/* 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: Mathematics (Maths), English, Socials, Science, Bible /* Author says: /* "I've been using Report Writer [SchoolReportWriter.COM free /* app - ed.] half a year now and it's fantastic. The set up /* was easy to follow. /* /* Currently I'm teaching grade 1 (all subjects plus Bible) at /* a Christian private school in Canada. I have used many of /* the recommended comments for my subjects and I tweaked and /* personalized them to suit my needs. /* /* I recommend this platform for any teacher looking to create /* report comments to truly reflect the progression of their /* students' achievements. Thanks for your hard work!!" COMMENTS: Behaviour 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: Bible 1=In Bible, #e listens carefully to stories from Scripture and is capable of discussing what messages they convey. 2=In Bible, #e listens carefully to stories and can recognize the meaning of the scripture. 3=In Bible, #e listens carefully to stories about important Christian figures and can discuss what lessons we can learn from them. 4=In Bible, #e listens carefully to stories about important Christian figures and now must develop the confidence to join in discussions about the lessons we can learn from them.1=Over the year #e has made good contributions in class discussions. 5=In Bible, both #h comments in discussion and writing #e has shown #Skill sensitivity. 6=In Bible, #N always gives a lot in class discussion and willingly shares personal feelings and ideas. 7=In Bible, #N always gives thoughtful responses to questions. #E contributes well in discussions and is sensitive to others. 8=#N asks interesting questions about the Bible which show serious thinking. This really helps other children to take a full part in discussions. 9=In Bible, #N has shown interest but #e is not consistent in #h efforts and needs to be more confident in discussions. 10=In Bible, #N has shown interest and often makes good contributions in discussions about Christianity. #H written work could be more carefully done. 11=In Bible, #N listens well to class discussions but unfortunately rarely joins in. 12=In Bible, #N finds listening to discussions quite hard and so lacks confidence when asked to make comments. 13=#E has explained that in the Bible, Jesus taught about repentance, forgiveness, reconciliation and/or jealousy. 14=In Bible, #N is able to reflect upon and discuss the possible meanings of each story Jesus told. COMMENTS: End of year comments 1=#N is an outstanding student who has worked very hard throughout the #Time-period and I expect #m to do well in #h test 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: English Listening and Speaking 1=#E listens attentively. 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 listens attentively in class. 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: General Comments 1=In general #e has a very positive attitude towards all aspects of #h school work and sets a good example with #h behavior. 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 behavior 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 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: Geometry and Spatial Sense 1=#N can recognize and appreciate geometry in the world. 2=#N can develop reasoning and problem-solving skills related to geometric thinking. 3=#N can apply geometric ideas in other strands of mathematics by measuring lengths, perimeters, and areas of shapes; using concrete materials such as blocks to represent numerical ideas; creating and extending geometric patterns. 4=#N can recognize the application of geometric shapes when working with construction paper to build works of art. 5=#N can use mathematical vocabulary that will allow #e to express themselves clearly and precisely. 6=#N can identify, compare, sort, and classify shapes and figures, not only by general appearance but also by their geometric characteristics. COMMENTS: Gym 1=In Gym #N has improved and apply #h basic skills in games. #E has played games that demand simple choices and decisions on how to use the space to avoid #h opponents, keep the ball and score points. 2=In Gym #N all games activities, #N needs to think about how #e will use #h skills, strategies and tactics to outwit #h opposition. 3=In Gym #N can perform a range of rolling, throwing, striking, kicking, catching and gathering skills, with control. 4=In Gym #N has shown a good awareness of others in running, chasing and avoiding games, making simple decisions about when and where to run. 5=In Gym #N has been able to choose and use tactics to suit the different situations. 6=In Gym #N has reacted to situations in a way that helps #h partners and makes it difficult for #h opponents. 7=In Gym #N knows how to score and keep the rules of the games. 8=In Gym #N is able to understand and describe changes to #h heart rate when #e is playing different games. 9=In Gym #N is beginning to anticipate what #e will feel like after playing games. 10=In Gym #N is able to watch and describe performances accurately. 11=In Gym #N is able to recognize what is successful. 