/* SAVE YOURSELF HOURS... /* IMPORT THESE COMMENTS INTO: SchoolReportWriter.COM /* No.1 in GOOGLE - "BEST TEACHER REPORTS APP": /* - TRUSTED by 1000s of teachers, since 2012 /* - QUICKLY create personalised reports /* - PASTE into your school system, Word etc /* - GENDER NEUTRAL option /* - DEMO video at SchoolReportWriter.COM /* FOR HELP see end of this document. /* Subjects: Reading, Writing, Mathematics (Maths), General COMMENTS: Non-Fiction 1 1=When writing about non-fiction, #N was able to collect #quantity information about #h topic (insert). 2=During our non-fiction writing unit, #N was able to collect #quantity information about #h topic (insert). 3=#E was able to chose several resources for collecting facts when writing #h non-fiction story on (insert). COMMENTS: Non-Fiction 2 1=#E was able to teach readers some important facts about #h topic. 2=#E was able to teach readers many important facts about #h topic. 3=#E had different parts. Each part told different information about the topic. COMMENTS: Non-Fiction 3 1=#N used different kinds of information such as facts, definitions, and diagrams. 2=#N experiemented with using different kinds of information such as facts, definitions, and diagrams. 3=#N tried to included words that showed #e was an expert on the subject. 4=#E was able to write several true sentences about #h topic and give an appropriate title for each section. 5=#E was able to write a limited amount of true sentences about #h topic and give an appropriate title for each section. COMMENTS: Term 1 Behavior Closing Statement 1=#N is encouraged to focus during instructional activities. 2=#E is working towards achieving academic success. 3=#E will be encouraged to take responsibility for #h own work and apply #s to each task. 4=It is possible for #N to exceed grade expectations with some extra effort. #E needs to apply more effort and learn to pace #s. COMMENTS: Term 1 Behavior Proficient 1=#N is a good citizen. #E is dependable, responsible, and respectful. 2=#N is a pleasant, respectful, and well-behaved student. 3=#N is anxious to please. 4=#N has a pleasant disposition and gets along with other children. 5=#N is cooperative and well mannered. #E works cooperatively in groups when planning and carrying out activities. 6=#N is a diligent student that gets along well with others. #E participates in class and shows initiative by thinking things through for #s. 7=#N gets along well with other students in class. #E has an excellent attitude towards learning and follows directions well. #N has great potential in #h studies and works toward achieving academic success. 8=#N is a diligent student. #E works cooperatively with others in groups and when planning and carrying out activities. #E is extremely conscientious and follows directions well. #N is an independent learner who shows initiative and thinks things through for #s. COMMENTS: Term 1 Data and Graphing 1=#E can create, interpret and describe a variety of graphs. 2=#E is beginning to compare, describe and interpret various graphs. 3=#N can compare different data displays and can create bar graphs from tally marks independently. 4=#E is able to compare different data displays and create bar graphs from tally marks. 5=#E is able to create, describe and interpret a variety of graphs and can create bar graphs from tally marks. 6=#E is beginning to interpret graphs, apply that information, and use it in problem solving. 7=#E is able to describe and interpret various graphs and can create bar graphs from tally marks with guidance. COMMENTS: Term 1 Integrated Studies 1=During our unit study, We are the World, #N worked collaboratively in a small group to complete a continent project on #Geography. While engaging in a variety of experiences, #N learned more about our moon, galaxy, and solar system through our Leap into Space unit. 2=For our social studies unit, The World Around Us, #N was able to complete a group project on the continent #Geography. While engaging in a variety of experiences, #N learned more about our moon, galaxy, and solar system through our Leap into Space unit. COMMENTS: Term 1 Math Attitudes Beginning 1=#N shows flexibility when approaching math problems by attempting a variety of solutions. 2=#N shows thoroughness in Math by checking answers, responding to all questions, and collecting enough information to solve a problem. 3=#N shows creativity in Math by using unique approaches and responses to problems. 4=#N shows curiosity in Math by engaging in a variety of problems and usually persists when problem solving. 5=#N shows logical reasoning and generates practical suggestions to problems in Math. 6=#N uses a variety of strategies and poses interesting and sensible questions in Math when solving problems. 7=#N is steadily improving in Math. 8=#N is gaining confidence in Math. 9=#N has a positive attitude towards Math. 10=#N is gaining confidence when #e works with Math tasks. 