/*   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: Learning Skills, Language, Mathematics (Maths), Science, Social Studies, PE, Health & Art


/*   Author says:
/*   "This comment bank is for teachers in Ontario, Canada who
/*    are teaching grade 4."

COMMENTS: --saved with no name?
1=#N has started to complete more written work, and occasionally will challenge #s with extra sentences.
2=It has been great seeing the change in #N, #e has started to complete #h morning writing tasks quickly and independently. The next step would be to focus on neatness, and using the word wall while writing.
3=#N is becoming more self-reliant, and is beginning to ask questions when #e is unclear on an instruction or expectation.
4=#N requires fewer reminders to follow classroom rules.
5=#N requires fewer reminders to stay on task.
6=#N has become more attentive during class discussions.
7=#N has made an effort to complete all assignments and projects to the best of #h ability.
8=#N has made an effort to complete all assignments and on time.
9=#N's improvement is due, in part, to #h increased participation in classroom activities and discussions.
10=#N has been more accepting of adult help and will ask questions and seek out support if #e is unclear with an assignment or activity.
11=#N has kept on top of handing in assignments on time and making sure instructions are followed.
12=#N has made an effort to contribute to small group discussions.
13=#N is able to work more independently in class, when #e has few distractions.
14=#N has shown tremendous growth in maturity and achievement this term.
15=#N is a consistent worker and is making steady progress.
16=#N is a consistent worker and is making steady progress.

COMMENTS: Collaboration
1=#N has difficulty working within groups and responding positively to other's ideas. #E usually requires teacher interventions to resolve conflicts. #N is encouraged to work towards building healthy peer relationships through positive interactions with others.
2=#N is sometimes able to work effectively within groups and respond positively to other's ideas. #E is sometimes able to resolve conflicts effectively. #N is encouraged to work towards building healthy peer relationships through positive interactions with others.
3=#N consistently works well within a group during class activities and often responds positively to other's ideas. #E frequently resolves conflicts effectively and has maintained positive relationships with many of #h peers.
4=#N always works well within a group during class activities and responds positively to other's ideas. #E always resolves conflicts effectively and has maintained positive relationships with many of #h peers.
5=#E keeps on task, cooperates with other members and works towards completing the task.
6=#E keeps on task, is learning how to cooperate with other members and works towards completing the task.
7=#E usually keeps on task, cooperates with other members and works towards completing the task.

COMMENTS: English - Spelling (3)
1=Once #e has settled down and become involved with #h writing #e produces clear, imaginative pieces and writes in a well-structured way using good punctuation.
2=#E is rather lazy when it comes to writing stories of any length;
3=#E has some good ideas in discussions but sometimes fails to produce the finished goods.
4=#E finds writing very hard; practise in making-up simple and clear sentences is still essential for #m.
5=#E finds writing exercises hard; #e has imagination but is easily disillusioned when #e tries to get #h ideas down on paper.
6=Talking too much can affect both #N's efforts and the end result of #h written work. #E must plan #h writing quietly and carefully and #e must read #h work carefully when finished.

COMMENTS: English - Writing
1=#E handwriting is invariably neat, though it can become untidy during creative writing.
2=#E is starting to use descriptive words in #h own writing, picking them up from the books #e has read. Though #e still needs to develop #h stories further, by adding greater detail.
3=This year in story writing, #e has developed imaginative plots, but they lack text. #E is encouraged to begin adding captions, labels and speech bubbles in order to help #h readers understand the events in the stories #e writes.
4=#E produces writing that is generally well punctuated. #N's printing has shown some recent improvement but #e needs to continue to practice keeping #h letters the consistent size and also using capitals in appropriate places.
5=#N's written work is becoming more organised, showing greater attention to detail. #E produces work that is accurately punctuated, and has been encouraged to redraft #h writing in order to develop #h thoughts.
6=#E is developing a better understanding of the rules of grammar and punctuation, and has clear printing.
7=#N's written work is now better organised and structured more thoughtfully.
8=#E use of punctuation is good, but further work on apostrophes is required. #N's handwriting is clear, and #e has made a good start with cursive script.
9=#E is able to write independently, and use punctuation and capital letters but not always accurately. Therefore, #e needs to spend more time revising and redrafting #h work.
10=#E has tried hard to grasp the basics of sentence punctuation. Though #e still has difficulties using commas and quotation marks, #e is improving in adding periods and capitals in the correct spots.
11=#E is starting to produce writing that uses complete sentences, and #h spellings are more accurate. However, #e must read #h work through to check that the grammar and punctuation makes sense.
12=#N's handwriting has recently improved but #e will need to practise #h letter joins.
13=#N's handwriting has made some progress but #e must practise #h letter formation.
14=#N's handwriting has improved recently.
15=#E has made a good attempt to form #h handwriting correctly and now takes a lot more care with #h presentation of work. #E is often keen to write #h thoughts and ideas down on paper, and is starting to organise #h writing more effectively. #H grasp of basic punctuation is not yet secure, but #e is making good progress.
16=#E wrote a super newspaper article, after listening very carefully during the our Literacy Block.
17=#E improved handwriting has led to #h feeling more confident about #h own writing; and resulted in longer, more detailed pieces of work.
18=#E is writing more, and is keener to express #h point of view on paper, but it does take a long time for #m to work through a task.
19=#E has a good use of sentence punctuation, though more work is needed, especially on the use of quotation marks. #H printing is clear, and #e takes care in keeping #h letters uniform in size.

COMMENTS: English - Writing (1)
1=#E writes well-structured stories; #e use of interesting detail and expressive words means that #h creative writing involves the reader.
2=#E writes stories with feeling and expression, and is willing to draft and redraft them, when appropriate. #E has a lively imagination.
3=#E forms #h handwriting joins correctly, and #h work is invariably well presented.
4=#E general written work is coherently structured and well executed.
5=#E is developing a solid understanding of the rules of grammar and punctuation. #H stories are usually nicely planned and imaginative.
6=#E has made good progress during the Literacy Hour; #h story writing is more descriptive and increasingly well plotted.
7=#E is able to write independently, in complete sentences, using capital letters, full stops and question marks; and can spell most common words.
8=#E produced a beautifully presented and well crafted letter during Literacy work.
9=#E can revise and redraft #h own work, using a dictionary as necessary.
10=#E reads fluently and with appropriate expression. #H imaginative writing has some interesting ideas and #e gives careful thought to making the meaning clear.
11=#E is willing to listen to advice and this has led to a wider use of adjectives and descriptive phrases in #h work.
12=#N's imaginative story work is full of original ideas and #e uses a good range of vocabulary.
13=#N's handwriting is well-formed and accurately joined.
14=#E has a generally accurate grasp of sentence punctuation; writing fluently, with considerable thought and inventiveness. However, #e still needs to check through #h work before handing it in to eliminate preventable errors.
15=#E writes with confidence, and #h stories are now more detailed and descriptive. #E tends to set #h ideas down in a colloquial fashion, but is becoming more aware of when to use formal language.
16=#E writes imaginatively, though #h work is usually concise. #E needs to introduce more descriptive phrases in order to hold the reader's attention. #N's handwriting is much neater, and more legible. #E must remember to join.
17=#E has a lively writing style and is often quite imaginative. #H use of more advanced punctuation can, at times, be erratic.
18=#E has tried hard to grasp the basics of sentence punctuation. While #e still has difficulties with commas and quotation marks, #e seems generally secure about full stops and the use of capitals. #H story writing needs greater use of descriptive words and phrases.
19=When writing, #e uses sentence punctuation accurately, and is beginning to introduce descriptive phrases.
20=When asked to present #h thoughts on paper, #e is less expressive, though the amount #e writes has increased dramatically over the year. #E is very slow when writing stories, and although #e has good ideas, #h stories are never very long.

COMMENTS: English - Writing (2)
1=#E handwriting is invariably neat, though it can become untidy during creative writing.
2=#E is starting to use descriptive words in #h own writing, picking them up from the books #e has read. Though #e still needs to develop #h stories further, by adding greater detail.
3=This year in story writing, #e has developed imaginative plots, but they do occasionally lack a clear structure.
4=#N's written work is becoming more organised, showing greater attention to detail. #E produces work that is accurately punctuated, and has been encouraged to redraft #h writing in order to develop #h thoughts.
5=#E is developing a better understanding of the rules of grammar and punctuation, and has clear handwriting.
6=#N's written work is now better organised and structured more thoughtfully.
7=#E use of punctuation is good, but further work on apostrophes is required. #N's handwriting is clear, and #e has made a good start with cursive script.
8=#E is able to write independently, and use full stops and capital letters but not always accurately. Therefore, #e needs to spend more time revising and redrafting #h work.
9=#E has tried hard to grasp the basics of sentence punctuation. Though #e still has difficulties using commas and quotation marks, #e seems generally secure about full stops and capitals.
10=#E is starting to produce writing that uses complete sentences, and #h spellings are more accurate. However, #e must read #h work through to check that the grammar and punctuation makes sense.
11=#E produces writing that is generally well punctuated. #N's handwriting has shown some recent improvement but #e needs to continue to practise #h letter joins.
12=#N's handwriting has recently improved but #e will need to practise #h letter joins.
13=#N's handwriting has made some progress but #e must practise #h letter formation.
14=#E is beginning to join #h handwriting, but still requires further practice.
15=#N's handwriting has improved recently.
16=#E has made a good attempt to form #h handwriting correctly and now takes a lot more care with #h presentation of work. #E is often keen to write #h thoughts and ideas down on paper, and is starting to organise #h writing more effectively. #H grasp of basic punctuation is not yet secure, but #e is making good progress.
17=#E wrote a super newspaper article, after listening very carefully during the Literacy Hour.
18=#E improved handwriting has led to #h feeling more confident about #h own writing; and resulted in longer, more detailed pieces of work.
19=#E is writing more, and is keener to express #h point of view on paper, but it does take a long time for #m to work through a task.
20=#E has a good use of sentence punctuation, though more work is needed, especially on the use of speech marks. #H handwriting is clear, and #e has made a good start with cursive script.

COMMENTS: English - Writing (3)
1=#E has tried hard to master the basics of sentence punctuation, though #e tends to write slowly, and sometimes does not finish #h work in the time available. At times, #e will lack control over #h handwriting and this means #h letter formation is poor.
2=#N's handwriting is more controlled, and #e makes a good attempt to spell simple words correctly. #E writes in basic, often short, sentences. Longer sentences with more detail should be #N's aim next year.
3=#H imaginative work has some good ideas but #e needs to develop #h vocabulary.
4=#H handwriting is gradually improving and #e generally presents #h work well. Though #e will need further practise joining letters.
5=#N's handwriting has improved though it is still over-large and uncontrolled at times.
6=#N's handwriting has improved, but #e must join more.
7=#H stories show a better use of punctuation and a greater awareness of setting and plot.
8=#H has made some progress in written English this year. #E is now writing stories of greater length, but still without consistent punctuation.
9=#H presentation has improved over the year, and #h writing is more legible.
10=#H handwriting is neater and less inconsistent.
11=At present #e general writing lacks consistency. For example, #N's stories are without substantial content, and poorly punctuated. #E therefore needs to appreciate that #h English work will only improve if #e pays close attention to what #e is being taught.
12=#E has gaps in #h knowledge, due to extended absences, and will need considerable reinforcement of basic skills if #e is to improve on #h current level of literacy.
13=#E is producing writing that uses complete sentences, and #h punctuation is more accurate. #E writes slowly and this means that, at times, #e does not get through all that #e needs to.
14=To improve #h writing, #N needs to organize and plan #h stories before writing.

COMMENTS: English YR3 Listening
1=#N is able to gather information while listening and usually follows directions.
2=When #N is focused, #e can listen carefully and follow directions.
3=Although #N sometimes needs to clarify instructions, #e is an attentive listener and carefully follows directions.
4=Although #N is a careful listener, #e often needs instructions to be repeated and clarified.
5=#N is improving #h listening skills and is learning how to focus on instructions.
6=Careful listening is a challenge for #N. #E is often distracted, and misses important instructions. This hinders #h ability to get tasks finished effectively.
7=#E listens attentively. When asked to talk about #h work, #e reports back clearly and concisely.

COMMENTS: English YR3 Reading 1
1=#N has worked hard to improve #h reading skills this year.
2=#N has shown a positive approach to the development of #h reading skills.
3=#N is showing a greater interest in books as #h abilities increase.
4=#N enjoys group reading and discussing #h book with others.
5=#N is a capable reader and scored highly in #h comprehension tests.
6=Although #N's reading fluency is still quite slow, #e is reading with greater confidence and understanding. #E needs to keep up regular reading to consolidate this year's progress.
7=#N derives much pleasure from #h books.
8=#N is a most expressive reader and even though some words might be misread, #h expressive style indicates a solid understanding of the text.
9=#N is reading more confidently and has been able to lift #h fluency rate to #? words a minute. #E needs to read consistently to get this up to 100 words a minute which will help #m to improve in comprehension tasks.
10=#N has achieved a fluency rate of approximately #? words per minute which enables #m to complete most comprehension tasks at a satisfactory level.
11=#N is an extremely capable reader with a wide vocabulary and a strong general knowledge base. When doing comprehension tests, #e does need to slow down and use the time given to think carefully about each question so that #e avoids careless errors.
12=#N is an extremely capable reader with a wide vocabulary and a strong general knowledge base.
13=#N is an expressive oral reader with an excellent fluency rate.
14=#N is a confident, fluent reader who is developing sound comprehension skills.
15=#N is a very fluent, confident reader who enjoys reading books.

COMMENTS: English YR3 Reading 2
1=#N reads expressively when #e is familiar with the text. When reading an unseen passage aloud, #N needs to observe punctuation to understand the text more clearly.
2=#E has achieved full fluency in #h reading and has good expression when reading aloud.
3=#E reads independently showing good expression and understanding. #E shows obvious enjoyment in reading, choosing a good range of appropriate texts.
4=#E is now reading with greater fluency as a result of more regular practice; and is certainly deriving pleasure from #h books.
5=#E, at times, can be a reluctant reader and therefore has been encouraged to look for books that are a good fit for #m. #E is now more willing to talk about the texts #e reads.

COMMENTS: English YR3 Speaking 1
1=#E is a confident speaker who experiments with creative ideas to engage the audience.
2=#E is developing confidence as a public speaker and has many interesting ideas to share.
3=#E is a confident speaker and loves to perform in front of the class.
4=#E is developing confidence as a public speaker and is willing to have a go at any speaking task.
5=#E is beginning to enjoy speaking to a larger group of people and the class enjoys #h creative oral presentations.

COMMENTS: English YR3 Speaking 2
1=The class enjoyed #h gadget presentation about a #?.
2=The class enjoyed #h oral presentations about #? and #?.
3=The class enjoyed #h presentation about #?.
4=The class enjoys #h oral presentations.
5=The class enjoys #h creative oral presentations.

COMMENTS: English YR3 Speaking 3
1=When speaking, #e does have difficulty in producing some sounds correctly which impacts on #h ability to spell words.
2=It would be good to see #N contribute more regularly in class discussions.

COMMENTS: English YR3 Writing 1
1=The biggest challenge for #N is to improve #h written work and spelling.
2=#N is producing excellent pieces of writing and is making commendable use of adjectives and similes.
3=#N is writing with greater confidence and accuracy. Spelling is still a challenge for #m, but #e can identify most sounds and represent these sounds using the most common graphemes. #H written work is usually readable, even though it contains spelling errors.
4=#N has tried really hard to improve the quality of #h written work. When #e works carefully, #e can produce neat, attractive work that makes sense.
5=#N has made a pleasing effort to improve the quality of #h written work. #E can now edit #h work so that it makes sense and there are only a few missing words or errors in grammar.
6=While #N's written work demonstrates a pleasing level of accuracy in spelling and grammar, some spelling errors of common words do appear into #h work.
7=#N is developing more confidence when expressing #h ideas in writing.

COMMENTS: English YR3 Writing 2
1=#N is learning how to edit #h work and when #e remembers to leave spaces between words it usually makes sense.
2=Although #N's writing still contains some spelling errors and other inaccuracies, it is quite readable, and #e is becoming more aware of how to edit.
3=Although spelling is still a challenge for #m, #h work is readable and #e is becoming more aware of how to edit #h work.
4=#E needs to become more conscious of the need to edit #h work carefully and to take time to look carefully at what #e has written.
5=#E is experimenting with the use of descriptive and literary devices in #h writing.
6=Lack of confidence in spelling often hinders #N's writing. #E likes to use words that #e knows how to spell. #E needs to have a go at using bigger words even if #e doesn't know how to spell them. This would make #h writing more interesting.
7=#N has strong spelling skills and #h writing usually contains few errors.

COMMENTS: Fitness
1=#H fitness is at a pleasing level, with sound aerobic fitness that allows #h to complete a sustained effort
2=#H aerobic fitness levels could be improved with a regular exercise programme.
3=#H fitness profile is at a basic level and improvement can only come from a regular exercise programme.
4=#H fitness tests indicate that #e has poor upper body and core strength and #h aerobic fitness is below average
5=#H fitness test results indicate a high fitness profile with good aerobic endurance and good strength levels.
6=#H fitness test results indicate an excellent fitness profile with high aerobic endurance and good strength levels.
7=#H fitness is of a satisfactory standard but could easily be improved with regular exercise.
8=#H fitness test results were below average but #e could easily improve this with regular exercise

COMMENTS: G6 Area of Strength (English)
1=#N is able to develop excellent ideas and share these during class discussions.
2=#N is able to understand the content of a passage and successfully select keywords to summarize a passage.
3=#N is able to participate in group discussions by listening to #h team members and offering #h opinions.
4=#N uses the ideas provided by others in order to improve the quality of #h work.
5=#N speaks eloquently during discussions and uses #h prior knowledge to support #h statements.
6=#N can conduct exemplary presentations by offering in-depth and factual information.
7=#N can conduct presentations that are creative and engaging.
8=#N uses a variety of media and audio visual methods to present information and knowledge.
9=#N produces high quality work by using a variety of visual effects elements and techniques to captivate #h audience.
10=#N is able to give constructive feedback to #h peers and accepts feedback positively to improve #h presentation skills
11=#N shows good comprehension skills by making inferences and justifying them.
12=#N is able to select information from reading text and solve comprehension problems.
13=#N demonstrates an excellent ability to use a range of strategies to deepen #h understanding of a reading passage.
14=#N has the ability to explore a wide range of texts and genres with confidence.
15=#N shows great interest in reading and using #h understanding to confidently solve conflicts from passages
16=#N shows the ability to write a variety of writing forms such as mythical stories, autobiographies and writing poems.
17=#N is able to develop #h own voice and writing style which is evident on #h writing pieces.
18=#N has shown excellence in planning, drafting, editing and reviewing #h work by focusing on the grammatical components and punctuation.
19=#N uses a range of tools and techniques to produce written work that is attractively and effectively presented.
20=#N shows excellent understanding of grammatical aspects in #h writing such as homonyms, active and passive sentences, conjunctions and figurative language.

COMMENTS: general
1=#E is a very sweet child with a friendly smile.
2=#N shows courtesy in speech and behaviour.
3=#E works well in a group.
4=Developing #h reading ability will help #m immensely.
5=#E absorbs most concepts quite easily.
6=All of #h class work is neatly done.
7=#E needs to overcome shyness to express #h ideas more effectively.
8=#E is learning to concentrate better in the class.
9=#E needs to overcome shyness to participate in group discussions.
10=#E is a child with lot of patience and #e is very well disciplined.
11=#N speaks with confidence in group discussions.
12=All of #h work is neatly done.
13=#E expresses #h ideas beautifully through pictures.
14=#E is a very well behaved child with mature thinking.
15=#E takes initiatives and responsibilities and performs well in everything #e undertakes.
16=#N is extremely helpful, very hardworking and a sincere child.
17=#E asks for responsibilities and follows through.
18=#E needs help with communicating #h ideas effectively.
19=#N is an amazing artist, #e takes #h time to put great detail into #h pictures.
20=#E is always happy to help out in the class.

COMMENTS: General comments (1)
1=In general #e has a very positive attitude towards all aspects of #h school work and sets a good example with #h behaviour.
2=#E is a quiet member of the class, who has a considerate and thoughtful nature.
3=#E works very hard and always gives #h best effort in all areas of the curriculum. #E has produced some work to be extremely proud of.
4=#E has become more confident about answering questions and talking in front of the class
5=#E has worked hard in many curriculum areas and has produced some work to be really proud of.
6=#E is quiet in class but works hard.
7=#E has a large circle of friends and is both liked and well respected by the class.
8=#E has a mature attitude and uses #h own initiative to develop work, having produced some excellent homework.
9=#E has a mature approach to many aspects of #h work and shows independence, settling down to work without a fuss.
10=#E has a positive attitude towards all aspects of #h school work, and sets a superb example.
11=#E is extremely conscientious, producing work to be really proud of.
12=#E sets an excellent example of good behaviour and has a sensible attitude.
13=#E has a high level of independent working skills.
14=#E is considerate and is always polite and sensible.
15=#E takes a lot of pride in #h work.
16=#E is a friendly member of the class, who works with enthusiasm and regularly contributes to class discussion.
17=#E is a confident member of the class and contributes well in lessons.
18=#E is extremely conscientious and has produced some excellent work to be really proud of.
19=#E is considerate with many friends and is always polite and sensible.
20=#E is a helpful pupil who is sensible and well behaved.

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

COMMENTS: General comments (4)
1=#E has made a good start to year 5 and is settling well into the class.
2=#E has a wide circle of friends and relates well to adults in school.
3=#E has established good relationships with #h peers and adults within school.
4=#E has a close circle of friends and gets on well with any adults #e comes into contact with.
5=#E socialises well with the other children and relates well to adults within school.
6=#E has made an impressive start to year 5 and has settled into the class.
7=#E has made an excellent start to year 5 and has settled easily into the class.
8=#E is adapting well to the demands of the upper school.
9=#E is a confident child who is always polite and friendly.
10=#E is a friendly child who displays a good sense of humour.
11=#E is generally a quiet child who tends to keep #s to #s.
12=#E is a pleasant, friendly child who is always polite.
13=#E shows maturity and co-operates well in the classroom.
14=#E shows a positive attitude to #h work and school.
15=#E shows enthusiasm for #h work.
16=#E sometimes shows a little lack of motivation when it comes to work.
17=#E needs to focus on #h listening skills this year.
18=#E listens well in inputs and contributes to discussions
19=#E has good concentration skills
20=I would like #m to focus on improving #h handwriting this year.

COMMENTS: General comments (5)
1=I would like #m to focus on improving the presentation of #h work this year.
2=#E has made a good effort with the presentation of #h work.
3=#E has made some effort to improve the presentation of #h work.
4=#E needs to take some ownership, ensuring that home reading books are returned to school the next day.
5=#E has started to take homework a little more seriously, returning #h work at the correct time.
6=#E has worked conscientiously in all areas of the curriculum and made every effort to present #h work well.
7=It would be of benefit to #m if #e remembers to do #h homework and return it to school at the right time.
8=I would like #m to remember to take #h Wellington Square work home every day and to return it to school the next day.
9=#E is a willing helper and takes responsibility seriously.
10=#E is capable of working co-operatively within a group as well as independently.
11=#E is not yet capable of working totally independently of adult help and relies on the support of adults for some tasks.
12=#E finds it easier to work on #h own away from the distractions of working alongside other children but needs to develop the self-discipline of not allowing #s to become distracted.
13=#E has had an excellent year.
14=#E is a good team member with the ability to lead a group and support others sensitively within it.
15=#E is happy working either independently or as part of a group.
16=#E has shown great maturity when dealing with #h peers.
17=#E has maintained #h enthusiasm for learning throughout Year 5, participating fully in every aspect of the curriculum and beyond school in after-school clubs.
18=This is constantly reflected in the quality of #h work.
19=#E has had a good year academically, achieving good results across the curriculum.
20=#E takes great pride in the presentation of #h work, and the content is of equally high quality.

COMMENTS: General comments (6)
1=#E has a very positive attitude to school and works quietly and conscientiously in class.
2=#E has made good progress over the year and is much better now at settling to a task, having developed a positive attitude to #h work.
3=#E has had a good year and continues to make good progress in #h work.
4=#H levels of concentration have shown an improvement over the year.
5=#E has a sensible and mature attitude to school.
6=#E is gaining in maturity and confidence, working towards greater independence in #h work.
7=Over the year #N's confidence has noticeably blossomed.
8=#E has a close circle of friends which has remained fairly constant throughout Year 5.
9=#E is a sociable child with a number of friends within the class.
10=#E is a happy, friendly child of a confident disposition.
11=#E has enjoyed good relationships with the others in the class and maintained a close friendship circle throughout the year.
12=#E is a confident and outgoing child who has developed a wide circle of friends and also has good relationships with adults around school.
13=#E has been a lively personality in the class, enjoying good relationships with a wide circle of friends.
14=#E is becoming more able to co-operate when #e is working within a group, depending on the nature of the task.
15=#E can, however, have a tendency to distract others from their work and #e needs to learn to respect their need to concentrate.
16=#E can, however, be easily distracted when listening to inputs and #e would do well to sit away from #h friends at these times so that the temptation is not so great!
17=#E lacks a little confidence in class discussions and will hold back unless encouraged to participate verbally.
18=#E is much more confident on a one to one or in a small group situation.
19=#E is a friendly but quiet child who lacks confidence when speaking to the class and joining in with class discussions. As a consequence #e seems to find it easier to work independently rather than within a group.
20=#E needs very clear structures to work to and much support to ensure that #e focuses on a task and completes it within a given time.

COMMENTS: General comments (7)
1=#E has a circle of friends with whom #e socialises well during break times.
2=#E is a popular child with a wide friendship group among #h peers. #E has the odd tiff with #h friends but this always appears to resolve itself very quickly.
3=#E has worked with enthusiasm throughout #h time in Year 5, showing a positive attitude in all that #e tackles.
4=#E has had a good year and has continued to make progress in all areas of #h work due to #h positive approach.
5=#E is a quiet child with a good attitude towards #h work
6=#E has a very positive attitude to school which is reflected in the standard of #h work and #h continued ability to focus on the task in hand.
7=#E has a good attitude towards school and is well motivated and conscientious in class.
8=In group situations, #e is a good team member, making valuable contributions and supporting others.
9=When working in a group #e is a good team member, making valuable contributions to the work.
10=#E is a good team member in group work situations as well as being capable of working well on #h own.
11=#E is a well-liked member of the class and I have enjoyed having #m in my class this year!
12=#E is a happy and popular character in the class and I have thoroughly enjoyed having #m in my class.
13=#E has worked well and with enthusiasm throughout the year.
14=#E has much enthusiasm in particular areas of the curriculum which I'm sure #e will develop successfully.
15=#E has good concentration and settles well to tasks in class.
16=#E has proved #s to be hard-working and motivated in most areas of #h work.
17=#E still occasionally forgets #s and becomes distracted, and can be prone to chattiness.
18=#H maturity has continued to develop and #e shows great sensitivity towards others.
19=#E has a close circle of friends and is very supportive to others within the class, helping those who need it whenever #e can.
20=#H good-natured and helpful disposition has been an asset to the class.

COMMENTS: General comments (8)
1=Throughout the year, #e has always been polite, helpful and co-operative.
2=#E has always behaved well in class.
3=On the whole a good year, but #e would do well to improve on #h concentration and listening skills for next year.
4=#E has a mature and responsible attitude to #h work and to #h chores around the classroom.
5=#E is a friendly, helpful child who relates well to #h peers and is confident in #h dealings with adults.
6=#E is a friendly child and has had good relationships with any adults #e comes into contact with in school.
7=Although mostly of a sensible and studious nature, #e can have spells of silliness and giggly behaviour which can be detrimental and #e would do well to learn to control these in the classroom environment.

COMMENTS: General YR3 Conclusion
1=Overall, I'm pleased with how #N is doing. Keep up the great work.
2=To improve #e needs to #?
3=Although #N's report says that #e is #?, with consistent reading at home and focus on #h word sorts, I am confident that #N will make excellent progress this year.

COMMENTS: General YR3 Intro
1=#N is a friendly, lively student who is making steady progress in all areas of #h learning.
2=#N is a helpful student who is making steady progress.
3=#N is a diligent and capable student who is eager to learn new skills and always tries to do #h best.
4=#N is working hard and all aspects of #h learning are slowly progressing.
5=#N is a capable student with a wonderful mind. #E has the potential to achieve high grades.
6=#N is a capable, energetic student who is making #? progress in all aspects of #h learning.
7=#N is an enthusiastic, gifted student who takes a keen interest in all areas of #h learning.

COMMENTS: General YR3 Sentence1
1=Although #h numeracy and literacy skills have strengthened this year, they are still behind what is expected at this year level.
2=#E is making excellent progress in all areas of #h learning.
3=#E is establishing good work habits and it has been a pleasure to watch #m develop this year.
4=Although #e is becoming more responsible, #e does need to obey classroom rules even when #e is not being supervised.
5=#N works very hard and always gives #h best effort in all areas of the curriculum. #E has produced some work to be extremely proud of.
6=#N is extremely conscientious, producing work to be really proud of.
7=#E is still developing a work ethic and finds starting and completing written work a challenge.
8=#E does need to use #h energy for appropriate activities that do not distract others. Making wise choices is a challenge for #N.

COMMENTS: General YR3 Sentence2
1=#E is learning how to focus and manages to keep on task for longer periods of time.
2=#N watches out for the needs of others and it has been a pleasure to have #m in our classroom.
3=#N is valued by #h peers and it has been a pleasure to have #m in our classroom.
4=Although some of #h skills are lagging behind what is expected at this year level, #e has been able to improve #h performance this year.
5=#N is always kind and helpful and it has been a pleasure to have #m in our classroom.
6=#N continued to blossom as the year progressed and it has been a pleasure to have #m in our classroom.
7=#N is a friendly, kind #b and I have thoroughly enjoyed having #m in my class this year.
8=Careful listening is a challenge for #N. #E needs to keep #h eyes on the teacher and resist the temptation to fiddle with other things.
9=#H attitude to work when working in class is good but #e needs to do #h homework in order to make progress.
10=Unfortunately, #e lacks confidence in #h own ability in some subjects and needs to realise that #e is capable of producing work of a high standard when #e puts in the effort.
11=#E is keen to answer questions, but needs to remember to put up #h hand.

COMMENTS: gr2 focus
1=#N needs teacher prompting to complete assigned tasks and activities. #E needs to focus #h attention in order to complete the tasks within the allotted time.
2=#N #SUAlist completes assigned tasks and activities within the classroom independently. #E needs to focus #h attention in order to complete the tasks within the allotted time.
3=#N consistently completes assigned tasks and activities independently, however #e needs reminders to focus in order to complete the tasks within the allotted time.
4=#N completes #h assigned task or activity, then is eager to assist with special jobs in the classroom such as handing out materials or assisting other students.
5=#N completes #h assigned task or activity, then is happy to assist with special jobs in the classroom such as handing out materials or assisting other students.

COMMENTS: gr2 Independent Work
1=#N has difficulty with following teacher instructions and using class time appropriately. #E is encouraged to listen attentively to instructions and use the given class time to complete work.
2=#N sometimes follows teacher instructions and uses class time appropriately. #E is encouraged to listen attentively to instructions and use the given class time to complete work.
3=#N consistently follows teacher instructions and uses class time appropriately.
4=#N always follows teacher instructions and uses class time appropriately.