12=In Gym #N has copied actions and ideas, and used the information #e has collected to improve #h skills. COMMENTS: Health - Body - Awareness 1=#N can identify daily activities that promote personal health and wellbeing. 2=#N can articulate the benefits of participating in outdoor activities. 3=#N can explain that eating a variety of foods from all food groups as defined by Eating Well with Canada’s Food Guide helps bodies grow healthy and stay strong. 4=#N can explain that Eating Well with Canada’s Food Guide identifies healthy food choices for each of the food groups. 5=#N is able to articulate the benefits of eating a healthy breakfast. 6=#N can identify the components of oral health care. 7=#N demonstrates understanding of what a cavity is and #e understands that regular dental examinations are necessary for early detection of cavities. 8=#N demonstrates understanding of why it is important to care for permanent teeth. 9=#N is able to demonstrate personal hygiene practices that contribute to a healthy body. 10=#N acknowledges that daily physical activities foster a healthy lifestyle. 11=#N can demonstrate the ability to select healthy foods and beverages. 12=#N can categorize foods as “healthy” or “foods to limit”. 13=#N can assess participation in daily physical activities that are enjoyable. 14=#N has developed an awareness of the importance of trying new foods. 15=#N can assess personal rest patterns and cold/flu prevention practices. COMMENTS: Knowing Our Community & Community workers 1=#N can demonstrate their sense value towards their school and community. #E knows that others too are unique individuals in relation to their world. 2=#N can explain their sense of belonging and value to their families. 3=#N can explain how community workers add value to communities in which they belong. 4=#N can explain the meaning of a community. #E has achieved an understanding of the importance of people, buildings, and contributions made by the community helpers to the community. 5=#N can demonstrate mapping skills such as creating a floor plan of their classroom, bedroom and/or schoolyard. 6=#N has applied #e knowledge of our community to help produce a class model of their house, our school and a community. 7=#N can explain what is in a community. #E knows that people work in a community. 8=#N can identify types of buildings in a community. #E knows that community workers are employed in those buildings. COMMENTS: Life cycle - Frog - Insects - Plants 1=#N can name the steps of a given lifecycle. 2=#N can identify the features of specified living things and their behaviours that help them survive in their environment. 3=#N can identify the observable patterns and cycles of plant life in our local landscape. 4=#N can articulate how living things have life cycles that are adapted to their environment. 5=#N can compare an offspring to their parents. #E can identify the similarities and differences between offspring and parent. 6=#N can identify the needs of a living thing (air, water and light). 7=#N can describe the importance of one lifecycle to many living things in the environment. 8=#N can describe how seasonal changes affect plants and animals. #E knows that they adapt to survive the long, dark days and cold temperatures. COMMENTS: Math 1=In Math this 2nd term #N was able to observe number relationships and patterns in the environment and use these to derive number facts. 2=In Math this 2nd term #N can find one more or one less than a number from 1 to 20. 3=In Math this 2nd term #N is able to also work out the corresponding subtraction facts. 4=In Math this 2nd term #N is able to count on or back in ones up to 20. 5=In Math this 2nd term #N recalls the doubles of all numbers to at least 20. 6=In Math this 2nd term #N derives and recalls all addition and subtraction facts for each number to at least 20, all pairs with totals to 20 and all pairs of multiples of 10 with totals up to 100. 7=In Math this 2nd term #N uses #h knowledge of number facts and operations to estimate and check #h answers to #h calculations. 8=In Math this 2nd term #N is able to say and use number names in order in familiar contexts. 9=In Math this 2nd term #N knows that numbers identify how many objects are in a set. 10=In Math this 2nd term #N has counted reliably up to 20 everyday objects. 11=In Math this 2nd term #N is able to estimate how many objects #h can see and check #h answer by counting the objects for #s. 12=In Math this 2nd term #N can count aloud in ones, twos, fives or tens. 13=In Math this 2nd term #N has used the language such as 'more' or 'less' to compare two numbers. 14=In Math this 2nd term #N was able to count reliably at least 20 objects, recognizing 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. 15=In Math this 2nd term #N can compare and order numbers, using the related vocabulary. #E also knows how to use the equals (=) sign. 16=In Math this 2nd term #N is able to read and write number from 0 to 10. 17=In Math this 2nd term #N can use #h knowledge of place numbers on a number line to perform addition or subtraction equations. 18=In Math this 2nd term #N was able to say the number that is 1 more or less than any given number up to 20. 