11=#N is highly proficient in Math. 12=#N is able to use appropriate mathematical language and can communicate knowledge clearly and precisely. COMMENTS: Term 1 Math Attitudes Encouraged 1=#N is encouraged to show flexibility when approaching math problems by attempting a variety of solutions. 2=#N is encouraged to show thoroughness in Math by checking answers, responding to all questions, and collecting enough information to solve a problem. 3=#N is encouraged to show creativity in Math by using unique approaches and responses to problems. 4=#N is encouraged to show curiosity in Math by engaging in a variety of problems and persist when problem solving. 5=#N is encouraged to show logical reasoning and generate practical suggestions to problems in Math. 6=#N is encouraged to use a variety of strategies and pose interesting and sensible questions in Math when solving problems. 7=#E will be encouraged to continue to practice basic math facts to build skills and confidence. 8=#N is encouraged to seek help when #e does not understand Math concepts. 9=#E will be encouraged to continue to practice basic math facts for speed and accuracy. 10=#N will continue to be given challenges in Math to increase #h conceptual understanding. 11=With more time and practice, #N will improve in #h speed and accuracy of calculating larger numbers. COMMENTS: Term 1 Number and Operations 1=#E is able to demonstrate addition and subtraction of whole numbers with ease. 2=#N usually needs assistance when adding and subtracting two digit numbers and usually needs additional time to complete Math tasks. 3=#N is able to add and subtract two digit numbers with guidance. 4=#E is working on rounding numbers and ordering numbers to the nearest ten and hundred. 5=#E is able to round numbers to the tens and hundreds with guidance. 6=#E is working on adding and subtracting two and three digit numbers. 7=#E is able to add and subtract two and three digit numbers accurately. 8=#N needs more time and guidance to add and subtract two and three digit numbers. 9=#N struggles with adding and subtracting two and three digit numbers. Extra practice and support would be helpful. 10=#E understands and computes story problems with ease. 11=#E can solve word problems with ease. 12=#N is working on adding and subtracting two and three digit numbers, however, #e usually needs one to one support for completing tasks. 13=#E understands and uses basic math facts up to 20 independently. COMMENTS: Term 1 Reading Closing 1=#E will be encouraged to use post it notes when coming across new vocabulary. 2=#E will benefit from using post it notes to highlight important areas when reading stories. 3=#N is encouraged to make note of new vocabulary while reading and practice reading out loud to develop #h fluency and understanding. 4=#N will be encouraged to use meaning clues to help #h learn new vocabulary. 5=#N is encouraged to use decoding skills and make note of new words when reading. 6=#N is working on reading fluency and pace. #E will benefit from reading out loud when at home. 7=#N is encouraged to read a variety of genres to increase #h understanding. 8=#N is encouraged to take note of story elements to improve #h retelling of stories and comprehension. 9=#N needs to practice reading out loud to develop #h reading fluency and pace. This will help #m comprehend more challenging texts. 10=#N will be encouraged to continue to read a variety of texts to increase #h understanding. 11=#N will be encouraged to use a dictionary and take note of new vocabulary. This will increase #h comprehension. 12=#N needs to continue to develop #h vocabulary in order for #m to increase #h comprehension and understanding. 13=#N will be encouraged to read the words on the page without substituting for other words. 14=#N will be encouraged to use meaning clues to increase comprehension and understanding. 15=#N is encouraged to read for meaning and use the main ideas in stories to retell and increase understanding. 16=#N needs to increase #h vocabulary in order to increase #h reading fluency and pace. COMMENTS: Term 1 Reading Decoding 1=#E is beginning to use context clues to help #m learn new vocabulary. 2=#E uses structural cues, with guidance, to help #m understand new vocabulary. 3=#E uses visual information to decode new words. 4=#E displays good decoding skills when tackling new vocabulary. 5=#E is beginning to sound out unknown words and rereads for mistakes. 6=#E sometimes substitutes other words for words in the text when #e is reading. 7=#E is beginning to reread for errors and read punctuation correctly. 8=#E uses good decoding skills and is able to comprehend what #e reads. COMMENTS: Term 1 Reading Fluency Expression 1=#N is an avid reader and reads with good expression and fluency. 2=#N is working on reading words fully and slowing down to check for mistakes. 3=#N reads simple texts with good fluency and expression. 4=#E is working on improving #h reading fluency and pace. 5=#N reads with good expression and fluency. 