/* 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: Language Arts, Social Studies, Humanities /* Author says: /* "Use whatever you like of my comments. I am happy to have /* others use my comments if it helps -- Beth." COMMENTS: Advisory (Closing--Q2) 1=I look forward to #N’s excellent participation and leadership next semester in advisory! 2=I hope that #N has enjoyed advisory this semester and looks for ways to grow #h participation and leadership in advisory during the next semester. 3=I encourage #N to talk with more about how we can make advisory a time that #e feels more engaged in advisory next semester and participates in activities with more interest. I’m open to talking about ways to make advisory more engaging and authentic, and would love to hear #N’s input. COMMENTS: Advisory (Growth Mindset) 1=#E has a strong growth mindset, seeking out challenges and looking for ways to improve and grow, both personally and academically. 2=#E reflects on social emotional learning activities, though typically does so with prompting. I challenge #m to engage in more productive struggle and move out of #h comfort zone a little at a time. 3=#E sometimes avoids reflection or sharing, or expresses disinterest in challenges. I encourage #m to practice having a growth mindset and remember that struggles teach us and help us improve. COMMENTS: Advisory (Leadership) 1=In terms of leadership, #N displays strong leadership potential through risk-taking, guiding others, and a willingness to collaborate when others might be resistant. I am so proud of #N for the leadership abilities #e is growing within #s. 2=With regard to leadership, #N tends to let others take the lead and tends to be a silent participant until prompted. I would like to see #N practice taking risks and push #s to participate more by asking questions and sharing thinking. 3=During group activities, #N doesn't typically guide others and is more frequently a passive participant. It will be important for growth that #e look for ways to practice the Four Cs (collaboration, communication, critical thinking, and creativity) and take risks in small and large group activities. COMMENTS: Advisory (Participation, General) 1=#N is highly participatory in advisory activities, shares, and lessons, often adding comments and verbally sharing #h thinking. 2=I am continually impressed with #N’s participation in advisory (as well as humanities), especially in the way that #e takes risks and pushes #s to learn and grow. 3=#N is a model student with high verbal participation and engagement in advisory activities, games, and discussion. 4=#N is participatory in advisory, though #e often chooses to socialize first, sometimes needing reminding to refocus #s. #E often works with the same group of people, and I encourage #m to choose new partners for #s in the class. 5=#N is quiet in advisory, though attentive and ready to learn. I would like to see #m speak up more frequently without being prompted, sharing thinking on #h own. 6=#N is reluctant to participate in advisory activities, sometimes being more interested in socializing or using technology. COMMENTS: Advisory (Service Learning) 1=During our service learning this semester, #N was interested in helping sort and organize donations for families in need. I appreciate #h initiative and motivation toward service learning, and #h clear willingness to serve others and engage in work that assists those in need. 2=During our service learning this semester, #N chose to participate by helping sort and organize donations for families in need. I encourage #N to jump in more even, if tasks are new and a bit uncomfortable, and participate a bit more next semester. 3=During our service learning this semester, #N was interested in repairing trails in the Nido Hills. I appreciate #h initiative and motivation toward service learning, especially the willingness to do some physical labor in the outdoors. 4=During our service learning this semester, #N chose to participate repairing trails in the Nido Hills. I encourage #N to jump in more even, if tasks are new and a bit uncomfortable, and participate a bit more next semester. COMMENTS: Advisory Closing (Q3) 1=Just as in the first three quarters of the year, during fourth quarter, I look forward to #N’s excellent participation and leadership in advisory! #E is a model of compassion and empathy for others. 2=I hope that #N has enjoyed advisory, and continues to look for ways to grow #h participation and leadership in advisory during our last quarter of 7th grade. 3=I hope that #N has enjoyed advisory, and continues to look for ways to grow authentic, positive connections with all students in advisory. 4=For our last quarter of the year, I hope that #N will talk with me more about how we can make advisory a time of stronger engagement and participation. COMMENTS: Advisory Social Awareness-compassion & gratitude 1=#N shows great concern for others’ feelings and compassion for #h peers. #E easily expresses gratitude to adults and peers, and frequently considers others’ perspectives and feelings. 