19=In Math this 2nd term #N participated in practical activities and discussion, #e is starting to use the vocabulary involved in adding and subtracting. 20=In Math this 2nd term #N uses the symbols +, -, and = to perform equations, and #e is able to explain #h choices using the appropriate language. COMMENTS: Reading 1=I recently reassessed the students' reading, #e has achieved full fluency in #h reading and has good expression when reading aloud. 2=I recently reassessed the students' reading, #e is expected to read a variety of materials. #E can create atmosphere when reading aloud, by varying pace and intonation and is deriving more pleasure from #h books. 3=I recently reassessed the students' reading, #e reads independently showing good expression and understanding. #E has an affinity with books and enjoys silent reading. #E is starting to use very descriptive words in #h own writing; often picking them up from the books #e has read. 4=I recently reassessed the students' reading, #N's reading has shown good progress this year. #E reads a variety of books with growing expression and good fluency. 5=I recently reassessed the students' reading, #e can select and evaluate information from a wide range of reference materials. 6=I recently reassessed the students' reading, #e reads independently showing good expression and understanding. #E shows obvious enjoyment in reading, choosing a good range of appropriate texts. 7=I recently reassessed the students' reading, #e reading is increasingly fluent, and #e uses #h voice well to bring the characters and plot to life. 8=I recently reassessed the students' reading, #e reads fluently, with appropriate expression, deriving pleasure from an increasingly wide range of books. 9=I recently reassessed the students' reading, #e demonstrates a good level of fluency when reading. #E reads with understanding and enjoys using reference books. 10=In rhyming word lessons, #e can comment effective word use in the poem, showing how the language and themes have been developed. 11=#E can find and select information and use it effectively. 12=#E is becoming a competent reader and is starting to enjoy more demanding books. #E is able to read silently, with sustained concentration. 13=#E demonstrates a good level of reading fluency, and #e puts expression into #h voice. #E is now reading a wider range of texts and has a growing enthusiasm for books. 14=#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. 15=#N's reading has shown good progress this year. #E reads a variety of books and styles with growing expression and increasing fluency. 16=#E shows a developing interest in reading; and is reading a range of more testing books. 17=#E now enjoys reading more demanding books. 18=#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. 19=#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. 20=#E is now reading with greater fluency as a result of more regular practice; and is certainly deriving pleasure from #h books. COMMENTS: Reading - Final Level 1=#N is reading at the _ level. Emergent readers such as #N can read repetitive text and simple sentence patterns. #N can read text with a consistent format and is able to decode the words phonically. #E understands the parts of a book, including the title, author, illustrator and publisher. 2=#E prefers books that have the print clearly separated from the illustrations, the print is in a consistent position on the page, and the spaces between the words are obvious. As #e becomes more experienced with site words, #e won’t rely on the illustrations to carry the story. I’m proud of #N’s reading achievement this year. 3=#N is reading at the _ level. Early readers such as #N can read sentences that have familiar situations to which #e can bring background knowledge. #N can read repetitive sentence patterns, read the high frequency words, understand the variety of syntax and sentence structure. 4=#E understands the parts of a book; including the title, author, illustrator and publisher. #E can identify the dialogue in a story. #N is starting to read text format that gradually changes in complexity. I’m very proud of #N’s reading achievement this year. 5=#N is reading at the _ level. Fluent readers such as #N are encouraged to read a wider, more challenging range of texts, and require supportive features to help them understand what they are reading. #N is able to understand complex text layout on the page. #E can decode the “hooks” that attract the reader’s interest. #E is beginning to identify the details, labelled illustrations in factual texts, charts or graphs in the text. 6=#E can identify the dialogue and specify which character is talking. #N reads books with chapter leads that draw readers into the text and #e can apply different strategies to understand the story. And finally #e can read a table of contents and chapter titles that help #e to understand the text. I’m extremely proud of #N’s reading achievement this year. 7=#N has successful completed our Grade 1 reading and writing program. Thanks to your love and parental involvement, your child is now reading and writing. Please continue an uninterrupted literacy time each day. COMMENTS: Recycling 1=#N is able to make a connection between reducing, reusing, recycling and how #e can do this in their everyday life. 2=#N is aware of #e responsibility to the planet, and what kind of actions they can take to make the world a better place. 