6=#E is able to read with good expression and self-corrects independently. 7=#E is beginning to increase #h reading fluency and will benefit from reading out loud. 8=#E has shown improvement with #h reading fluency and expression. 9=#E is working on reading at a faster pace. 10=#E reads primarily in three or four word phrases and slows down to figure out new words. 11=#N is able to read fluently and rapidly while paying attention to punctuation. 12=#N reads fluently by recognizing most words quickly and automatically. COMMENTS: Term 1 Reading Intro 1=#N is currently reading at an appropriate second grade level. 2=#N has shown improvement in #h reading skills since the beginning of the school year. 3=#N is currently reading above the expected level for this time of year in second grade. 4=#N is currently exceeding expectations in reading. 5=#N is currently meeting expectations in reading. 6=#N is an avid reader. COMMENTS: Term 1 Reading Retelling Comprehension 1=#E is able to understand and discuss story elements including characters and setting. 2=#E is working on retelling stories by summarizing using characters, setting, problem and solution. 3=#N is able to refer to the text when retelling the main idea in stories. 4=#E is able to discuss characters in a story and the problems they face. 5=#E is beginning to ask questions for predicting the text. Continued effort with this will help increase #h reading comprehension. 6=#N is able to comprehend and retell simple texts. 7=#E is able to discuss characters and the problems they face in stories. 8=#E is able to discuss the elements of fiction and non-fiction texts with guidance. 9=#E is able to share #h ideas and opinions about stories when in small group settings. 10=#E uses expression in #h oral reading and comprehends stories with guidance. 11=#E is able to retell stories using vocabulary from the text. 12=#E is able to make personal connections to the stories #e reads. 13=#E is able to retell stories by discussing the characters and the problems they face. 14=#N reflects satisfactory understanding of stories and text. #E includes important information and ideas when retelling a story. 15=#E reflects excellent understanding of stories and texts. #N includes almost all important information and main ideas when retelling a story. 16=#N reflects limited understanding about the the stories #e reads. #E mentions a few facts or ideas but does not express the important information or concepts. COMMENTS: Term 1 Reading Vocabulary 1=#E is beginning to think about what #e has read and is using the glossary to help #h understand new words. 2=#E is able to find similes for new vocabulary and discuss elements of a story with guidance. 3=#E is beginning to use note-taking procedures for finding and learning new words. 4=#E uses vocabulary from the text when retelling stories. 5=#E is able to use vocabulary from the text, with guidance, when retelling. 6=#E is beginning to use picture clues to help understand new vocabulary. 7=#E is able to use a glossary with guidance. COMMENTS: Term 1 Time and Measurement 1=#N is beginning to understand how to tell time and calculate elapsed time to the half and whole hours. 2=#E is able to use a calendar and tell time to the whole and half hour. 3=#N is able to calculate elapsed time with guidance. 4=#N can read time to the whole and half hour and can calculate elapsed time and with guidance. 5=#E has a good understanding of telling time and calculating elapsed time to the whole and half hour. 6=#N can tell time to the whole and half hour, however, #e would benefit from practicing elapsed time. 7=#E is able to tell time and calculate elapsed time to the whole and half hour. 8=#E is able to tell time to the whole and half hour and #e is beginning to accurately calculate elapsed time. 9=#E understands the concept of telling time to the whole and half hour and can calculate elapsed time with guidance. 10=#E is able to read time to the whole and half hour independently. COMMENTS: Term 1 Work Habits Proficient 1=#N participates actively in class. 2=#N uses #h time wisely. #E is working to full capacity in all subjects. 3=#N is highly motivated to do #h personal best. 4=#N demonstrates a high level of competence. #E has great potential and works toward achieving academic success. 5=#N is becoming more dependable during work periods. #H work has improved steadily. 6=#N has shown an encouraging desire to improve. #E is making steady progress. COMMENTS: Term 1 Work Habits Progress 1=As #e continues to mature academically, #N will experience greater success. 2=#N is learning to be a better listener. 3=Although #N is an independent learner, #e often gets easily distracted in class. #E will be encouraged to stay focused on the task at hand. 4=#N does not complete assignments in the allotted time. #E needs to apply more effort and learn to pace #s. 5=In order for #N to be successful in school, #e will need to take responsibility for #h own work and apply #s to each task. 6=#N needs encouragement and direct supervision to apply effort to #h work. 7=#N is not working to #h potential. It is possible for #m to exceed grade expectations with some extra effort. COMMENTS: Term 1 Writing 2 1=#N is able to capitalize proper nouns with guidance. 