2=#N demonstrates appropriate compassion and gratitude for #h peers and adults, but sometimes needs to be reminded to do so. 3=At times #N struggles to express gratitude or compassion to adults or peers, and concerns tend to focus on #s. A goal might be to ask peers more questions or look for ways that others could be thanked or recognized. COMMENTS: Advisory-RelationshipSkills-pos peer relationships 1=In peer groups, #N is a positive influence on others, exhibiting kindness, support, and an ability to easily and calmly resolve conflicts in group discussion or activities. 2=#N demonstrates communication and collaboration with peers, but does not typically branch out and look for ways to connect with others in class that #e is not already friends with. 3=With peers, #N demonstrates communication and collaboration, though at times the communication could be more positively focused. 4=At times #e uses humor that might be considered sarcastic, defensive, or competitive; I encourage #m to work toward using positive humor that lifts others up. 5=With peers, #N demonstrates communication and collaboration, though at times the communication involves negative jokes or sarcasm. A good goal would be to practice supportive communication in peer relationships. 6=#N connects with peers in class when discussion or group activities create a structure for peer engagement. I would like to see #m try to develop positive relationships with peers on #h own more throughout the next quarter. 7=At times #e uses humor that might be considered sarcastic, defensive, or competitive; I encourage #m to work toward using positive humor that lifts others up. 8=#N has been struggling to connect with peers. At times #h demeanor seems withdrawn or negative to others. COMMENTS: Behavior 1=In terms of behavior and participation, #N #behavior-qualifier. COMMENTS: Behavior/Intro Dec 21 1=It has been a joy to have #N in class. #E has a positive attitude, growth mindset, and collaborates well with others. 2=#N is a model student who pays attention to details and always performs #h best. 3=#N approaches learning with a positive attitude. #E is respectful to everyone and responsible for #h work. 4=#N is quiet in class, though attentive and hardworking. 5=#N has struggled to maintain focus, and at times needs prompting to remain focused on the lesson instead of socializing. 6=#N greets me each day with a smile. #E is sometimes distracted in class, but a quick correction often redirects #m. 7=#N is a quiet student, but #e’s been speaking up more recently, and for this I applaud #m. 8=At times, #N is distracted by technology in class. 9=#N has had difficulty maintaining focus in class. #E is often distracted by others or distracts #h peers by socializing or movement around the class. COMMENTS: Book Club Discussions (5th skill) 1=During Book Club Discussions, #N took detailed notes to prepare for the discussions, contributed thoroughly with relevant evidence from the text to support #h ideas, and participated respectfully and appropriately. 2=With Book Club Discussions, #N took notes and prepared for the discussions as well as contributed respectfully. Sharing more text evidence from the text to support #h ideas is an area #e should continue working on. 3=In Book Club Discussions, #N contributed respectfully. It is important that #e adds more detailed notes with specific text evidence to be able to communicate more ideas. 4=I would like to see #N speak up more frequently in Book Club Discussions and offer #m thinking to peers more. COMMENTS: Book Club Discussions--Speaking (Dec 21) 1=In terms of speaking and vocal participation in book club discussions, #N is a model participant who engages others, asks questions, builds the discussion, and at times leads others. I appreciate how #e shares #h thinking with others and takes risks. 2=During Book Club Discussions, #N listened and verbally added to the discussion. At times, #h comments followed the guidesheet, but I would like to see #m work on having a more authentic discussion that builds on others’ comments. 3=In Book Club Discussions, #N listened, but struggled to participate verbally. I would like #m to take more risks in speaking in small groups, and to bring up more ideas on #h own. COMMENTS: Book Club Discussions--written (Dec 21) 1=Students also practiced preparing for book club discussions by keeping notes and annotations on their book club novels. #N is a skilled reader who carefully annotated #h thinking about theme, character development, author’s messages, and plot elements. #H notes often included extensive detail and specific evidence from the text. 2=Along with writing CER paragraphs, students also practiced preparing for book club discussions with annotations on their book club novels. #N’s notes were generally completed, and sometimes included specific evidence, though I encourage #m to add more depth to strengthen annotations as we read and discuss in book clubs next semester. 