3=#N can recognize the consequences of events, decisions, and developments. 4=#N can make an ethical judgment about events, decisions and action, and suggest changes in behaviour to improve the environment. 5=#N can talk about the different recycling categories and demonstrate how to correctly sort materials; Paper and card, plastic, glass, and metal, bottles, cans, juice boxes, and compost. COMMENTS: Science - Simple Machine 1=In the Science unit 'Simple Machines' #N learnt about the different sorts of machines and how to describe them. #E has related machines to forms of moving oneself or items in lifting, pushing and pulling. The work in this unit also offered #N a number opportunities to relate #h understanding simple machines to everyday examples which #e can see around #m such as a ramp ie: inclined plane. 2=In the Science unit 'Simple Machines' #N was able to describe how the inclined plane is a simple machine e.g. a wheel chair ramp, using words and phrases e.g. the wheel chair can easily be pushed to gradually raise and lower oneself or an item. 3=In the Science unit 'Simple Machines', when using a lever, #e could describe a series of movements #e had made e.g. in an activity. 4=In the Science unit 'Simple Machines', when working with a lever, #N was able to make a series of movements and #h identified the physical advantaged of it's design. 5=In the Science unit 'Simple Machines' #N was able to identify the object which #e moved by pulling or releasing a rope; e.g. I moved the bucket by pulling on the rope and the bucket could be lowered and lifted depending on which direction I wanted the bucket to go. 6=In the Science unit 'Simple Machines' #N could say whether #h predictions about getting an object to move was correct e.g. 'I was right, I pulled the rope and the bucket was raised'. 7=In the Science unit 'Simple Machines', #N was able to identify the mechanical advantage of simple machine such as the lever. #E identified that a lever can be used to pry the lid off a can. 8=In the Science unit 'Simple Machines', #N is able to describe how an object might be stopped. #E is also able to explain why it could be dangerous to try to stop some moving objects e.g. I wouldn't be able to stop a car because it's heavy and it would push me over; I shouldn't go behind a moving swing because it could knock me over. COMMENTS: Socials - My Community 1=This 2nd term for Socials #N studied the unit 'Around our school'. The local area will be studied frequently during a #N's time in primary school and therefore this unit focused on different aspects of the local features, land use and environment around #m. 2=This 2nd term for Socials, #N studied the unit 'Around our school', #e knows the name of the area where #h do lives. #H knows that the other pupils may live in different areas. 3=This 2nd term for Socials #N knows #h own address. 4=This 2nd term for Socials #N could understand the significance of each line of #h address. 5=This 2nd term for Socials #N was able to represent the various types of travel on a simple graph. 6=This 2nd term for Socials #N drew some conclusions from #h findings. 7=This 2nd term for Socials #N know where #h school is and knows #h route to get to school. 8=This 2nd term for Socials #N can draw a map showing #h route to school. 9=This 2nd term for Socials #N was able to identify a clear sequence of features seen on #h route to school. 10=This 2nd term for Socials #N is able to use the correct vocabulary to describe the different local features. 11=This 2nd term for Socials #N can name the places are within the community and/or around #h school. 12=This 2nd term for Socials #N could understand the jobs that people perform in our school. 13=This 2nd term for Socials #N has recognized that there are different buildings in our community and that they each support different kinds of work. 14=This 2nd term for Socials #N has realized that the process of change in a community is continuous and happens in most places. 15=This 2nd term for Socials #N was able to use a range of words and pictures to show and explain #h views on the quality of the environment around #m. 16=This 2nd term for Socials #N can talk about the about changes which have taken place in #h locality. 17=This 2nd term for Socials #N could understand that emergency workers have jobs that save citizens in the community. 18=This 2nd term for Socials #N could understand that service workers have jobs that help citizens in the community. 19=This 2nd term for Socials #N has identified the correct digits to dial for an emergency response person to come to #h aid. 20=This 2nd term for Socials #N is able to identify the behaviours that put them in danger and #h correctly responded with a quick resolution to get them to a safe location. COMMENTS: Solar System 1=#N is able to identify the planets in the Earth's solar system. #E is able to determine the position of the planets from the sun. 2=#N knows that the Sun is a star. #N can express that it is a massive ball of hot gas that gives off light and heat. 3=#N can identify the eight planets that orbit around the Sun. 4=#N shows comprehension of facts such as the closest planet to the Sun is Mercury, and the farthest away is Neptune. 