COMMENTS: gr2 listening
1=#E listens attentively when the teacher is speaking.
2=#E listens attentively to the teacher and students when they are speaking.
3=I would like #N to pay more attention to the teacher's instructions.
4=#E has good attention and listening skills.
5=#E #sualist pays attention when the teacher is speaking.
6=#E #sualist pays attention when the teacher and students are speaking.
7=#E has a quiet manner but is a very focused member of the class.
8=#E is respectful and listens attentively when others are speaking.
9=#E is respectful and listens attentively when others are sharing information with the class.
10=#E has a hard time focusing and listening to instructions.
11=Listening is a challenge for #N and #e needs to make a greater effort to focus on instructions so that #e can begin work promptly.
12=#E #sualist listens carefully and follows directions.
13=#E has strong listening skills and always follows directions.
14=#E is making a great effort to listen to instructions more consistently.
15=#E does need to make a greater effort to listen to instructions.
16=#E has strong listening skills and always follows directions.
17=Although #N is a careful listener, #e often needs instructions to be repeated and clarified.
18=#N is improving #h listening skills and is learning how to focus on instructions.
19=Careful listening is a challenge for #N. #E is often distracted, and misses important instructions. This hinders #h ability to get tasks finished effectively.
20=#E #sualist listens to the teacher speaking, but #sualist has a hard time focusing and listening to students sharing in the class.

COMMENTS: gr2 Math Intro
1=#N requires extra time and support in order to complete #h math. #E has a basic understanding of what needs to be done but has a difficult time successfully completing the work due to discrepancies in #h math facts and number sense.
2=Although #N works hard, #e finds it difficult to grasp many of the concepts taught in math.
3=Although #N works hard, #e finds it difficult to grasp many of the concepts taught in math. #E has a basic understanding of what needs to do in math but has a difficult time successfully completing the work due to discrepancies in #h math facts and number sense.
4=#E is very strong at math, #e is usually the first one to understand the concept being taught, and gets right to work.
5=Although #N's scores are quite low, #e is starting to develop an understanding of basic concepts. #E is eager to learn and always tries to do #h best.
6=#N has a sound understanding of the mathematical concepts and processes learned this term.
7=#N is making excellent progress in #h understanding of the mathematical concepts learned this term.
8=#N is working steadily and understands basic concepts.
9=#N understands what to do in math, but #h has a difficult time successfully completing the work due to a lack of number sense.
10=#N has a basic understanding of what #e needs to do in math but has a difficult time successfully completing the work due to discrepancies in #h number sense.
11=#N is a capable mathematician with strong problem-solving skills.
12=#N works enthusiastically and is making steady progress.
13=#N is a hard-working student who is making progress. #E is eager to learn and always tries to do #h best.
14=#N works enthusiastically and likes to complete tasks quickly.
15=#N has a true enthusiasm and gift for Mathematics. #H effort is reflected in #h high grade. #E is also an excellent class member, as #e frequently assists other students with concepts, not answers.
16=Although #N works enthusiastically, #e finds it difficult to grasp many of the mathematical concepts learned this term.
17=#N has a solid understanding of basic math concepts, but #h progress is hindered by a slow recall of number facts. #E would benefit from some practice doing tables games on the computer, using each of the four processes.
18=#N is able to successfully add and subtract numbers with answers up to 20, with little or no corrections.
19=#E enjoys math and likes to challenge #s with extra math activities.
20=#N is able to add and subtract numbers with answers up to 20, with some corrections.

COMMENTS: gr2 Organization
1=#N needs a great deal of teacher prompting to manage time, complete tasks and achieve goals. #E is encouraged to create and follow a plan for completing work independently and to use information and resources in the classroom to help #m.
2=#N sometimes manages time, completes tasks and achieves goals in the classroom. #E is encouraged to create and follow a plan for completing work independently and to use information and resources in the classroom to help #m.
3=#N consistently manages time, completes tasks and achieves goals in the classroom. #E is able to create and follow a plan for completing work and uses information and resources in the classroom to complete assignments.
4=#N always manages time, completes tasks and achieves goals in the classroom. #E always creates and follows a plan for completing work and uses information and resources in the classroom to complete assignments.

COMMENTS: gr2 Reading
1=#E is reading above the expected level for #time in Grade #level.
2=#E is reading above the expected level for #time in Grade #level.
3=#E has excellent reading proficiency.
4=#E is reading at an appropriate level for #time in Grade #level.
5=#E is reading at the expected level for #time in Grade #level.
6=#E enjoys reading.
7=#E struggles to read at grade level but is making progress.
8=#E is reading at grade level.
9=#E has enjoyed the books #e has read in class.
10=#E enjoys reading a variety of different types of materials found in the classroom.
11=#E enjoys reading, and can often be found reading when #h work is complete.
12=#E is an avid reader.
13=#E can often be found reading a novel at #h desk when finished #h work.
14=#E seems to really enjoy reading.
15=I would like to encourage #N to read at home more often.
16=#N would benefit from reading at home as often as possible.
17=#N is reading at level #level.
18=#?
19=Although #N has made progress this #time, #e is not yet reading at grade level.
20=#N has made great progress in #h reading this term and is currently #levels expectations for #time.

COMMENTS: gr2 Sentence1
1=Although #h numeracy and literacy skills have strengthened this year, they are still behind what is expected at this year level.
2=#E is making excellent progress in all areas of #h learning.
3=#E is establishing good work habits and it has been a pleasure to watch #m develop this year.
4=Although #e is becoming more responsible, #e does need to obey classroom rules even when #e is not being supervised.
5=#N works very hard and always gives #h best effort in all areas of the curriculum. #E has produced some work to be extremely proud of.
6=#N is extremely conscientious, producing work to be really proud of.
7=#E is still developing a work ethic and finds starting and completing written work a challenge.
8=#E does need to use #h energy for appropriate activities that do not distract others. Making wise choices is a challenge for #N.

COMMENTS: gr2 Sentence2
1=#E is learning how to focus and manages to keep on task for longer periods of time.
2=#N watches out for the needs of others and it has been a pleasure to have #m in our classroom.
3=#N is valued by #h peers and it has been a pleasure to have #m in our classroom.
4=Although some of #h skills are lagging behind what is expected at this year level, #e has been able to improve #h performance this year.
5=#N is always kind and helpful and it has been a pleasure to have #m in our classroom.
6=#N continues to blossom, it has been a pleasure to have #m in our classroom.
7=#N is a friendly, kind #b and I have thoroughly enjoyed having #m in my class this year.
8=Careful listening is a challenge for #N. #E needs to keep #h eyes on the teacher and resist the temptation to be distracted by other things.
9=Unfortunately, #e lacks confidence in #h own ability in some subjects and needs to realise that #e is capable of producing work of a high standard when #e puts in the effort.
10=#E is keen to answer questions, but needs to remember to put up #h hand.

COMMENTS: gr2 Social Skills
1=Socially, #N is well liked by #h peers.
2=#N communicates well with #h peers and solves problems effectively.
3=#N is friendly and kind to other people and looks for ways to help or include #h classmates.
4=#N has a great sense of humour and is well liked by #h peers.
5=#N communicates well with both #h peers and the adults in the school.
6=#N is polite when communicating with students and teachers.
7=While interacting with #h friends, #N often becomes silly and plays in unsafe or inappropriate ways.
8=#N tends to hang back and wait for others to initiate conversation.
9=#N is easy-going and seems happy to be grouped with anyone.
10=#N can be selective about who #e is willing to work with.
11=Although academically #N is excelling, #h impulsivity impacts #m socially.
12=Although academic concepts come easily to #N, #e sometimes needs reminders that other students struggle to understand these concepts, and to be tactful when interacting with them.
13=#N listens carefully to other people's opinions and accepts group decisions even if it isn't #h first choice.
14=#N struggles with accepting group decisions if the chosen option isn't #h first choice.
15=When working in small groups, #N would benefit from remembering that although other opinions and ideas may be different from #h, they may also be valid and worthy.
16=#N requires support to interact with classmates in a positive way.
17=#N demonstrates poor cooperative skills and a lack of respect for others in class.
18=#N struggles to connect empathetically with peers.
19=#N is developing more positive ways to interact with #h peers.
20=#N has a dominant personality and #e knows what #e wants, sometimes leading to conflict with #h peers.

COMMENTS: gr2 support
1={br}Ways to support learning: {br}#support {br}#support {br}#support {br}#support
2={br}Some ways to support learning during the summer: {br}Have a great summer! {br}#support {br}#support {br}#support {br}Have lots and lots of fun!
3={br}#?
4=A way to support #N is to have #m write stories or a journal, with a focus on capitals and periods.
5=A way to support #N is to have #m write stories or a journal, with a focus on details and neatness.
6=A way to support #N is to have #m write stories or a journal, with a focus on #?.
7=A way to support #N is to have #m read daily.
8=A way to support #N is to encourage #m to focus more and socialize less.
9=A way to support #N is to encourage #m to focus on #h work.
10=A way to support #N is to encourage #m to ask questions.
11=A way to support #N is to have #m practice basic math facts.
12=A way to support #N is to have #m #?.
13=A way to support #N is to have #m write stories or a journal.
14=A way to foster #N's growth is to have #m write stories or a journal.
15={br}Some ways to support learning during the summer:
16={br}Have a great summer!
17={br}Read stories.
18={br}Write some postcards or keep a journal.
19={br}Play games with cards and dice.
20={br}Practice skip counting by 2, 5, and 10.

COMMENTS: gr2 Work ethic
1=Overall this has been an impressive #time for #N.
2=Overall, this has been a very good #time.
3=#E should aim to maintain the high quality of #h work next #time.
4=#E should make an effort to be more actively involved during lessons.
5=#E should aim to produce #h best work at all times.
6=I would like to see #N put more consistent effort into #h work.
7=#E should make an effort to concentrate more during class time.
8=I would like to see #N make more effort to avoid being distracted during lessons.
9=#E should try to improve the presentation of #h written work.
10=I have thoroughly enjoyed having #m in my class this year. I wish #m all the best for Grade #level.
11=#N is a very hardworking #b and should have much success in Grade #level.
12=With #N's friendly, cooperative attitude, #e will always be a pleasant addition to any class and should have much success in Grade #level.
13=Please continue to work on your #subject skills next #time. Best of luck, #N.
14=#E takes pride in #h work.
15=#E takes great pride in #h work.
16=#E is very conscientious about #h work.
17=I'm very happy to see how #e takes such pride in #h work.
18=#N always submits quality work.
19=I appreciate the time and effort #N puts into #h work.
20=#?

COMMENTS: gr2 Work Habits Need Improvement
1=#N is easily distracted in class, this #SUAlist results in work taking longer to complete or remain unfinished.
2=#N #SUAlist becomes distracted during independent work time.
3=#N can be disruptive during activities such as calendar and carpet time.
4=#N can become distracted during lessons and engages in disruptive behaviour.
5=#N #SUAlist disrupts others and struggles with impulsiveness.
6=#N #SUAlist needs reminders to focus on the task at hand.
7=#N needs consistent reminders to begin assignments and stay on task.
8=#N needs reminders to complete assignments.
9=#N needs constant reminders to listen during instructional times.
10=#N needs reminders to do #h best work, rather than rushing through assignments just to get them finished.
11=#N's time in class is not always used productively.
12=#N #SUAlist forgets the difference between work times and socializing times.
13=#N #SUAlist calls out and interrupts during lessons. #E needs reminders to put up #h hand.
14=#N without adult direction, #h assignments remain incomplete or not turned in.
15=#N quickly loses interest in #h school work and chooses to socialize rather than concentrate on the task at hand.
16=#N #SUAlist prefers playing with things in #h desk and socializing with other students, rather than completing #h work.
17=#N's socializing affects #h focus, it is also a hindrance to the people around #m.
18=#E struggles to focus in the classroom, which is a hindrance to #h completion of tasks and learning.
19=#N needs one on one support to begin assignments and stay on task.
20=Although #N completes #h work quickly and is achieving good marks, #h socializing at times prevents others from using their class time effectively.

COMMENTS: gr2 Work Habits Positive
1=#E puts consistent effort into #h work.
2=#E completes assignments with quality in mind.
3=#E follows classroom rules and routines.
4=#E is careful in #h work.
5=#E completes all assignments on time and with great thought and detail.
6=#E should be commended for #h hard work and focus.
7=#E has a positive attitude toward school.
8=#E takes pride in #h work.
9=#E is self-reliant and takes initiative in #h own learning.
10=#E asks questions when #e does not understand something.
11=#N asks questions when assignments or expectations are unclear, and adjusts #h work accordingly.
12=#N does neat, thorough work and expresses #h ideas clearly.
13=#N often checks in with the teacher to make sure #e is on the right track.
14=#E demonstrates a mature learning style.
15=During lessons, #N listens and follows directions well.
16=#H attention to detail is to be celebrated.
17=#E is a self-motivated and self-disciplined student.
18=#E completes daily assignments carefully.
19=#H work is of a consistently high quality.
20=#E demonstrates a positive attitude.

COMMENTS: gr2 Work Habits Show Improvement
1=#N has started to complete more written work and occasionally will challenge #s with extra sentences.
2=It has been great seeing the change in #N, #e has started to complete #h morning writing tasks quickly and independently. The next step would be to focus on neatness, and using the word wall while writing.
3=#N is becoming more self-reliant, and is beginning to ask questions when #e is unclear on an instruction or expectation.
4=#N requires fewer reminders to follow classroom rules.
5=#N requires fewer reminders to stay on task.
6=#N has become more attentive during class discussions.
7=#N has made an effort to complete all assignments and projects to the best of #h ability.
8=#N has made an effort to complete all assignments and on time.
9=#N's improvement is due, in part, to #h increased participation in classroom activities and discussions.
10=#N has been more accepting of adult help and will ask questions and seek out support if #e is unclear with an assignment or activity.
11=#N has kept on top of handing in assignments on time and making sure instructions are followed.
12=#N has made an effort to contribute to small group discussions.
13=#N is able to work more independently in class, when #e has few distractions.
14=#N has shown tremendous growth in maturity and achievement this term.
15=#N is a consistent worker and is making steady progress.

COMMENTS: gr2-1 general
1=#E has a very positive attitude towards all aspects of #h schoolwork and sets a #levels example with #h behaviour.
2=#E has a positive attitude towards all aspects of #h schoolwork and sets a #levels example.
3=#E is a quiet member of the class, who has a considerate and thoughtful nature.
4=#E works very hard and always gives #h best effort in all areas of the curriculum. #N has produced some work to be #levels proud of.
5=#E has worked hard in many curriculum areas and has produced some work to be #levels proud of.
6=#E gets on well with a variety of children in the class and is a very lively and cheerful student.
7=#E is a cheerful and energetic student who always has a story to tell.
8=#E gets on well with a variety of children and is making new friends in the class.
9=#E is always helpful and willing to undertake jobs around the classroom.
10=#E is always helpful and eager to undertake jobs around the classroom.
11=Although the standard of presentation of #h work has been variable, #N works very hard and has produced some work to be extremely proud of.
12=#E needs to put more effort into written work.
13=#E is generally hardworking, although #e can be easily distracted.
14=#H attitude to school and work, in general, has improved this term.
15=#E is making excellent progress.

COMMENTS: gr2-1 general2
1=All of #N's written work is neatly done.
2=#N is learning to concentrate better in the class.
3=#N expresses #h ideas beautifully through pictures.
4=#N is helpful, hardworking and has a positive attitude toward school.
5=#N needs help with communicating #h ideas effectively.
6=#N is an amazing artist, #e takes #h time to put great detail into #h pictures.
7=#N is always happy to help out in the class.
8=I would like #N to focus on improving the presentation of #h work.
9=#N has made a good effort with the presentation of #h work.
10=#N has made some effort to improve the presentation of #h work.
11=#N needs to take some ownership, ensuring that home reading books are returned to school the next day.
12=#N is a willing helper and takes responsibility seriously.
13=#N relies on the support of adults to help #m with all written work.
14=#N relies on the support of adults to help #m start and complete all math work.
15=#N finds it easier to work on #h own away from the distractions of working beside others.
16=#N finds it easier to work on #h own away from the distractions of working beside other children. I would like to see #m develop the self-discipline to not allow others to become distracted.
17=#N has a hard time focusing while working alongside other children. #E needs to develop the self-discipline of not allowing #s to become distracted.
18=#N takes great pride in the presentation of #h work, and the content is of equally high quality.
19=#N has a hard time focusing while working alongside other children. #E finds it difficult to remain on task, as #e prefers to chat with others around #m, this often results in work taking longer to complete or remain unfinished.
20=#N has a hard time focusing while doing independent work. #E finds it difficult to remain on task, as #e prefers to chat with others around #m, this often results in work taking longer to complete.

COMMENTS: gr2-1 general3
1=#H attitude to school and work, in general, has improved this term and #e has calmed down.
2=#E puts time and effort into #h work and never rushes.
3=#E is always helpful and willing to undertake jobs around the classroom.
4=#E is always helpful and eager to undertake jobs around the classroom.
5=#E has produced some good work when #e makes the effort but is capable of more.
6=Recently, #e has settled down well and worked much harder in class.
7=#SUAlist, #e can be easily distracted and #e needs to realize that #e must settle down to work straight away.
8=#E must ask for help if #e gets stuck, or does not understand something, by seeking out help #e will be able to complete tasks.
9=In order to maintain the progress that #N is making, #e needs to listen carefully to instructions.
10=Unfortunately, #N lacks confidence in #h own ability in some subjects and needs to realize that #e is capable of producing work of a high standard when #e puts in the effort.
11=Although #N is beginning to show signs of maturity, there are days when #e can be silly and lack the concentration needed to complete tasks.
12=If #N develops a more positive approach to work and behaviour, #e will reach #h full potential.
13=#N is a clever capable pupil, but this is not always reflected in #h written work.
14=#E has the ability to produce good work in all subjects but needs to avoid the temptation to socialize for sustained periods to friends.
15=At certain times Benny finds it difficult to remain on task as #e prefers to chat to others around #m. In order to maintain the progress that #e is making, #N needs to give #h full concentration at all times.
16=#E needs to concentrate and apply #s in full to achieve #h full potential.
17=#E sometimes lacks confidence and needs to start being more independent in the classroom.
18=#E is keen to answer questions but needs to remember to put up #h hand.
19=#E always settles down quickly to work but needs to listen carefully to the instructions given so #e can complete the work successfully.
20=However, #e can still be silly at times and #e needs to realize that the behaviour is not appropriate in class.

COMMENTS: gr2-1 intro
1=#N is a polite, sensitive, and respectful student.
2=#N is an enthusiastic and energetic member of our class.
3=#N is a creative, polite, good-hearted student.
4=#N is an energetic, friendly, and positive student.
5=#N is an outgoing and responsible student.
6=#N is a cheerful, polite, and enthusiastic student.
7=#N is a kind, respectful, and co-operative student.
8=#N is a respectful, helpful, and energetic student.
9=#N is an enthusiastic, respectful, and responsible student.
10=#N is a kind-hearted, intelligent, and self-confident student.
11=#N is a charming, creative, and happy student.
12=#N is a mature, respectful, and thoughtful student.
13=#N is a sweet, good-hearted, and friendly student.
14=It is a pleasure to have #N in our class. #E arrives at school each day with a smile, ready to learn.
15=It is a pleasure to have #N in our class. #E arrives at school each day with a positive attitude.
16=#N is a friendly, lively student who is making steady progress in all areas of #h learning.
17=#N is a helpful student who is making steady progress.
18=#N is a diligent and capable student who is eager to learn new skills and always tries to do #h best.
19=#N is a cheerful, creative, and good-hearted student.
20=#N is an energetic, and social member of our class.

COMMENTS: gr2-1 last sentence
1=Keep up the good work #N!
2=Thanks for all your hard work #N!
3=Great job in the #time #N, I look forward to an excellent #time with you!
4=I look forward to an excellent second semester with #N!
5=Overall, I'm pleased with how #N is doing. Keep up the great work.
6=#N is helpful and kind to both teachers and students, and it is a pleasure to have #m in the class.
7=#N is thoughtful and kind and is making new friendships in the class.
8=#N is helpful and kind and it is a pleasure to have #m in the class.
9=#N is thoughtful, kind and has many friends in the class.
10=#N is thoughtful, kind and it is a pleasure to have #m in the class.
11=#N is a positive role model for other students and it is a pleasure to have #m in the class.
12=#N has an enjoyable sense of humour and is a valued member of the class.
13=#N is thoughtful and kind and is developing new friendships in the class.
14=I am fortunate to have #N as part of my Grade #level and #level class.
15=Although #N's report says that #e is #?, with consistent reading at home and focus on #h word sorts, I am confident that #N will make excellent progress this year.
16=#N is well liked and a valued member of the class.
17=#N is well liked and has many friends in the class.
18=#N is friendly, well liked and a valued member of the class.
19=#N is well organized and is always correctly equipped for each day. #E is a valued member of the class.
20=#N is well organized and is always correctly equipped for each day. #E is a valued member of the class.

COMMENTS: gr2-1 Math
1=#N requires extra time and support in order to complete #h math. #E has a basic understanding of what needs to be done but has a difficult time successfully completing the work due to discrepancies in #h math facts and number sense.
2=#N struggles to complete #h math during the allotted time, but this is due to a lack of focus, not ability.
3=#N is able to complete #h math, with little or no corrections. #E enjoys math and likes to challenge #s with extra math activities.
4=#N is able to successfully complete #h math, with few corrections.
5=#N is able to successfully complete #h math, with some corrections.
6=#N needs extra time or support in order to successfully complete #h math.
7=Although #N works hard, #e finds it difficult to grasp #grasp of the concepts taught in math.
8=Although #N works hard, #e finds it difficult to grasp #grasp of the concepts taught in math. #E has a basic understanding of what needs to do in math but has a difficult time successfully completing the work due to discrepancies in #h math facts and number sense.
9=#N is strong at math, #e is quick to understand concepts being taught, and gets right to work.
10=Although #N's scores are #?, #e is starting to develop an understanding of basic concepts. #E is eager to learn and always tries to do #h best.
11=#N understands what to do in math, but #h has a difficult time successfully completing the work due to a lack of number sense.
12=#N has a basic understanding of what #e needs to do in math but has a difficult time successfully completing the work due to discrepancies in #h number sense.
13=#N works enthusiastically and is making steady progress.
14=#N works enthusiastically and likes to complete math tasks quickly.
15=#N has a solid understanding of basic math concepts, but #h progress is hindered by a slow recall of number facts.
16=#N is able to successfully add and subtract numbers with answers up to 20, with little or no corrections. #E enjoys math and likes to challenge #s with extra math activities.
17=#N is able to add and subtract numbers with answers up to 20, with few corrections.
18=#N is able to add and subtract numbers with answers up to 20, with some corrections.
19=#N needs extra time or support in order to successfully add and subtract with answers up to 20.
20=#N understands the concepts taught in math and is able to successfully apply them.

COMMENTS: gr2-1 printing
1=When #e chooses, #N can produce beautiful printing.
2=#E has made a commendable effort to improve #h printing.
3=#E finds the physical skill of printing difficult, but with continued effort, #e can continue to improve #h printing.
4=#H letters are not always correctly placed or proportioned, but with practice, #e will develop neat printing.
5=#H printing is always very neat.
6=#E has beautiful printing.
7=#H printing is often quite messy, if #e took #h time, #h printing would be much neater.
8=#E needs to remember to put finger spaces between #h words.
9=#E remembers periods in #h writing, but #SUAlist forgets capital letters at the beginning of sentences.
10=#E needs to remember to use both periods and capitals when writing.
11=I would like #m to focus on remembering finger spaces between words.
12=#E needs to focus on #h letter placement.
13=I would like #N to try and use the word wall when writing.
14=#N is making great progress with #h writing.
15=#E needs to remember to use capitals at the beginning of sentences, but not in the middle of words.
16=#E needs to remember to use periods at the end of sentences.
17=#E needs to remember to use capitals at the beginning of sentences, but not in the middle of words, and use periods at the end of sentences.
18=#E needs to remember to use capitals at the beginning of sentences.
19=#E needs to remember to use periods at the end of sentences, and not use capitals in the middle of words.

COMMENTS: gr2-1 Writing
1=#N is #sualist distracted during writing times, this #sualist results in the process taking longer than the given time to complete.
2=#N always completes the writing tasks but often does the minimum amount required. I would like to see #m challenge #s with more sentences.
3=#N is a very creative writer, #e has great ideas, and likes to challenge #s with extra sentences. #E needs to now work on the spelling, punctuation and grammar.
4=Due to the fact that #N is missing many of #h letters and sounds, writing can be quite challenging. However, #h enthusiasm and problem-solving strategies, including asking for help, and using words found around the classroom allow #m to create simple sentences.
5=#N is a very creative writer; #e has great ideas and likes to challenge #s with new forms of writing.
6=#N is a very creative writer; #e has great ideas and likes to challenge #s with extra sentences.
7=#N is a creative writer, #e has good ideas, and likes to challenge #s with extra sentences.
8=#N takes great pride in the presentation of #h work, and the content is of equally high quality.
9=#H written work is done with care and creativity.
10=#H written work is done with care and attention.
11=#N has a hard time coming up with ideas for #h journal, this results in the process taking longer than the given time to complete.
12=#N demonstrates accuracy in spelling and grammar and #h writing is #SUAlist neatly completed.
13=#N's editing and spelling skills are beginning to improve. #E needs to now work on making greater use of adjectives and descriptive detail in #h writing.
14=#N is a fluent writer and finds it easy to express #h ideas.
15=#N is becoming more confident in writing down #h ideas.
16=#N is making progress in writing down #h ideas; however, #e needs to place more effort in completing tasks in the given time.
17=#N writes fluently about #h ideas and #e is experimenting with using adjectives and descriptive language.
18=#N is beginning to write with confidence and #h text is starting to make sense.
19=#E is a capable writer, however, #e is quite slow, this is usually the result of her being distracted.
20=#N is a very capable writer, however, #e often socializes during these times, which results in #h writing taking longer to complete and is a hindrance to the people around #m.

COMMENTS: gr2-2 adst
1=#N had a lot of fun working with #h team to building their vehicle for the Stuffy Olympics.
2=#N very much enjoyed decorating the vehicle #e built for the Stuffy Olympics.
3=When it came to building #h vehicle for the Stuffy Olympics, #N had a hard time focusing on the design, and preferred socializing with #h teammate. With support they managed to finish the task successfully.
4=When it came to building #h vehicle for the Stuffy Olympics, #N preferred to focus #h attention on decorating, rather than the design.
5=#N used problem solving skills to create a vehicle for the Stuffy Olympics that would successfully roll.
6=#N worked well with #h teammate to come up with creative solutions on how to get their vehicle for the Stuffy Olympics to successfully roll.

COMMENTS: gr2-2 drama
1=#N enjoyed performing during our drama unit.
2=#N liked performing during our drama unit.
3=#N really enjoyed performing during our drama unit.
4=#N really liked performing during our drama unit.

COMMENTS: gr2-2 end
1=Keep up the #level work!
2=Keep up the good work #N!
3=Thanks for all your hard work #N!
4=#N is a positive role model for other students and it is a pleasure to have #m in the class.
5=#N is helpful and kind to both teachers and students, and it is a pleasure to have #m in the class.
6=I am thankful for having a student like #N in my class.
7=I look forward to a #levels third term with #N!
8=Great job in the #time #N, I look forward to an excellent #time with you!
9=Overall, I'm pleased with how #N is doing, keep up the great work.
10=Although #N's report says that #e is #?, with consistent reading at home and focus on #h word sorts, I am confident that #N will continue to make progress this year.
11=Keep up the hard work!
12=#?
13=#N is very creative, and loves to #?. I look forward to a successful third term with #m.

COMMENTS: gr2-2 gym
1=#N did a #levels job teaching the class #? in gym.
2=#N did a #levels job teaching #? in gym, the class really enjoyed it.
3=#N did a nice job teaching #? in gym, the class enjoyed it.
4=#N did a #levels job teaching the class a game that #e created called #? in gym.
5=#N did a #levels job teaching the class #? in gym, it was a game that #e created and the class really enjoyed it.
6=#N spoke clearly to the class when #e explained #h game of #?, #e was very creative and came up with #h own version of the game. Unfortunately, #h game was a bit confusing for the class, as it continued to change and evolve as #e was explaining it.
7=#N spoke clearly to the class when #e explained #h game of #?, #e was very creative and came up with #h own version of the game. Unfortunately, #h game was a bit confusing for the class, as it continued to change and evolve as #e was explaining it.
8=#N was a little nervous to teach the class a game in gym, but #e did a good job, #e taught #?, and the class enjoyed it.
9=#N was a little nervous to teach the class a game in gym, but #e did a good job, #e taught #?, and the class really enjoyed it.

COMMENTS: gr2-2 improve
1=#N has a hard time focusing on #h work in class.
2=#N has a hard time focusing, and would prefer to socialize rather than focus on #h work.
3=I would like to see #N make more effort to avoid being distracted during lessons.
4=I would like to see #N focus on math facts over the summer.
5=I would like #N to #?.
6=#?

COMMENTS: gr2-2 intro
1=I continue to enjoy teaching #N.
2=#N is a fun student to teach.
3=#N continues to be a very positive member of our class.
4=I enjoy teaching #N.
5=I very much enjoy teaching #N.
6=I enjoy watching #N continue to grow and thrive in the classroom.
7=I have enjoyed watching #N's newfound motivation to get #h work done.
8=#N continues to be a positive presence in the classroom.
9=#N is a very likeable student.
10=I enjoy watching #N continue to grow in the classroom.
11=#N is an enthusiastic member of the class.
12=#N is a quiet and considerate student, who gets along well with #h peers.
13=I am happy to see #N's enthusiasm towards learning.
14=#N is a great addition to the class.
15=#?
16=#N is an energetic addition to the class.
17=#N is a friendly member of the class, who regularly contributes to class discussions.
18=#N is a friendly, cheerful student who works hard and always gives #h best effort in all areas of the curriculum.

COMMENTS: gr2-2 intro2
1=#H dedication to learning is outstanding.
2=#E enjoys #h peers and plays with a wide variety of children.
3=#E has developed friendships in the classroom and enjoys playing with #h peers during centers and outside.
4=I am happy to see #h enthusiasm towards learning.
5=#E continues to be a positive presence in the classroom. #N has great work ethic, and positive attitude which help #m to be successful in all areas.
6=#E continues to be a positive presence in the classroom.
7=#E has great work ethic, and positive attitude, which will help #m to be successful.
8=#E is a very likeable student.
9=#E is an enthusiastic member of the class.
10=#E is a quiet and considerate student, who gets along well with #h peers.
11=#E is liked by #h peers and gets along well with others. #E has a positive attitude towards learning, is eager to complete tasks and is always up for a challenge.
12=#E is liked by #h peers and gets along well with others.
13=#E has a positive attitude towards learning, is eager to complete tasks and is always up for a challenge.
14=#?
15=#E has friendships in the classroom and enjoys playing with #h peers during centers and outside.
16=#E is liked by #h peers and gets along well with others. #N has a positive attitude towards learning, and gets through #h work at #h own pace.
17=#E is a friendly member of the class, and has a positive attitude towards learning.

COMMENTS: gr2-2 math
1=#N is able to successfully identify the core and continue repeating patterns, with few corrections.
2=#N is able to successfully identify the core and continue repeating patterns, with some corrections.
3=#N is able to successfully identify the core and continue repeating patterns, with little or no corrections.
4=#E enjoys math, and likes to challenge #s with extra math activities.
5=#N requires extra time and support in order to successfully identify the core and continue repeating patterns.
6=#N is able to successfully identify the core and continue repeating patterns, with few corrections. However, #e is often off task and this leads to unfinished work.
7=#N is able to successfully identify the core and continue repeating patterns. #E usually rushes through #h work, and this often results in having corrections.
8=#N is able to successfully identify the core and continue repeating patterns, #e takes #h time, and has few corrections.
9=#N is strong at math, and is able to successfully identify the core and continue repeating patterns.
10=#?