3=Students also prepared for book club discussions by using a guidesheet for annotations on their book club novels. #N’s annotations sheet was, at times, lacking detail and depth. In order to improve in group discussions next semester, it will be important to practice more depth in planning and annotating the guidesheet before discussion days. COMMENTS: CER (evidence, Renaissance) 1=Additionally, students organized and wrote CER (claim, evidence, reasoning) paragraphs this semester, the most recent focusing on Renaissance topics. #N used quality evidence specific to the claim, providing quotes and basic introductions to the quotes at times as well. 2=As a strong writer, #N used specific evidence and reasoning in #h CER paragraphs (the most recent about the Renaissance), often checking for organization and revising #h work without teacher prompting. 3=During the later parts of this semester, #N practiced CER paragraph writing using a variety of primary sources from the Renaissance. As a writer, #N demonstrated strong organization of #h ideas, carefully chosen evidence, and distinct vocabulary. 4=Additionally, students wrote several CER (claim, evidence, reasoning) paragraphs this semester. #N used evidence from the Renaissance, but a growth area might be adding more specific evidence or using more specific quotes and details. 5=Additionally, students wrote several CER (claim, evidence, reasoning) paragraphs this semester. #N struggled to find specific evidence at times (with relation to the Renaissance), so #e is still progressing in this area of writing. COMMENTS: CER (reasoning, general) 1=In the reasoning portion of the CER paragraph, #e was able to strongly explain how the evidence chosen provided proof for the claim. 2=In the reasoning portion of the CER paragraph, #e was able to explain parts of the evidence, but could improve by connecting the evidence more tightly to the claim. 3=In the reasoning portion of the CER paragraph, #e has shown difficulty connecting the evidence to the claim. At times only the evidence was explained, and #h reasoning lacked the main ideas in the claim. COMMENTS: CER Paragraphs-EVIDENCE (Dec 21) 1=Additionally, students wrote several CER (claim, evidence, reasoning) paragraphs this semester. #N used quality evidence specific to the claim, providing quotes and basic introductions to the quotes at times as well. 2=Additionally, students wrote several CER (claim, evidence, reasoning) paragraphs this semester. #N used evidence from texts, but a growth area might be adding more specific evidence or using more specific quotes. 3=As a strong writer, #N used specific evidence and reasoning in #h CER paragraphs, often checking for organization and revising #h work without teacher prompting. 4=As a writer, #N has strong organization of #h ideas, and distinct, carefully chosen vocabulary. 5=Additionally, students wrote several CER (claim, evidence, reasoning) paragraphs this semester. #N struggled to find specific evidence at times, so #e is still progressing in this area and will continue to work on this next semester. COMMENTS: CER Paragraphs-REASONING (Dec 21) 1=In the reasoning portion of the CER paragraph, #e was able to strongly explain how the evidence chosen provided proof for the claim. 2=In the reasoning portion of the CER paragraph, #e was able to explain parts of the evidence, but could improve by connecting the evidence more tightly to the claim. 3=In the reasoning portion of the CER paragraph, #e has shown difficulty connecting the evidence to the claim. At times only the evidence was explained, and #h reasoning lacked the main ideas in the claim. COMMENTS: Closing 1=#N should be proud of #h resilience, effort, and achievements this year. I hope that #e stays engaged in learning new things and takes care of #h mental and physical health over the break. Best of luck in 8th grade! 2=As we close out this year, #N should be proud of #s accomplishments and continue to look for ways to grow in 8th grade. 3=As we close out this year, I will miss #N’s positive energy and contribution to class. Good luck as an 8th grader! 4=I wish #N the best of luck in 8th grade, and I know that #e will continue to impress #h teachers. 5=As we end this year, I encourage #N to continue to read and write in English over the break in order to be prepared for 8th grade texts. COMMENTS: Closing (7) 1=#N should be proud of #h resilience, effort, and achievements this year. I hope that #e stays engaged in learning new things and takes care of #h mental and physical health over the break. Best of luck in 8th grade! 2=As we close out this year, #N should be proud of #m accomplishments and continue to look for ways to grow in 8th grade. 3=As we close out this year, I will miss #N’s positive energy and contribution to class. Good luck as an 8th grader! 4=I wish #N the best of luck in 8th grade, and I know that #e will continue to impress #h teachers. 