5=#N demonstrates comprehension of facts such as the biggest planet is Jupiter, and the smallest planet is Mercury. 6=#N demonstrates comprehension that the Earth is the only planet, that we know, containing life. 7=#N can identify that the Earth rotates as it orbits the Sun. #E knows that it takes one day to complete a rotation. 8=#N knows that It takes 365 days for the Earth to complete one circuit around the Sun. #E knows to call this a year. 9=#N demonstrates comprehension that the Moon orbits around the Earth. COMMENTS: Spelling 1=Foundation Stage Word recognition: decoding (reading) and encoding (spelling) objectives 2=--------------------------------------------------------------------------------------------------------- 3=#E is able to explore and experiment with sounds, words and text. 4=#E has linked #h sounds to letters, naming and sounding the letters of the alphabet. 5=#E is able to use a pencil and hold it effectively to form recognizable letters, most of which are formed correctly. 6=#E is able to hear and say sounds in words in the order in which they occur. 7=#E has read simple words by sounding out and blending the phonemes all through the word from left to right. 8=#E recognizes common digraphs. 9=#E read some high frequency words. 10=#E can use phonic knowledge to write simple regular words and make phonetically plausible attempts at more complex words. 11=#E is able to read a range of familiar and common words and simple sentences independently. 12=#E has read texts compatible with #h phonic knowledge and skills. 13=#E can read and write one grapheme for each of the 44 phonemes. 14=Foundation Stage Word structure and spelling objectives 15=------------------------------------------------------------------- 16=#E uses phonic knowledge to write simple regular words and #e makes phonetically plausible attempts at more complex words. 17=Grade 1 Word recognition: decoding (reading) and encoding (spelling) objectives 18=--------------------------------------------------------------------------------------------- 19=#E is able to recognize and use alternative ways of pronouncing the graphemes already taught, for example, that the grapheme 'g' is pronounced differently in 'get' and 'gem'. #E can use the grapheme 'ow' . #E knows it is pronounced differently in 'how' and 'show'. 20=#E has recognized and used alternative ways of spelling the phonemes already taught, for example that the /ae/ sound can be spelt with 'ai', 'ay' or 'a-e'; that the /ee/ sound can also be spelt as 'ea' and 'e'; and #e is beginning to know which words contain which spelling alternatives. COMMENTS: Spelling--part2 1=#E is able to identify the constituent parts of two-syllable and three-syllable words to support the application of phonic knowledge and skills. 2=#E can recognize automatically an increasing number of familiar high frequency words. 3=#E is able to apply #h phonic knowledge and skills as the prime approach to reading and spelling unfamiliar words that are not completely decodable. 4=#E is able to read more challenging texts which can be decoded using #h acquired phonic knowledge and skills, along with automatic recognition of high frequency words. 5=#E is able to read and spell phonically decodable two-syllable and three-syllable words. 6=Grade 1 Word structure and spelling objectives 7=------------------------------------------------------ 8=#E is able to spell new words using phonics as the prime approach. 9=#E can segment sounds into their constituent phonemes in order to spell them correctly. 10=#E is able to recognize vowels sounds and use phonetic spelling. 11=Use knowledge of common inflections in spelling, such as plurals, -ly, -er 12=#E can read and spell phonically decodable two-syllable and three-syllable words. 13=#E can read independently and with increasing fluency longer and less familiar texts. 14=#E can spell with increasing accuracy and confidence, drawing on #h word recognition skills and #h knowledge of word structure, and spelling patterns. 15=#E knows how to tackle unfamiliar words that are not completely decodable. 16=#E can read and spell less common alternative graphemes including trigraphs. 17=#E can read high and medium frequency words independently and automatically. COMMENTS: Summing-up sentences 1=#N always tries #h best and has achieved a well-deserved Level #? overall. An excellent performance, keep it up! {BR}{BR} Next semester dates: {BR} Monday September 1st - Friday December 22nd. 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. {BR}{BR} Next term dates: {BR} Monday September 1st - Friday December 22nd. 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. {BR}{BR} Next semester dates: {BR} Monday September 1st - Friday December 22nd. 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. {BR}{BR} Next semester dates: {BR} Monday September 1st - Friday December 22nd. COMMENTS: Time Telling 1=#N can tell the time on the hour. #E can draw the time on the clock face (whole hours). 