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/*   Subjects: Primary - All Canadian curriculum subjects


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 - Reading (2)
1=#E 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.
2=#E is expected to read a variety of materials and reads fluently, with appropriate expression.
3=#E improvement in reading has been excellent and #e is now more confident and enjoying books.
4=#E is beginning to introduce expression into the way #e reads. #E prefers reference books to story books, and particularly enjoys silent reading.
5=#E reads books and poems with an increased confidence in #h abilities.
6=#E, 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.
7=#E is now more confident about #h ability in English and enjoys reading a wider range of books.
8=N's reading has improved and #e is more aware of the value of books.
9=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, #e is beginning to make good progress but #e now needs to read more challenging books.
10=#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.

COMMENTS: English - Speaking, Listening (1)
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: English - Speaking, Listening (2)
1=#E acting skills are super, and #e can deliver #h lines with aplomb.
2=#E listens superbly, and can put forward #h own points of view clearly and articulately.
3=#E contributes well to discussions, usually paying close attention to what is being said. #E is quite shy in class situation and must learn to value, and put forward, #h own opinions.
4=#E responds more confidently in a small group situation.
5=#E contributes well to class discussions, offering quite perceptive comments, and always listens at6tentively. #E makes excellent responses to stories and poems.
6=During class discussions, #N's verbal contribution is not as high as it could be.
7=#E is a good contributor to class discussions, and latterly is thinking more carefully about the point #e is trying to make.
8=#E is quite shy in a class situation but has learned to value, and put forward, #h own opinions.
9=#E listens well to others and comments sensibly on what has been said when asked to do so.
10=#E generally listens attentively and makes good responses to stories and poems. #E can be self-conscious about speaking in front of others.
11=#E listens well in discussions and is joining in with more enthusiasm. #E generally thinks carefully about the point #e is trying to get over to others.
12=#E is not a confident speaker, but enjoys listening to stories. #E is beginning to take part in discussions, and give #h point of view.
13=#E must curb #h tendency to daydream when involved in class discussions.
14=When asked to talk about #h work in a group, #e is beginning to participate more readily and can express #h point of view sensibly. #E is able to discuss a book's plot, demonstrating a good understanding of the material read.
15=#E listens well in class, and is not afraid to express #h feelings and opinions to others. #E needs to remember to indicate when #e is unclear about an idea under discussion.
16=#E is beginning to take part in discussions, but usually has to be encouraged to do so.
17=#E is beginning to participate more readily during discussions and can express #h point of view sensibly.
18=When asked to talk about #h work in groups, #e will quietly offer #h views and opinions.
19=During class discussions, #e contributes #h views confidently but becomes distracted when listening to others.
20=During class discussions, #N's verbal contribution is not as high as it could be. #E responds more confidently in a small group situation.

COMMENTS: English - Spelling (1)
1=#E is a good speller, and #h handwriting is joined accurately.
2=#E is showing improvement in #h spelling and will use a dictionary to find or correct a spelling, when prompted.
3=#E spells accurately many polysyllabic words.
4=#E uses a dictionary carefully when checking spellings.
5=#N's spelling is still erratic, but #e is starting to be more aware of key patterns.
6=#H spelling is much improved.
7=#E often finds #e can spell a word correctly if #e thinks about it but needs to be encouraged to check #h work for errors.
8=#E spells most words accurately, but must remember to read #h writing through to check for unforced errors.
9=#E needs to reinforce #h knowledge of homophonic words to ensure accurate spelling.
10=#N's spelling is generally accurate, and #e is able to correct #h own work using a dictionary.
11=#E has made a good attempt to consolidate #h spellings, and seems happier writing stories in a limited amount of time.
12=#E needs to reinforce #h present knowledge of spelling patterns by regularly practising key words.
13=#E has worked hard to improve #h spelling, but still needs to read #h work back to check for avoidable errors.
14=#E has made a good effort to learn #h spellings and has also developed #h handwriting; introducing accurate joins.
15=#E understanding and use of punctuation is developing steadily, and #e is being encouraged to have a go at difficult spellings and use a dictionary where possible.
16=#E still needs support with spelling.
17=#E spelling needs constant reinforcement.
18=#E reads with fluency but lacks some expression when reading aloud.
19=#E is a fluent and expressive reader.
20=#E has been reading a variety of fiction and non-fiction books which #e can recall with great interest.