2=#E is working on using punctuation to break up sentences. 3=#E is beginning to use punctuation to break up sentences. 4=#N is working on using capitals to begin a sentence and is able to use punctuation to break up longer sentences with guidance. 5=In #h most recent published piece, #e was able to write a strong introduction with a clear sequence of events. 6=#E likes to add drawings and sketches to #h published writing pieces. 7=#E is beginning to add details to #h writing and use #h senses to add description with guidance. 8=#E has a good use of voice and is able to organize #h writing well. 9=#E has a tendency to need much guidance to get started. 10=#E uses dialogue and quotations in #h writing and is beginning to use conjunctions with guidance. 11=#E has a good use of voice and incorporates dialogue in #h writing. 12=#E is beginning to reread for errors and focus on specific events in #h writing. 13=#E enjoys experimenting with larger vocabulary words and uses good descriptions. 14=#E usually shows good organizational skills and sequence making it easier for the reader to understand. 15=#E writes about personal experiences and experiments with various vocabulary to make #h writing interesting for the reader. 16=#N is working on using capitals to begin a sentence and is beginning to use punctuation to break up longer sentences with guidance. COMMENTS: Term 1 Writing 3 1=#E incorporates dialogue in #h writing and uses descriptive language. 2=#E experiments with big words and is beginning to revise #h work by adding more details. 3=#E has a good use of voice and uses descriptive language in #h writing. 4=#E has a strong voice in #h writing and shows good use of expression. 5=#E experiments and takes risks using big words and uses vocabulary to show expression. 6=#E is working on sequencing events to make it easier for the reader to understand. 7=#E is able to add details to #h writing, with guidance, to make it easier for the reader to understand. 8=#E is able to use capitals to start sentences and uses quotation marks with guidance. 9=Once #e has an idea, #N is able to add details to #h writing. 10=#E is beginning to adverbs in #h writing. 11=#E is working on correctly using past tense verbs and punctuation to break up sentences. 12=#E is working on breaking up #h ideas into smaller stories and adding more details to specific events. COMMENTS: Term 1 Writing 4 1=#E has shown improvement with #h handwriting and is able to form letters correctly when #e concentrates. 2=When editing, #N is able to highlight misspelled words and is able to add details with guidance. 3=#E is able to use punctuation to break up sentences with guidance. 4=When rereading for mistakes, #N highlights misspelled words and uses a dictionary with guidance. 5=#E is able to use #h senses to add details with guidance. 6=#E is beginning to break up run on sentences with punctuation and is able to use capital letters in titles and proper nouns with guidance. 7=#E usually writes in short, simple sentences. #N needs to add more details to #h writing to make it more interesting for the reader. 8=When reading for mistakes, #N is beginning to highlight misspelled words with guidance. 9=When editing, #N is working on locating misspelled words. #E would benefit from using the Key Words chart or a dictionary. COMMENTS: Term 1 Writing Closing 1=#N will be encouraged to break up #h ideas into smaller, more focused stories. 2=#N will be encouraged to use the Key Words chart when spelling commonly used words and sight words in #h writing. 3=#E will be encouraged to check for errors carefully when rereading #h own writing. 4=#E will be encouraged to sequence the order of events to make it easier for the reader to understand. 5=#N will be encouraged to sound out words #e doesn't know and to use a dictionary to help find the spelling of words #e is unsure about. 6=#N will be encouraged to add details and use dialogue in #h writing. 7=#N will be encouraged to use a stronger voice in #h writing and add describing words to expand #h sentences. 8=#E is encouraged to improve #h voice in writing by adding emotions and expression. 9=#N will be working on using more feelings and emotions in #h writing. 10=#E will be working on writing about #s feelings and emotions to make #h writing more interesting for the reader. 11=#N needs to concentrate on using proper subject/verb agreement in #h writing to make it easier for the reader to understand. 12=#E will be encouraged to add more detailed conclusions. 13=#N sometimes has difficulty staying focused during writing. #E will be encouraged to use anchor charts in the classroom to help get ideas for writing in order to use #h time productively. 