COMMENTS: gr2-2 math dd+
1=In math, #e has mastered double-digit addition with regrouping, by using the strategy of counting on.
2=In math, #e has mastered double-digit addition with regrouping, by using the strategy of counting on with the 100 chart.
3=In math, #e has mastered double-digit addition with regrouping, by using the strategy of using touch points.
4=In math, #e has mastered double-digit addition with regrouping, by using the strategy of making 10.
5=In math, #e has mastered double-digit addition with regrouping; however, #e gets very distracted and it often results in unfinished work. When adding #e uses several strategies including; #strategy, #strategy, and #strategy. I am unsure if the use of all these strategies is helping #m, or is adding to the time it takes for #m to complete the math.
6=In math, #e has mastered double-digit addition with regrouping; however, #e gets very distracted and it can result in unfinished work, which #e often places in the math bin, rather than handing it in.
7=In math, #e has mastered double-digit addition with regrouping, using the strategy of #strategy, and it seems to work for #m.
8=In math, #e has mastered double-digit addition with regrouping, by using the strategy of #strategy, and it works for #m as #e is always one of the first ones to finish.
9=In math, #e has mastered double-digit addition with regrouping, #e enjoys math and is always one of the first ones to finish.
10=In math, #e has mastered double-digit addition with regrouping, #e enjoys math and enjoys playing math games.
11=In math, #e has mastered double-digit addition with regrouping, by using the strategy of #strategy.
12=In math, #e is able to successfully add two numbers together using touch points.
13=#E is quite capable in math and is able to successfully add two numbers together using touch points.
14=#E is doing well in math and is able to successfully add two numbers together using touch points.
15=#E is quite strong in math and is able to successfully add two numbers together using touch points.

COMMENTS: gr2-2 progress
1=#N is doing #levels in #levels areas of the curriculum.
2=#N is making progress in #levels areas of the curriculum.
3=#N continues to make excellent progress with all aspects of the curriculum and should be proud of #h accomplishments.
4=#N continues to make progress with all aspects of the curriculum and should be proud of #h accomplishments.
5=#N continues to do well in all aspects of the curriculum and should be proud of #h accomplishments.
6=#N continues to excel in all aspects of the curriculum and should be proud of #h accomplishments.
7=#N is making #levels progress in all aspects of the curriculum.
8=#N is making progress in #levels aspects of the curriculum.
9=#N continues to make progress in #levels areas of the curriculum.

COMMENTS: gr2-2 reading
1=#E is exceeding expectations in reading and enjoys reading chapter books.
2=#E is exceeding expectations in reading; #e enjoys reading chapter books and is going through them at an amazing pace.
3=#E is meeting expectations in reading for this term; #e enjoys reading and is motivated by advancing through the leveled readers.
4=#E is meeting expectations in reading for this term; #e has made great progress, and continues to do what it takes to be a successful reader.
5=#E is minimally meeting expectations in reading for this term; #e has made #levels progress, and if #e continues to work hard I believe that #e will be meeting expectations by the end of the year.
6=#E is not yet meeting expectations in reading for this term; #e is currently receiving Learning Support #nd a week and has made #levels progress.
7=#E is not yet meeting expectations in reading for this term.; #e is currently receiving support through the Read by 3 Program #nd a week and Learning Support #nd a week and has made #levels progress. With #h positive attitude towards reading and consistent support at school and at home, this should continue.
8=#E is not yet meeting expectations in reading for this term; #e is currently receiving Learning Support #nd a week and has made #levels progress. With #h positive attitude towards reading and consistent support at school and at home, this should continue.
9=#E is not yet meeting expectations in reading for this term; #e is currently receiving support through the Read by 3 Program #nd a week and has made #levels progress. With #h positive attitude towards reading and consistent support at school and at home, this should continue.
10=#E has worked hard and made great progress in #h reading this term, #e is currently #Level2 expectations.
11=#E has made great gains in #h reading this term and is currently #level2 expectations.
12=#E is minimally meeting expectations in reading for this term; #e is currently receiving support through the Read by 3 Program #nd a week and Learning Support #nd a week and has made #levels progress. With #h positive attitude towards reading and consistent support at school and at home, this should continue.
13=#?
14=#E has achieved full fluency in #h reading and has good expression when reading aloud.
15=#E is exceeding expectations in reading for this term; #e enjoys reading and is motivated by advancing through the leveled readers.
16=#E has made great gains in #h reading this term; #e is #Level2 expectations and is now reading chapter books.
17=#E has worked hard and made great gains in #h reading this term; #e is receiving support through the Read by 3 Program twice a week, and is meeting expectations.
18=#E is not yet meeting expectations in reading for this term. #N is currently receiving support through the Read by 3 Program #nd a week and Learning Support #nd a week and has made #levels progress, #e is now starting to sound out words and can read level #level books.

COMMENTS: gr2-2 writing
1=#N's writing has greatly improved, #e is #?, for next term, I would like #m to focus on #writing.
2=#N's writing continues to improve, #e is #?, for next term, I would like #m to focus on #writing.
3=#N's writing continues to improve, #e is sounding out words and challenging #s with more sentences, for next term, I would like #m to focus on #writing.
4=#N's writing continues to be a strength, #e is #?, for next term, I would like #m to have a goal of focusing on #writing.
5=#N's writing continues to be a strength, #e is constantly challenging #s with more sentences, for next term, I would like #m to focus on #writing.
6=#N's writing continues to be a strength, #e is constantly challenging #s with more sentences; keep up the great work.
7=#N enjoys writing and often chooses to write when #e is done #h other work, for next term, I would like #m to focus on #writing.
8=#N enjoys writing, #e likes to challenge #s and often chooses to write when #e is done #h other work, for next term, I would like #m to focus on #writing.
9=#N enjoys writing, #e likes to challenge #s and often chooses to write when #e is done #h other work, for next term, I would like #m to focus on #writing.
10=#N enjoys writing, #e likes to challenge #s and often chooses to write when #e is done #h other work, for next term, I would like #m to focus on #writing.
11=#N's is a very creative writer, #e is #?, for next term, I would like #m to focus on #writing.
12=#N's is becoming quite the writer, #e is #?, for next term, I would like #m to focus on #writing.
13=#N is a creative writer, and is starting to use conversations in #h writing, for next term, I would like #m to focus on remembering quotations and commas in conversations and adding more detail.
14=#N's writing has greatly improved, #e is sounding out words and making simple sentences; I would like #m to focus on #writing for next term.
15=I would also like to see #m challenge #s by writing more sentences and adding detail.
16=#N writing continues to improve, #e is writing full sentences, and is starting to write about one subject. For next term, I would like #m to focus on #writing.

COMMENTS: gr2-3 end
1=It has been a pleasure having #N in my class this year. Good luck in Grade #level!
2=I have enjoyed having #N in my class this year. Good luck in Grade #level!
3=It has been a pleasure watching #N grow this year. Good luck in Grade #level!
4=I have enjoyed watching #N grow this year. Good luck in Grade #level!
5=I have enjoyed being #N's Grade #level teacher. Good luck in Grade #level!
6=It has been a pleasure to be #N's Grade #level teacher. Good luck in Grade #level!
7=I have enjoyed being #N's teacher this year. Good luck in Grade #level!
8=It has been a pleasure having #N in my class this year. Good luck in Grade #level!
9=#N has had a great year. Good luck in Grade #level!
10=#N has worked hard this year. Good luck in Grade #level!
11=#N has made a lot of progress this year, great job! Good luck in Grade #level!
12=Overall this has been an impressive #time for #N. Good luck in Grade #level!
13=It has been a pleasure getting to know #N this year. Good luck in Grade #level!
14=#?

COMMENTS: gr2-3 intro
1=It has been a pleasure to teach #N.
2=It has been a pleasure getting to know #N throughout the year.
3=It has been a pleasure watching #N develop as a learner this year.
4=I have enjoyed getting to know #N throughout the year.
5=Overall this has been an impressive #time for #N.
6=#N is a valued member of the class.
7=It has been a pleasure watching #N mature throughout the year.
8=#N is a fun student to teach.
9=#N continues to be a very positive member of our class.
10=I enjoy teaching #N.
11=I very much enjoy teaching #N.
12=I enjoy watching #N continue to grow and thrive in the classroom.
13=I have enjoyed watching #N's newfound motivation to get #h work done.
14=#N continues to be a positive presence in the classroom.
15=#N is a very likeable student.
16=#N is an enthusiastic member of the class.
17=#N is a quiet and considerate student, who gets along well with #h peers.
18=I am happy to see #N's enthusiasm towards learning.
19=#N is a great addition to the class.
20=#N is an energetic addition to the class.

COMMENTS: gr2-3 intro2
1=#E has remained an eager and polite student who completes all tasks to the best of #h ability.
2=#E has remained an eager and polite student #?.
3=#E has consistently demonstrated a strong commitment to learning throughout the year.
4=#E has demonstrated a strong commitment to learning throughout the year.
5=#E continues to make progress in managing disappointment when things don't go #h way.
6=#E continues to make progress in managing #h emotions in class, with prompts #e is usually able to calm #s in a timely manner.
7=#E is thoughtful, helpful, and encourages those around #m.
8=#E has made many friendships throughout the year.
9=#E has enjoyed spending time with #h friends.
10=#E treats the other children with kindness and has developed many friendships in the classroom.
11=#H dedication to learning is outstanding.
12=#E enjoys #h peers and plays with a variety of children.
13=#E has great work ethic, and positive attitude which will help #m to be successful in all areas.
14=#E is a very likeable student.
15=#E is an enthusiastic member of the class.
16=#E is a quiet and considerate student, who gets along well with #h peers.
17=#E is liked by #h peers and gets along well with others.
18=#E has a positive attitude towards learning, is eager to complete tasks and is always up for a challenge.
19=#E is an enthusiastic addition to the classroom and loves to share.

COMMENTS: gr2-3 intro3
1=#N treats the other students with kindness.
2=#N treats the other children with kindness and enjoys playing with a variety of students.
3=#N is a strong student, challenged #s in all areas of the curriculum and should be very proud.
4=#N worked hard, challenged #s in writing and should be very proud.
5=#N is a strong student, #e has recently started to challenged #s in writing and should be very proud.
6=#N enjoys playing with a variety of students.
7=#N worked hard this year and should be very proud.
8=#N worked hard this year in all areas of the curriculum and should be very proud.
9=#?
10=#N has really come into #h own this year, #e has become more social and vocal in the class; #e is always the first one with #h hand up to answer questions.
11=#N has really come into #h own this year, #e has become more social and can always be found having fun with #h friends.
12=#N continues to work on focusing and completing #h tasks; not hiding unfinished work in #h desk, while #e does more preferred activities.
13=#N continues to work on completing #h tasks in a timely fashion, and not be distracted by things around #h.
14=#E continues to work on completing #h tasks in the appropriate amount of time, and not be distracted by things around #m.
15=#E is an enthusiastic addition to the classroom and loves to share.
16=#N is a strong student; #e challenged #s, worked hard, completed all tasks to the best of #h ability, and should be very proud.
17=#N is liked by #h peers and enjoys playing with a variety of students.
18=#N continues to work on focusing and completing #h tasks and not hiding unfinished work in #h desk, while #e does more preferred activities.

COMMENTS: gr2-3 math$
1=#N requires extra time and support during math, in order to successfully accomplish the work.
2=#N often struggles in math and requires extra time and support, in order to successfully accomplish the work.
3=#N often struggles in math and requires extra time and support, in order to accomplish the work.
4=#N is strong at math, #e is fast, and is able to successfully subtract two-digit numbers with regrouping.
5=#N is strong at math and is able to successfully subtract two-digit numbers with regrouping.
6=#N is able to successfully subtract two-digit numbers with regrouping; #e takes #h time and has few corrections.
7=#N is able to successfully subtract two-digit numbers with regrouping; many of #h corrections are due to number reversals.
8=#N is able to successfully subtract two-digit numbers with regrouping. #E usually rushes through #h work, and this often results in having corrections.
9=#N is learning how to subtract two-digit numbers without regrouping.
10=#N is learning how to subtract two-digit numbers with regrouping.
11=#N is able to successfully subtract two-digit numbers with regrouping, with few corrections. However, #e is often off task and this leads to unfinished work.
12=#N requires extra time and support in order to successfully subtract two-digit numbers with regrouping.
13=#N often struggles in math; #e requires extra time and support for most math activities. #E is able to successfully subtract two-digit numbers with regrouping, with encouragement and extra time.
14=#?
15=#N is able to successfully subtract two-digit numbers with regrouping.
16=#N is able to subtract two-digit numbers with regrouping.
17=#N often struggles in math and usually requires extra time or support. With #h strategies, #e is able to successfully subtract two-digit numbers with regrouping. However, #e still struggles with #h basic addition and subtraction facts, and would benefit from practicing them over the summer.
18=#N often struggles in math and usually requires extra time or support. #E still struggles with #h basic addition and subtraction facts, and this has affected #h ability to successfully subtract two-digit numbers with regrouping.
19=#E has done well in math this year and is able to subtract numbers under 20.

COMMENTS: gr2-3 math-
1=#N requires extra time and support during math, in order to successfully accomplish the work.
2=#N often struggles in math and requires extra time and support, in order to successfully accomplish the work.
3=#N often struggles in math and requires extra time and support, in order to accomplish the work.
4=#N is strong at math, #e is fast, and is able to successfully subtract two-digit numbers with regrouping.
5=#N is strong at math and is able to successfully subtract two-digit numbers with regrouping.
6=#N is able to successfully subtract two-digit numbers with regrouping; #e takes #h time and has few corrections.
7=#N is able to successfully subtract two-digit numbers with regrouping; many of #h corrections are due to number reversals.
8=#N is able to successfully subtract two-digit numbers with regrouping. #E usually rushes through #h work, and this often results in having corrections.
9=#N is learning how to subtract two-digit numbers without regrouping.
10=#N is learning how to subtract two-digit numbers with regrouping.
11=#N is able to successfully subtract two-digit numbers with regrouping, with few corrections. However, #e is often off task and this leads to unfinished work.
12=#N requires extra time and support in order to successfully subtract two-digit numbers with regrouping.
13=#N often struggles in math; #e requires extra time and support for most math activities. #E is able to successfully subtract two-digit numbers with regrouping, with encouragement and extra time.
14=#N often requires extra time or support in math. #E still struggles with #h basic addition and subtraction facts, and this has affected #h ability to successfully subtract two-digit numbers with regrouping. #E would benefit from practicing math facts over the summer.
15=#N is able to successfully subtract two-digit numbers with regrouping.
16=#N is able to subtract two-digit numbers with regrouping.
17=#N is able to successfully measure and calculate the perimeter, with few corrections.
18=#N is able to successfully measure and calculate the perimeter, with some corrections.
19=#N is able to successfully measure and calculate the perimeter, with little or no corrections.
20=#E has done well in math this year and is able to subtract numbers under 20.

COMMENTS: gr2-3 progress
1=#E has made good progress in #levels areas of the curriculum and should be #levels proud of #s.
2=#E has made progress in #levels areas of the curriculum and should be proud of #s.
3=#E has made progress in all areas of the curriculum and should be proud of #s.
4=#E worked hard this year and should be very proud.
5=#E has made gains in all areas of the curriculum and should be proud of #s.
6=#E is a strong student who challenged #s in all areas of the curriculum and should be very proud.
7=#E is a strong student, challenged #s in all areas of the curriculum and should be very proud.
8=#N worked hard, challenged #s in writing and should be very proud.
9=#E is a strong student, #e has recently started to challenged #s in writing and should be very proud.
10=#?
11=#E is doing #levels in #levels areas of the curriculum.
12=#E is making progress in #levels areas of the curriculum.
13=#N has continued to make excellent progress with all aspects of the curriculum and should be proud of #h accomplishments.
14=#N has continued to do well in all aspects of the curriculum and should be proud of #h accomplishments.
15=#N has continued to excel in all aspects of the curriculum and should be proud of #h accomplishments.
16=#E is making #levels progress in all aspects of the curriculum.
17=#E has continued to make progress in #levels areas of the curriculum.
18=Although #e still struggles with focusing and completing tasks in a timely manner, #e has made progress in all areas of the curriculum and should be proud of #s.
19=#N worked hard this year; #e has continued to do well in all aspects of the curriculum and should be proud of #h accomplishments.
20=#N has consistently demonstrated a strong commitment to learning, has worked hard and should be very proud.

COMMENTS: gr2-3 reading
1=#N has made #levels progress in reading. #E is currently reading at level #level #level2, which is #levels #level2 for Grade #level.
2=#N is a strong reader and is exceeding expectations for Grade #level, it was fun finding books that #e enjoyed reading.
3=#N has made excellent progress in reading and is exceeding expectations for Grade #level.
4=#N has worked hard this year on #h reading and is #level2.
5=#N has made great gains in #h reading and is #Level2; #e continues to do what it takes to be a successful reader.
6=#N's reading has improved this year, however, #h reading levels have been inconsistent from week to week.
7=#N is #level2 in reading; #e is currently reading at a level #level, which is #level2 for #time Grade #level. #E has received Learning Support #level days a week and the Read by 3 Program twice a week throughout the year and has made #levels progress. With consistent reading at home over the summer, this should continue.
8=#N is #level2 in reading; #e is currently reading at a level #level, which is #level2 for #time Grade #level. #E has received Learning Support #level days a week and has made #levels progress. With consistent reading at home over the summer, this should continue.
9=#N is not yet meeting expectations in reading; #e is currently reading at a level #level, which is #level2 for #time Grade #level. #E has received support from the Read by 3 Program and has made #levels progress. With #h positive attitude towards reading and consistent reading at home over the summer, this should continue.
10=#N is #Level2 in reading; #e is currently reading at a level #level #Level2. #E has received support from the Read by 3 Program #level days a week throughout the year and has made #levels progress. With #h positive attitude towards reading and consistent reading at home over the summer, this should continue.
11=#N has made amazing progress in #h reading this year, however, #e is currently minimally meeting expectations. #E is currently reading at a level #level; level #level is meeting expectations, so #e is not far behind. #N has received Learning Support 5 days a week, and Read by 3 Program 2 days a week throughout the year. With #h positive attitude and consistent reading at home over the summer, this progress should continue.
12=#N is exceeding expectations in reading for Grade #level, and enjoys reading chapter books.
13=#N is exceeding expectations in reading for Grade #level. #E enjoys reading chapter books, and is going through them at an amazing pace.
14=#N is meeting expectations in reading for this term. #E enjoys reading and is motivated by advancing through the leveled readers.
15=#N is meeting expectations in reading for this term. #E has made great progress, and continues to do what it takes to be a successful reader.
16=#N is minimally meeting expectations in reading for this term. #E has made #levels progress, and if #e continues to work hard I believe that #e will be meeting expectations by the end of the year.
17=#N has made #levels progress in reading. #E is currently reading at level #level #level2, which is #levels #level2 for Grade #level.
18=#N is #Level2 in reading; #e is currently reading at a level #level #Level2. #E has received Learning Support #level days a week, and Read by 3 Program #level days a week throughout the year. #E has made #levels progress this year, however, #e is currently reading at a level we would expect in #nd term Grade #level. With #h positive attitude towards reading and consistent reading at home over the summer, this progress should continue.
19=#N is a strong reader and is exceeding expectations for Grade #level.
20=#N has made great progress in reading; #e loves to read #? series and is going through the books at an amazing rate.

COMMENTS: gr2-3 spelling
1=#H spelling has continued to develop throughout the year.
2=#H spelling test scores have steadily improved throughout the year.
3=#H spelling test scores have been high throughout the year.
4=#H spelling tests have been a strength throughout the year.
5=#H spelling test scores have been inconsistent throughout the year.
6=#H spelling test scores have been inconsistent throughout the year, it was noticeable when #e did or did not study.
7=#H spelling test scores have been inconsistent throughout the year, it was noticeable whether #e studied or not.
8=#E has had some high scores on #h spelling tests, but it does not seem to transfer to #h writing. #E often struggles with the spelling of basic words, and would benefit from practicing writing at home over the summer.
9=#H spelling test scores have been inconsistent throughout the year, and when writing #e often struggles with the spelling of basic words.

COMMENTS: gr2-3 support
1={BR}{BR}Some ways to support learning during the summer: {BR}Have a great summer! {BR}Read stories.{BR}#support {BR}#support {BR}#support {BR}#support {BR}#support {BR}Have lots and lots of fun!
2={BR}{BR}Some ways to support learning during the summer: {BR}Have a great summer! {BR}Read stories.{BR}Have great adventures! {BR}Have lots and lots of fun!
3={BR}{BR}Some ways to support learning during the summer: {BR}Have a great summer! {BR}Read stories. {BR}Write stories. {BR}Have great adventures! {BR}Have lots and lots of fun!
4={BR}Write some postcards or keep a journal.
5={BR}Play games with cards and dice.
6={BR}Practice skip counting by 2, 5, and 10.
7={BR}Finish the Jump Math workbook.
8={BR}Have lots and lots of fun!
9={BR}Have great adventures!
10={BR}#?
11={BR}Write stories or keep a journal.

COMMENTS: gr2-issues
1=Unfortunately, #e can get quite distracted, which often results in #h work taking longer or remaining unfinished.
2=Unfortunately, #e can get distracted, which often results in #h work taking longer or remaining unfinished.
3=#E can get distracted, which can result in #h work taking longer or remaining unfinished.
4=#E continues to make progress in managing #h emotions in class; with prompts, #e is usually able to calm #s in a timely manner.
5=#E is capable in math, but requires extra time and support, in order to successfully accomplish the work.
6=#E continues to make progress in managing disappointment when things don't go #h way.
7=#E continues to make progress in managing disappointment when things don't go #h way.
8=Unfortunately, socializing often distracts #m, which frequently results in #h work taking longer or remaining unfinished.
9=#E often reverses the letters #? when writing.
10=#E often reverses the numbers #? during math.
11=#E often reverses the numbers #? during math, #e also reverses the placement of two digit numbers.
12=#E often reverses these letters and numbers #?.
13=#E has issues with written output, as a result, #e is given more time and the expectations are reduced for writing tasks.
14=#N's socializing can cause the people around #m to loose focus, and results in their work taking longer to complete.
15=#N's socializing affects #h focus, it is also a hindrance to the people around #m.
16=#SUAlist #N's socializing can prevent the people around #m to loose focus, and results in their work taking longer to complete.
17=Sometimes #N's socializing can result in the people around #m to loose focus.

COMMENTS: gr2-la support
1=#E is currently receiving learning support #level days a week.
2=#E is currently receiving learning support #level days a week, and Read by 3 #level days a week.
3=#E is currently receiving Read by 3 #level days a week.
4=#E is currently receiving math support 3 days a week.
5=#E is currently receiving learning support #level days a week to work on reading skills.
6=#E is currently receiving learning support #level days a week, and Read by 3 #level days a week to work on reading skills.
7=#E is currently receiving Read by 3 #level days a week work on reading skills.
8=#E is currently receiving math support 3 days a week.
9=#E is currently receiving learning support #level days a week, and Read by 3 #level days a week to work on letters, sounds, and reading skills.

COMMENTS: gr2-support
1={br}Ways to support learning: {br}#support {br}#support {br}#support {br}#support
2={br}Some ways to support learning during the summer: {br}Have a great summer! {br}#support {br}#support {br}#support {br}Have lots and lots of fun!
3={br}#?
4=Keep up the great work!
5=A way to support #N is to have #m read daily.
6=A way to support #N is to have #m keep a journal or write stories.
7=A way to support #N is to encourage #m to focus more and socialize less.
8=A way to support #N is to encourage #m to focus on #h work.
9=A way to support #N is to encourage #m to ask questions.
10=A way to support #N is to have #m practice basic math facts.
11=A way to support #N is to have #m #?.
12=A way to support #N is to have #m write stories or a journal.
13={br}Some ways to support learning during the summer:
14={br}Have a great summer!
15={br}Read stories.
16={br}Write some postcards or keep a journal.
17={br}Play games with cards and dice.
18={br}Practice skip counting by 2, 5, and 10.
19={br}Finish the Jump Math workbook.
20={br}Have lots and lots of fun!

COMMENTS: gr2-Work Habits Need Improvement
1=#N is easily distracted in class, this #SUAlist results in work taking longer to complete or remain unfinished.
2=#N #SUAlist becomes distracted during independent work time.
3=#N can be disruptive during activities such as calendar and carpet time.
4=#N can become distracted during lessons and engages in disruptive behaviour.
5=#N #SUAlist disrupts others and struggles with impulsiveness.
6=#N #SUAlist needs reminders to focus on the task at hand.
7=#N needs consistent reminders to begin assignments and stay on task.
8=#N needs reminders to complete assignments.
9=#N needs constant reminders to listen during instructional times.
10=#N needs reminders to do #h best work, rather than rushing through assignments just to get them finished.
11=#N's time in class is not always used productively.
12=#N #SUAlist forgets the difference between work times and socializing times.
13=#N #SUAlist calls out and interrupts during lessons. #E needs reminders to put up #h hand.
14=#N without adult direction, #h assignments remain incomplete or not turned in.
15=#N quickly loses interest in #h school work and chooses to socialize rather than concentrate on the task at hand.
16=#N #SUAlist prefers playing with things in #h desk and socializing with other students, rather than completing #h work.
17=#N's socializing affects #h focus, it is also a hindrance to the people around #m.
18=#E struggles to focus in the classroom, which is a hindrance to #h completion of tasks and learning.
19=#N needs one on one support to begin assignments and stay on task.
20=Although #N completes #h work quickly and is achieving good marks, #h socializing at times prevents others from using their class time effectively.

COMMENTS: gr2-Work Habits Positive
1=#E puts consistent effort into #h work.
2=#E completes assignments with quality in mind.
3=#E follows classroom rules and routines.
4=#E is careful in #h work.
5=#E completes all assignments on time and with great thought and detail.
6=#E should be commended for #h hard work and focus.
7=#E has a positive attitude toward school.
8=#E takes pride in #h work.
9=#E is self-reliant and takes initiative in #h own learning.
10=#E asks questions when #e does not understand something.
11=#N asks questions when assignments or expectations are unclear, and adjusts #h work accordingly.
12=#N does neat, thorough work and expresses #h ideas clearly.
13=#N often checks in with the teacher to make sure #e is on the right track.
14=#E demonstrates a mature learning style.
15=During lessons, #N listens and follows directions well.
16=#H attention to detail is to be celebrated.
17=#E is a self-motivated and self-disciplined student.
18=#E completes daily assignments carefully.
19=#H work is of a consistently high quality.
20=#E demonstrates a positive attitude.

COMMENTS: gr2-Work Habits Show Improvement
1=#N has started to complete more written work and occasionally will challenge #s with extra sentences.
2=It has been great seeing the change in #N, #e has started to complete #h morning writing tasks quickly and independently. The next step would be to focus on neatness, and using the word wall while writing.
3=#N is becoming more self-reliant, and is beginning to ask questions when #e is unclear on an instruction or expectation.
4=#N requires fewer reminders to follow classroom rules.
5=#N requires fewer reminders to stay on task.
6=#N has become more attentive during class discussions.
7=#N has made an effort to complete all assignments and projects to the best of #h ability.
8=#N has made an effort to complete all assignments and on time.
9=#N's improvement is due, in part, to #h increased participation in classroom activities and discussions.
10=#N has been more accepting of adult help and will ask questions and seek out support if #e is unclear with an assignment or activity.
11=#N has kept on top of handing in assignments on time and making sure instructions are followed.
12=#N has made an effort to contribute to small group discussions.
13=#N is able to work more independently in class, when #e has few distractions.
14=#N has shown tremendous growth in maturity and achievement this term.
15=#N is a consistent worker and is making steady progress.
16=#N's ability to focus seems to change depending on who is sitting close to #m, when #e is put beside certain students #e takes on a leadership role, and requires fewer reminders to stay on task.

COMMENTS: gr3-2 math
1=#N is able to successfully add and subtract numbers under 1000, with few corrections.
2=#N is able to successfully add and subtract numbers under 1000, with some corrections.
3=#N is able to successfully add and subtract numbers under 1000, with little or no corrections.
4=#E enjoys math, and likes to challenge #s with extra math activities.
5=#N needs extra time and support in order to successfully add and subtract numbers under 1000.
6=#N is able to successfully add and subtract numbers under 1000, with few corrections. However, #e is often off task and this leads to unfinished work.
7=#N is able to successfully add and subtract numbers under 1000. #E usually rushes through #h work, and this often results in having corrections.
8=#N is able to successfully add and subtract numbers under 1000, #e takes #h time, and has few corrections.
9=#N is strong at math, and is able to successfully add and subtract numbers under 1000, with few corrections.

COMMENTS: grade 4 - silliness
1=#N is a postive and energetic student. #E is always helping in the class

COMMENTS: Grade 4 LS - Progress - Independent Work
1=#N is a self-directed learner who gets started right away and meets assignment deadlines with very few reminders. #H assignments are completed with care and consistently completed in the time provided.
2=#N is a hard-worker who completes #h assignments in the time provided. #E is being supported with infrequent reminders and check ins to ensure #e is on the right track. #N is encouraged to take care to check #h work for neatness before handing it in.
3=#N is working on staying focused on the task during work periods. #E is being supported with frequent reminders to stay on task and is encouraged to ask for help when needed.

COMMENTS: Grade 4 Ontario - Health
1=In Health, #N showed #Understanding understanding of healthy eating by creating a meal plan for #?.

COMMENTS: Grade 4 Ontario - Learning Sk - opening
1=#N has settled in well to the routines and expectations of the Grade 4 program.
2=#N is adjusting to the expectations of the Grade 4 classroom.
3=#N is a positive member of our learning community, and is working on learning the routines and expectations in the classroom.
4=#N continues to be #opening-character-trait member of our classroom community.
5=#N continues to work toward becoming #opening-character-trait member of our classroom community.
6=#N's positive attitude and enthusiasm for learning are a welcome addition to our classroom.
7=#N's caring and positive nature make #m a wonderful addition to our classroom.
8=#N's humour and smiling face are a wonderful addition to our classroom.
9=#N's friendly nature and positive approach to learning are a wonderful addition to our classroom.

COMMENTS: Grade 4 Ontario - Literacy Intro/Closing
1=#N approaches all literacy activities with enthusiasm, and is progressing very well at this point in the year.
2=#N is engaged and interested in literacy activities, and is progressing well at this point in the year.
3=#N is beginning to approach literacy activities with more interest, and is progressing with difficulty at this point in the year.
4=#N is engaged and interested during literacy activities.
5=#N approaches all literacy activities with enthusiasm, and has met grade level expectations for term one.
6=#N is beginning to approach literacy activities more positively, and has not met grade level expectations for term one.
7=#N is engaged and interested during literacy blocks, and is working towards meeting grade level expectations for term one.
8=#N approaches all literacy activities with commitment, creativity and enthusiasm, and has exceeded grade level expectations for term one.
9=Great work, #N!
10=Wonderful effort, #N!
11=Keep trying, #N!
12=With effort, anything is possible.

COMMENTS: Grade 4 Ontario - LS - Closing
1=#E is encouraged to continue being a leader in our classroom community.
2=#E is a leader in our classroom, and sets an wonderful example for other students.
3=#E is encouraged to keep working at reaching #h goals.
4=Keep up the good work, #N.
5=Great work, #N.
6=#N is encouraged to embrace #h mistakes and look at them as opportunities to grow and learn.

COMMENTS: Grade 4 Ontario - LS - Collaboration
1=During collaborative activities, #N is engaged and always takes on a fair share of the work, while also supporting #h group members with patience.
2=During collaborative activities, #N finds it challenging to stay focused on the assignment and needs to carefully select partners who will help #m succeed, rather than distract from the task at hand.
3=#N is a collaborative student who enjoys working on assignments with #h peers. However, #e needs to be mindful that #e is allowing for other students to share and contribute to the assignment.
4=During collaborative activities, #N is engaged and always takes on a fair share of the work. However, #e is reminded to listen to all group members' opinions and reach a compromise before starting on the activity.
5=During collaborative activities, #N is very reluctant to work with others. #E is reminded that when working with others, #e can learn a new perspective and perhaps build friendships with those group members.