5=As we end this year, I encourage #N to continue to read and write in English over the break in order to be prepared for 8th grade texts. 6=#N is an incredible reader and writer, and I know that #e will have no problem next year in 8th grade. 7=#N is a creative thinker and with unique ideas, and I know that #e will be an asset to classes in 8th grade. 8=#N is a strong reader and deep thinker who will continue to be a positive addition to classes in 8th grade. COMMENTS: Closing (Dec 21) 1=#N should be proud of #h efforts and achievements in the first semester. I hope that #e stays engaged in learning new things and takes care of #h mental and physical health over the break. 2=As we close out this semester, #N should be proud of #h accomplishments this semester and continue to look for ways to grow as we enter second semester. 3=As we close out this year, I will miss #N’s positive energy and contribution to class. I wish #N the best of luck at #h new school, and I know that #e will continue to impress #h teachers. 4=As we end this semester, I encourage #N to continue to read and write in English over the break in order to be prepared for grade-level texts next semester. 5=I look forward to seeing #N’s growth, both personally and academically, in the rest of 7th grade. COMMENTS: Closing (end of the year, LA/Hum) 1=#N should be proud of #h resilience, effort, and achievements this year. I hope that #e stays engaged in learning new things and takes care of #h mental and physical health over the break. Best of luck in 8th grade! 2=As we close out this year, #N should be proud of #m accomplishments and continue to look for ways to grow in 8th grade. 3=As we close out this year, I will miss #N’s positive energy and contribution to class. Good luck as an 8th grader! 4=I wish #N the best of luck in 8th grade, and I know that #e will continue to impress #h teachers. 5=As we end this year, I encourage #N to continue to read and write in English over the break in order to be prepared for 8th grade texts. 6=#N is an incredible reader and writer, and I know that #e will have no problem next year in 8th grade. 7=#N is a creative thinker and with unique ideas, and I know that #e will be an asset to classes in 8th grade. 8=#N is a strong reader and deep thinker who will continue to be a positive addition to classes in 8th grade. COMMENTS: Core Dem Values (Dec 21) 1=#N has a strong understanding of the core democratic values, and was able to differentiate between them in the final news article as well as discuss the impacts when the values are lacking in a society. 2=#N understands the core democratic values, and was able to differentiate between them in the final news article. #E is progressing in understanding the impacts of each in a society, but has a general understanding that they impact the rights of citizens and the organization of a society. 3=#N is able to name and discuss some of the core democratic values, but struggled to demonstrate how they impact a society and citizens in #h final news article. COMMENTS: Discussion 1=#E has worked hard this year on all of #h projects but I was especially impressed with the high-quality of #h #sem2projects, both in the documentation of thinking and in the participation during the live discussion. 2=One of #N's strongest work this semester was seen on the #sem2projects. #H work #Qualifier1. 3=#H project-work is always of high quality, and I can tell #h has spent a good deal of time thinking and applying information learned in class. 4=#H highly organized and creative #sem2projects was excellent and will be used as an example for next year's students! An excellent achievement, #N. As for #N's #sem2projects, 5=One area that #N struggled with this semester was the #sem2projects. To improve, #e COMMENTS: Intro & Behavior 1=It has been a joy to have #N in class. #E has continued to have a positive attitude, growth mindset, and to collaborate well with others. 2=#N is a curious learner who wonders, asks questions, and takes risks in #h thinking and learning. #E has a positive attitude, growth mindset, and often leads #h group members in collaborative activities. 3=#N has continued to approach learning with a positive attitude. #E is respectful to everyone and responsible for #h work. 4=#N is a model student who pays attention to details and always performs #h best. 5=#N is quiet in class, though attentive and hardworking. 6=#N has struggled to maintain focus during distance learning this year, but in-person classes showed a distinct improvement. 7=#N greets me each day with a smile. #E is sometimes distracted in class, but a quick correction often redirects #m. 8=#N is a quiet student, but #e’s been speaking up more recently, and for this I applaud #m. 9=At times, #N is distracted by technology in class. 10=#N has had difficulty maintaining focus in class. #E is often distracted by others or distracts #h peers by socializing or movement around the class. COMMENTS: Intro sentences1 1=#N has worked hard this year on all of #h projects but I was especially impressed with the high-quality of #h #sem2projects, both in the documentation of thinking and in the participation during the live discussion. 