14=#N is beginning to understand proper subject/verb agreement. #E would benefit by rereading for errors and using a dictionary when editing #h work. 15=#N will be encouraged to continue adding details to #h writing to expand #h sentences. 16=#E will be encouraged to use dialogue in #h writing and focus on incorporating feelings and emotions into #h writing. 17=#N will be encouraged to circle unknown words when editing and use the Key Words chart to spell common words. 18=#N will be encouraged to expand #h sentences by adding more details and descriptions to #h writing. COMMENTS: Term 1 Writing intro 1=#N generates good ideas for writing through Writing Workshop. 2=#N writes about personal experiences and experiments with using descriptive language during Writing Workshop. 3=In Writing Workshop, #N is able to write about personal experiences. 4=In Writing Workshop, #N starts #h stories with feelings, thoughts, and actions. 5=#N develops good ideas for writing during Writing Workshop. 6=#N enjoys writing a variety of stories during Writing Workshop. 7=In Writing Workshop, #N takes risks with #h writing and uses descriptive language. 8=#N is becoming more comfortable with writing through Writing Workshop. 9=#N is able to focus on small moments and shows good organization and clear sequence in #h writing. 10=Through Writing Workshop, #N has been able to start with actions to make #h writing more interesting. 11=#N produces many ideas during Writing Workshop. 12=#N writes about many topics and usually produces a good volume of writing. LIST: Geography 1=North America 2=South America 3=Africa 4=Australia 5=Antarctica 6=Europe 7=Asia LIST: quantity 1=several pieces of 2=some 3=limited 4=a variety of 5=various LIST: SampleRatingList 1=an excellent 2=a good 3=an average 4=a disappointing 5=a poor LIST: Science-topics 1=Leap into Space! 2=Get Moving! LIST: SocialStudies-topics 1=The World Around Us 2=Heroes /*========================================= /* HELP: Creating & Importing Files /*========================================= /* /* See also, YouTube Teacher Training Video at: /* SCHOOL REPORT WRITER .COM /* https://schoolreportwriter.com/ /* /* #N - Name /* #E - She/He/They /* #e - she/he/they /* #H - His/Her/Their /* #h = his/her/their /* #b - girl/boy/child /* #m - him/her/them /* #s - herself/himself/themself /* #? - be prompted for text later e.g. #N achieved #?% in the exam. /* #your-list-name - select from a list later e.g. #N excelled in #topics. /* {BR} - line break; {BR}{BR} - double line break. /* /* /* DID YOU KNOW? /* /* You can also import comment files in the, /* Teachers Report Assistant format. /* There are 1000s around the web. /* School Report Writer automatically converts them. /* /* /* YOUR EXISTING COMMENTS ARE SAFE: /* /* When you upload, you will be shown the comments /* you are about to import. You will be told if names /* are already in use and you can pick-&-click which /* comments to add to your comment bank. /* /* /* USE 'PLAIN TEXT' (.txt) FILES ONLY: /* /* Import files must be 'plain text'. The easiest way to /* create one is to download a comment file from our site /* and open it on your computer. On most systems it will /* automatically open in a plain text editor. If you /* make changes and save, the file should automatically be /* saved as plain text. On PCs it will usually open in /* NotePad. On Macs, usually TextEdit. In Word, and other /* word processors, use 'save as' (see Word File menu) /* and then choose file type: 'text only/plain text'. /* /* /* ADDING HELPFUL NOTES: /* /* Lines starting /* are for notes (like this line). /* They are ignored when files are imported. /* You can add notes anywhere in the file. Blank lines /* are also ignored and can also be included anywhere. /* /* /* COMMENTS AND LISTS: /* /* Files contain groups of comments and lists. /* Each group should start with either: /* /* COMMENTS: your-comment-name-here /* or /* LIST: your-list-name-here /* /* List names are 2-30 characters long and contain /* only letters, numbers, '&', hyphens and NO SPACES. /* /* Comment names can include spaces, and any other /* characters except: < > \ # (max length 50). /* /* Each group may include up to 20 numbered lines, e.g. /* /* COMMENTS: Science Yr7 project work /* 1= #N's work on #Science-topics was excellent. /* 2= #N gave an inspiring #Science-topics presentation. /* 3= #N received a well-deserved A+ in #Science-topics. /* 4= etc... /* /* LIST: Science-topics /* 1= Heating and Cooling /* 2= Light and Sound /* 3= Exploring Magnetism /* 4= Changing Earth /* 5= etc... /* /* REMINDER... lines beginning /* are for notes. /* So to import the two science examples above, /* you would need to remove the /*, otherwise /* the lines would be ignored when imported. /* /* /* NEED MORE HELP? support@SchoolReportWriter.com - we usually reply the same day. /* /* SCHOOL REPORT WRITER .COM /* https://schoolreportwriter.com/ /* The FREE ONLINE school report writing software & school report card comments bank.