COMMENTS: Grade 4 Ontario - LS - Collaboration 06/23
1=When collaborating with peers, #N easily takes on leadership roles to help guide #h group to success. #E engages #h peers in the task and tries to encourage all members to contribute. When a conflict arises, #e is generally able to work with #h peers to resolve the issue with very little support.
2=In general, #N collaborates well with #h peers. #E can be counted on to complete #h share of the work with enthusiasm and detail. At times, #e can become frustrated with #h peers if they are distracted or not working, and this frustration can lead to #m addressing #h peers with a critical tone of voice. Going forward, #N is encouraged to seek assistance from the teacher when #e is frustrated with #h group and to try and maintain a respectful tone with #h peers at all times.
3=Collaboration has been a challenge for #N this term. During group and partner work, #h peers have often become frustrated with #m for not taking on #h share of the work. In many cases, #e has required reminders from the teacher in order to complete #h fair share of the work. For next year, #e is encouraged to make a stronger effort to participate fully in collaborative tasks, as #e has many interesting insights to offer.
4=When collaborating with peers, #N easily takes on an equal share of the work. #E engages #h peers in the task and tries to encourage all members to contribute. #N has shown improvement in #h ability to mindfully select partners that will be supportive and engaged.
5=#N is a collaborative student who enjoys working on assignments with #h peers. #E can be counted on to complete #h share of the work with enthusiasm and detail.
6=#N is a collaborative student who enjoys working on assignments with #h peers. However, #e needs to be mindful that #e is allowing for other students to share and contribute to the assignment.
7=During collaborative activities, #N finds it challenging to stay focused on the assignment and needs to carefully select partners who will help #m succeed, rather than distract from the task at hand.
8=During collaborative activities, #N is engaged and always takes on a fair share of the work. However, #e is reminded to listen to all group members' opinions and reach a compromise before starting on the activity.

COMMENTS: Grade 4 Ontario - LS - Independent Work
1=During independent work periods, #N shows perseverance and a positive attitude when tackling a challenging problem. #E has been successful in prioritizing tasks in order to meet the given deadlines. #N is encouraged to take #h time completing assignments, rather than rush and produce work that is of a poor quality.
2=During independent work periods, #N enjoys some problem solving tasks, but often needs reminders that making mistakes is a part of learning, and that #e should keep on trying. #E enjoys the independence of self-selecting #h work for literacy. #N would benefit from using the list of assignments in the classroom to remind #s what #e should prioritize.
3=During independent work periods, #N will engage in some problem solving tasks. #E is working on building #h stamina in order to push through challenging activities. #E will continue to be supported through chunking of tasks into more manageable pieces. #N is learning how to self-select literacy activities independently and needs to use the assignment lists in order to remind #m which activities to prioritize.
4=During independent work periods, #N shows perseverance and a positive attitude when tackling a challenging problem. #E has been successful in prioritizing tasks in order to meet the given deadlines and is sure to check #h work before handing it to the teacher.
5=During independent work periods, #N shows perseverance and when tackling a challenging problem. #E has been successful in prioritizing tasks in order to meet the given deadlines. #E is reminded to listen carefully to instructions before beginning a task, so #e can ensure #e understands the expectations and completes the assignment correctly.

COMMENTS: Grade 4 Ontario - LS - Initiative
1=#N takes initiative by getting started on #h work right away.
2=#N takes initiative by offering to help #h classmates with no prompting from the teacher.
3=#N takes initiative by offering to help in the classroom during #h breaks.
4=#N takes initiative by looking for ways to extend #h learning both inside and outside of the classroom.
5=#N is encouraged to take initiative in their learning by trying #h best on all learning experiences.
6=#N takes initiative by #?.

COMMENTS: Grade 4 Ontario - LS - Initiative 6/23
1=#N consistently approaches all learning experiences with interest and curiosity. #E is willing to take risks and understands that mistakes are a valuable part of learning. #N extends #h learning by making connections, asking questions, and participating in class discussions.
2=#N has been working on showing more initiative in #h learning. #E has improved in asking for clarification when needed, and does this at the beginning of an activity, so #e can get work quickly. #N needs verbal reminders to stay focused on a task. #E has improved in #h ability to use a checklist to meet deadlines and complete #h work.
3=#N show a great deal of initiative in gym and team sports that #e is involved with, and would benefit from applying that level of commitment within the classroom. When #e is actually in the classroom, #e finds it challenging to get started on learning activities and assignments. #N frequently leaves the classroom to avoid lessons, and misses important lessons. As #e moves into grade 5 #e is reminded that like sports, learning takes practice to become better, and #e needs to put in the work.
4=#N has been working on showing more initiative in #h learning. #N has been supported by chunking tasks into smaller pieces, and offering one-on-one support. #E often avoids completing any classwork by refusing, or crying when given verbal reminders of the expectations.
5=#N takes initiative by getting started on #h work right away.
6=#N takes initiative by offering to help #h classmates with no prompting from the teacher.
7=#N takes initiative by offering to help in the classroom during #h breaks.
8=#N takes initiative by looking for ways to extend #h learning both inside and outside of the classroom.
9=#N is encouraged to take initiative in their learning by trying their best on all learning experiences.
10=#N takes initiative by #?.

COMMENTS: Grade 4 Ontario - LS - Progress - Independent Work
1=#N is a self-directed learner who gets started right away and meets assignment deadlines with very few reminders. #H assignments are completed with care and consistently completed in the time provided.
2=#N is a hard-worker who completes #h assignments in the time provided. #E is being supported with infrequent reminders and check ins to ensure #e is on the right track. #N is encouraged to take care to check #h work for neatness before handing it in.
3=#N is working on staying focused on the task during work periods. #E is being supported with frequent reminders to stay on task and is encouraged to ask for help when needed.
4=#N is a hard-worker who takes care to complete #h assignments in a timely manner, while ensuring they are neat and complete.

COMMENTS: Grade 4 Ontario - LS - Progress - Organization
1=#E is a highly organized student. #E keeps a tidy work space and is ready to learn with the proper materials when sent off to work.
2=#E is working on becoming more organized, so that #e has the proper materials when #e is ready to work. #E is being supported with regular reminders and frequent desk cleaning.
3=#E finds it challenging to keep a tidy work space and to keep track of #h materials. #E is encouraged to keep only the required materials in #h desk, and to hand assignments into the proper place at the end of lessons. #E will continue to be supported with reminders and regular desk cleaning.

COMMENTS: Grade 4 Ontario - LS - Progress - Social
1=#N is a friendly and supportive member of our learning community and is always willing to advocate for #h friends.
2=#N is a well-liked member of our learning community who enjoys spending time with friends during breaks. #E is working on transitioning back to learning during lessons and work periods.
3=#N is kind student, but has not yet built positive relationships within the classroom community. #E would benefit from attending school regularly in order to cultivate supportive friendships with #h classmates.
4=#N is a kind and caring student who enjoys spending time with friends. #E is reminded to always ask for hugs before initiating them, and to keep hands to #s during play.

COMMENTS: Grade 4 Ontario - LS - Responsibility
1=#N takes responsibility by #?.
2=#N is working on taking responsibility by #?.
3=#N is a very responsible student who consistently #?.

COMMENTS: Grade 4 Ontario - LS - self-regulation
1=#N continues to work on using kind words when problems arise. More practice in this area is encouraged.
2=#N continues to work on choosing appropriate calming strategies when #e feels upset or stressed. More practice in this area is encouraged.
3=#N will continue to be supported in choosing appropriate calming strategies when things don't work out in the way #e expected. More practice in this area is encouraged.
4=#N has shown growth in #h ability to #? when problems arise #?. More practice in this area is encouraged.
5=#N has shown growth in #h ability to express #h feelings with appropriate words and continued practice with this is encouraged.
6=#N has been supported in reflecting on whether the size of #h reaction is appropriate given the size of the problem. More practice in this area is strongly encouraged.

COMMENTS: Grade 4 Ontario - LS - self-regulation 6/23
1=#N becomes upset at minor requests, transitions, and also when an outcome is not to #h liking. #E has been supported by offering a choice of calming activities when feeling overwhelmed and coaching #h in what an appropriate reaction would be. As #N moves into grade 5, #e would benefit from continued support in this area.
2=#N continues to work on choosing appropriate calming strategies when #e feels upset or stressed. #E has been supported by coaching and providing breaks. As #N moves into grade 5, more practice in this area is encouraged.
3=#N will continue to be supported in choosing appropriate calming strategies when things don't work out in the way #e expected. As #e moves into Grade 5, more practice in this area is encouraged.
4=#N has shown growth in #h ability to #? when problems arise. As #e moves into Grade 5, more practice in this area is encouraged.
5=#N has shown growth in #h ability to express #h feelings with appropriate words and continued practice with this is encouraged.
6=#N has been supported in reflecting on whether the size of #h reaction is appropriate given the size of the problem. More practice in this area is strongly encouraged.

COMMENTS: Grade 4 Ontario - LS - Social 
1=#N is a #social-traits student who treats all members of our classroom community with respect. When disagreements occur, #e is able to calmly talk the issue through to a solution with very little support from the teacher.
2=#N is a #social-traits member of our community who gets along well with #h friends in class. #E is working on treating all #h classmates with the same level of respect. When disagreements occur, #N has seen some success in asking for teacher support to help #m problem solve. #E is encouraged to keep working on this strategy, rather than reacting negatively to others when issues arise.
3=#N is a #social-traits student who treats all members of our classroom community with respect.

COMMENTS: Grade 4 Ontario - LS - work ethic
1=#E has demonstrated a #work-ethic-description work ethic for all the learning experiences in our classroom and is able to prioritize #h assignments #Level-of-Support to meet deadlines.
2=#E has demonstrated a #work-ethic-description motivation to learn new things and achieve #h goals. #E is able to use our posted lists in order to prioritize #h time to complete assignments on time.
3=#E has demonstrated a #work-ethic-description work ethic for all the learning experiences in our classroom and is beginning to use the lists in the classroom to support #m in completing assignments on time.
4=#E has demonstrated a #work-ethic-description work ethic for the learning experiences in our classroom. #E is learning how to use lists in the classroom to complete #h assignments independently.

COMMENTS: Grade 4 Ontario - LS Arrive to school 06/23
1=#E arrives to school each day with a positive attitude, and determination to do #h best.
2=#E often arrives to school late, and at that time has already missed important learning activities or instructions. This has had a detrimental effect on #h readiness to engage in learning experiences. As #e moves into grade 5 #e is encouraged to take responsibility for arriving to school on time and ready to learn.
3=#E arrives to school with a smile and friendly greeting for #h teachers.

COMMENTS: Grade 4 Ontario - LS Responsibility 2
1=#N is a responsible student who takes care of #h belongings, hands in work that is completed to a high standard. #E takes personal responsibility in managing the operation of the classroom, and has made a contribution by #?.
2=#N is a responsible student who takes the time to complete assignments with care, and keeps a very tidy desk and locker. #E takes personal responsibility for our classroom by #?.
3=#N is a responsible student who takes the time to maintain a tidy desk and locker. #E is working on improving the quality of #h class work, since #e tends to rush through assignments to complete them quickly. As #e moves into Grade 5, more work in this area is encouraged.
4=#N is working on taking responsibility for #h belongings, and is being supported in learning how to keep a tidy work space and locker, so that they can find the materials needed to get started. #E makes a contribution to our classroom by #?.
5=#N has worked hard on taking responsibility for #h learning by completing assignments with care, and has improved a great deal in this area. #E takes personal responsibility for our classroom by #?.

COMMENTS: Grade 4 Ontario - Math - math discussion
1=#E actively engages in our class math discussions, particularly when #e sees that there are many ways to solve a problem.
2=#E is working on developing focus to engage in our class math discussions. #E is being supported in understanding that there are many ways to solve a problem.

COMMENTS: Grade 4 Ontario - Math - mental math strategies
1=#E actively participated in activities that included the use of various mental math strategies, manipulatives, and technology.
2=#E actively participated in problem solving activities, and works with manipulatives and technology to support #h learning. #N is building #h skill in using mental math strategies to solve addition and subtraction.
3=#E is learning to work with manipulatives and technology to support problem solving. #N is building #h skill in using mental math strategies to solve addition and subtraction.
4=#E is learning how to select appropriate tools and manipulatives to represent numbers. #E will continue to be supported in this with small group instruction.

COMMENTS: Grade 4 Ontario - Math - tools
1=#E has selected appropriate math tools (e.g., 100s charts, number lines) to support #m through the mathematical process of calculating an answer.
2=#E is encouraged to use math tools (e.g., 100s charts, number lines) to support #m through the mathematical process of calculating an answer.
3=#E is being supported in selecting math tools (e.g., 100s charts, number lines) that will help #m through the process of calculating an answer.

COMMENTS: Grade 4 Ontario - Math Algebra
1=#N has shown an excellent understanding of repeating and growing patterns, and used a table of values effectively in order to identify the value of a given term. #E used pattern rules in order to extend and accurately identify how many dinners Sid ate by a given date in the Six Dinner Sid problem solving activity.
2=#N has shown a good understanding of repeating and growing patterns. #E showed this by creating a table of values in order to identify the value of a given term in the Six Dinner Sid problem solving activity.
3=#N has shown a good understanding of repeating patterns and growing patterns, and can apply it in creating various patterns with pattern blocks and linking cubes. #E is working on extending this understanding to number patterns.

COMMENTS: Grade 4 Ontario - Math Connections
1=#N is eager to make connections between the math we are learning in class and the world outside, such as seeing how #e uses measurement around #h home, or finding patterns in nature.
2=#N is encouraged to make connections between the math we are learning in class and the world outside, such as seeing how #e uses measurement around #h home, or finding patterns in nature.
3=#N is reminded to connect the math we are learning in school to #h life outside of school. #E would benefit from understanding how math is useful outside the classroom.

COMMENTS: Grade 4 Ontario - Math Data
1=#N demonstrated a strong understanding for different data representations including stem and leaf plots and multiple bar graphs. #E created a survey about #? and collected responses from 2 groups of students. After the data was collected, #e represented the data in multiple bar graph that included all the necessary elements.
2=#N demonstrated a good understanding for different data representations, including stem and leaf plots and multiple bar graphs. #E created a survey about #? and collected responses from 2 groups of students. After the data was collected, #e created a multiple bar graph. #E is reminded to ensure #e includes #? when creating graphs.
3=#N demonstrated a developing understanding of stem and leaf plots and multiple bar graphs. #E created a survey about #? and collected responses from 2 groups of students. After the data was collected, #e found it challenging to create a bar graph to display #h data. #E is reminded to ensure #e includes #? when creating graphs.
4=#N constructs accurate bar graphs and stem and leaf plots from most sets of data including all elements of the graph such as labels, titles and scale. #E provides clear and detailed statements when analysing data from simple surveys conducted in class.
5=#N constructs bar graphs and stem and leaf plots with reminders to include all elements of the graph such as labels, titles and scale are present and accurate. #E provides clear and detailed statements when analysing data from simple surveys conducted in class.
6=#N constructs bar graphs and stem and leaf plots with reminders to include all elements of the graph such as labels, titles and scale are present and accurate. #E analyses data by making simple statements about the information gathered from simple surveys conducted in class.
7=#N construct accurate bar graphs and stem and leaf plots from most sets of data including all elements of the graph such as labels, titles and scale. #E is beginning to analyse data by making simple statements about the information gathered from simple surveys conducted in class.

COMMENTS: Grade 4 Ontario - Math Financial Literacy
1=In the classroom economy, #N has demonstrated a good understanding of spending and saving. #E showed this in #h willingness to forgo spending at the class store, and instead saved up #h Leung Bucks in order to buy #h desk, which means #e no longer has to pay rent each week.
2=In the classroom economy, #N is learning about spending and saving. #E enjoys earning Leung Bucks each week, but often spends much of it in the class store. #N is working on tracking #h deposits and withdrawals accurately in #h bank book.
3=#N has taken a leading role in our classroom economy by working as a store clerk and performing a variety of tasks, including, pricing items, selling, and making change for customers.
4=In the classroom economy, #N has demonstrated a good understanding of spending and saving. #E has expressed a desire to save #h Leung Bucks in order to buy #h desk, which means #e will no longer will have to pay rent each week. #E uses sound judgment in #h spending in the class store so #e can pay #h rent, but also save money for #h desk purchase.
5=In the classroom economy, #N has demonstrated a good understanding of spending, and is working on learning the value of saving. #E has expressed very little desire to save #h Leung Bucks, and often spends all #h money in the class store, at times, #N has not been able to pay rent.

COMMENTS: Grade 4 Ontario - Math Geometry
1=#N independently identified and classified right, acute and obtuse angles. #E used a square corner tool to test various angles and extended that understanding into #h investigation of rectangles.
2=With support #N was able to identify and classify right, acute, and obtuse angles. #E was able to use a square corner tool to test the size of angles. #N identified some of the properties of rectangles with support. More practice in this area is encouraged.
3=With support #N was able to identify acute and obtuse angles, but found it challenging to test them using a square corner tool. #E could explain some of the properties of rectangles, but more practice in this area is encouraged.

COMMENTS: Grade 4 Ontario - Math Measurement
1=#N recognized the relationship among length, width and area of rectangles, and applied this understanding by creating a zoo enclosure. In the paint my room project, #e was able to apply #h learning to a real life scenario by calculating how much paint #e would need to paint #h room.
2=With support #N began to recognize the relationship among length, width and area of rectangles, and applied this understanding by creating a zoo enclosure. #E created an area robot using grid paper to apply #h understanding of calculating area.
3=#N was absent for much of this unit, and as a result it is difficult to assess #h current understanding of area.
4=#N understands and effectively uses the basic units of measurement for mass, capacity, and length. #E applied #h understanding in a measurement activity in which #e used the benchmark of one step to estimate a greater distance. #N is very careful to include the units of measure in all #h written solutions.
5=#N is beginning to understand and correctly apply the basic units of measurement for mass, capacity, and length. #E applied #h understanding in a measurement activity in which #e measured the length of 3 of #h steps, #e found it challenging to use this benchmark to estimate a larger distance. #N is reminded to always include the units of measure when recording measurements.
6=#N is able to use a variety of measurement tools to measure and compare the mass, capacity and length of items. #E was especially engaged in using a balance scale to measure the mass of various classroom items. #N is reminded to include the units of measure when recording measurements.
7=#N is able to use a variety of measurement tools to measure and compare the mass, capacity and length of items. #E was especially engaged in using a balance scale to measure, compare and estimate the mass of various classroom items.

COMMENTS: Grade 4 Ontario - Math Number 
1=#N is confident in sharing #h thinking during Number Talks, and is mindful of explaining how #e arrived at #h solution.
2=#N enjoys sharing #h thinking during Number Talks, and is learning to explain #h solution in a concise manner.
3=#N is learning the routines for Number Talks, and is encouraged to actively participate in the problem solving with #h class.
4=#N enjoys working through multiplication and division problems and also those that require #m to solve for an unknown value. #E is very good at explaining how #e arrived at #h solution in a clear and concise way.
5=#N enjoys working through addition and subtraction problems. #E is encouraged to work on counting by 3s and 4s so #e can continue to improve #h multiplication and division.
6=#N is being supported in completing addition and subtraction problems, and would benefit from practicing counting by 2s, 3s, 4s and 5s to help in mastering multiplication and division.

COMMENTS: Grade 4 Ontario - Math SEL
1=#N is

COMMENTS: Grade 4 Ontario - Math SEL (Opener)
1=#N has perseverance and confidence in math. #E is eager to learn new strategies, and to make attempts at solving challenging problems.
2=In Math, #N approaches number problems with enthusiasm and enjoys explaining #h thinking.
3=In Math, #N enjoys being challenged in our math class. #E is open-minded to challenging new problems.
4=In Math, #N is beginning to demonstrate determination when working through challenging problems, #e is encouraged to test out a variety of strategies until #e finds one that feels right for #m.
5=In Math, #N sees #s as a capable math learner.
6=In Math, #N is beginning to see #s as a capable math learner and has been working hard to build stamina to solve challenging problems.
7=In Math, #N is a capable problem solver who works through challenging problems in a systematic manner, and can justify #h solutions.
8=In Math, #N has become a resilient problem solver who tackles challenges with a positive attitude. When #e makes errors, #e embraces and learns from them and doesn't miss a beat.
9=In Math, #N has improved #h perseverance to work through problems. #E is beginning to see #s as a capable mathematician.
10=In Math, #N is beginning to embrace that there is more than one solution to a problem, and that learning from mistakes is an important part of becoming a mathematician.

COMMENTS: Grade 4 Ontario - Math Spatial Sense
1=#N independently identified and classified right, acute and obtuse angles. #E used a square corner tool to test various angles and extended that understanding into #h investigation of rectangles.
2=With support #N was able to identify and classify right, acute, and obtuse angles. #E was able to use a square corner tool to test the size of angles. #N identified some of the properties of rectangles with support. More practice in this area is encouraged.
3=With support #N was able to identify acute and obtuse angles, but found it challenging to test them using a square corner tool. #E could explain some of the properties of rectangles, but more practice in this area is encouraged.
4=Using a coordinate grid, #N was able to plot points and correctly describe the location of shapes using ordered pairs. #E could accurately perform slides and reflections using the coordinate grid and other appropriate tools to support #m.
5=#N was supported in using a coordinate grid to plot points and describe the location of shapes using ordered pairs. #E is reminded that the X axis is horizontal and the Y axis is vertical. #E would benefit from more practice in this area.

COMMENTS: Grade 4 Ontario - Math Spatial Sense (term 2)
1=#N independently identified and classified right, acute and obtuse angles. #E used a square corner tool to test various angles and extended that understanding into #h investigation of rectangles.
2=With support #N was able to identify and classify right, acute, and obtuse angles. #E was able to use a square corner tool to test the size of angles. #N identified some of the properties of rectangles with support. More practice in this area is encouraged.
3=With support #N was able to identify acute and obtuse angles, but found it challenging to test them using a square corner tool. #E could explain some of the properties of rectangles, but more practice in this area is encouraged.
4=Using a coordinate grid, #N was able to plot points and correctly describe the location of shapes using ordered pairs. #E could accurately perform slides and reflections using the coordinate grid and other appropriate tools to support #m.
5=#N was supported in using a coordinate grid to plot points and describe the location of shapes using ordered pairs. #E is reminded that the X axis is horizontal and the Y axis is vertical. #E would benefit from more practice in this area.

COMMENTS: Grade 4 Ontario - Media Literacy
1=#N is learning to how to create interesting presentations that include text and images to communicate a message to readers.
2=#N is very good at using technology to create interesting presentations, and often takes time to support #h classmates with the program.
3=#N is able to identify the purpose and audience for a variety of media text and can make insightful inferences about the intended message of the text. #E showed this during class discussions about various How-To texts.
4=#N is learning to identify the purpose for a variety of media text and is beginning to make inferences about the intended message of the text. #E showed this during class discussions about labels on food packaging.

COMMENTS: Grade 4 Ontario - Media Literacy (opinion writing)
1=In our unit on opinion writing, #N analyzed various ads in the media and then created #?. #E demonstrated a solid understanding of opinion writing by including #? in order to attract #h intended audience.
2=In our unit on opinion writing, #N analyzed various ads in the media and then created #?. #E demonstrated a developing understanding of opinion writing and needs to include more detail in order to appeal to the target audience.

COMMENTS: Grade 4 Ontario - Oral Communication
1=#E is a confident speaker who experiments with creative ideas to engage the audience. #E demonstrated this during Reader's Theatre when #e played #? in the play #?.
2=#E is developing confidence as a public speaker and has many interesting ideas to share. #E demonstrated this during Reader's Theatre when #e played #? in the play #?.
3=#E is a confident speaker and loves to perform in front of the class. #E demonstrated this during Reader's Theatre when #e played #? in the play #?.
4=#E is developing confidence as a public speaker and is willing to have a go at any speaking task. #E demonstrated this during Reader's Theatre when #e played #? in the play #?.
5=#E is beginning to enjoy speaking to a larger group of people and the class enjoys #h creative oral presentations. #E demonstrated this during Reader's Theatre when #e played #? in the play #?.

COMMENTS: Grade 4 Ontario - PE closing
1=#Grade-4-Ont-Closing, #N.

COMMENTS: Grade 4 Ontario - PE Goal
1=A goal for #N would be to continue with #h current level of commitment in learning and practicing new skills.
2=A goal for #N would be to participate in all PE activities so #h can gain valuable practice time
3=A goal for #N would be to understand that getting better at anything takes practice.
4=A goal for #N would be to take defeats in stride, and view them as opportunities to learn.

COMMENTS: Grade 4 Ontario - PE Opener
1=#N has exceeded the grade level expectations for PE at this time.
2=#N has met all the grade level expectations for PE at this time.
3=#N is approaching the grade level expectations for PE at this time.

COMMENTS: Grade 4 Ontario - PE Strengths
1=#E has demonstrated #? with a high level of proficiency and skill.
2=#E has demonstrated and applied a variety of movement skills such as #?.
3=#E has demonstrated developing ability with skills such as #?.

COMMENTS: Grade 4 Ontario - PE term 2
1=#N should continue #h positive approach to sport into Grade 5, #e has shown great ability both as an individual player and as part of a team and should look to develop these interpersonal skills further.
2=#N is working on taking a positive approach to sport, building good sportsmanship, and reacting appropriately when games don't work out as #e hoped. #E has shown great ability as an individual player and as #e moves into Grade 5, is encouraged to work on #h cooperative team skills.
3=#N must ensure #e listens to all instructions in class; occasionally #e has lost focus during discussions which has led to confusion during activities. Overall, a fairly good year with areas to improve upon in Grade 5.
4=#N will continue to excel if #e maintains #h enthusiasm and application to all activities.
5=#N now has a good base of skills across a number of sports that #e can develop further in Grade 5.
6=#N has met all PE expectations for term 2. #E should continue #h positive approach to sport into Grade 5, #e has shown great ability both as an individual player and as part of a team and should look to develop these interpersonal skills further. #H participation during Track and Field was impressive, and demonstrated #h commitment to practice and hard work.

COMMENTS: Grade 4 Ontario - Reading
1=#N reads a variety of above grade level texts independently and is able to summarize important ideas, make inferences, and explain connections to the books #e reads. In #h reading responses to #?, #e has demonstrated a strong ability to respond to the book in writing, while supporting #h ideas with detailed examples from the text.
2=#N reads a variety of grade level texts independently and is able to summarize most of the important details and also make inferences about the author's purpose. In #h reading responses to #?, #e demonstrated a good ability to respond to the book orally, and is reminded to use full sentences with supporting examples from the book, in #h written responses.
3=#N reads a variety of grade level texts independently and can retell some important details and make connections to the books #e reads. In #h reading responses to #?, #e demonstrated a developing ability to respond to the book. #E is reminded to support #h answers with examples from the text.
4=#N is beginning to read some books with support, and during read alouds, #e is able to orally share the connects #e makes to the story, and can identify story elements. #E is encouraged to chunk unfamiliar words into the sound #e knows to help with decoding, rather than giving up or guessing the word. #N would benefit from reading at home each night.
5=#N demonstrated #h ability to identify the main idea and author's purpose through oral and written responses, #e also provided some evidence from the text to support #h ideas.
6=#N can identify the main idea and author's message and purpose in a text as well as provide evidence from the text to support #h idea. #E is encouraged to take time to write #h responses neatly in full sentences.
7=#N reads a variety of grade level texts fluently and confidently and is encouraged to continue to read and discuss books at home daily. #E confidently identifies and uses reading comprehension strategies effectively, like asking questions and making inferences when reading various fiction and non-fiction texts
8=#N reads a variety of grade level texts with fluently and is encouraged to continue to read and discuss books at home daily. #E can usually identify and use reading comprehension strategies effectively, like determining importance in various fiction and non-fiction texts.
9=#N reads grade level texts with some fluency and is encouraged to continue to read and discuss books at home daily. #E sometimes identifies and uses reading comprehension strategies effectively, like determining importance in various fiction and non-fiction texts.
10=#N is working on learning how to use phonics knowledge to decode unfamiliar words. #E would benefit from reading at home every night to improve this skill.

COMMENTS: Grade 4 Ontario - Reading - Making inferences
1=#N can accurately predict what will happen in a fiction text. After reading, #h summaries usually include the most important information. When responding to texts, #h demonstrates good literal understanding of what #e has read. #N demonstrates a growing ability to infer and make connections to demonstrate deeper understanding. To continue improving, #N should practice the strategy of inferring to try to consider what the characters in a story might be thinking or feeling.
2=#N predicts what will happen in a fiction text. After reading, #h summaries are sometimes missing important information. When responding to texts, #e demonstrates a literal understanding of what #e has read. At times, #N finds it challenging to infer and make connections to demonstrate deeper understanding. To improve, #e should practice the strategy of inferring to try to consider what the characters in a story might be thinking or feeling.
3=#N predicts what will happen in a fiction text. After reading, #h summaries are often missing important information. When responding to texts, #e demonstrates a basic understanding of what #e has read. At times, #N finds it challenging to infer and make connections to demonstrate deeper understanding. To improve, #e should practice the strategy of inferring to try to consider what the characters in a story might be thinking or feeling.
4=#N predicts what will happen in a fiction text. When summarizing, #e is experiencing difficulty selecting the most important information. #E is learning to write clear responses to texts #e has read. #N finds it challenging to infer and make connections to demonstrate deeper understanding. To improve, #e should practice the strategy of inferring to try to consider what the characters in a story might be thinking or feeling.
5=#N reads grade appropriate texts for information and understanding. When researching a specific topic, (e.g., Rocks and Minerals) #e is able to independently locate information, take notes and share #h understanding of what #e has read.
6=With support, #N reads appropriate texts for information and understanding when researching a specific topic (e.g., Rocks and Minerals). With some assistance, #e is able to locate information, take notes and share #h understanding of what #e has read.

COMMENTS: Grade 4 Ontario - Reading comprehension
1=In Literacy, #N can accurately predict what will happen in a fiction text. When responding to texts, #h demonstrates a good understanding of what was read, and consistently makes insightful inferences and interesting connections. To continue improving, #N should practice the strategy of summarizing the most important details in a concise manner.
2=In Literacy, #N predicts what will happen in a fiction text. When responding to texts, #e demonstrates a literal understanding of what #e has read and finds it challenging to infer and make connections to demonstrate a deeper understanding. To improve, #e should practice the strategy of inferring what the characters in the story might be thinking or feeling.
3=In Literacy, #N predicts what will happen in a fiction text. When responding to texts, #e demonstrates a limited understanding of the basic details in the story. To improve, #e should stop at the end of each page to check for understanding, and reread if necessary.
4=In Literacy, #N predicts what will happen in a fiction text. #E is learning to write clear responses to texts #e has read. #N finds it challenging to read with fluency, and this has a negative impact on #h comprehension for the story. To improve, #e should read every day for 20 minutes in order to improve #h fluency.
5=In Literacy, #N reads grade appropriate texts for information and understanding. When researching a specific topic, (e.g., Ancient Civilizations) #e is able to independently locate information, take notes and share #h understanding of what #e has read.
6=With support, #N reads appropriate texts for information and understanding when researching a specific topic (e.g., Ancient Civilizations). With some assistance, #e is able to locate information, take notes and share #h understanding of what #e has read.
7=With support, #N reads appropriate texts for information and understanding when researching a specific topic (e.g., Ancient Civilizations). With some assistance, #e is able to locate information and share #h understanding of what #e has read orally. To keep progressing, #e would benefit from practicing identifying the most important details in a text.

