were simple and general in nature. {BR} {BR} 7=- Demonstrates excellent leadership skills by effectively communicating to the school about CAMPAIGN campaign. Students raised money during this campaign as they considered the needs of others in our society. {BR} {BR} 8=- Applies leadership practices in authentic contexts by helping teachers in the school complete a variety of tasks. {BR} {BR} COMMENTS: FLA - Juin 2022 - Areas of encouragement 1=- value the learning of French as a tool for personal, intellectual, and social development by speaking in French in the classroom. {BR} 2=- improve listening ability by using appropriate strategies for the communication situation and the listening task to be performed. Being exposed to the language more often by listening to music, TV, and movies will help improve French listening skills. {BR} 3=- improve reading ability by using the appropriate strategies for the communication situation and the task to be performed. Reading books at home will develop vocabulary and improve reading skills. {BR} 4=- improve written production, by analyzing the communication situation and the task to be performed. To improve writing skills, reading more often will help with sentence structure, and fluidity and develop vocabulary. {BR} 5=- continue to improve listening ability by using appropriate strategies for the communication situation and the listening task to be performed. Being exposed to the language more often by listening to music, TV, and movies will help improve French listening skills. {BR} COMMENTS: FLA - Juin 2022 - Areas of Strengths 1=- understand oral discourse and decode sound messages in media products as evidenced in listening comprehension evaluations. {BR} 2=- understand oral discourse and decode sound messages as evidenced through daily classroom conversations. {BR} 3=- understand oral speeches, and sound messages in media products to develop a positive attitude towards French language and Francophone culture as evidenced by daily classroom conversations. {BR} 4=- speak to transmit information according to communication intention and to meet the needs of social interaction as evidenced in daily classroom interaction. {BR} 5=- speak clearly and correctly depending on the communication situation as evidenced by the social studies debate. {BR} 6=- manage oral production, taking into account the communication situation as evidenced by the Edo Japan skit. {BR} 7=- understand written texts and decode visual messages in media products as evidenced in the reading comprehension exam. {BR} 8=- understand written texts and decode visual messages in print as evidenced throughout the Mon Ami Fréderic unit. {BR} 9=- write texts to convey information according to the communication intention as evidenced in the Il était une fois story. {BR} 10=- write texts to meet the need for imagination, propose a vision of the world, and explore language as evidenced in the Il était une fois story. {BR} 11=- write correctly according to the communication situation as evidenced in grammar quizzes. {BR} 12=- manage written production, taking into account the communication situation as evidenced in the letter to the author of Mon Ami Fréderic. {BR} COMMENTS: Opening Sentence 1=#N demonstrates a limited understanding of the learning outcomes for this year. {BR} {BR} 2=#N demonstrates a good understanding of the learning outcomes for this year. {BR} {BR} 3=#N demonstrates a strong understanding of the learning outcomes for this year. {BR} {BR} 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: SS - Juin 2022 - Areas of Growth 1=- engage in active inquiry and critical and creative thinking by engaging more in class discussions and activities. {BR} 2=- apply skills of metacognition, reflecting upon what they have learned and what they need to learn by engaging more in class discussions and activities. {BR} 3=- show greater consistency in engagement during class time. {BR} 4=- communicate ideas and information in an informed, organized and persuasive manner. {BR} 5=- (DON"T USE THIS ONE) show greater consistency in engagement during class time. {BR} 6=- continue to engage in active inquiry and critical and creative thinking by participating more in classroom discussions. {BR} 7=- communicate in a persuasive and engaging manner through speeches, multimedia presentations, and written and oral reports, taking particular audiences and purposes into consideration. {BR} 8=- elicit, clarify, and respond appropriately to questions, ideas, and multiple points of views presented in discussions. {BR} 9=- develop leadership skills by assuming specific roles and responsibilities in organizations, projects and events. {BR} COMMENTS: SS - Juin 2022 - Areas of Strengths 8 1=- analyze selected issues and problems from the past, placing people and events in a context of time and place as evidenced in the Aztec unit. {BR} 2=- understand how a society's worldview will reflect decision-making as seen throughout the Aztec unit. {BR} 3=- appreciate how Aztec and Spanish identities and worldviews were affected by intercultural contact as seen throughout the Aztec unit. {BR} 4=- appreciate how a society's worldview influences the society's choices, decisions, and interactions with other societies as seen throughout the Aztec unit. {BR} 5=- integrate and synthesize concepts to provide an informed point of view on a research question or an issue as evidenced throughout the Aztec debate. {BR} 6=- develop leadership skills by assuming specific roles and responsibilities in organizations, projects, and events as seen in the Aztec debate. {BR} 7=- communicate in a persuasive and engaging manner through speeches, multimedia presentations, and written and oral reports, taking particular audiences and purposes into consideration as evidenced in the Aztec debate. {BR} 8=- demonstrate leadership in groups to achieve consensus and resolve conflicts peacefully and equitably as evidenced in the Edo Japan Skit. {BR} 9=- reflect on changes of perspective or opinion based on information gathered and research conducted as evidenced in the Edo/Meiji project. {BR} 10=- analyze the effects that rapid adaptation had on traditionally isolated Japan during the Meiji period by exploring and reflecting on the motivations for the radical changes as seen in the Edo/Meiji project. {BR} 