2=#N can tell the time on the half-hour. #E can draw the time on the clock face (half hours) 3=#N can tell the time on the hour, half-hour and quarter-hour. #E has an understanding of seconds, minutes, hours, and days. 4=#N can give information using the times of the day and names of subjects. 5=#N can give information about elapsed time. #E can state what time will it be in one hour. 6=#N can give information about elapsed time. #E can state what time will it be in X hours. COMMENTS: Weight/Mass Comparison 1=#N can demonstrate an understanding of measurement by comparing identifying attributes. #E can place objects in order, make statements of the filing, and match the objects. 2=#N can compare mass/weight and linear measures of at least two of width, height ("taller/shorter") and length. 3=#N can compare capacity of two vessels by filling them with liquid, then transfer the liquid into a measuring cup to record quantity. LIST: How-to-improve 1=focus more in the lessons 2=put more time aside for homework 3=try not to chat during lessons 4=do more project research on the internet 5=develop #h computer skills 6=pay more attention to instructions LIST: Science-topics 1=Heating and Cooling 2=Light and Sound 3=Exploring Magnetism 4=Changing Earth LIST: Skill 1=a basic 2=a satisfactory 3=an excellent 4=an improving 5=an increasing 6=an advancing 7=a broad 8=an intuitive 9=a good 10=a developing 11=a solid 12=a growing LIST: Time 1=^ can tell the time on the hour. 2=^ can tell the time on the half-hour. 3=^ can tell the time on the hour, half-hour and quarter-hour. 4=* has an understanding of seconds, minutes, hours, and days. 5=^ can give information about elapsed time. 6=^ can give information using time of the day and subject. 7=* can state what time will it be in one hour. 8=^ can give information about elapsed time. 9=* can state what time will it be in X hours. LIST: Time-period 1=year 2=semester 3=1st semester 4=2nd semester 5=3rd semester 6=4th semester 7=term 8=1st term 9=2nd term 10=3rd term 11=4th term /*========================================= /* HELP: Creating & Importing Files /*========================================= /* /* See also, YouTube Teacher Training Video at: /* SCHOOL REPORT WRITER .COM /* https://schoolreportwriter.com/ /* /* #N - Name /* #E - She/He/They /* #e - she/he/they /* #H - His/Her/Their /* #h = his/her/their /* #b - girl/boy/child /* #m - him/her/them /* #s - herself/himself/themself /* #? - be prompted for text later e.g. #N achieved #?% in the exam. /* #your-list-name - select from a list later e.g. #N excelled in #topics. /* {BR} - line break; {BR}{BR} - double line break. /* /* /* DID YOU KNOW? /* /* You can also import comment files in the, /* Teachers Report Assistant format. /* There are 1000s around the web. /* School Report Writer automatically converts them. /* /* /* YOUR EXISTING COMMENTS ARE SAFE: /* /* When you upload, you will be shown the comments /* you are about to import. You will be told if names /* are already in use and you can pick-&-click which /* comments to add to your comment bank. /* /* /* USE 'PLAIN TEXT' (.txt) FILES ONLY: /* /* Import files must be 'plain text'. The easiest way to /* create one is to download a comment file from our site /* and open it on your computer. On most systems it will /* automatically open in a plain text editor. If you /* make changes and save, the file should automatically be /* saved as plain text. On PCs it will usually open in /* NotePad. On Macs, usually TextEdit. In Word, and other /* word processors, use 'save as' (see Word File menu) /* and then choose file type: 'text only/plain text'. /* /* /* ADDING HELPFUL NOTES: /* /* Lines starting /* are for notes (like this line). /* They are ignored when files are imported. /* You can add notes anywhere in the file. Blank lines /* are also ignored and can also be included anywhere. /* /* /* COMMENTS AND LISTS: /* /* Files contain groups of comments and lists. /* Each group should start with either: /* /* COMMENTS: your-comment-name-here /* or /* LIST: your-list-name-here /* /* List names are 2-30 characters long and contain /* only letters, numbers, '&', hyphens and NO SPACES. /* /* Comment names can include spaces, and any other /* characters except: < > \ # (max length 50). /* /* Each group may include up to 20 numbered lines, e.g. /* /* COMMENTS: Science Yr7 project work /* 1= #N's work on #Science-topics was excellent. /* 2= #N gave an inspiring #Science-topics presentation. /* 3= #N received a well-deserved A+ in #Science-topics. /* 4= etc... /* /* LIST: Science-topics /* 1= Heating and Cooling /* 2= Light and Sound /* 3= Exploring Magnetism /* 4= Changing Earth /* 5= etc... /* /* REMINDER... lines beginning /* are for notes. /* So to import the two science examples above, /* you would need to remove the /*, otherwise /* the lines would be ignored when imported. /* /* /* NEED MORE HELP? support@SchoolReportWriter.com - we usually reply the same day. /* /* SCHOOL REPORT WRITER .COM /* https://schoolreportwriter.com/ /* The FREE ONLINE school report writing software & school report card comments bank.