COMMENTS: Grade 4 Ontario - Reading Fluency/Comp
1=In Reading, #N is an expressive reader who can read fluently, and automatically self-corrects errors when something doesn't sound right. #E demonstrates a deep understanding of what #e reads, and is able to make inferences and interesting connections to the text.
2=In Reading, #N has improved in #h fluency and is beginning to read with appropriate expression and pausing for punctuation. #E demonstrates a good understanding of what #e reads, and is able to make some inferences about character feelings. #E would benefit from reading on a daily basis and discussing the stories afterward.
3=In Reading, #N is working to improve #h fluency by attending to punctuation and pausing when appropriate. #E demonstrates a basic understanding of what #e reads, and with support, can infer how the characters are feeling. #E is encouraged to stop at the end of each page to check for understanding before reading on.
4=In Literacy, #N predicts what will happen in a fiction text. When responding to texts, #e demonstrates a limited understanding of the basic details in the story. To improve, #e should stop at the end of each page to check for understanding, and reread if necessary.
5=In Literacy, #N predicts what will happen in a fiction text. #E is learning to write clear responses to texts #e has read. #N finds it challenging to read with fluency, and this has a negative impact on #h comprehension for the story. To improve, #e should read every day for 20 minutes in order to improve #h fluency.
6=In Literacy, #N reads grade appropriate texts for information and understanding. When researching a specific topic, (e.g., Ancient Civilizations) #e is able to independently locate information, take notes and share #h understanding of what #e has read.
7=With support, #N reads appropriate texts for information and understanding when researching a specific topic (e.g., Ancient Civilizations). With some assistance, #e is able to locate information, take notes and share #h understanding of what #e has read.
8=With support, #N reads appropriate texts for information and understanding when researching a specific topic (e.g., Ancient Civilizations). With some assistance, #e is able to locate information and share #h understanding of what #e has read orally. To keep progressing, #e would benefit from practicing identifying the most important details in a text.

COMMENTS: Grade 4 Ontario - Reading Fluency/Comp - Progress
1=In Reading, #N is an expressive reader who can read fluently, and automatically self-corrects errors when something doesn't sound right. #E demonstrates a deep understanding of what #e reads, and is able to make inferences and interesting connections to the text.
2=In Reading, #N has improved in #h fluency and is beginning to read with appropriate expression and pausing for punctuation. #E demonstrates a good understanding of what #e reads, and is able to make some inferences about character feelings. #E would benefit from reading on a daily basis and discussing the stories afterward.
3=In Reading, #N is working to improve #h fluency by attending to punctuation and pausing when appropriate. #E demonstrates a basic understanding of what #e reads, and with support, can infer how the characters are feeling. #E is encouraged to stop at the end of each page to check for understanding before reading on.
4=In Reading, #N is learning how to use letter sounds to decode words so that #e can improve #h fluency and comprehension for what is read.
5=In Literacy, #N predicts what will happen in a fiction text. When responding to texts, #e demonstrates a limited understanding of the basic details in the story. To improve, #e should stop at the end of each page to check for understanding, and reread if necessary.
6=In Literacy, #N predicts what will happen in a fiction text. #E is learning to write clear responses to texts #e has read. #N finds it challenging to read with fluency, and this has a negative impact on #h comprehension for the story. To improve, #e should read every day for 20 minutes in order to improve #h fluency.
7=In Literacy, #N reads grade appropriate texts for information and understanding. When researching a specific topic, (e.g., Ancient Civilizations) #e is able to independently locate information, take notes and share #h understanding of what #e has read.
8=With support, #N reads appropriate texts for information and understanding when researching a specific topic (e.g., Ancient Civilizations). With some assistance, #e is able to locate information, take notes and share #h understanding of what #e has read.
9=With support, #N reads appropriate texts for information and understanding when researching a specific topic (e.g., Ancient Civilizations). With some assistance, #e is able to locate information and share #h understanding of what #e has read orally. To keep progressing, #e would benefit from practicing identifying the most important details in a text.

COMMENTS: Grade 4 Ontario - Reading Response
1=When writing about #h reading, #e writes in full sentences, and includes examples from the text to support #h answers. #E can identify the main idea, author's purpose, and also distinguish between facts and opinions from the texts #e reads.
2=When writing about #h reading, #e writes some complete sentences, and needs to include evidence from the text to support #h answers. #E can identify the main idea, author's purpose, and also distinguish between facts and opinions from the texts #e reads. #E is encouraged to write neat and complete sentences when completing reading responses.
3=When writing about #h reading, #e writes #h responses in one word answers, #e is working toward including evidence to support #h ideas. With support, #e is able to identify the main idea and supporting details. #E would benefit from continued practice in writing about #h reading.

COMMENTS: Grade 4 Ontario - Reading Response - Report 1
1=When writing about #h reading, #e writes in full sentences, and includes examples from the text to support #h answers. #E can identify the main idea, author's purpose, and also distinguish between facts and opinions from the texts #e reads.
2=When writing about #h reading, #e writes some complete sentences, and needs to include evidence from the text to support #h answers. #E can identify the main idea, author's purpose, and also distinguish between facts and opinions from the texts #e reads. #E is encouraged to write neat and complete sentences when completing reading responses.
3=When writing about #h reading, #e writes #h responses in one word answers, #e is working toward including evidence to support #h ideas. With support, #e is able to identify the main idea and supporting details. #E would benefit from continued practice in writing about #h reading.

COMMENTS: Grade 4 Ontario - Reading term 2
1=#N reads a variety of types of grade level texts independently and provides oral answers in detail about the content. In #h reading responses to "And Then It Happened", #e demonstrated the ability to identify the main idea and author's message and purpose in a text as well as provide evidence from the content of #h reading to support opinions and ideas.
2=#N is able to read a passage of text and provides answers demonstrating some detail about the content #e has read. #E needs to pause during #h reading when unsure of the content and, if necessary, re-read the passage to improve #h understanding.
3=#N demonstrates the ability to identify the main idea and author's message providing some evidence from the content of #h reading to support opinions and ideas.
4=#N consistently demonstrates the ability to identify the main idea and author's message and purpose in a text as well as provide evidence from the content of #h reading to support opinions and ideas.
5=In Language, *N* reads a variety of grade level texts fluently and confidently and is encouraged to continue to read and discuss books at home daily. *N* confidently identifies and uses reading comprehension strategies effectively, like determining importance in various fiction and non-fiction texts
6=In Language, *N* reads a variety of grade level texts with fluently and is encouraged to continue to read and discuss books at home daily. *N* can usually identify and use reading comprehension strategies effectively, like determining importance in various fiction and non-fiction texts.
7=In Language, *N* reads grade level texts with some fluency and is encouraged to continue to read and discuss books at home daily. *N* sometimes identifies and uses reading comprehension strategies effectively, like determining importance in various fiction and non-fiction texts.
8=#N reads at a good pace making minor pronunciation errors and #e is encouraged to add expression when participating in reader's theatre. #E understands a variety of grade level texts and can discuss what #e reads about as demonstrated in book talks with the teacher. In future reading responses, #N is encouraged to take the time to write entries which demonstrate deeper thinking by making connections to #h own experiences or explaining #h point of view about events in the story.

COMMENTS: Grade 4 Ontario - Science - Pulleys and Gears
1=#N successfully built a simple pulley system demonstrating an understanding of how pulleys improve our ability to do work. #E can identify different types of gears and their application in real life situations. #N investigated familiar objects that uses pulleys and gears such as blinds or an ice cream scoop and can explain in detail how they work.
2=#N successfully built a simple pulley system demonstrating an understanding of how pulleys improve our ability to do work. #E can identify different types of gears and their application in real life situations. #N investigated familiar objects that uses pulleys and gears such as blinds or an ice cream scoop and can explain verbally how they work.

COMMENTS: Grade 4 Ontario - Science - Rocks and Minerals
1=In our unit on Rocks and Minerals, #N demonstrated an understanding that rocks and minerals are important natural resources that we use every day in a variety of ways. During a rock investigation, #e identified the three main types of rocks and described the characteristics of each. #E accurately labelled a diagram of the rock cycle and orally explained how igneous, metamorphic and sedimentary rocks are formed.
2=In our unit on Rocks and Minerals, #N demonstrated an understanding that rocks and minerals are important natural resources that we use every day in a variety of ways. #E identified the three main types of rocks but needed prompting to describe the characteristics of each. With support, #e accurately labelled a diagram of the rock cycle and demonstrated a developing understanding of how igneous, metamorphic and sedimentary rocks are formed.

COMMENTS: Grade 4 Ontario - Social Studies - Understanding
1=#E demonstrated an excellent understanding of the key vocabulary and content in the Regions of Canada unit. #N was excited to apply #h knowledge in an interactive learning activity in which the classroom was divided into regions and the regional population had to manage the resources in their region. #N labelled all the provinces and territories of Canada correctly. #E identified the resources, living conditions, climate and main industries in the #Regions-of-Canada region of Canada.
2=#N demonstrated a good understanding of the key vocabulary and content in the Regions of Canada unit. #N enjoyed applying #h knowledge in an interactive learning activity in which the classroom was divided into regions and the regional population had to manage the resources in their region. #N labelled most of the provinces of Canada correctly, in addition, #e could identify the resources and climate of the #Regions-of-Canada region of Canada.
3=#N demonstrated a developing understanding of the key vocabulary and content in the Regions of Canada unit. #N enjoyed applying #h knowledge in an interactive learning activity in which the classroom was divided into regions and the regional population had to manage the resources in their region. #N labelled some of the provinces of Canada correctly, in addition, #e could identify the resources and climate of the #Regions-of-Canada region of Canada.

COMMENTS: Grade 4 Ontario - Social Studies Opening
1=#N is #Level2 the Social Studies expectations for term 1.

COMMENTS: Grade 4 Ontario - Social Studies Opening/Closing
1=This term #N learned about Ancient civilizations and how these early societies survived by utilizing the natural resources available to them.
2=Great work, #N!

COMMENTS: Grade 4 Ontario - Speaking 1
1=#E is a confident speaker who experiments with creative ideas to engage the audience. #E demonstrated this during Reader's Theatre when they played #? in the play #?.
2=#E is developing confidence as a public speaker and has many interesting ideas to share. #E demonstrated this during Reader's Theatre when they played #? in the play #?.
3=#E is a confident speaker and loves to perform in front of the class. #E demonstrated this during Reader's Theatre when they played #? in the play #?.
4=#E is developing confidence as a public speaker and is willing to have a go at any speaking task. #E demonstrated this during Reader's Theatre when they played #? in the play #?.
5=#E is beginning to enjoy speaking to a larger group of people and the class enjoys #h creative oral presentations. #E demonstrated this during Reader's Theatre when they played #? in the play #?.

COMMENTS: Grade 4 Ontario - Speaking, Listening (1)
1=#E listens attentively and responds appropriately during book talks and class discussions. When asked to talk about #h work, #e reports back clearly and concisely.
2=#N's spoken comments are often perceptive and reflect #h well-developed listening skills.
3=When asked to talk about Literacy texts, #e speaks in front of an audience with confidence, and shows a super understanding of the ideas under discussion.
4=#E listens attentively, responds well to the ideas of others and can report back clearly and concisely.
5=#E listens attentively and responds well to the suggestions and ideas of others.
6=#E is working on listening attentively, which means looking at the speaker, and responding to other's ideas with kind words.
7=#E listens extremely well, and invariably makes perceptive comments during discussions.
8=#E contributes well to class discussions, offering quite perceptive comments.
9=#E contributes well to class discussions, often injecting some humour, and is willing to justify #h opinions and feelings to others.
10=#E is not afraid to express #h feelings and opinions to others during class discussions; and speaks with greater clarity and thought.
11=#E is well informed, and quietly puts #h point of view over in class discussions. #E listens with interest during these sessions.
12=#E is well informed. #E listens with interest during class discussions and is very composed when answering questions.

COMMENTS: Grade 4 Ontario - Writing (1)
1=In writing, #e uses sentence punctuation accurately, and is beginning to introduce adjectives to add detail to #h writing.
2=In writing, #e is learning how to revise and redraft #h writing, using a dictionary and other classroom resources to support #m.
3=In writing, #e is willing to use teacher feedback to help improve #h writing.
4=In writing, #h stories are well planned and descriptive, #e is learning how to check #h work for the correct use of punctuation and capitalization.
5=In writing, #N is working on writing a personal narrative that includes characters, setting as well as a beginning, middle and end.
6=#E writes interesting detailed and well-organized pieces during writing. #E demonstrated this in #h "How To Clean Your Room" assignment, that included a catchy hook and organized steps that instructed the reader how to effectively clean their room.
7=#E writes interesting and detailed pieces during writing. #E demonstrated this in #h "How To Clean Your Room" assignment, that included a catchy hook and several steps that instructed the reader how to effectively clean their room. #E is encouraged to use the graphic organizer to help organize #h ideas, and follow that template when transferring information into #h final piece.
8=#E is beginning to write captions for #h pictures during writing. #E demonstrated this in #h "How To Clean Your Room" assignment, that included the 4 steps #e takes in cleaning #h room. #E is encouraged to keep adding labels and text to #h drawings, so the reader can understand the message #e wants to convey.
9=#E is developing a solid understanding of the rules of grammar and punctuation. #H stories are usually nicely planned and imaginative.
10=#E is able to write independently, in complete sentences, using capital letters, punctuation, and can spell most common words.

COMMENTS: Grade 4 Ontario - Writing Term 2
1=This term #N learned how to write a nonfiction essay about a chosen topic. #E used feedback from the teacher to edit #h work and create a nonfiction book about #?. #N used several text features, including #? in order to help #h reader understand the information in #h book.
2=This term #N learned how to write a nonfiction essay about a chosen topic. #E found it challenging to use teacher feedback to improve and edit #h writing. #E wrote a nonfiction report about #?. #N used some text features, including #? in order to help #h reader understand the information in #h book.
3=This term #N learned how to write a nonfiction paragraph. #E used teacher feedback to improve and edit #h writing. #E wrote a short nonfiction book about #?. #N used some text features, including #? in order to help #h reader to understand #h writing.
4=#N is able to apply the basic conventions of spelling, punctuation and grammar in order to edit #h written work. #E is receptive to teacher feedback and uses it to edit and improve #h writing.
5=#N is able to apply the basic conventions of spelling, punctuation and grammar in order to edit #h written work. #E is encouraged to create interest by adding more detail and varying #h sentence structure.
6=#N uses graphic organizers to sequence and sort #h ideas. #E is encouraged to create interest by using adjectives and prepositional phrases to bring their writing to life.
7=#N uses graphic organizers to sequence and sort #h ideas. #E is learning how to transfer these ideas into complete sentences and paragraphs.
8=#N is learning to organize and to communicate ideas in short paragraphs. A variety of strategies such as using a graphic organizer to sort and organize #h ideas is being used to support #m in paragraph writing.
9=#E is working on ensuring #h written work is neat and legible. #E is reminded to use teacher feedback to help #m improve #h writing, and to use #h writing dictionary to support #m in spelling unfamiliar words.
10=#E consistently applies the correct use of punctuation, grammar, and uses #h writing dictionary to support #h spelling of unfamiliar words.
11=#E is working on remembering to include punctuation in #h writing. #E is reminded to use #h writing dictionary to support #m in spelling unfamiliar words.

COMMENTS: Grade 4 Term 2 LS-Opening 06/23
1=It has been a pleasure to teach #N this year.
2=It has been a pleasuring getting to know #N this year.
3=#N has been a positive presence in our learning community this year.
4=#N has been a hard-working, enthusiastic member of our class this year.
5=#N has been a kind and considerate member of our class this year.

COMMENTS: Grade 4 Term 2 LS-Opening/Closing Sentence 06/23
1=It has been a pleasure to teach #N this year.
2=It has been a pleasure getting to know #N this year.
3=#N has been a positive presence in our learning community this year.
4=#N has been a hard-working, enthusiastic member of our class this year.
5=#N has been a kind and considerate member of our class this year.
6=Great work #N!
7=Good work #N!

COMMENTS: In General
1=In general #N has a very positive attitude towards all aspects of #h school work and sets a good example with #h behaviour.
2=#N is a quiet member of the class, who has a considerate and thoughtful nature.
3=#E works very hard and always gives #h best effort in all areas of the curriculum. #N has produced some work to be extremely proud of.
4=#N has become more confident about answering questions and talking in front of the class
5=#E has worked hard in many curriculum areas and has produced some work to be really proud of.
6=#N is quiet in class but works hard.
7=#N has a large circle of friends and is both liked and well respected by the class.
8=#N has a mature attitude and uses #h own initiative to produce some excellent work.
9=#E has a mature approach to many aspects of #h work and shows independence, settling down to work without a fuss.
10=#N has a positive attitude towards all aspects of #h schoolwork, and sets a superb example.
11=#E is extremely conscientious, producing work to be really proud of.
12=#N sets an excellent example of good behaviour and has a sensible attitude.
13=#N has a high level of independent working skills.
14=#E is considerate and is always polite and sensible.
15=#E takes a lot of pride in #h work.
16=#N is a friendly member of the class, who works with enthusiasm and regularly contributes to class discussion.
17=#E is a confident member of the class and contributes well in lessons.
18=#E is extremely conscientious and has produced some excellent work to be really proud of.
19=#N is considerate with many friends and is always polite and sensible.
20=#N is a helpful pupil who is sensible and well behaved.

COMMENTS: Independent Work
1=#N applies #s in #h work even when not under direct supervision. #E effectively interprets instructions and embraces opportunities for self-directed work. #N effectively gathers needed materials and resources to get #h work done.
2=#N applies #s in #h work with little teacher supervision. #N requires occasional assistance to gather needed materials and resources to get #h work done.
3=#N works well when #e devotes all #h attention to #h work, ignoring those around #m.
4=#N needs direct supervision to apply #s in #h work. #E requires assistance to gather and use materials and resources effectively to get #h work done.
5=#N is encouraged to be productive during practice activities in order to ensure a better understanding of what is being taught.
6=#N could accomplish more by eliminating friendly conversations with those around #m.
7=#N will continue to be supported by being directed to sit near the teacher and to use verbal and visual cues to continue to develop #h independent work skills.
8=Assignments will continue to be divided into smaller steps/manageable chunks to help #N complete independent tasks.

COMMENTS: Initiative
1=#N rarely demonstrates curiosity for learning new things, and shows limited interest in advocating for the rights of #s and others. #E is encouraged to approach new tasks with a positive attitude and seek out opportunities for learning new and interesting things.
2=#N sometimes demonstrates curiosity for learning new things, and shows some interest in advocating for the rights of #s and others. #E is encouraged to approach new tasks with a positive attitude and seek out opportunities for learning new and interesting things.
3=#N frequently demonstrates curiosity for learning new things and often recognizes and advocates for the rights of #s and others. #E is often willing to take risks and approaches new tasks with a positive attitude.
4=#N always demonstrates curiosity for learning new things and often recognizes and advocates for the rights of #s and others. #E is always willing to take risks and approaches new tasks with a positive attitude.

COMMENTS: Intro sentence
1=#N has had a mixed #sampleTimePeriod, but there are signs of improvement in #h behaviour of late.
2=#N has made steady progress throughout the #sampleTimePeriod.
3=In Physical Education #N has made a pleasing effort for the first half of the #sampleTimePeriod.
4=#N is a helpful, reliable and enthusiastic member of the class, #e has been a positive participant in all aspects of Physical Education.
5=#N shows a lot of potential in Physical Education but has had an inconsistent year so far.
6=#N is a friendly and enthusiastic member of the class who has shown great improvement in #h confidence levels this year.
7=#N has had a mixed start to the year with effort and attitude fluctuating.
8=#N shows great potential in Physical Education but has had an inconsistent start to the year. #H attendance is a major issue.
9=#N is generally a helpful, reliable and enthusiastic member of the class and is usually a positive participant in most aspects of Physical Education.
10=#N has had a mixed start to the year with #h effort fluctuating.
11=#N has made minimal effort in class so far this year

COMMENTS: Leadership Skills
1=#H positive, energetic, and respectful nature makes #m a role model for #h classmates.
2=#E can be trusted to take on important roles in the school.
3=#E consistently takes on important jobs in the school, such as office monitor, and is a good role model for the younger students in the school.
4=Other students look up to #N as a role-model and try to seek #h approval.
5=#E demonstrates initiative and relishes any chance that #e can be a positive leader in our school.
6=#N has a strong leadership potential and #e needs to make an effort to use #h influence in a positive way.
7=#E is eager to help out around the class and often volunteers for special jobs around the school.
8=#E often volunteers to take a leadership role in small groups.
9=#E is eager to be a leader and a role-model in the school.
10=#E asks for responsibilities in the classroom and the school, and follows through.

COMMENTS: Learning Skills - Independent Work
1=#N applies #s in #h work even when not under direct supervision. #E effectively interprets instructions and embraces opportunities for self-directed work. #N effectively gathers needed materials and resources to get #h work done.
2=#N applies #s in #h work with little teacher supervision. #N requires occasional assistance to gather needed materials and resources to get #h work done.
3=#N works well when #e devotes all #h attention to #h work, ignoring those around #m.
4=#N needs direct supervision to apply #s in #h work. #E requires assistance to gather and use materials and resources effectively to get #h work done.
5=#N is encouraged to be productive during practice activities in order to ensure a better understanding of what is being taught.
6=#N could accomplish more by eliminating friendly conversations with those around #m.
7=#N will continue to be supported by being directed to sit near the teacher and to use verbal and visual cues to continue to develop #h independent work skills.
8=Assignments will continue to be divided into smaller steps/manageable chunks to help #N complete independent tasks.

COMMENTS: Learning Skills - Independent Work Term 2
1=#N applies #s in #h work even when not under direct supervision. #E effectively interprets instructions and embraces opportunities for self-directed work. #N effectively gathers needed materials and resources to get #h work done.
2=#N applies #s in #h work with little teacher supervision. #N requires occasional assistance to gather needed materials and resources to get #h work done.
3=#N works well when #e devotes all #h attention to #h work, ignoring those around #m.
4=#N needs direct supervision to apply #s in #h work. #E requires assistance to gather and use materials and resources effectively to get #h work done.
5=#N is encouraged to be productive during practice activities in order to ensure a better understanding of what is being taught.
6=#N could accomplish more by eliminating friendly conversations with those around #m.
7=#N will continue to be supported by being directed to sit near the teacher and to use verbal and visual cues to continue to develop #h independent work skills.
8=Assignments will continue to be divided into smaller steps/manageable chunks to help #N complete independent tasks.

COMMENTS: Learning Skills - Organization
1=#N consistently uses our class check lists and charts to assist #m in meeting #h daily work goals.
2=#N is reminded to use our class check lists and charts to assist #m in meeting #h daily work goals.
3=#N demonstrates a keen interest in #h schooling by seeking out additional information related to topics and discussions in class.
4=#N maintains complete and organized notebooks and keeps a tidy and organized desk.
5=#N is encouraged maintain complete and organized notebooks and keep a tidy and organized desk.
6=#N is reliable and responsible in #h participation in school activities and clubs however, needs encouragement to follow through with #h responsibilities for #h class work.
7=When given some support, #N is able to gather information from different sources to complete class work.
8=Many of #N's errors or mistakes can be attributed to working too quickly, rather than a lack of understanding.
9=#N frequently completes #h work hastily rather than carefully.
10=#N often has difficulty in getting started on tasks or assignments and should ask for clarifications if needed.
11=#N will continue to work on keeping #h materials neatly organized by sorting #h daily work, recording notes in #h agenda and preparing materials for homework. #E is encouraged to develop a similar routine at home.
12=#N is learning how to gather and use information from a variety of sources when researching in a variety of subject areas. As our term continues, #e will have further opportunities to research other topics and will use our class check lists to ensure that #h researching skills are being further developed.
13=At home on a weekly basis, parents are encouraged to go through #N's binder and school back to organize notes and assignments.
14=Next term, #N will continue to learn how to gather and evaluate information for a variety of tasks by using class success criteria and a step by step research process.
15=Using the classroom website would allow #N to develop a better grasp of new ideas and concepts.
16=#N is encouraged to utilize informational resources, such as the Internet or our class website, at school and at home to gather information and resources to support #h learning.

COMMENTS: Learning Skills - Organization Term 2
1=#N consistently uses our class checklists and charts to assist #m in meeting #h daily work goals.
2=#N is reminded to use our class check lists and charts to assist #m in meeting #h daily work goals.
3=#N demonstrates a keen interest in #h schooling by seeking out additional information related to topics and discussions in class.
4=#N maintains complete and organized notebooks and keeps a tidy and organized desk.
5=#N is encouraged maintain complete and organized notebooks and keep a tidy and organized desk.
6=#N is reliable and responsible in #h participation in school sports, and is currently working on following through with #h responsibilities for #h class work.
7=When given some support, #N is able to gather information from different sources to complete class work.
8=Many of #N's errors or mistakes can be attributed to working too quickly, rather than a lack of understanding.
9=#N frequently completes #h work hastily rather than carefully.
10=#N often has difficulty in getting started on tasks or assignments and should ask for clarifications if needed.
11=#N will continue to work on keeping #h materials neatly organized by sorting #h daily work, recording notes in #h agenda and preparing materials for homework. #E is encouraged to develop a similar routine at home.
12=#N is learning how to gather and use information from a variety of sources when researching in a variety of subject areas. As our term continues, #e will have further opportunities to research other topics and will use our class check lists to ensure that #h researching skills are being further developed.
13=At home on a weekly basis, parents are encouraged to go through #N's binder and school back to organize notes and assignments.
14=Next term, #N will continue to learn how to gather and evaluate information for a variety of tasks by using class success criteria and a step by step research process.
15=Using the classroom website would allow #N to develop a better grasp of new ideas and concepts.
16=#N is encouraged to utilize informational resources, such as the Internet or our class website, at school and at home to gather information and resources to support #h learning.

COMMENTS: Learning Skills - Organization Term 2 6/23
1=#N consistently uses our class checklists and charts to assist #m in meeting #h daily work goals. #He maintains complete and organized notebooks and keeps a tidy desk. As a result, #e is able to find the necessary supplies to get started on tasks right away.
2=#N has been working on keeping #h work organized and storing it as instructed, so the teacher can access it for grading purposes. #E is currently working on keeping a tidy desk and neat locker.
3=#N will continue to work on keeping #h materials neatly organized by sorting #h daily work, recording notes in #h agenda and preparing materials for homework. #E is encouraged to develop a similar routine at home.
4=#N is encouraged maintain complete and organized notebooks and keep a tidy and organized desk.
5=#N is reliable and responsible in #h participation in school sports, and is currently working on following through with #h responsibilities for #h class work.
6=#N frequently completes #h work hastily rather than carefully.
7=#N often has difficulty in getting started on tasks or assignments and should ask for clarifications if needed.
8=#N is learning how to gather and use information from a variety of sources when researching in a variety of subject areas. As our term continues, #e will have further opportunities to research other topics and will use our class check lists to ensure that #h researching skills are being further developed.
9=At home on a weekly basis, parents are encouraged to go through #N's binder and school back to organize notes and assignments.
10=Next term, #N will continue to learn how to gather and evaluate information for a variety of tasks by using class success criteria and a step by step research process.
11=Using the classroom website would allow #N to develop a better grasp of new ideas and concepts.
12=#N is encouraged to utilize informational resources, such as the Internet or our class website, at school and at home to gather information and resources to support #h learning.

COMMENTS: Learning Skills - Responsibility
1=#N is a reliable and dependable student who follows through with commitments and consistently complete assignments within the time limit provided.
2=#N must take responsibility for #h learning by completing assignments within the time limit provided.
3=#N is very aware of #h behavior and is able to self-reflect on #h use of time and make adjustments accordingly.
4=#N is not always aware of #h behavior and should self-reflect on #h use of time and make adjustments accordingly.
5=When faced with a challenge both inside and outside the classroom, #e is able to solve it on #h own or knows when to seek further assistance.
6=#N is learning to solve challenges on #h own or seek further assistance when needed.
7=#N takes responsibility for and manages #h own behaviour without reminders from the teacher.
8=#N displays a personal responsibility for accuracy, neatness and precision.
9=If #N is absent, #e demonstrates responsibility by catching up on #h homework without further reminders from the teacher.
10=#N takes responsibility to understand the learning goals and criteria for success.
11=#N demonstrates responsibility when using computers and the internet for projects and assignments.
12=#N is learning to track their homework and upcoming assignments using #h agenda.
13=#N frequent absences cause difficulties in gaining the fundamentals needed for Grade 4 work.
14=#N must improve #h work habits if #e is to gain the fundamentals needed for Grade 4 work.
15=At home #N's homework and understanding should be monitored on a daily basis through oral discussions.
16=#N must learn to use class time effectively to complete assigned tasks. Discussions at home focused on use of time could be used to motivate and encourage #m.
17=#N needs to develop a better sense of responsibility for #h own learning by completing tasks without reminders.
18=Before starting a task, #e is encouraged to review the success criteria in reading and writing to ensure #h work is completed to the best of #h abilities.
19=#N is encouraged to complete work on #h own, without being asked or reminded. At home, parents are also encouraged to encourage #h independence.
20=#N is often reminded to keep #h parents informed about school activities, homework and deadlines by showing them #h agenda for signature.

COMMENTS: Learning Skills - Responsibility Term 2
1=#N is a reliable and dependable student who follows through with commitments and consistently complete assignments within the time limit provided.
2=#N must take responsibility for #h learning by completing assignments within the time limit provided.
3=#N is very aware of #h behavior and is able to self-reflect on #h use of time and make adjustments accordingly.
4=#N is not always aware of #h behavior and should self-reflect on #h use of time and make adjustments accordingly.
5=When faced with a challenge both inside and outside the classroom, #e is able to solve it on #h own or knows when to seek further assistance.
6=#N is learning to solve challenges on #h own or seek further assistance when needed.
7=#N takes responsibility for and manages #h own behaviour without reminders from the teacher.
8=#N displays a personal responsibility for accuracy, neatness and precision.
9=If #N is absent, #e demonstrates responsibility by catching up on #h homework without further reminders from the teacher.
10=#N takes responsibility to understand the learning goals and criteria for success.
11=#N demonstrates responsibility when using computers and the internet for projects and assignments.
12=#N is learning to track their homework and upcoming assignments using #h agenda.
13=#N frequent absences cause difficulties in gaining the fundamentals needed for Grade 4 work.
14=#N must improve #h work habits if #e is to gain the fundamentals needed for Grade 4 work.
15=At home #N's homework and understanding should be monitored on a daily basis through oral discussions.
16=#N must learn to use class time effectively to complete assigned tasks. Discussions at home focused on use of time could be used to motivate and encourage #m.
17=#N needs to develop a better sense of responsibility for #h own learning by completing tasks without reminders.
18=Before starting a task, #e is encouraged to review the success criteria in reading and writing to ensure #h work is completed to the best of #h abilities.
19=#N is encouraged to complete work on #h own, without being asked or reminded. At home, parents are also encouraged to encourage #h independence.
20=#N is often reminded to keep #h parents informed about school activities, homework and deadlines by showing them #h agenda for signature.

COMMENTS: Learning Skills - Self-Regulation
1=#N is should seek clarifications for assignment requirements in order to submit work which meets grade level expectations.
2=#N requires an extra explanation with new concepts taught, but when this is given, #e is able to work through the given tasks with teacher support.
3=#N is able to remain focussed on assignments until completion.
4=When facing difficulties in assignments, #N asks for assistance after trying to solve problem on #h own.
5=#N should try to solve problem on #h own before asking for assistance. Often, reading the instructions over and discussing what they mean is what #e needs to overcome difficulties.
6=#N must advocate for #m during new learning situations by seeking out teacher support and assistance, and ask for help when #e needs it.
7=#N is reminded to adjust #h behaviour and voice level when returning from recess and quickly get ready to resume learning.

COMMENTS: Learning Skills - Self-Regulation Term 2
1=#N is should seek clarifications for assignment requirements in order to submit work which meets grade level expectations.
2=#N requires an extra explanation with new concepts taught, but when this is given, #e is able to work through the given tasks with teacher support.
3=#N is able to remain focussed on assignments until completion.
4=When facing difficulties in assignments, #N asks for assistance after trying to solve problem on #h own.
5=#N should try to solve problem on #h own before asking for assistance. Often, reading the instructions over and discussing what they mean is what #e needs to overcome difficulties.
6=#N must advocate for #m during new learning situations by seeking out teacher support and assistance, and ask for help when #e needs it.
7=#N is reminded to adjust #h behaviour and voice level when returning from recess and quickly get ready to resume learning.
8=#N is encouraged to calmly move to an acceptable break activity when feeling upset and has improved in #h ability to communicate this to the teacher using break cards.