2=One of #N's strongest work this semester was seen on the #sem2projects. #H work #Qualifier1. 3=#N's project-work is always of high quality, and I can tell #h has spent a good deal of time thinking and applying information learned in class. 4=#N is an outstanding student who has worked very hard throughout #Time-period, and I expect #h to do well in 8th grade next year. 5=#N's highly organized and creative #sem2projects was excellent and will be used as an example for next year's students! An excellent achievement, #N. As for #N's #sem2projects, 6=One area that #N struggled with this semester was the #sem2projects. To improve, I recommend #improvement-method. 7=#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 #time-period, #improvement-method. 8=After a difficult starting during distance learning, #N has produced some excellent work during in-class activitites while on campus, and I applaud #h for this change and effort. 9=#N is a friendly and hard-working member of the class who has put in a steady performance throughout this semester. COMMENTS: Narrative Writing 1=#N is a very skilled writer, and #h narrative writing about the Passion Project journey was nothing less than this. #E included a great deal of imagery, varied sentence beginning strategies, vivid verbs, and thorough editing which enhanced #h final piece. 2=#N’s narrative writing piece about the Passion Project included numerous sentence beginning strategies, strong imagery, as well as proper use of conventions, which significantly enhanced the writing. 3=#N’s narrative writing reflection piece about the Passion Project included the use of imagery through comparisons, vivid verbs, and/or sensory images. To improve, #e could work on stronger sentence beginning variety structures and proper use of conventions. 4=#N’s narrative writing reflection piece included strong sentence beginning variety. To improve, #e could work on stronger imagery through the use of comparisons, vivid verbs, and/or sensory images. 5=#N’s narrative writing reflection piece included attempts at sensory images and imagery, but this is still a skill that #e is working on. In addition, #N attempted sentence beginning variety, but should continue to practice this skill to improve #h writing. COMMENTS: Narrative Writing (4th Skill) 1=#N is a very skilled writer, and #h narrative writing about the Passion Project journey was nothing less than this. #E included a great deal of sentence beginning variety, strong images, and thorough editing which enhanced #h final piece. 2=#N’s narrative writing reflection piece included the use of imagery. To improve, #e could work on stronger sentence beginning variety structures and proper use of conventions. 3=#N’s narrative writing reflection piece included numerous sentence beginning strategies, strong imagery, as well as proper use of conventions, which significantly enhanced the writing. 4=#N’s narrative writing reflection piece included imagery, but #e could improve with stronger sentence beginning strategies to enhance #h writing. COMMENTS: Passion Project (1st skill) 1=For the Passion Project, #e used quality research skills to find trustworthy sources and gather specific evidence to support #h research question. 2=In the Passion Project unit, #e identified trustworthy sources and gathered specific evidence to support #h research question, but could have added more ideas to explain #h connections to the information. 3=During the Passion Project, #e collected evidence from articles to support #h research question, but could have summarized the information more and added more ideas to explain #h connections to the information. COMMENTS: Passion Project (2nd skill) 1=In addition, #N showed in-depth reflection while recording #h research journey with questions, observations, challenges, and growth. 2=In addition, #N was able to reflect while recording #h passion project research; however, #e could have included more ideas about questions, observations, challenges, and growth. 3=In addition, #N reflected while recording #h journey, but needed to include more detailed information in the continued research. COMMENTS: Passion Project (3rd skill) 1=#H final product was engagingly designed and included a depth of ideas, facts, explanations. 2=#H final product included facts and explanations. Adding additional design features, such as visuals and layout, could have made it even more engaging. 3=#H final product included facts explanations, but overall lacked some of the required elements. COMMENTS: Passion Project (reflection) 1=In addition, #N showed in-depth reflection while recording #h research journey with questions, observations, challenges, and growth. Research was recorded carefully from a variety of sources, and that research was folded into the final Passion Project. 