11=- appreciate the roles of time and geographic location in shaping a society's worldview as seen when learning about the Spanish and Aztec empires. {BR} 12=- reflect on changes of perspective or opinion based on information gathered and research conducted as evidenced in their Edo cultural project. {BR} 13=- elicit, clarify, and respond appropriately to questions, ideas, and multiple points of view presented in classroom discussions. {BR} 14=- appreciate how identities and worldviews are affected by intercultural contact as evidenced in the Spanish and Aztec unit activities. {BR} COMMENTS: SS - Juin 2023 - Area of Strengths 9 1=- demonstrate leadership in groups to achieve consensus and resolve conflicts peacefully and equitably as demonstrated in small group activities completed in the class. {BR} 2=- determine the validity of information based on context, bias, source, objectivity, evidence or reliability to broaden understanding of a topic or an issue as demonstrated on their Études de cas. {BR} 3=- analyze selected issues and problems from the past, placing people and events in a context of time and place as demonstrated through the immigration project. {BR} 4=- take appropriate action and initiative in decision-making and problem-solving scenarios as demonstrated in small group activities completed in the class. {BR} 5=- develop leadership skills by assuming specific roles and responsibilities in organizations, projects and events within their community as demonstrated in small group activities completed in the class. {BR} 6=- reflect on changes of perspective or opinion based on information gathered and research conducted as demonstrated through the immigration project. {BR} 7=- communicate in a persuasive and engaging manner through speeches, multimedia presentations and written and oral reports, taking particular audiences and purposes into consideration as demonstrated in the immigration debate. {BR} 8=- understands and appreciates of how economic decision making in Canada and the United States impacts quality of life, citizenship and identity as demonstrated during Chapter 6 classroom activities. {BR} 9=- appreciate the impact of government decision making on quality of life as demonstrated on the source analysis. {BR} 10=- appreciate the relationship between consumerism and quality of life as demonstrated on the source analysis. {BR} 11=- appreciate how emerging issues impact quality of life, citizenship and identity in Canada as demonstrated in classroom discussions about current events. {BR} 12=- assess how legislative processes attempt to address emerging issues of immigration as demonstrated on the immigration project. {BR} 13=- communicate in a persuasive and engaging manner through speeches, multimedia presentations and written and oral reports, taking particular audiences and purposes into consideration as demonstrated in the source analysis. {BR} COMMENTS: Student's name: 1=#N :{BR} COMMENTS: Title of growth 1=An area of growth for #N is to: {BR} 2=#N is able to: {BR} 3={BR} #N is encouraged to: {BR} 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: Science-topics 1=Heating and Cooling 2=Light and Sound 3=Exploring Magnetism 4=Changing Earth 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 /*========================================= /* HELP: Creating & Importing Files /*========================================= /* /* See also, YouTube Teacher Training Video at: /* SCHOOL REPORT WRITER .COM /* https://schoolreportwriter.com/ /* /* #N - Name /* #E - She/He/They /* #e - she/he/they /* #H - His/Her/Their /* #h = his/her/their /* #b - girl/boy/child /* #m - him/her/them /* #s - herself/himself/themself /* #? - be prompted for text later e.g. #N achieved #?% in the exam. /* #your-list-name - select from a list later e.g. #N excelled in #topics. /* {BR} - line break; {BR}{BR} - double line break. /* /* /* DID YOU KNOW? /* /* You can also import comment files in the, /* Teachers Report Assistant format. /* There are 1000s around the web. /* School Report Writer automatically converts them. /* /* /* YOUR EXISTING COMMENTS ARE SAFE: /* /* When you upload, you will be shown the comments /* you are about to import. You will be told if names /* are already in use and you can pick-&-click which /* comments to add to your comment bank. /* /* /* USE 'PLAIN TEXT' (.txt) FILES ONLY: /* /* Import files must be 'plain text'. The easiest way to /* create one is to download a comment file from our site /* and open it on your computer. On most systems it will /* automatically open in a plain text editor. If you /* make changes and save, the file should automatically be /* saved as plain text. On PCs it will usually open in /* NotePad. On Macs, usually TextEdit. In Word, and other /* word processors, use 'save as' (see Word File menu) /* and then choose file type: 'text only/plain text'. /* /* /* ADDING HELPFUL NOTES: /* /* Lines starting /* are for notes (like this line). /* They are ignored when files are imported. /* You can add notes anywhere in the file. Blank lines /* are also ignored and can also be included anywhere. /* /* /* COMMENTS AND LISTS: /* /* Files contain groups of comments and lists. /* Each group should start with either: /* /* COMMENTS: your-comment-name-here /* or /* LIST: your-list-name-here /* /* List names are 2-30 characters long and contain /* only letters, numbers, '&', hyphens and NO SPACES. /* /* Comment names can include spaces, and any other /* characters except: < > \ # (max length 50). /* /* Each group may include up to 20 numbered lines, e.g. /* /* COMMENTS: Science Yr7 project work /* 1= #N's work on #Science-topics was excellent. /* 2= #N gave an inspiring #Science-topics presentation. /* 3= #N received a well-deserved A+ in #Science-topics. /* 4= etc... /* /* LIST: Science-topics /* 1= Heating and Cooling /* 2= Light and Sound /* 3= Exploring Magnetism /* 4= Changing Earth /* 5= etc... /* /* REMINDER... lines beginning /* are for notes. /* So to import the two science examples above, /* you would need to remove the /*, otherwise /* the lines would be ignored when imported. /* /* /* NEED MORE HELP? support@SchoolReportWriter.com - we usually reply the same day. /* /* SCHOOL REPORT WRITER .COM /* https://schoolreportwriter.com/ /* The FREE ONLINE school report writing software & school report card comments bank.