COMMENTS: Learning Skills - working with others
1=#N has shown fantastic teamwork skills and the ability to work well with others.
2=#N can work with #h friends in class. It would be good to see #h develop the ability to work well with all #h peers.
3=#N is struggling to work positively with all members of the class.
4=At times #e is easily distracted by #h peers and needs reminding to refocus.
5=#N is able to work well with all members of the class and has shown well developed interpersonal skills.
6=It would be good to see #N put more effort into working with all members of the class.
7=#E is generally is able to work well with most members of the class.

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

COMMENTS: Math Processes
1=#N independently identifies and interprets the information given and the information that needs to be determined to solve math problems. #E selects appropriate strategies. #E uses different representations to demonstrate #h thinking. #N uses mathematical symbols, vocabulary and does the necessary calculations.
2=With some guidance, #N identifies the information given and the information that needs to be determined to solve math problems. #E selects appropriate strategies. #E usually use one representations to demonstrate #h thinking. #N is encouraged to review #h work to make sure #e uses mathematical symbols, vocabulary and does the necessary calculations.
3=With assistance, #N Identifies the information given and the information that needs to be determined to solve math problems. #E sometimes selects appropriate strategies. #N is learning to use mathematical symbols, vocabulary and to do the necessary calculations when explaining #h thinking.

COMMENTS: Maths - Basic skills
1=#E has consolidated and extended #h understanding of the four basic rules of number and applies them to real life situations effectively.
2=#E has a good understanding of the basic four rules of number and is learning to apply these when faced with real life problems.
3=#E is confident with addition and subtraction and is beginning to extend #h knowledge of multiplication and division.
4=#E has consolidated #h understanding of the four basic rules of number and has been learning to apply these in real life situations.
5=#E enjoys working with numbers and has extended #h understanding of place value to thousands.
6=#E can use effective methods of mentally adding and subtracting two digit numbers and has tried hard to learn two, three, five and ten times tables.
7=#E has worked hard to learn #h two, three, five and ten times tables.
8=#E does experience problems when it comes to following written instructions and has to be reminded to ask for help if #e doesn't understand something.
9=#E has discussed and used different strategies of mentally adding and subtracting numbers and is becoming more confident doing so.
10=#E has worked hard to learn #h two, three, four, five and ten times tables.
11=#E is quick working mentally and can discuss #h methods effectively.

COMMENTS: Maths - opener
1=#N has shown great application in all aspects of mathematics and shows #e is capable of working to a high level.
2=#N enjoys Math and is confident working in all aspects of the subject.
3=#N has enjoyed Math and works hard, making good progress.
4=#N always enjoys Math lessons and has progressed steadily.
5=#N always enjoys Math and has made steady progress.
6=#N enjoys Math and works hard in this subject. #E has made steady progress in all areas.
7=#N enjoys working in all areas of Math and shows good application. #E has made good progress as a result.
8=#N has shown good application in mathematics, making steady progress in all areas.
9=#N enjoys work in all areas of mathematics and has responded well to tasks set, making good progress as a result.
10=#N enjoys work in all areas of mathematics and has responded well to tasks set.
11=#N enjoys Math and is confident working in all aspects of the subject.

COMMENTS: Maths - Times-tables
1=#E has consolidated and extended #h understanding of the four basic rules of number and applies them to real life situations effectively.
2=#E has a good understanding of the basic four rules of number and is learning to apply these when faced with real life problems.
3=#E is confident with addition and subtraction and is beginning to extend #h knowledge of multiplication and division.
4=#E has consolidated #h understanding of the four basic rules of number and has been learning to apply these in real life situations.
5=#E enjoys working with numbers and has extended #h understanding of place value to thousands.
6=#E can use effective methods of mentally adding and subtracting two digit numbers and has tried hard to learn two, three, five and ten times tables.
7=#E has worked hard to learn #h two, three, five and ten times tables.
8=#E has discussed and used different strategies of mentally adding and subtracting numbers and is becoming more confident doing so.
9=#E has worked hard to learn #h two, three, four, five and ten times tables.
10=#E is quick working mentally and can discuss #h methods effectively.

COMMENTS: Maths YR3 Approach
1=#E generally understands new concepts well and knows the appropriate time to ask for help if #e gets stuck.
2=#E understands new concepts well and knows when #e has to ask for help with #h work.
3=#E is keen to learn but sometimes, when faced with new concepts, needs to take a little more time and ask for help if stuck.
4=#E can correct #h own work well when #e makes mistakes and think round a problem if #e becomes stuck.
5=#E does experience problems when it comes to following written instructions and has to be reminded to ask for help if #e doesn't understand something.
6=Overall #e is working above the expected level of #h year group.
7=Overall #e is working within the expected level of #h year group.
8=Overall #e is working towards the expected level of #h year group.
9=#E has shown great application in all aspects of mathematics and shows #e is capable of working to a high level.
10=#E enjoys Math and is confident working in all aspects of the subject.
11=#E has enjoyed Math and works hard, making good progress.
12=#E always enjoys Math lessons and has progressed steadily.
13=#E always enjoys Math and has made steady progress.
14=#E enjoys Math and works hard in this subject. #E has made steady progress in all areas.
15=#E enjoys working in all areas of Math and shows good application. #E has made good progress as a result.
16=#E has shown good application in mathematics, making steady progress in all areas.
17=#E enjoys work in all areas of mathematics and has responded well to tasks set, making good progress as a result.
18=#E enjoys work in all areas of mathematics and has responded well to tasks set.

COMMENTS: Maths YR3 Basic skills
1=#E has consolidated and extended #h understanding of the four basic rules of number and applies them to real life situations effectively.
2=#E has a good understanding of the basic four rules of number and is learning to apply these when faced with real life problems.
3=#E is confident with addition and subtraction and is beginning to extend #h knowledge of multiplication and division.
4=#E has consolidated #h understanding of the four basic rules of number and has been learning to apply these in real life situations.
5=#E enjoys working with numbers and has extended #h understanding of place value to thousands.
6=#E can use effective methods of mentally adding and subtracting two digit numbers and has tried hard to learn two, three, five and ten times tables.
7=#E has worked hard to learn #h two, three, five and ten times tables.
8=#E does experience problems when it comes to following written instructions and has to be reminded to ask for help if #e doesn't understand something.
9=#E has discussed and used different strategies of mentally adding and subtracting numbers and is becoming more confident doing so.
10=#E has worked hard to learn #h two, three, four, five and ten times tables.
11=#E is quick working mentally and can discuss #h methods effectively.

COMMENTS: Maths YR3 Conclusion
1=Overall, #N is developing useful skills and gaining confidence. #E is making a commendable effort to learn the times tables and needs to keep working on these to build up speed.
2=#E has a sound working knowledge of the units of measurement and can apply this knowledge to problem solving tasks.
3=#E does not use class time effectively and misses out on many opportunities to strengthen #h skills.
4=#N needs to be more willing to show working out when requested so the teacher can get an insight into #h thought processes.
5=#N is developing strong problem solving skills and #h excellent reading comprehension allows #m to interpret word problems correctly.
6=#N is eager to learn and #e completes #h bookwork neatly.
7=#E is also gaining confidence in reading and interpreting word problems.
8=#N needs to work a little more thoughtfully and check #h work thoroughly to avoid careless errors in calculations.
9=#N can solve one-step problems and is becoming more competent at interpreting and solving word problems. #E works well in group activities and efficiently carries out practical tasks.
10=#N works effectively both as a leader and member of activity groups.
11=Although #N's confidence in recalling times tables is improving, #e needs to keep working on these to build up speed and accuracy. #E could improve #h performance by listening more carefully to instructions and checking carefully to improve accuracy.
12=#E can solve most one-step problems and is developing strategies to solve more complex questions.
13=#N benefits from practical demonstrations of the concepts and it would be helpful for #m to notice where and how mathematical concepts are used in every day life. Overall, #N has strengthened #h understanding this year.
14=#N does #h best work in practical settings and it would benefit #m to be encouraged to see numbers at work in daily life.
15=Overall, #N is developing useful skills and gaining confidence. Continued practice on #? will benefit #h greatly.

COMMENTS: Maths YR3 Measurement
1=#N is a practical, resourceful student and this helps #m to successfully complete measurement tasks.
2=#N is a practical, resourceful student and works well in the measurement strand.
3=The measurement and space activities are more practical and #e performs better doing these less abstract tasks.
4=#N has a sound working knowledge of the units of measurement and can apply this knowledge to problem solving tasks.
5=#N has an excellent understanding of clocks and works well with the other units of measurement.
6=#N is quick to recognise patterns and demonstrates a working knowledge of the units of measurement.
7=#E performs better in the Measurement and Space strands because they are less abstract and more visual.
8=#N works well on practical tasks.
9=The word problems are become more demanding and #N requires assistance in reading and interpreting the questions.

COMMENTS: Maths YR3 Number
1=The number strand is particularly difficult for #m and #e still needs concrete materials to complete many of the operations.
2=Lack of confidence in #h knowledge of number facts tends to slow down #h work output and rob #m of valuable practice. Although #e has made a commendable effort to learn #h tables, #e needs to keep practicing to build up speed.
3=The number strand has become more challenging for #m as the tasks have started making greater use of hundreds and thousands.
4=#E has made a commendable effort to master #h times tables. #E would benefit from some holiday practice on computer games for addition and subtraction number facts. #E still needs concrete materials to complete many of the number questions.
5=#E has made a commendable effort to master the times tables and needs to keep practising to build up #h speed.
6=Although #e can calculate the answers to number facts, #e needs to have automatic recall so that #e can efficiently complete calculations in problems. This would enable #m to work more quickly, get more practice and achieve #h potential.
7=#E has made a commendable effort to master the times tables and can usually apply this knowledge to solve problems.
8=#E scored highly in the final maths tests. #E has a sound understanding of place value and can apply this to decimal notation.
9=#E works best on routine type questions which do not require too much reading.
10=#H understanding of place value has improved and #e is becoming confident in the use of decimal notation.
11=#E has made a commendable effort to master the times tables. #E can apply this knowledge to one-step problems and is learning how to solve more complex questions.
12=#E has a sound understanding of place value and the four operations. Although #h recall of number facts is improving, #e needs to keep practising to build up speed and confidence.
13=#N has made a commendable effort to master the times tables and this has given #m greater confidence in working with numbers. #E works best in practical settings and would benefit from reminders to observe numbers at work in daily life.
14=To improve #e needs to #?
15=#E was able to count reliably at least 20 objects, recognizing that when rearranged the number of objects stayed the same.
16=#E is able to read and write numerals from 0 to 20, then beyond. #N can use #h knowledge of place value to position these numbers in order.

COMMENTS: Maths YR3 Number 2
1=#E has consolidated and extended #h understanding of the four basic rules of number and applies them to real life situations effectively.
2=#E has a good understanding of the basic four rules of number and is learning to apply these when faced with real life problems.
3=#E is confident with addition and subtraction and is beginning to extend #h knowledge of multiplication and division.
4=#E has consolidated #h understanding of the four basic rules of number and has been learning to apply these in real life situations.
5=#E enjoys working with numbers and has extended #h understanding of place value to thousands.
6=#E can use effective methods of mentally adding and subtracting two digit numbers and has tried hard to learn two, three, five and ten times tables.
7=#E has worked hard to learn #h two, three, five and ten times tables.
8=#E does experience problems when it comes to following written instructions and has to be reminded to ask for help if #e doesn't understand something.
9=#E has discussed and used different strategies of mentally adding and subtracting numbers and is becoming more confident doing so.
10=#E has worked hard to learn #h two, three, four, five and ten times tables.
11=#E is quick working mentally and can discuss #h methods effectively.
12=#N recognizes and continues number sequences formed by counting on or back in steps of constant size.
13=#N can read and write proper fractions (e.g. three sevenths, nine tenths), interpreting the denominator as the parts of a whole and the numerator as the number of parts.
14=#N can read, write and order whole numbers to at least 10000 and position them on a number line.
15=#N can read, write and order whole numbers to at least 1000 and position them on a number line.

COMMENTS: Maths YR3 opener
1=#N has shown great application in all aspects of mathematics and shows #e is capable of working to a high level.
2=#N enjoys Math and is confident working in all aspects of the subject.
3=#N has enjoyed Math and works hard, making good progress.
4=#N always enjoys Math lessons and has progressed steadily.
5=#N always enjoys Math and has made steady progress.
6=#N enjoys Math and works hard in this subject. #E has made steady progress in all areas.
7=#N enjoys working in all areas of Math and shows good application. #E has made good progress as a result.
8=#N has shown good application in mathematics, making steady progress in all areas.
9=#N enjoys work in all areas of mathematics and has responded well to tasks set, making good progress as a result.
10=#N enjoys work in all areas of mathematics and has responded well to tasks set.
11=#N enjoys Math and is confident working in all aspects of the subject.

COMMENTS: Maths YR3 Shape
1=#E understands the ideas of symmetry and area and recognises a range of 2D and 3D shapes.
2=#E can recognise and sort 2D and 3D shapes and use nets to construct solid objects.
3=#E can recognise and sort a range of 2D and 3D shapes and understands what a right angle is.
4=#E is able to use a variety of graphs and interpret these effectively.
5=#E can recognise and sort a range of 2D and 3D shapes and understands what a right angle is.
6=#E has worked well with money and has begun to get to grips with fractions.
7=#E has made practical use of a range of measures and furthered #h understanding of time.

COMMENTS: Maths YR3 Times-tables
1=#E has consolidated and extended #h understanding of the four basic rules of number and applies them to real life situations effectively.
2=#E has a good understanding of the basic four rules of number and is learning to apply these when faced with real life problems.
3=#E is confident with addition and subtraction and is beginning to extend #h knowledge of multiplication and division.
4=#E has consolidated #h understanding of the four basic rules of number and has been learning to apply these in real life situations.
5=#E enjoys working with numbers and has extended #h understanding of place value to thousands.
6=#E can use effective methods of mentally adding and subtracting two digit numbers and has tried hard to learn two, three, five and ten times tables.
7=#E has worked hard to learn #h two, three, five and ten times tables.
8=#E has discussed and used different strategies of mentally adding and subtracting numbers and is becoming more confident doing so.
9=#E has worked hard to learn #h two, three, four, five and ten times tables.
10=#E is quick working mentally and can discuss #h methods effectively.

COMMENTS: motor skills
1=#E has well developed skills and co-ordination, fantastic all round ability and effective self management skills.
2=#E has demonstrated advanced motor-skills and has an excellent fitness base.
3=#E has demonstrated competence with #h motor-skills and a good fitness level
4=#E has demonstrated development in #h motor skills.
5=#E has shown competence in a range of skills and has proven to have a sound level of fitness
6=#E is developing #h motor skills and is beginning to apply them with more confidence in team situations.
7=#E has demonstrated some basic motor skills but more focus and motivation is needed for #h to develop these skills further.
8=Throughout the year #e has shown competent motor skills and is able to apply these skills in game situations.
9=#E has shown competent motor skills and is able to apply these skills in game situations.
10=#E has demonstrated excellent motor skills and #h is able to apply these in game situations.
11=#E has demonstrated a sound base of physical skills and is able to apply these in some game situations.
12=#E has demonstrated some basic motor skills but more focus and motivation is needed for #h to advance these further.

COMMENTS: OLD-Collaboration
1=#N collaborates with groups members to help achieve learning goals and assumes #h own share of the work to be done.
2=At times, #N requires teacher assistance to resolve conflicts and help make decisions when working in small groups.
3=#N participates in group learning experiences, enjoys sharing ideas, and completes #h share of the work.
4=#N is encouraged to pay careful attention to instructions before group work begins so #e can help the group complete the task.
5=#N is encouraged to consider others students' ideas/suggestions when completing group work.
6=#N needs support to participate in group learning experiences by completing #h share of the work.
7=#N works well with others and promotes critical thinking with #h peers to solve problems.
8=#N is encouraged to take advantage of the opportunities for student leadership in the school.
9=Participating more in class and group discussions is essential, as it will help to expand #N's vocabulary and strengthen #h self-confidence to approach new challenges.
10=Participating more during class discussions is an area of focus for #N. #E will be supported in building #h confidence by using talk partners and small group discussions before engaging in whole class discussions.
11=#N is encouraged to practice #h speaking skills with a family member in order for #m to feel more confident when sharing #h opinions and ideas in class.
12=Parental support in assisting #N to voice #h opinions would be helpful.

COMMENTS: OLD-Initiative
1=#N shows initiative by immediately starting an appropriate activity after completing assigned work. #E completes extension activities such as reading responses, math facts practice or assists other students.
2=#N shows initiative by keeping track of outstanding assignments and devising a plan to complete them.
3=#N show initiative by looking for ways to go beyond what is expected in assignments.
4=#N shows initiative by using resources to review and improve #h assignments prior to handing them in.
5=#N shows initiative by locating needed materials/resources in the classroom to complete various assignments.
6=#N shows initiative by using the list of activities posted in the class to know what to do next rather then waiting for the teacher to prompt #m.
7=#N needs supervision to start an appropriate activity after completing assigned work. #E is found wandering around the classroom instead of actively seeking the next learning opportunity.
8=#N needs assistance to keep track of outstanding assignments and devise a plan to complete them.
9=#N needs to improve taking initiative in #h work by using resources to review and/or improve #h assignments prior to handing them in.

COMMENTS: OLD-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. If #e continues like this #e has a good chance of reaching #h target grade.
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 polite and friendly member of the class. #E always works hard though sometimes struggles with the concepts taught. A good steady performance throughout the #Time-period. Well done.
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=#N has been working on the Environmental Issues module throughout the #Time-period. #E seems to enjoy this topic and has made very pleasing progress.

COMMENTS: OLD-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=#E often misses deadlines and #h project-work has varied considerably, however #h highly-imaginative #Science-topics project was excellent. It was displayed in reception at the School Open Day. An excellent achievement #N.

COMMENTS: OLD-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: OLD-Self-Regulation
1=#N is should seek clarifications for assignment requirements in order to submit work which meets grade level expectations.
2=#N requires an extra explanation with new concepts taught, but when this is given, #e is able to work through the given tasks with teacher support.
3=#N is able to remain focussed on assignments until completion.
4=When facing difficulties in assignments, #N asks for assistance after trying to solve problem on #h own.
5=#N should try to solve problem on #h own before asking for assistance. Often, reading the instructions over and discussing what they mean is what #e needs to overcome difficulties.
6=#N must advocate for #m during new learning situations by seeking out teacher support and assistance, and ask for help when #e needs it.
7=#N is reminded to adjust #h behaviour and voice level when returning from recess and quickly get ready to resume learning.

COMMENTS: Opening sentence
1=#N is a diligent worker.
2=I have really enjoyed being #N's teacher this year.
3=It has been a pleasure having #N as a student in my class.
4=#N has been a great addition to the class.
5=#N has been an outstanding addition to our class this year.
6=#N is an exceptionally polite and well-mannered student.
7=It has truly been a pleasure being #N's teacher this year.
8=#N has made progress this #time.
9=I feel fortunate as a teacher to have #N as my student this year.
10=I am very pleased to have #N for a student in my class this year.
11=I have really enjoyed getting to know #N this #time.
12=It has been my great privilege to get to know #N, #e is an outstanding student in my class.
13=#?

COMMENTS: Opening sentence term 2
1=#N is a diligent worker.
2=I have really enjoyed being #N's teacher this year.
3=It has been a pleasure having #N as a student in my class.
4=#N has been a great addition to the class.
5=#N has been an outstanding addition to our class this year.
6=#N is an exceptionally polite and well-mannered student.
7=It has truly been a pleasure being #N's teacher this year.
8=#N has made progress this #time.
9=I feel fortunate as a teacher to have #N as my student this year.
10=I am very pleased to have #N for a student in my class this year.
11=I have really enjoyed getting to know #N this #time.
12=It has been my great privilege to get to know #N, #e is an outstanding student in my class.
13=#?

COMMENTS: Organization
1=#N consistently uses our class check lists and charts to assist #m in meeting #h daily work goals.
2=#N is reminded to use our class check lists and charts to assist #m in meeting #h daily work goals.
3=#N demonstrates a keen interest in #h schooling by seeking out additional information related to topics and discussions in class.
4=#N maintains complete and organized notebooks and keeps a tidy and organized desk.
5=#N is encouraged maintain complete and organized notebooks and keep a tidy and organized desk.
6=#N is reliable and responsible in #h participation in school activities and clubs however, needs encouragement to follow through with #h responsibilities for #h class work.
7=When given some support, #N is able to gather information from different sources to complete class work.
8=Many of #N's errors or mistakes can be attributed to working too quickly, rather than a lack of understanding.
9=#N frequently completes #h work hastily rather than carefully.
10=#N often has difficulty in getting started on tasks or assignments and should ask for clarifications if needed.
11=#N will continue to work on keeping #h materials neatly organized by sorting #h daily work, recording notes in #h agenda and preparing materials for homework. #E is encouraged to develop a similar routine at home.
12=#N is learning how to gather and use information from a variety of sources when researching in a variety of subject areas. As our term continues, #e will have further opportunities to research other topics and will use our class check lists to ensure that #h researching skills are being further developed.
13=At home on a weekly basis, parents are encouraged to go through #N's binder and school back to organize notes and assignments.
14=Next term, #N will continue to learn how to gather and evaluate information for a variety of tasks by using class success criteria and a step by step research process.
15=Using the classroom website would allow #N to develop a better grasp of new ideas and concepts.
16=#N is encouraged to utilize informational resources, such as the Internet or our class website, at school and at home to gather information and resources to support #h learning.

COMMENTS: pe End
1=#E participates enthusiastically in physical education activities and performed well in the Cross Country.
2=#E displays excellent coordination and agility during physical education activities, and #SUAlist participates with enthusiasm.
3=#E is beginning to develop confidence and coordination during physical education activities and #SUAlist participates with enthusiasm.

COMMENTS: PE gear
1=#N is always well prepared and organised for class with the correct PE uniform.
2=#N is sometimes prepared for class with the correct PE uniform, however needs to make more effort in this area.
3=#N is often unprepared for class, forgetting #h PE uniform or a note and mufti.
4=#N is currently bringing mufti gear for PE, if #e is going to continue to do this, #e must make sure it is suitable clothing.
5=#N needs to make more effort to bring the correct PE gear or mufti and a note.
6=#N rarely brings PE gear and this is having a major effect on #h physical skill and social development.
7=#N rarely brings PE gear.

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

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

COMMENTS: Responsibility
1=#N is a reliable and dependable student who follows through with commitments and consistently complete assignments within the time limit provided.
2=#N must take responsibility for #h learning by completing assignments within the time limit provided.
3=#N is very aware of #h behavior and is able to self-reflect on #h use of time and make adjustments accordingly.
4=#N is not always aware of #h behavior and should self-reflect on #h use of time and make adjustments accordingly.
5=When faced with a challenge both inside and outside the classroom, #e is able to solve it on #h own or knows when to seek further assistance.
6=#N is learning to solve challenges on #h own or seek further assistance when needed.
7=#N takes responsibility for and manages #h own behaviour without reminders from the teacher.
8=#N displays a personal responsibility for accuracy, neatness and precision.
9=If #N is absent, #e demonstrates responsibility by catching up on #h homework without further reminders from the teacher.
10=#N takes responsibility to understand the learning goals and criteria for success.
11=#N demonstrates responsibility when using computers and the internet for projects and assignments.
12=#N is learning to track their homework and upcoming assignments using #h agenda.
13=#N frequent absences cause difficulties in gaining the fundamentals needed for Grade 4 work.
14=#N must improve #h work habits if #e is to gain the fundamentals needed for Grade 4 work.
15=At home #N's homework and understanding should be monitored on a daily basis through oral discussions.
16=#N must learn to use class time effectively to complete assigned tasks. Discussions at home focused on use of time could be used to motivate and encourage #m.
17=#N needs to develop a better sense of responsibility for #h own learning by completing tasks without reminders.
18=Before starting a task, #e is encouraged to review the success criteria in reading and writing to ensure #h work is completed to the best of #h abilities.
19=#N is encouraged to complete work on #h own, without being asked or reminded. At home, parents are also encouraged to encourage #h independence.
20=#N is often reminded to keep #h parents informed about school activities, homework and deadlines by showing them #h agenda for signature.

COMMENTS: S1 Arts YR3 1 Intro
1=#N is beginning to develop #h drawing skills by experimenting with pencil shading techniques in #h artwork.
2=#N is developing #h drawing skills by experimenting with shading techniques in #h artwork.

COMMENTS: S1 Arts YR3 2 Middle1
1=#E is a quiet member of the group who is yet to show #h full potential in drama.
2=#E is a bright and responsive member of the group who is becoming increasingly confident in #h drama work.
3=#E can devise plays from a range of stimuli and demonstrates emotion through actions and language.

COMMENTS: S1 English YR3 1 Intro
1=#N is making steady progress with #h literacy skills.
2=#N is a diligent student who is making steady progress in all aspects of literacy.
3=#N is a diligent worker who is making pleasing progress.
4=#N is an enthusiastic student who is making excellent progress in all aspects of literacy.
5=Although #N is not yet able to work independently at a Year 3 level, #e is making steady progress in all aspects of literacy.
6=#N is a quiet worker who is making steady progress.
7=While #N has worked very hard this semester and has made commendable progress, #h literacy skills are still not yet up to the standard required for independent work at this year level.

COMMENTS: S1 English YR3 2 Speaking
1=#E speaks confidently and can usually engage the audience with #h stories.
2=#E has excellent speaking skills in everyday conversations, although it would be good if #e could transfer this enthusiasm into #h formal speaking tasks.
3=#E is developing confidence in public speaking and is willing to have a go at most topics.
4=#E enjoys public speaking and engages the audience with #h smile, gestures and expressive voice.
5=#E enjoys public speaking and has many interesting stories to tell.
6=#E is developing confidence as a public speaker and always listens carefully to instructions and obeys promptly.
7=#E enjoys public speaking and has many interesting stories to tell, using strategies to engage the audience.
8=#E enjoys public speaking and engages the audience with #h enthusiastic smile.
9=When #N speaks about #h own experiences #e can engage the audience.

COMMENTS: S1 English YR3 3 Listening
1=Although #e performs well when listening for information, #e does need to obey instructions more promptly.
2=Listening is a challenge for #N and #e needs to make a greater effort to focus on instructions so that #e can begin work promptly.
3=#E usually listens carefully and follows directions.
4=#E has strong listening skills and always follows directions.
5=#E is making a great effort to listen to instructions more consistently.
6=#E does need to make a greater effort to listen to instructions.
7=#E also has strong listening skills and always follows directions.

COMMENTS: S1 English YR3 4 Reading
1=#N still requires support to complete reading activities and #e needs to be faithful in #h daily reading to build up #h fluency and comprehension.
2=#N is a capable reader with strong comprehension skills.
3=#N is becoming a fluent, expressive reader with #LevelListSingle comprehension skills.
4=#N's reading fluency is improving considerably and #e is developing sound comprehension skills.
5=While #N still needs support to complete reading tasks, both #h reading comprehension and reading fluency are beginning to improve.
6=#N's reading fluency is improving and #h comprehension skills are developing.
7=#N's reading fluency is improving and this will enable #m to improve #h comprehension.
8=#E is an expressive, fluent reader with #LevelListSingle comprehension skills.
9=Although #N's reading fluency is still quite slow, #e is now reading text accurately without guessing at the words. This will enable #m to improve #h comprehension skills and #e needs to read as many books as possible during the next semester.
10=#N's reading fluency is improving and #e is performing well in comprehension activities.

COMMENTS: S1 English YR3 5 Writing1
1=In #h written work #e follows all instructions.
2=#E follows all instructions when working on written tasks.
3=Written assignments are always completed with diligence.
4=Written assignments are always completed well.
5=Written assignments are completed satisfactorily.
6=#H written work is done with care and good creativity.
7=#H written work is done with care and attention.
8=#N consistently submits neat assignments.
9=#N has a hard time coming up with ideas for #h journal, this results in the process taking hours to complete.
10=#E is #sualist distracted during writing times, this #sualist results in the process taking hours to complete.
11=#E always completes the writing tasks, but often does the minimum amount required. I would like to see #m chalenge #s with more sentences.

COMMENTS: S1 English YR3 6 Writing2
1=#H spelling and editing skills tend to be rather weak so #e will keep working on these skills next semester.
2=#N demonstrates pleasing accuracy in spelling and grammar and #h bookwork is #SUAlist neatly completed.
3=#N's editing and spelling skills are beginning to improve. #E needs to now work on making greater use of adjectives and descriptive detail in #h writing.
4=#E does need to read #h work carefully to make corrections in grammar and spelling.
5=#N's spelling and grammar skills are beginning to improve, and #e is becoming more conscious of the need to check #h work.
6=#N is developing #LevelListSingle editing skills and always produces neat bookwork.
7=#N is trying hard to improve #h handwriting and keep #h bookwork neat.

COMMENTS: S1 English YR3 7 Writing3
1=#N is a fluent writer and finds it easy to express #h ideas.
2=#N is becoming more confident in writing down #h ideas.
3=#N is also a fluent writer demonstrating a #LevelListSingle degree of accuracy in spelling and grammar.
4=#N is making progress in writing down #h ideas; however #e needs to place more effort in completing tasks in the given time.
5=#N writes fluently about #h ideas and #e is experimenting with using adjectives and descriptive language.
6=#N is beginning to write with confidence and #h text is starting to make sense.
7=#N usually produces neat bookwork and is becoming more confident in writing down #h ideas.
8=#N can usually write down #h ideas quite fluently.
9=While #N's spelling and editing skills are still weak, #e is becoming more conscious of the need to check #h written work.

COMMENTS: S1 English YR3 8 Writing4
1=In #h written work #e follows all instructions.
2=#E follows all instructions when working on written tasks.
3=Written assignments are always completed with diligence.
4=Written assignments are always completed well.
5=Written assignments are completed satisfactorily.
6=#H written work is done with care and good creativity.
7=#H written work is done with care and attention.
8=#N consistently submits neat assignments.

COMMENTS: S1 General YR3 1 Intro
1=#N is a friendly, cheerful student who is making steady progress.
2=#N has a questioning and inquisitive mind and consistently offers creative suggestions and ideas in class discussions.
3=#N is a pleasant, easy-going student who has made steady progress in many aspects of #h work this semester.
4=#N is conscientious and hardworking and keen to do #h best.
5=#N is a friendly, enthusiastic student who is working hard to close the gaps in #h learning.
6=#N is a friendly member of the class, who regularly contributes to class discussions.
7=#N is a friendly, cheerful student who works very hard and always gives #h best effort in all areas of the curriculum.

COMMENTS: S1 General YR3 2 Behaviour
1=#E needs to remember to keep up #h best behaviour in all circumstances.
2=#H behaviour is usually acceptable but there are occasions when #e needs to be reminded to follow class rules.
3=#E sets an excellent example of good behaviour and works with enthusiasm, regularly contributing to class discussions.
4=#E is an excellent group member and can be depended on to take responsible leadership.
5=#N is usually a cooperative #b who settles into #h work and usually tries to do #h best. Although #N is beginning to show signs of maturity, there are days when #e can be silly and lack the concentration needed to make progress.
6=#E is listening more carefully and keeping on task for longer periods of time. #E needs to keep up this effort and consolidate #h progress.
7=#E is always polite and is both liked and well respected by the class.
8=#E has a clever sense of humour, is always polite and gets along well with everyone.
9=#E enjoys sharing a laugh with both teachers and students; however #e is still learning the delicate balance between having fun and disrupting others.

COMMENTS: S1 General YR3 3 Cooperation
1=#N is an excellent group member and can be depended on to take responsible leadership.
2=#E has made a pleasing effort to participate in group activities.
3=#N works reasonably well as part of a small group but must value the ideas and opinions of others.
4=#N works very well in a small group and can be counted on to take responsible leadership.
5=#N is working reasonably well as part of a small group, although must try to keep #h concentration on the task at hand.
6=#N generally works well as part of a small group; however #e is still learning to work effectively with others outside #h close friendship circle.