2=In addition, #N was able to reflect while recording #h Passion Project research; however, #e could have included more ideas about questions, observations, challenges, and growth. 3=In addition, #N reflected while recording #h journey, but needed to include more detailed information in the continued research. COMMENTS: Poetry Writing (6th skill) 1=In #h final written poem, #N included a variety of poetic devices and imagery into #h poetry to create a strong and engaging poem. 2=In #h final written poem, #N was able to include basic poetic devices into #h poetry to create an engaging poem. 3=In #h final written poem, #N struggled to include basic poetic devices into #h poetry to create an engaging poem, so this is a skill #e is still working on. COMMENTS: Renaissance 1=While studying the Renaissance this semester, #N gained a strong understanding of how the Renaissance showed a shift in values and understanding about art, religion, science, and intellectual capacities of humans; #h was able to explain how the spreading of ideas and innovation during this time led to societal changes. 2=With reference to studying the Renaissance this semester, #N understands some of the ideas in the Renaissance. It has been a bit more difficult for #N to explain how these ideas impacted change and innovation during this time period. #E is progressing in understanding the impacts of the Renaissance, but has a general understanding of the Renaissance time period. 3=We also covered the Renaissance later in the semester. With guidance, #N was able to name and discuss some basic ideas of the Renaissance, but overall struggled to demonstrate how the time period demonstrated extensive shifts in values and ways of thinking. COMMENTS: Research 1=During the Passion Project this semester, #N’s research was recorded carefully from a variety of reliable sources, and that research was woven into the final product for the culmination of the unit. 2=In the Passion Project unit this semester, research skills were a focus for students, which included determining a source’s credibility. #N was able to identify credible sources, but could have used more variety in sources and further research to include in the factual portions of the final product. 3=Throughout the Passion Project unit, students focused on research skills along with understanding a source’s credibility. At times #N used credible sources, but sometimes struggles to find and identify them on #h own. #N’s final passion project would have been strengthened with more variety in sources and significantly more research to add to the final product of the unit. 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: Specific Reason 1=#E has worked hard this year on all of #h projects but I was especially impressed with the high-quality of #h #sem2projects, both in the documentation of thinking and in the participation during the live discussion. 2=One of #N's strongest work this semester was seen on the #sem2projects. #H work #Qualifier1. 3=#H project-work is always of high quality, and I can tell #e has spent a good deal of time thinking and applying information learned in class. 4=#H highly organized and creative #sem2projects was excellent and will be used as an example for next year's students! An excellent achievement, #N. As for #N's #sem2projects, 5=One area that #N struggled with this semester was the #sem2projects. To improve, #e LIST: behavior-qualifier 1=often speaks up and shares #h thinking with the class 2=frequently participates in group and class activities 3=I would like to see #N chat with peers a bit less LIST: Closing 1=I wish #N the best of luck in #h new school 2=I encourage #N to read and write in English over the break 3=I wish #N the best of luck in 8th grade 4=I know #N will perform just as spectacularly next year 5=I know #N's 8th grade teachers will enjoy #h just as I have 6=I will miss #N's positive energy and contribution to class LIST: improvement-method 1=completing the notes document before the discussion 2=adding more textual evidence and details from the novel 3=offering #h thinking more frequently to the group 4=meeting with me before the assignment is due (for revision) LIST: Qualifier1 1=was full of detail and specific textual evidence 2=showed a strong understanding of poetic devices 3=showed clever usage of word choice and description 4=was always completed with great detail, beyond expectations 5=sometimes lacked detail and specific textual evidence 6=showed some difficulty in organization of ideas & structure LIST: sem2projects 1=passion project final product 2=final poem for the "poetry explanations/analysis" assignment 3=reading responses (completed in quarter 3) 4=daily log and evidence collection for the passion project 5=book club discussions 6=book club discussion planning document LIST: Time-period 1=year 2=semester 3=1st semester 4=2nd semester 5=next year 6=in 8th grade 7=in #h new school 8=1st quarter 9=2nd quarter 10=3rd quarter 11=4th quarter /*========================================= /* 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.