COMMENTS: English - Spelling (2)
1=#E has read a wide variety of stories and #e can talk about the characters and situations with good recall.
2=#E is continuing to widen #h reading experience with a variety of stories which #e can recount with enthusiasm.
3=#E reads clearly but is lacking in expression when #e is reading aloud.
4=#E is beginning to become more fluent and therefore more confident in
5=#h reading and has covered a variety of stories over the year.
6=#E has tried very hard and shown a great interest in #h reading books, consequently #e has improved a great deal.
7=#E is inconsistent in #h reading ability - some days #e will misread words and is not at all fluent; it is not surprising that #h recall of stories is often confused.
8=#E shows a spasmodic interest in reading: sometimes #e is keen to practise at home, at other times #e has to be encouraged to take #h reading times seriously.
9=#H confidence will develop much more if regular reading at home backs up #h daily school reading; #e must be willing to participate fully in this.
10=A great deal of confidence has been gained by #m with #h continuing progress through the 'Wellington Square' reading scheme.
11=#E must be encouraged to sound-out letter blends in difficult words and not simply wait to be told.
12=#E does try hard to sound-out letter blends in words that #e has difficulty reading.
13=It is a pity that #e finds it difficult to sit silently and read; #e is distracted far too easily and this can disrupt other children.
14=The content of #N's written work is always of a good standard but #e must focus more on checking through #h own work for mistakes.
15=#E has difficulty remembering that simple punctuation is a very important part of clear writing; #e must plan #h ideas much more carefully and listen to instructions before #e starts any writing.
16=#E has tried hard to check #h writing more closely this year;
17=#E still rushes and finds it hard to spot #h mistakes.
18=#N's stories and other writings are very clear; #e plans well and the end-product is always intelligently and imaginatively written.
19=#E is imaginative in #h creative writing and #e writes at length with good punctuation; #e can also explain clearly and concisely in other forms of writing.
20=#E enjoys writing once #e gets started; #e writes at length but forgets to use #h knowledge of well-known rules on punctuation. #E gives up very easily when writing 'free' stories; #e has difficulty thinking-out ideas and putting these into a progressive piece of writing.

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)
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 Handwriting
1=When #e chooses, #N can produce beautiful handwriting and is making an effort to improve #h bookwork. If #e keeps taking care, #e will have a beautiful cursive handwriting style.
2=#N produces neat bookwork and is developing an attractive style of cursive handwriting.
3=#N has made a commendable effort to improve #h handwriting and #h bookwork is looking beautiful. #E is developing an attractive style of cursive handwriting.
4=#N finds the physical skill of writing difficult, but with continued effort #e will develop a neat cursive handwriting style.
5=#N's letters are not always correctly proportioned, but with further care #e will develop a neat cursive handwriting style.

COMMENTS: English YR3 Intro
1=#N is an enthusiastic student who is making steady progress.
2=#N is a diligent, capable student who is making excellent progress in all of #h English skills.
3=#N has worked very hard this year and is making commendable progress.
4=#N works steadily and the quality of #h work has shown a marked improvement this semester.
5=#N is making a commendable effort to improve #h English skills.
6=#N is a capable student with strong literacy skills.
7=#N is a talented, diligent student in this subject.
8=#N works enthusiastically and tries to do #h best.
9=#N has sound literacy skills which enable #m to complete most tasks at an acceptable standard.
10=#N is developing sound literacy skills.
11=#N is making pleasing progress and #h literacy skills are steadily improving.
12=#N is a capable student who underestimates #h own abilities.

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: 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 art
1=I was very pleased with #N's work on the #Art project.
2=I was pleased with #N's work on the #Art project.
3=#N did a nice job on the #Art project.
4=#E put a lot of effort into the piece.
5=#N did not take #h time with the #Art project. If #e slowed down and took #h time, #e could produce a beautiful piece of art.
6=I was very pleased with half of #N's #Art project. #E took #h time on the first half, and then rushed through the second half, resulting in a web that looks like it was made by two people.

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: 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: 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: 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: 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: 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: 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: 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: 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: 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: 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: 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'.

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

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

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: 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



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