COMMENTS: S1 General YR3 4 Final
1=#N is a valued member of the class.
2=#N is valued by #h peers and it is a pleasure to have #m in the class.
3=#N is willing to take part in all classroom activities and is a pleasure to have in the class.
4=#N is a positive role model for other students and it is a pleasure to have #m in the class.
5=#N is well-organised and is always correctly equipped for each day. #E is a valued member of the class.
6=#N has an enjoyable sense of humour and is a valued member of the class.
7=#N is a conscientious student and it is a pleasure to have #m in the classroom.
8=#N is helpful and kind to both teachers and students, and it is a pleasure to have #m in the class.

COMMENTS: S1 Maths YR3 1 Intro
1=#N is making steady progress in this subject.
2=#N is a diligent worker who is making pleasing progress in this subject.
3=#N works enthusiastically and is making pleasing progress.
4=#N is making steady progress in each of the strands. #E has a sound understanding of many basic mathematical concepts.
5=#N is making steady progress.
6=When #N applies #s to the task, #e appears to have sound understanding of basic mathematical concepts.
7=#N is a keen mathematician who is making excellent progress.
8=#N enjoys Mathematics and is making steady progress.
9=#N has been making steady progress in this subject. #E is working hard to fill the gaps in #h learning and is just beginning to work more confidently.
10=#N is keen to learn and tries to do #h best. #E still requires concrete materials for most of the tasks and is not yet able to complete work that requires abstract thinking.
11=#N is a diligent worker who is making steady progress in each of the strands. #E has a sound understanding of many basic mathematical concepts.
12=#N is beginning to show improvement in #h understanding of mathematical concepts.

COMMENTS: S1 Maths YR3 2 Number1
1=#E has made a commendable effort to master #h multiplication facts and completes the quizzes in record time. This skill has boosted #h confidence and enabled #h to work efficiently.
2=#E is working hard to master #h multiplication tables and needs to keep practising to build up speed and accuracy.
3=With #h go-slow approach to work, it is difficult to gain an accurate assessment of #h current level of achievement which is probably higher than this assessment shows. #E does need to work hard to improve #h speed of recall of number facts. This would help #m to increase #h work output and gain the practice #e needs to complete work within the given time.
4=#E is becoming more confident at counting and using the four operations.
5=#E has a sound understanding of many basic mathematical concepts. #E can accurately calculate the answers to multiplication tables #h recall speed is consistently improving.
6=#E can accurately calculate the answers to multiplication tables and just needs to keep practising to build up speed of recall.
7=#E still requires concrete materials for most of the tasks and is not yet able to complete work that requires abstract thinking.
8=#E has worked very hard to master multiplication tables and completes quizzes in record time which helps #m to work efficiently and recognise patterns.
9=#E is working hard to fill the gaps in #h learning and is just beginning to work more confidently. #H ability to work out multiplication facts is slowly improving.
10=#E is becoming more confident in counting and using place value. #N still needs to do most of #h work using concrete materials to establish the concepts. #E is working hard to master #h multiplication tables and needs to keep practising to build up speed and accuracy.
11=#E has made a commendable effort to master #h multiplication facts and completes the quizzes in good time. This skill has boosted #h confidence and has enabled #m to work efficiently.

COMMENTS: S1 Maths YR3 3 Number2
1=Sometimes #h reading comprehension skills are not strong enough to enable #m to interpret word problems.
2=#E can solve simple one-step problems and is learning how to interpret more complex questions.
3=#E understands the four operations and can solve one-step problems. #E is developing strategies to solve more complex questions.
4=#E is beginning to solve simple problems and is learning how to interpret word problems.
5=#E is developing effective problem solving strategies and is learning how to solve more complex questions.
6=#E is beginning to solve simple word problems. #E needs to work hard to improve #h reading skills so that #e can interpret word problems without assistance.
7=#E can solve one-step problems that require simple calculations. Completing any of the four operations using larger numbers is still a challenge for #m.
8=#E understands numbers and place value and successfully uses the four operations to solve one-step problems. #E is learning how to solve more complex questions and to interpret longer word problems.
9=#E is beginning to recognise simple patterns and is gaining confidence in solving problems.
10=The ability to recognise patterns depends largely on automatic recall of number facts and #N needs to keep practising to improve #h accuracy and speed of recall. #E is beginning to solve simple word problems.

COMMENTS: S1 Maths YR3 4 Measurement
1=#N has a satisfactory knowledge of the units of measurement and is learning how to use them in practical situations.
2=#N is still developing confidence in using the units of measurement and is learning how to solve simple measurement problems.
3=#N understands the units of measurement and is able to solve practical problems.
4=#N also has #LevelList understanding of the units of measurement and is able to solve practical problems.
5=#N understands units of measurement and applies them to practical activities.
6=#N is still developing confidence in using the units of measurement.
7=#N is still developing confidence in using the units of measurement and is learning how to solve simple measurement problems.

COMMENTS: S1 Maths YR3 5 End
1=With further practice next semester #h performance across all strands should improve.
2=With further practice next semester, #e should be able to lift #h performance in the #MathStrand strand.
3=With further practice next semester, #e should be able to lift #h performance in the #MathStrand and #MathStrand strand.
4=#N enthusiastically attacks every task and completes work in the given time.
5=With continued effort, #N should be able to improve #h performance during the next semester.
6=#N is an enthusiastic worker and with further practice #h results should improve next semester. At times, #N demonstrates evidence of deep understanding.
7=#N is an enthusiastic worker and with further practice #h results should improve next semester.
8=#N is an enthusiastic worker and always tries to do #h best.
9=When #e applies #s, #N appears to be a very capable mathematician.
10=#N is making steady progress in each of the strands and #e will become more confident as the year progresses. At times, #N demonstrates evidence of deep understanding.
11=#N is progressing well in each of the four strands and will continue to build on this skill base as the year progresses.
12=With continued effort, #N will consolidate #h learning and develop greater confidence in each of the strands.

COMMENTS: S1 PDH YR3 1 Intro
1=#N demonstrates #LevelList understanding of body systems and healthy eating.
2=#E wrote #LevelList narrative describing the journey of a piece of food through the digestive system.

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: sci YR3
1=#N carried out experiments about the properties of water and other materials about which #e made #LevelListSingle observations and conclusions.
2=#E contributed responsibly to group tasks of building a boat and a tower, and gave #LevelList gadget speech about #?.
3=#E contributed responsibly to group tasks of designing and building a boat and a paper tower.
4=#E contributed to #h group�s construction of a wind-powered vehicle.
5=#E is beginning to identify strengths and weaknesses of design ideas as they develop.
6=#N understands and #SUAlist practises the values promoted by the school.
7=#N gave #LevelList speech on saving #ResourceList.
8=#E demonstrated #LevelList understanding of the impact of human settlement on the earth, recycling and ways to care for the earth.
9=#E also wrote #LevelList report about #h excursion to the Awabakal Nature Reserve.

COMMENTS: Self-Regulation
1=#N is encouraged to seek teacher assistance when needed. #E has difficulty setting and achieving individual goals in the classroom. #E is encouraged reflect upon #h own strengths as a student and develop strategies to achieve personal goals.
2=#N sometimes seeks teacher assistance when needed. #E is able to set and achieve some goals in the classroom. #E is encouraged reflect upon #h own strengths as a student and develop strategies to achieve personal goals.
3=#N frequently seeks assistance in the classroom when needed. #E often uses strategies to set and achieve personal goals. #E shows consistent perseverance when responding to challenges.
4=#N always seeks assistance in the classroom when needed. #E always uses strategies to set and achieve personal goals. #E always shows perseverance when responding to challenges.

COMMENTS: Senior 1
1=On trips out of school #e is showing initiative and mature behaviour.
2=#E often struggles to follow rules and expectations on trips out of school.

COMMENTS: Senior 2
1=In our first unit of the year #e demonstrated fantastic interpersonal skills and the ability to work well with all members of the class.
2=In our first unit of the year #e demonstrated satisfactory interpersonal skills and the ability to work with most members of the class.
3=During our first unit #e struggled to demonstrate sufficient interpersonal skills to achieve.
4=#E did not achieve in the first unit of the year due to lack of attendance.
5=#E did not achieve in the first unit of the year due to a lack of effort with the theory aspect of this unit.

COMMENTS: Senior 3
1=In the Kayaking unit #N showed perseverance to learn new skills and as a result achieved in this assessment.
2=In the Kayaking unit #N did not reach #h full potential, with more effort #h could have gained a higher grade.
3=#N worked well in the practical aspect of the kayaking unit, but did not complete the theory work and therefore did not achieve.
4=#N did not attend any of the kayak lessons and therefore was unable to achieve in this assessment.
5=#N did not attend many of the kayak lessons and therefore was unable to achieve in this assessment.
6=#N worked well during the Kayak unit and has the results speak for themselves

COMMENTS: Senior 4
1=#E is currently working on performance improvement strategies for mountain biking and is well on the right track achieve.
2=#E is currently working on performance improvement strategies for mountain biking and will need to make sure #e completes all theory work to achieve in this unit.

COMMENTS: Senior 5 to improve
1=To improve, #N needs to put more effort and quality work into the theory aspects of this subject.
2=#N has been producing pleasing practical results but needs to make sure #e puts just as much effort into the theory aspects.
3=#N must complete all theory and practical tasks if #e is to gain credits in this subject

COMMENTS: Senior 6 - sum up
1=It has been a pleasure to have #h in this class and on field trips and with the positive attitude and effort continued, #h should continue to excel.
2=#N has been an asset to the class so far this year.
3=#N has shown a great development in confidence and skills with outdoor activities and this should continue to grow.
4=#N has shown a great development in confidence with outdoor activities and this should continue to grow.

COMMENTS: Senior intro
1=#N has had a positive year so far and is achieving in Outdoor Education
2=#N has had an inconsistent year so far and is not currently working to #h full potential
3=#N has worked hard so far this year and has achieved pleasing results
4=#N has been a positive member of the Outdoor Education class so far this year and is succeeding in all areas of this subject

COMMENTS: Sum up
1=#N has achieved well-deserved grades overall. Well done #N.
2=#N has not been achieving in this subject. With a little more effort #e could easily lift #h grades.
3=#N has not had the best of starts this year and is still working at a low level within the class
4=If #N can keep up #h current work ethic #e should continue to do well.
5=With motivation and a positive attitude #e could reach #h full potential in this subject.
6=#N has been a pleasure to teach so far this year and with continuation of #h positive attitude and work ethic #e should continue to excel.
7=I know #N can easily achieve at a much higher level and I hope #e can prove this for the remainder of the year.
8=It would be fantastic to see #N working with greater motivation to succeed as #e is not currently reaching #h full potential.
9=#N has been a valuable member of the class and I hope #m hard work and positive attitude continues.
10=To improve #N will need to come to class with a positive attitude, changed and ready to engage in the lesson ahead. #H results are a reflection of #h effort and attitude not ability.
11=#N has been an absolute pleasure to teach so far this year and is an asset to the class. With #h positive attitude and motivation maintained #e should continue to excel

COMMENTS: Summative
1=#?
2=#E understands both narrative and descriptive writing.
3=#E completed narrative and descriptive pieces satisfactorily.
4=#E was able to show understanding of several genres of writing.
5=#E showed #h understanding of narrative and descriptive writing with several quality pieces.
6=#E was able demonstrate understanding of several genres of writing.
7=#E demonstrated an understanding of narrative and descriptive writing.
8=#E demonstrated different writing genres such as narrative and descriptive.
9=#E understands how to write both narrative and descriptive pieces.

COMMENTS: Term 1 Grade 4 Data Management
1=#N construct accurate bar graphs and line plots from most sets of data including all elements of the graph such as labels, titles and scale. #E provides clear and detailed statements when analysing data from simple surveys conducted in class.
2=#N constructs bar graphs and line plots with reminders to include all elements of the graph such as labels, titles and scale are present and accurate. #E provides clear and detailed statements when analysing data from simple surveys conducted in class.
3=#N constructs bar graphs and line plots with reminders to include all elements of the graph such as labels, titles and scale are present and accurate. #E analyses data by making simple statements about the information gathered from simple surveys conducted in class.
4=#N construct accurate bar graphs and line plots from most sets of data including all elements of the graph such as labels, titles and scale. #E is beginning to analyse data by making simple statements about the information gathered from simple surveys conducted in class.

COMMENTS: Term 1 Grade 4 Reading
1=#N reads at a good pace making minor pronunciation errors and #e is encouraged to add expression when participating in reader's theatre. #E understands a variety of grade level texts and can discuss what #e reads about as demonstrated in book talks with the teacher. In future reading responses, #N is encouraged to take the time to write entries which demonstrate deeper thinking by making connections to #h own experiences or explaining #h point of view about events in the story.
2=#N reads texts containing familiar words and expressions at a sufficient rate demonstrating that #e understands the overall sense of the text. #E can briefly discuss what #e reads about as demonstrated in book talks with the teacher. #N should put more effort selecting French books during independent reading periods and complete reading responses in detail. #N needs to put more effort into #h reading responses by varying the type of response and showing deeper thinking.
3=#N reads Grade level French texts requiring assistance to pronounce words clearly. #E attempts to discuss what #e is reading about but often misinterpret what the main idea of the book is about and has difficulty discussing details. #N will continue to be supported with selecting books that are at #h reading level and practice showing #h understanding by making connections to what #e is reading.

COMMENTS: Term 1 Grade 4 Reading English
1=#N reads a variety of types of grade level texts independently and provides oral answers in detail about the content. In #h reading responses to "The One and Only Ivan" #e demonstrated the ability to respond to the book while supporting #h ideas with support from the text.
2=#N reads a variety of types of grade level texts independently and provides oral answers about the content. In #h reading responses to "The One and Only Ivan" #e demonstrated a developing ability to respond to the book and needs to use examples from the text to support #h thinking.
3=#N is able to read a passage of text and provides answers demonstrating some detail about the content #e has read. #E needs to pause during #h reading when unsure of content and, if necessary, re-read the passage to improve #h understanding.
4=#N demonstrates the ability to identify the main idea and author's message providing some evidence from the content of #h reading to support opinions and ideas.
5=#N consistently demonstrates the ability to identify the main idea and author's message and purpose in a text as well as provide evidence from the content of #h reading to support opinions and ideas.
6=In Language, *N* reads a variety of grade level texts fluently and confidently and is encouraged to continue to read and discuss books at home daily. *N* confidently identifies and uses reading comprehension strategies effectively, like asking questions in various fiction and non-fiction texts
7=In Language, *N* reads a variety of grade level texts with fluently and is encouraged to continue to read and discuss books at home daily. *N* can usually identify and use reading comprehension strategies effectively, like determining importance in various fiction and non-fiction texts.
8=In Language, *N* reads grade level texts with some fluency and is encouraged to continue to read and discuss books at home daily. *N* sometimes identifies and uses reading comprehension strategies effectively, like determining importance in various fiction and non-fiction texts.

COMMENTS: Term 1 Grade 4 Science
1=#N shows an understanding of the role animals and plants play in a habitat by correctly classifying them as producers, decomposers or consumers.
2=#N shows a basic understanding of the role animals and plants play in a habitat by classifying some of them as producers, decomposers or consumers.
3=#N needed to review the concept of producers, decomposers and consumers in order to identify the role animals and plants play in a habitat.
4=In #h project on the wolf and in discussions about other animals, #e could identify adaptations that help animals survive in their environment.
5=In #h project on the wolf and in discussions about other animals, #e could identify some adaptations that help animals survive in their environment.
6=#N demonstrates the ability to reflect about the positive and negative impacts of human interactions with habitats. In #h responses to enquiry questions, #e included information learned from previous discussions and/or lessons. #E could name many examples of what #h family could do to reduce the amount of garbage they produce.
7=#N is beginning to reflect about the positive and negative impacts of human interactions with habitats. When answering enquiry questions, #e should work towards including more information learned from previous discussions and/or lessons. #E could name some examples of what #h family could do to reduce the amount of garbage they produce.
8=#H follows models provided to reflect about science enquiry questions such as the positive and negative impacts of human interactions with habitats. #E is learning to include information learned from previous discussions and/or lessons in #h responses. #E could name a few examples of what #h family could do to reduce the amount of garbage they produce.
9=Discussing #h ideas orally about the positive and negative impacts of human interactions with habitats helped #N complete enquiry questions with more clarity.
10=In our unit on Rocks and Minerals, #N demonstrated an understanding that rocks and minerals are important natural resources that we use every day in a variety of ways. #E identified the three main types of rocks and described the characteristics of each. #E accurately labelled a diagram of the rock cycle and orally explained how igneous, metamorphic and sedimentary rocks are formed.
11=In our unit on Rocks and Minerals, #N demonstrated an understanding that rocks and minerals are important natural resources that we use every day in a variety of ways. #E identified the three main types of rocks but needed prompting to describe the characteristics of each. #E accurately labelled a diagram of the rock cycle and gave a brief/needed assistance to retrieve the necessary science vocabulary to explain how igneous, metamorphic and sedimentary rocks are formed.

COMMENTS: Term 1 Grade 4 Writing
1=#N is able to create effective descriptive paragraphs. #E is able to apply the basic conventions of spelling, punctuation and grammar in order to edit written work. #E is encouraged to create interest by developing ideas in more detail and vary sentence structure.
2=#N uses graphic organizers to sequence and sort #h ideas. After adding specific details, sentences are written and then grouped into paragraphs. A variety of strategies such as making jot notes or following a writing framework are being used in the classroom to assist with paragraph writing. #E is encouraged to create interest by developing ideas in more detail and vary sentence structure.
3=#N uses graphic organizers to sequence and sort #h ideas. After adding specific details, sentences are written and then grouped into paragraphs. A variety of strategies such as making jot notes or following a writing framework are being used in the classroom to assist with paragraph writing. Luke should add more interesting vocabulary in writing assignments. #E is encouraged to use a variety of sentence lengths to improve the fluency of #h written work.
4=#N is learning to organize and to communicate ideas in short paragraphs. A variety of strategies such as making jot notes or following a writing framework are being used in the classroom to assist with paragraph writing. #H use of conventions (e.g., spelling, punctuation, grammar) is improving but much more careful editing of assignments is required.

COMMENTS: Term 1- Grade 4 Social Studies
1=#N successfully created a poster depicting the different landforms found in Canada. When discussing specific physical regions, #e was able to name characteristics associated with climate and vegetation. #N independently researched key information about provinces and territories such as location, significant activities that take place in them and their natural resources. Through inquiry activities, #e is beginning to reflect on the impact human activity and the environment have on each other.
2=#N is encouraged to maintain is level of participation and continue asking questions during classroom lessons and discussions in order to ensure understanding.
3=#N created a poster depicting the different landforms found in Canada. When discussing specific physical regions, #e was able to name some characteristics associated with climate, vegetation. With some support, #N researched key information about provinces and territories such as location,some significant activities that take place in them and their natural resources. Through inquiry activities, #e is learning to reflect on the impact human activity and the environment have on each other.
4=Increasing #h is level of participation and asking questions during classroom lessons and discussions would assist #N with showing #h understanding.
5=#N created a poster depicting the different landforms found in Canada. When discussing specific physical regions, #e was able to name some characteristics associated with climate, vegetation.
6=#N needed assistance to locate and understand key information about provinces and territories such as location, significant activities that take place in them and their natural resources. Through inquiry activities, #e is learning to reflect on the impact human activity and the environment have on each other.
7=#N will continue to be supported in class with frequent reviews of basic concepts to help #m demonstrate a better understanding.

COMMENTS: Term 1-Grade 4 Social Studies
1=#N successfully created a poster depicting the different landforms found in Canada. When discussing specific physical regions, #e was able to name characteristics associated with climate and vegetation. #N independently researched key information about provinces and territories such as location, significant activities that take place in them and their natural resources. Through inquiry activities, #e is beginning to reflect on the impact human activity and the environment have on each other.
2=#N created a poster depicting the different landforms found in Canada. When discussing specific physical regions, #e was able to name some characteristics associated with climate, vegetation. With some support, #N researched key information about provinces and territories such as location,some significant activities that take place in them and their natural resources. Through inquiry activities, #e is learning to reflect on the impact human activity and the environment have on each other.
3=#N created a poster depicting the different landforms found in Canada. When discussing specific physical regions, #e was able to name some characteristics associated with climate, vegetation.
4=#N needed assistance to locate and understand key information about provinces and territories such as location, significant activities that take place in them and their natural resources. Through inquiry activities, #e is learning to reflect on the impact human activity and the environment have on each other.

COMMENTS: Term 2 - Grade 4 Math
1=#N understands mathematical concepts and successfully applies knowledge and skills in familiar contexts. #E represent fractions using concrete materials, words, and standard fractional notation, and explains the meaning of the denominator as the number of the fractional parts of a whole or a set, and the numerator as the number of fractional parts being considered.
2=#N understands mathematical concepts and successfully applies knowledge and skills in familiar contexts with some errors. #E represent fractions using concrete materials, words, and standard fractional notation, and explains the meaning of the denominator as the number of the fractional parts of a whole or a set, and the numerator as the number of fractional parts being considered.
3=#N requires support to understand mathematical concepts and to apply #h knowledge and skills in familiar contexts. #E represent fractions using concrete materials, words, and standard fractional notation, and explains the meaning of the denominator as the number of the fractional parts of a whole or a set, and the numerator as the number of fractional parts being considered.
4=#N compares and orders fractions (i.e., halves, thirds, fourths, fifths, tenths) by considering the size and the number of fractional parts.
5=#N uses manipulatives such as fraction strips to compare and order fractions (i.e., halves, thirds, fourths, fifths, tenths).
6=#N uses critical thinking processes to estimate and determine elapsed time given the durations of events expressed in five-minute intervals, hours, days, weeks, months, or years.
7=#N is experiencing difficulty estimating and determining elapsed time in events expressed in five-minute intervals, hours, days, weeks, months, or years.
8=#N identifies quadrilaterals and three-dimensional figures and classifies them by their geometric properties using Venn Diagrams.
9=Using a protractor, #e can construct and measure angles. #E is consistently able to classify angles as acute, obtuse or right based upon #h measurements.
10=#N identifies and describe the general location of an object using a grid system.
11=#N identifies, performs, and describes reflections using a variety of tools.
12=#N applies #h knowledge of addition, subtraction, and multiplication to find the missing number in simple equations.
13=When conducting probability experiments, #N uses processing skills to carry out a plan with some flexibility. #E connects data, questions, and tests #h solution to evaluate reasonableness. #E is beginning to make connections within and between various contexts.
14=#N is able to use #h knowledge of probability to make predictions based upon anticipated outcomes of events. #E can classify possible outcomes (e.g., rolling dice, drawing certain cards from the deck) as most likely, somewhat likely and least likely.
15=#E consistently expresses and organizes #h mathematical thinking clearly and completely.
16=Regular practice of number facts in necessary in order to allow #N to solve problems with more confidence.
17=Is encouraged to review solutions to questions to make sure they show completely the strategy used to solve problems.
18=Reference the Math Word Wall to include concept specific math vocabulary in solutions to problems.
19=Reference the Math Word Wall to include concept specific math vocabulary in solutions to problems.
20=Reference the Math Word Wall to include concept specific math vocabulary in solutions to problems.

COMMENTS: Term 2 - Grade 4 Science
1=#N successfully built a simple pulley system demonstrating an understanding of how pulleys improve our ability to do work. #E can identify different types of gears and their application in real life situations. #N investigated familiar objects that uses pulleys and gears such as blinds or an ice cream scoop and can explain in detail how they work.
2=#N successfully built a simple pulley system demonstrating an understanding of how pulleys improve our ability to do work. #E can identify different types of gears and their application in real life situations. #N investigated familiar objects that uses pulleys and gears such as blinds or an ice cream scoop and can explain verbally how they work.
3=#E completed all components of #h project on (device).
4=#E needed to review #h project on (device) to complete missing requirements.
5=#N conducted experiments in order to investigate different ways in which light and sound are produced and transmitted. #E created a device that produces and transmits sound energy. #E can explain most of the science involved when demonstrating #h sound device to the class.
6=#N conducted experiments in order to investigate different ways in which light and sound are produced and transmitted. #E created a device that produces and transmits sound energy. With assistance, #e can explain most of the science involved when demonstrating #h sound device to the class.
7=#N conducted experiments in order to investigate different ways in which light and sound are produced and transmitted. #E created a device that produces and transmits sound energy. With assistance, #e can explain most of the science involved when demonstrating #h sound device to the class.

COMMENTS: Term 2 - Grade 5 Math
1=#N understands mathematical concepts and successfully applies knowledge and skills when solving math problems. #E applies critical thinking process and devises a plan to compare and order proper and improper fractions, and mixed numbers (e.g., changes all fractions to mixed numbers, finds equivalent fractions).
2=#N uses number lines and base ten materials to compare, and order decimal numbers. #E performs basic operations involving decimal numbers to hundredths with accuracy.
3=#N understands mathematical concepts and applies knowledge and skills when solving math problems with some errors. #E is gradually applying critical thinking process and devising a plan to compare and order proper and improper fractions, and mixed numbers (e.g., changes all fractions to mixed numbers, finds equivalent fractions).
4=#N uses number lines and base ten materials to compare, and order decimal numbers. #E performs basic operations involving decimal numbers to hundredths.
5=#N demonstrates an imprecise understanding of concepts and application of mathematical procedures. #E chooses appropriate strategies to solve problems, but has difficulty executing them. With an opportunity to review the critical thinking process (e.g., changes all fractions to mixed numbers, finds equivalent fractions)., #e compares and order proper and improper fractions, and mixed numbers.
6=#N uses critical thinking processes to estimate and determine elapsed time given the durations of events expressed in five-minute intervals, hours, days, weeks, months, or years.
7=#E effectively solves problems that involve comparing 12-hour and 24-hour time, and is able to correctly determine elapsed time, with and without a timeline.
8=#E solves problems that involve comparing 12-hour and 24-hour time, and determines elapsed time with and without a timeline.
9=#E is beginning to use estimation skills to determine elapsed time with a timeline, and can express the duration of time in minutes, hours, days, weeks, and months.
10=#N correctly identifies two-dimensional shapes by side and angle properties, and can compare and sort three-dimensional figures. #E is able to classify, measure, and construct a variety of angles using a protractor. #E effectively describes the location of an object using cardinal directions, and can perform a number of geometric transformations.
11=#N identifies two-dimensional shapes by some side and angle properties, and can compare and sort most three-dimensional figures. #E is able to classify acute, right, and obtuse angles, and is developing the ability to measure and construct angles using a protractor. #E describes the location of an object using cardinal directions, and can identify and create a number of geometric transformations.
12=#N identifies some two- and three-dimensional shapes by their properties, such as side lengths and angle measurements. #E is able to sort and classify some types of angles, and is developing the ability to precisely measure angles using a protractor. #E describes the location of an object using cardinal directions in some detail, and can distinguish types of geometric transformations.
13=Using mental math, #e determines the missing number in equations, and demonstrates an understanding of variables as unknown qualities that can change and are represented by a letter or symbol.
14=#E determines the missing number in some equations, and demonstrates an understanding of variables as unknown qualities represented by a letter or symbol.
15=#N lists all possible outcomes in a probability experiment and communicates the probability of an event occurring in a fraction, decimal, or percentage
16=#N represents the probability that a specific outcome will occur in a complex probability experiment, using appropriate methods to record results and communicates using a fraction, decimal, or percentage.
17=Regular practice of number facts in necessary in order to allow #N to solve problems with more confidence.
18=#N is encouraged to demonstrate #h learning and thinking by thoroughly communicating the answer, which includes explaining the steps #e took to solve problems.
19=#N is encouraged to use greater detail when communicating strategies and solutions in problem solving situations.
20=#N is encouraged to look at multiple ways to solve complex problems and strive to communicates #h procedures in details.

COMMENTS: Term 2 - Grade 5 Science
1=#N participates in building challenges to investigate how forces such as compression and tension act on a structure. #E is able to develop a plan, select strategies and resources when completing a project. #N can recognize when a plan requires modifications in order to be successful. This was demonstrated when #e built a device to lift a charge during our "Save the Bear Challenge". #E is encouraged to use information from previous learning to support #h opinions.
2=#N participates in building challenges to investigate how forces such as compression and tension act on a structure. #E requires some assistance to develop a plan, select strategies and resources when completing a project. #N is learning to recognize when a plan requires modifications in order to be successful. #E is encouraged to describe #h observations more fully and link them clearly to the purpose of the experiment.

COMMENTS: Term 2 Grade 4 Reading English
1=#N can accurately predict what will happen in a fiction text. After reading, #h reading responses usually include the most important information. When responding to texts, #h demonstrates a good understanding of what #e has read. #N demonstrates #h understanding by consistently making inferences and interesting connections to what #e is reading. To continue improving, #N should practice the strategy of summarizing the most important details in a concise manner.
2=#N predicts what will happen in a fiction text. After reading, #h reading responses are sometimes missing important information. When responding to texts, #e demonstrates a literal understanding of what #e has read. At times, #N finds it challenging to infer and make connections to demonstrate deeper understanding. To improve, #e should practice the strategy of inferring to try to consider what the characters in a story might be thinking or feeling.
3=#N predicts what will happen in a fiction text. After reading, #h reading responses are often missing important information. When responding to texts, #e demonstrates a basic understanding of what #e has read. At times, #N finds it challenging to infer and make connections to demonstrate deeper understanding. To improve, #e should practice the strategy of inferring to try to consider what the characters in a story might be thinking or feeling.
4=#N predicts what will happen in a fiction text. When summarizing, #e finds it challenging to select the most important information. #E is learning to write clear responses to texts #e has read. #N finds it challenging to infer and make connections to demonstrate deeper understanding. To improve, #e should practice the strategy of inferring to try to consider what the characters in a story might be thinking or feeling.
5=#N reads grade appropriate texts for information and understanding. When researching a specific topic, (e.g., Ancient Civilizations) #e is able to independently locate information, take notes and share #h understanding of what #e has read.
6=With support, #N reads appropriate texts for information and understanding when researching a specific topic (e.g., Ancient Civilizations). With some assistance, #e is able to locate information, take notes and share #h understanding of what #e has read.
7=With support, #N reads appropriate texts for information and understanding when researching a specific topic (e.g., Ancient Civilizations). With some assistance, #e is able to locate information and share #h understanding of what #e has read orally. To keep progressing, #e would benefit from practicing identifying the most important details in a text.

COMMENTS: Term 2 Grade 4 Science
1=#N successfully built a simple pulley system demonstrating an understanding of how pulleys improve our ability to do work. #E can identify ways in which pulleys and gears are used in real-life and the positive benefits of their uses. #N made clear and logical observations when completing activities on the properties of light.
2=#E explains the science involved when investigating musical instruments and how they produce and transmit sound energy. #E is encouraged to continue using information posted in class and in #h Science duo-tang to complete observations following experiments.
3=#N built a simple pulley system demonstrating an understanding of how pulleys improve our ability to do work. #E can identify some ways in which pulleys and gears are used in real-life and the positive benefits of their uses. #N made brief observations when completing activities on the properties of light.
4=#E explains the science involved when investigating musical instruments and how they produce and transmit sound energy. #E is encouraged to use information posted in class and in #h Science duo-tang to complete observations following experiments in more detail.
5=With assistance, #N built a simple pulley system demonstrating an understanding of how pulleys improve our ability to do work. With an opportunity for review. #E can identify some ways in which pulleys and gears are used in real-life and the positive benefits of their uses. #N required support to record basic observations when investigating the characteristics and properties of light.
6=#E hesitantly explains the science involved when investigating musical instruments and how they produce and transmit sound energy. #E is encouraged to use information posted in class and in #h Science duo-tang to complete observations following experiments in more detail.
7=With assistance #N built a simple pulley system demonstrating an understanding of how pulleys improve our ability to do work. With prompting, #e can identify few ways in which pulleys and gears are used in real-life and the positive benefits of their uses. #N required much support to make logical observations when investigating the characteristics and properties of light.
8=#N has difficulty explaining the science involved when investigating musical instruments and how they produce and transmit sound energy. #E requires much prompting to complete written tasks and observations. #E routinely copies modeled answers and observations from the board instead of completing them on #h own.
9=In #h responses to enquiry questions, #e included information learned from previous discussions and/or lessons.
10=When answering enquiry questions, #e should work towards including more information learned from previous discussions and/or lessons.
11=#H follows models provided to reflect about science enquiry questions.
12=Discussing #h ideas orally helped #N complete enquiry questions with more clarity.
13=#E investigated familiar objects that uses pulleys and gears such as blinds or an ice cream scoop and can explain in detail how they work.
14=#E investigated familiar objects that uses pulleys and gears such as blinds or an ice cream scoop and can explain verbally how they work.
15=#E investigated familiar objects that uses pulleys and gears such as blinds or an ice cream scoop. With prompting, #e explains verbally how they work.
16=#E investigated familiar objects that uses pulleys and gears such as blinds or an ice cream scoop. With prompting, #e explains verbally how they work.
17=#E investigated familiar objects that uses pulleys and gears such as blinds or an ice cream scoop. With prompting, #e explains verbally how they work.

COMMENTS: Term 2 Grade 4 Writing English
1=#N writes summaries which usually include the most important information. In #h compare and contrast written assignment on ***, #e gave all of the basic information needed to make #h point.
2=When writing summaries, #N is learning to include the most important details and leave out unimportant information. In #h compare and contrast written assignment on ***, #e gave all of the basic information needed to make #h point.
3=#N is learning to write clear summaries by selecting the most important details from the texts #e reads. #H compare and contrast written assignment on *** would have benefited from more information to make #h point.
4=#E readily used new vocabulary learned in class to effectively write about similarities and differences in #h comparison.
5=#E incorporated some of the new vocabulary learned in class to write about similarities and differences in #h comparison.
6=Using specific vocabulary introduced in class to effectively write about similarities and differences would have made #h comparison much more effective.
7=#N develops ideas that are appropriate to the task in written assignments. #E included the required story elements in #h adventure story "Title".
8=#N is learning to develops ideas that are appropriate to the task in written assignments. With assistance, #e included the required story elements in #h adventure story "Title".
9=Written assignments are consistently well edited in the area of conventions of writing (e.g., spelling, punctuation, grammar). #E is encouraged to review #h written work to eliminate repetitions of familiar expressions and/or vocabulary.
10=Written assignments are generally well edited in the area of conventions of writing (e.g., spelling, punctuation, grammar). #E is encouraged to review #h written work to include specific vocabulary to convey meaning.
11=#H use of the conventions of writing (e.g., spelling, punctuation, grammar) is improving but much more careful editing of written assignments is required.
12=#N requires assistance to review #h writing and make sure #e uses conventions (e.g., spelling, punctuation, grammar) correctly.
13=#E is encouraged to create multiple drafts to improve #h results.

COMMENTS: Term 2- Grade 4 Social Studies
1=Upon completing a simulated survival activity individually and then repeating the activity in a group, #N was able to identify that the ease of societal living was a main factor in the formation of early societies.
2=#N independently completed enquiry activities about early societies. #E was able to identify similarities and differences among early societies in regards to their social organization, daily life and beliefs.
3=#N required assistance to complete enquiry activities about early societies. #E was able to identify some similarities and differences among early societies in regards to their social organization, daily life and beliefs.
4=#N needed clarifications and assistance to understand and gather information about early societies. With prompting, #e identified few similarities and differences among early societies in regards to their social organization, daily life and beliefs.
5=#E created artifacts and was able to explain their importance to the civilizations in the past. #N names inventions we still use today.
6=#E created artifacts and briefly explained their importance to the civilizations in the past. #N names some inventions we still use today.
7=#N independently completed enquiry activities about early societies. #E was able to reflect and contribute to discussions regarding key aspects of early societies such as social organization, daily life and beliefs.
8=#N required assistance to complete enquiry activities about early societies. #E was able to make brief contributions regarding key aspects of early societies such as social organization, daily life and beliefs.
9=#N is encouraged to formulate inquiry questions to guide #h own research when discovering ways of life in societies across the world.
10=#N is encouraged to maintain #h level of participation and continue asking questions during classroom lessons and discussions in order to ensure understanding.
11=Increasing #h level of participation and asking questions during classroom lessons and discussions would assist #N with showing #h understanding.
12=#N will continue to be supported in class with frequent reviews of basic concepts to help #m demonstrate a better understanding.
13=#N is able to identify the main factors that contributed to the formation of the first human societies. With occasional assistance, #e worked in small groups recreating Mesopotamian innovations in law, architecture, written language, trade, and warfare demonstrating a basic understanding of how ancient societies' culture developed.
14=#N is able to identify the main factors that contributed to the formation of the first human societies. #E worked collaboratively in small groups recreating Mesopotamian innovations in law, architecture, written language, trade, and warfare demonstrating an understanding of how ancient societies' culture developed.

COMMENTS: Term 2- Grade 4 Social Studies - Early Societies
1=Upon completing a simulated survival activity individually and then repeating the activity in a group, #N was able to identify that the ease of societal living was a main factor in the formation of early societies.
2=#N independently completed enquiry activities about early societies. #E was able to identify similarities and differences among early societies in regards to their social organization, daily life and beliefs.
3=#N required assistance to complete enquiry activities about early societies. #E was able to identify some similarities and differences among early societies in regards to their social organization, daily life and beliefs.
4=#N needed clarifications and assistance to understand and gather information about early societies. With prompting, #e identified few similarities and differences among early societies in regards to their social organization, daily life and beliefs.
5=#E created artifacts and was able to explain their importance to the civilizations in the past. #N names inventions we still use today.
6=#E created artifacts and briefly explained their importance to the civilizations in the past. #N names some inventions we still use today.
7=#N independently completed enquiry activities about early societies. #E was able to reflect and contribute to discussions regarding key aspects of early societies such as social organization, daily life and beliefs.
8=#N required assistance to complete enquiry activities about early societies. #E was able to make brief contributions regarding key aspects of early societies such as social organization, daily life and beliefs.
9=#N is encouraged to formulate inquiry questions to guide #h own research when discovering ways of life in societies across the world.
10=#N is encouraged to maintain #h level of participation and continue asking questions during classroom lessons and discussions in order to ensure understanding.
11=Increasing #h level of participation and asking questions during classroom lessons and discussions would assist #N with showing #h understanding.
12=#N will continue to be supported in class with frequent reviews of basic concepts to help #m demonstrate a better understanding.
13=#N is able to identify the main factors that contributed to the formation of the first human societies. With occasional assistance, #e worked in small groups recreating Mesopotamian innovations in law, architecture, written language, trade, and warfare demonstrating a basic understanding of how ancient societies' culture developed.
14=#N is able to identify the main factors that contributed to the formation of the first human societies. #E worked collaboratively in small groups recreating Mesopotamian innovations in law, architecture, written language, trade, and warfare demonstrating an understanding of how ancient societies' culture developed.

COMMENTS: Term 2- Grade 4 SS Early societies  
1=In Social Studies, #N learned about social organization, daily life, and the relationship with the environment in different societies that existed between 3000 BCE and 1500 CE.
2=#N used strong research skills to complete a #? to show the ways in which #? utilized the natural landforms, water and vegetation available to them. #H project was well organized and demonstrated a solid understanding of #?.
3=#N was supported in researching #? to show the ways in which they utilized the natural landforms, water and vegetation available to them. During individual conferring #e demonstrated a limited understanding of how important the environment was to this civilization.
4=#N was supported in completing enquiry activities about early societies. #E was able to identify some similarities and differences among the Haudenosaunee and other ancient civilizations in regards to social organization, daily life and beliefs.
5=#N collaborated well in a group research activity in which #h group gathered information about the daily life, social organization, food traditions, and beliefs of a chosen ancient civilization.
6=During class discussions #N participated and enjoyed examining the similarities and differences between the Haudenosaunee and other ancient civilizations in regards to their social organization, daily life and beliefs.
7=Increasing #h level of participation and asking questions during classroom lessons and discussions would assist #N with showing #h understanding.
8=#N independently completed enquiry activities about early societies. #E created a graphic organizer to identify similarities and differences among early societies in regards to their social organization, daily life and beliefs.
9=#N needed clarifications and assistance to understand and gather information about early societies. With prompting, #e identified few similarities and differences among early societies in regards to their social organization, daily life and beliefs.
10=Upon completing a simulated survival activity individually and then repeating the activity in a group, #N was able to identify that the ease of societal living was a main factor in the formation of early societies.
11=#E created artifacts and was able to explain their importance to the civilizations in the past. #N names inventions we still use today.
12=#E created artifacts and briefly explained their importance to the civilizations in the past. #N names some inventions we still use today.
13=#N independently completed enquiry activities about early societies. #E was able to reflect and contribute to discussions regarding key aspects of early societies such as social organization, daily life and beliefs.
14=#N required assistance to complete enquiry activities about early societies. #E was able to make brief contributions regarding key aspects of early societies such as social organization, daily life and beliefs.
15=#N is encouraged to formulate inquiry questions to guide #h own research when discovering ways of life in societies across the world.
16=#N is encouraged to maintain #h level of participation and continue asking questions during classroom lessons and discussions in order to ensure understanding.
17=#N will continue to be supported in class with frequent reviews of basic concepts to help #m demonstrate a better understanding.
18=#N is able to identify the main factors that contributed to the formation of the first human societies. With occasional assistance, #e worked in small groups recreating Mesopotamian innovations in law, architecture, written language, trade, and warfare demonstrating a basic understanding of how ancient societies' culture developed.
19=#N is able to identify the main factors that contributed to the formation of the first human societies. #E worked collaboratively in small groups recreating Mesopotamian innovations in law, architecture, written language, trade, and warfare demonstrating an understanding of how ancient societies' culture developed.

COMMENTS: Term1- Grade 4 Math
1=#N independently understand and solves a variety of math problems in all strands using #h mathematical knowledge.
2=#N receives occasional support to interpret and choose an appropriate strategy to solve math problems.
3=#N occasionally requires assistance to solve math problems using #h mathematical knowledge.
4=#N receives support to interpret and solve math problems.
5=Procedures, graphs, diagrams and/or charts are usually complete and clearly labelled.
6=#E is encouraged to review #h answers to ensure that procedures, graphs, diagrams and/or charts are complete and clearly labelled.
7=#E is encouraged to make sure #e explains #h thinking fully by including complete procedures, graphs, diagrams and/or charts.
8=#E is learning to explain #h thinking fully by including complete procedures, graphs, diagrams and/or charts.
9=#E is learning to organize #h answers by including complete procedures, graphs, diagrams and/or charts.
10=#E is learning to include complete procedures in #h answers.
11=#N reads, writes, compares, and orders whole numbers to 10 000. #E successfully uses regrouping to add and subtract up to four digit numbers. #N reads and represents money amounts to $100 using pictures, play money, in dollar and cents notation. #E is able to add and subtract money amounts by making simulated purchases and providing change for up to $100.
12=#N reads, writes whole numbers to 10 000 but #e makes some mistakes when comparing and ordering them. #E uses regrouping to add and subtract up to four digit numbers. Consistently lining-up digits and showing all the steps taken when adding or subtracting multi-digit numbers would eliminate errors. #N reads and represents money amounts to $100 using dollar and cents notation. #E is able to add and subtract money amounts by making simulated purchases and providing change for up to $100.
13=#N reads, writes, compares, and orders whole numbers to 10 000. #E makes errors when using regrouping to add and subtract double digit numbers. Consistently lining-up digits and showing all the steps taken when adding or subtracting multi-digit numbers would eliminate errors. #N is learning to correctly represents money amounts to $100 using dollar and cents notation. #E is learning to accurately add and subtract money amounts by making simulated purchases and providing change for up to $100.
14=#E estimates, measures, and records linear dimensions, mass, and capacity. #N selects the most appropriate standard unit (e.g., kg, mL, cm) to measure items in the classroom. #E is able to apply #h knowledge of multiplication facts to accurately calculate the area of most squares and rectangles by multiplying length by width.
15=#E measures, and records linear dimensions, mass, and capacity. #N usually selects the most appropriate standard unit (e.g., kg, mL, cm) to measure items in the classroom. #N is able to demonstrate some knowledge of multiplication facts. However, #e has difficulty applying this knowledge when calculating the area of squares and rectangles.
16=#E measures, and records linear dimensions, mass, and capacity. #H estimates are usually reasonable. #N selects the most appropriate standard unit (e.g., kg, mL, cm) to measure items in the classroom. #E is able to apply #h knowledge of some multiplication facts to accurately calculate the area of most squares and rectangles by multiplying length by width.
17=#E is beginning to estimate and measure the perimeter and area of regular and irregular shapes using a variety of tools and strategies (e.g., formulas, grid paper and calculators).
18=#N is consistently able to identify numerical patterns and can use patterns to predict what number will come next in a sequence.
19=#N is able to identify most numerical patterns and can use patterns to predict what number will come next in a sequence.
20=#N is able to identify some numerical patterns and with assistance can use patterns to predict what number will come next in a sequence.

COMMENTS: TRA02: Applying
1=Foundation Stage Using and applying mathematics objectives
2=------------------------------------------------------------------------
3=#E can use #h developing mathematical ideas and methods to solve #h practical problems.
4=#E is able to match sets of objects to numerals that represent the number of objects.
5=#E has sorted objects, made choices and justified #h decisions.
6=#E is able to talk about, recognise and recreate simple patterns.
7=#E has describe #h solutions to practical problems, drawing on #h experience,.
8=#E has talked about #h own ideas, methods and choices for ways of solving numeracy problem.
9=Year 1 Using and applying mathematics objectives
10=------------------------------------------------------------
11=#E was able to solve problems involving counting, adding, subtracting, doubling or halving in the context of numbers, measures or money, for example to 'pay' and 'give change'.
12=#E can describe a puzzle or problem using numbers, practical materials and diagrams. #E was able to use these skills to solve a problem and set the solution in the original context.
13=#E can answer a question by selecting and using suitable equipment. #E can sort information, shapes or objects. #E is able to display #h results using tables and pictures.
14=#E has described simple patterns and relationships involving numbers or shapes. #E was able to decide whether the examples provided by #h teacher satisfied the given conditions.
15=#E was able to describe #h own ways of solving puzzles and problems. #E has been able to explain #h choices and decisions orally or by using pictures.
16=Year 2 Using and applying mathematics objectives
17=------------------------------------------------------------
18=#E can solve problems involving addition, subtraction, multiplication or division in contexts of numbers, measures or pounds and pence.
19=#E has identified and recorded the information or calculation needed to solve a puzzle or problem.
20=#E is able to carry out the steps or calculations and check the solution in the context of the problem.

COMMENTS: TRA02: Applying--part2
1=#E has followed a line of enquiry.
2=#E has answered questions by choosing and using suitable equipment and selecting, organising and presenting #h information in lists, tables and simple diagrams.
3=#E can describe patterns and relationships involving numbers or shapes.
4=#E has made predictions and tested these with #h own examples.
5=#E can present solutions to puzzles and problems in an organised way.
6=#E is able to explain #h decisions, methods and results in pictorial, spoken or written form, using the correct mathematical language and number sentences.

COMMENTS: TRA03: Counting
1=Foundation Stage Counting and understanding number objectives
2=----------------------------------------------------------------------------
3=#E is able to say and use number names in order in familiar contexts.
4=#E knows that numbers identify how many objects are in a set.
5=#E has counted reliably up to 10 everyday objects.
6=#E is able to estimate how many objects #h can see and check #h answer by counting the objects for #s.
7=#E can count aloud in ones, twos, fives or tens.
8=#E has used the language such as 'more' or 'less' to compare two numbers.
9=#E knows how to use ordinal numbers in different contexts.
10=#E recognises numerals 1 to 9.
11=Year 1 Counting and understanding number objectives
12=----------------------------------------------------------------
13=#E was able to count reliably at least 20 objects, recognising that when rearranged the number of objects stayed the same. #E knows that an estimate of a number of objects that can be checked by counting.
14=#E can compare and order numbers, using the related vocabulary. #E also knows how to use the equals (=) sign.
15=#E is able to read and write numerals from 0 to 20, then beyond. #E can use #h knowledge of place value to position these numbers on a number track and number line .
16=#E was able to say the number that is 1 more or less than any given number, and 10 more or less for multiples of 10.
17=#E has used the vocabulary of halves and quarters in an appropriate context.
18=Year 2 Counting and understanding number objectives
19=----------------------------------------------------------------
20=#E can read and write two-digit and three-digit numbers in figures and words. #E can describe and extend number sequences and recognise odd and even numbers.

COMMENTS: TRA03: Counting--part2
1=#E is able to count up to 100 objects by grouping them and counting in tens, fives or twos.
2=#E knows and can explain what each digit in a two-digit number represents, including numbers where 0 is a place holder.
3=#E has shown evidence #e can partition two-digit numbers in different ways, including into multiples of 10 and 1.
4=#E can order two-digit numbers and position them on a number line; use the greater than (>) and less than (<) signs.
5=#E can estimate a number of objects and has rounded two-digit numbers to the nearest 10.
6=#E can find one half of shapes and sets of objects.
7=#E can find one half, one quarter of shapes and sets of objects.
8=#E can find one half, one quarter and three quarters of shapes and sets of objects.

COMMENTS: TRA04: Number facts
1=Foundation Stage Knowing and using number facts objectives
2=--------------------------------------------------------------------------
3=#E was able to observe number relationships and patterns in the environment and use these to derive number facts.
4=#E can find one more or one less than a number from 1 to 10.
5=#E has selected two groups of objects and made a given total of objects.
6=Year 1 Knowing and using number facts objectives
7=-------------------------------------------------------------
8=#E can derive and recall all the pairs of numbers with a total of 10 and addition facts for totals to at least 5. #E is able to also work out the corresponding subtraction facts.
9=#E is able to count on or back in ones, twos, fives and tens and use this knowledge to derive the multiples of 2, 5 and 10 to the tenth multiple.
10=#E recalls the doubles of all numbers to at least 10.
11=Year 2 Knowing and using number facts objectives
12=-------------------------------------------------------------
13=#N derives and recalls all addition and subtraction facts for each number to at least 10, all pairs with totals to 20 and all pairs of multiples of 10 with totals up to 100.
14=#N understands that halving is the inverse of doubling and #e can derive and recall doubles of all numbers to 20, and the corresponding halves.
15=#N derives and recalls multiplication facts for the 2, 5 and 10 times-tables and the related division facts. #E recognises multiples of 2, 5 and 10.
16=#N uses #h knowledge of number facts and operations to estimate and check #h answers to #h calculations.

COMMENTS: TRA05: Calculating
1=Foundation Stage Calculating objectives
2=-----------------------------------------------
3=#E is beginning to relate addition to combining two groups of objects and subtraction to 'taking away'.
4=In practical activities and discussion, #e is starting to use the vocabulary involved in adding and subtracting.
5=#E can count repeated groups of the same size.
6=#E has been able to share objects into equal groups and count how many there are in each group.
7=Year 1 Calculating objectives
8=-----------------------------------
9=#E can relate addition to counting on.
10=#E recognises that addition can be done in any order.
11=#E is able to use practical and informal written methods to support the addition of a one-digit number or a multiple of 10 to a one-digit or two-digit number.
12=#E understands subtraction as 'take away' and find a 'difference' by counting up.
13=#E is able to use practical and informal written methods to support the subtraction of a one-digit number from a one digit or two-digit number and a multiple of 10 from a two-digit number.
14=#E solves practical problems that involve combining groups of 2, 5 or 10, or sharing into equal groups.
15=#E has used the vocabulary related to addition and subtraction and symbols to describe and record addition and subtraction number sentences.
16=Year 2 Calculating objectives
17=-----------------------------------
18=#E adds or subtracts mentally a one-digit number or a multiple of 10 to or from any two-digit number. #N uses practical and informal written methods to add and subtract two-digit numbers.
19=#E understands that subtraction is the inverse of addition and vice versa. #N uses this to derive and record the related addition and subtraction number sentences.
20=#E can represent repeated addition and arrays as multiplication, and sharing and repeated subtraction (grouping) as division.

COMMENTS: TRA05: Calculating--part2
1=#N has used practical and informal written methods and the related vocabulary to support multiplication and division, including calculations with remainders.
2=#E uses the symbols +, -, �, � and = to record and interpret number sentences involving all four operations.
3=#N has calculated the value of an unknown in a number sentence (e.g. ? � 2 = 6, 30 - ? = 24).

COMMENTS: TRA06: Shapes
1=Foundation Stage Understanding shape objectives
2=-----------------------------------------------------------
3=#E has used familiar objects and common shapes to create and recreate patterns and build #h own models.
4=#E is able to use language such as 'circle' or 'bigger' to describe the shape and size of solids and flat shapes.
5=#E uses everyday words to describe position
6=Year 1 Understanding shape objectives
7=----------------------------------------------
8=#E has visualised and named common 2-D shapes and 3-D solids and described their features
9=#E can use common 2-D shapes and 3-D solids to make patterns, pictures and models.
10=#E is able to identify objects that turn about a point (e.g. scissors) or about a line (e.g. a door).
11=#E has recognised and made whole, half and quarter turns.
12=#E has visualised and used everyday language to describe the position of objects and the direction and distance #e has used when moving them.
13=Year 2
14=---------
15=#N visualises common 2-D shapes and 3-D solids.
16=#E can identify shapes from pictures of them in different positions and orientations.
17=#E sorts, makes and describes shapes, referring to their properties.
18=#N identifies reflective symmetry in patterns and 2-D shapes and #e draws lines of symmetry in shapes.
19=#N can follow and give instructions involving position, direction and movement.
20=#N is able to recognise and uses whole, half and quarter turns, both clockwise and anticlockwise.

COMMENTS: TRA06: Shapes--part2
1=#E knows that a right angle represents a quarter turn.

COMMENTS: TRA07: Measuring
1=Foundation Stage Measuring Objectives
2=-----------------------------------------------
3=#E is able to use language such as 'greater', 'smaller', 'heavier' or 'lighter' to compare different quantities.
4=#E uses everyday language related to time.
5=#E is able to order and sequence familiar events and measure short periods of time.
6=Year 1 Measuring Objectives
7=-----------------------------------
8=#E can estimate, measure, weigh and compare objects.
9=#E is able to choose and use suitable uniform non-standard or standard units and measuring instruments (e.g. a lever balance, metre stick or measuring jug) as appropriate.
10=#E has used vocabulary related to time.
11=#E is able to order the days of the week and months.
12=#E can read the time to the hour and half hour.
13=Year 2
14=---------
15=#E can estimate, compare and measure lengths, weights and capacities.
16=#E can choose and use the correct standard units (m, cm, kg, litre) and a suitable measuring instrument.
17=#E can read the numbered divisions on a scale, and interpret the divisions between them (e.g. on a scale from 0 to 25 with intervals of 1 shown but only the divisions 0, 5, 10, 15 and 20 numbered).
18=In addition, #N uses a ruler to draw and measure lines accurately to the nearest centimetre.
19=#E use the units of time (seconds, minutes, hours, days) and knows the relationships between them.
20=#N can read the time to the quarter hour and can identify time intervals, including those that cross the hour.

COMMENTS: TRA08: Handling Data
1=Foundation Stage Handling data objectives
2=--------------------------------------------------
3=#E is able to sort familiar objects in order to show that #e has identified their similarities and differences.
4=#N is able to count how many objects share a particular property. #E then presented #h results using pictures, drawings or numerals.
5=Year 1 Handling data objectives
6=--------------------------------------
7=#N has answered a question by recording information in lists and tables.
8=#E is able to present #h outcomes using a wide range of practical resources, pictures, block graphs or pictograms.
9=#N is able to use diagrams to sort objects into groups according to a given criterion.
10=#E has suggested a different criterion for grouping the same objects.
11=Year 2 Handling data objectives
12=--------------------------------------
13=#N has answered a question by collecting and recording #h data in lists and tables.
14=#E can represent the data as block graphs or pictograms to show results.
15=#E has used ICT to organise and present #h data.
16=#N can use lists, tables and diagrams to sort objects.
17=In addition, #e is able to explain #h choices using the appropriate language, including 'not'.

COMMENTS: Working in class 2
1=#E has worked well during practical lessons and has shown skill progression in all areas.
2=Participation during practical lessons has been at a minimum and this has affected #h physical skill and social development.
3=#H effort in class varies considerably, some days #e puts in very little effort while others #e works very well.
4=#E always participates to the best of #h ability.
5=#E always gives an honest effort in class.
6=#E is always fully engaged in the lesson.
7=#E usually participates to the best of #h ability.
8=#E is generally fully engaged in the lesson.

COMMENTS: working with others
1=#N has shown fantastic teamwork skills and the ability to work well with others.
2=#N can work with #h friends in class. It would be good to see #h develop the ability to work well with all #h peers.
3=#N is struggling to work positively with all members of the class.
4=At times #e is easily distracted by #h peers and needs reminding to refocus.
5=#N is able to work well with all members of the class and has shown well developed interpersonal skills.
6=It would be good to see #N put more effort into working with all members of the class.
7=#E is generally is able to work well with most members of the class.

LIST: Ability
1=learning to 
2=able to 
3=striving to 

LIST: Ancientciv
1=Ancient Romans
2=Mayans
3=Ancient Egyptians
4=Medieval Europeans
5=Haudenosaunee
6=Ancient Chinese
7=Ancient Greeks
8=Indus River Valley
9=Mesopotamians

LIST: art
1=silouette
2=spider-web
3=four seasons
4=poppy

LIST: BSPElist
1=a basic
2=a satisfactory
3=a pleasing
4=an excellent
5=an engaging
6=an interesting

LIST: degree
1=with much support
2=in some limited ways
3=in some basic ways
4=in some areas
5=in several ways
6=consistently
7=in many ways
8=across all areas
9=to an outstanding level

LIST: gives
1=has been supported in occasionally giving
2=sometimes gives, when helped,
3=has been supported in frequently giving
4=generally gives, when helped,
5=generally gives
6=often gives
7=typically gives
8=almost always gives
9=consistently gives
10=almost always gives insightful and

LIST: grade
1=limited
2=some
3=basic
4=satisfactory
5=sound
6=consistent
7=high
8=impressive
9=outstanding

LIST: Grade-4-Ont-closing
1=Great work
2=Keep up the good work
3=Keep trying
4=Excellent effort with amazing results

LIST: grasp
1=a basic
2=a satisfactory
3=an excellent
4=a superior
5=an improving
6=an increasing
7=an advanced
8=a broad
9=a good
10=a developing
11=a solid
12=a growing
13=an intuitive
14=some
15=many
16=most
17=a few

LIST: How-to-improve
1=focus more in the lessons
2=try not to chat during lessons
3=pay more attention to instructions
4=focus more during independent work time
5=socialize less during class time

LIST: Level
1=1
2=2
3=3
4=4
5=5
6=6
7=7
8=8
9=9
10=10
11=11
12=12
13=13
14=14
15=15
16=16
17=17
18=18
19=19
20=20

LIST: Level-of-Support
1=independently
2=with some teacher support
3=with frequent reminders

LIST: Level2
1=21
2=22
3=23
4=24
5=25
6=26
7=27
8=28
9=29
10=30
11=not yet meeting expectations
12=minimally meeting expectations
13=meeting expectations
14=exceeding expectations
15=almost meeting expectations
16=approaching expectations
17=not yet meeting
18=minimally meeting
19=meeting
20=exceeding

LIST: LevelList
1=a basic
2=a satisfactory
3=a pleasing
4=an excellent
5=an engaging
6=an interesting
7=a satisfactory
8=an outstanding
9=a solid

LIST: LevelListSingle
1=detailed
2=basic
3=satisfactory
4=excellent
5=pleasing
6=engaging
7=improving
8=effective
9=developing

LIST: levels
1=really
2=extremley
3=quite
4=good
5=great
6=some
7=little
8=nice
9=well
10=all
11=most
12=every
13=many
14=few
15=very
16=#?
17=excellent
18=fully
19=almost
20=a lot of

LIST: math
1=adding
2=subtracting
3=counting on
4=patterns
5=counting back
6=multiplying
7=dividing
8=basic
9=facts
10=basic facts
11=adding and subtracting
12=addition
13=subtraction
14=addition and subtraction
15=skip counting by 2, 5 and 10.
16=skip counting
17=skip counting by #?

LIST: MathStrand
1=Space and Geometry
2=Measurement and Data
3=Number
4=Patterns and Algebra

LIST: nd
1=once
2=twice
3=three times
4=four times
5=five times
6=first
7=second
8=third
9=one day
10=two days
11=three days
12=four days
13=five days

LIST: next-step
1=pay more attention in class
2=try to work better with other students
3=practice not becoming distracted by the students around #m
4=continue the same effort
5=slow down when working on word problems
6=read word problems more carefully
7=think more when choosing the right strategy
8=take notes when being taught something #e does not know well
9=ask questions when #e does not understand something
10=try answering questions first before stopping work on them
11=persist at working on hard questions
12=try more than one strategy on hard questions

LIST: OLD-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: OLD-SampleScienceTopics
1=Habitats and Communities
2=Light and Sound
3=Simple Machines

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

LIST: OLD-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

LIST: opening-character-trait
1=an enthusiastic 
2=an engaged 
3=an energetic
4=a motivated
5=a respectful 
6=a determined
7=a considerate
8=a responsible
9=a helpful 

LIST: regions-of-canada
1=Cordillera
2=Canadian Shield
3=Great Lakes St. Lawrence Lowlands
4=Interior Plains
5=Hudson Bay Lowlands
6=Arctic

LIST: ResourceList
1=water
2=electricity
3=water and electricity

LIST: SampleImprove
1=focus more in the lessons
2=put more time aside for homework
3=try not to chat during lessons
4=pay more attention to instructions

LIST: SampleRatingList
1=an excellent
2=a good
3=an average
4=a disappointing
5=a poor

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

LIST: SampleTimePeriod
1=year
2=semester
3=programme
4=course

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

LIST: social-traits
1=kind and respectful
2=generous and considerate
3=thoughtful and caring
4=funny and well-liked
5=good-natured and positive
6=supportive and trust-worthy

LIST: strategy
1=counting on
2=using the 100 chart
3=making 10
4=using doubles
5=touch points

LIST: SUAlist
1=sometimes
2=usually
3=always
4=often
5=can
6=constantly

LIST: subject
1=reading
2=writing
3=Social Studies
4=Science
5=Math
6=Language Arts
7=Reading
8=Writing

LIST: support
1=Write some postcards or keep a journal.
2=Practice skip counting by 2, 5, and 10.
3=Read daily.
4=Play games with cards, dice, and dominos.
5=Keep up the good work.
6=Practice counting coins.
7=Write grocery lists.
8=Practice printing.
9=Practice writing.
10=Encourage #m to focus more and socialize less.
11=Encourage #m to focus on #h work.
12=Encourage #m to ask questions.
13=Have #m practice basic math facts to 20.
14=Have great adventures!
15=Practice printing numbers.
16=Complete the weekly word work sent home by Mrs. Douglas.
17=Write stories or a journal, using capitals and periods.
18=Write stories or a journal, focusing on one topic.
19=Practice printing by writing stories, journals, or postcards

LIST: Time
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
12=first term
13=second term
14=third term
15=summer

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

LIST: Understanding
1=a good 
2=an excellent
3=a developing 
4=a limited 

LIST: work-ethic-description
1=strong
2=developing
3=limited
4=good
5=solid
6=sound
7=excellent
8=wonderful 
9=creative 
10=inventive
11=fantastic
12=exceptional 

LIST: writing
1=finger spaces
2=adding more detail
3=one topic
4=challenging #s with more sentences
5=using capitals only at the beginning of sentences
6=finishing #h work in the given time
7=periods at the end of sentences
8=proper letter placement
9=neater printing
10=using lowercase letters in words
11=using quotations and commas in conversations
12=using quotations and commas in conversations
13=spelling
14=#?
15=letter reversals
16=remembering question marks
17=using capitals at the beginning of sentences
18=adding more detail and challenging #s with more sentences



/*=========================================
/*    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.