/* 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) /* Author says: /* "A range of comments related to the Y1 National Curriculum /* (England, UK) for children working below/at/above ARE." COMMENTS: Counting 1=#E can generally count forwards from any given number to 100, although sometimes struggles to count backwards when bridging a tens number, #e can also identify one more and one less than a given number, well done! #N can usually recognise and write the numbers to 100 in numerals, although doing this consistently remains a target for #m going into Year Two. We have also been doing lots of practise counting in jumps of 2,5 and 10 this year and #N is doing really well with this! 2=#E has made great progress this year and can count forwards and backwards from any number up to 100 and has been working hard to transfer this to #h number line method to add and subtract, well done! #N can recognise, read and write the numbers up to 100 in numerals and has developed #h understanding of the place value of these numbers, well done! This year, we have also been working on counting in jumps of 2,5 and 10 and #N has began to extend this to doing this when starting at any number. 3=#N can confidently and consistently count forwards and backwards from any given number up to 100 and applies this to help #m add and subtract numbers using a number line, well done! #E can also read and write numbers to 100 in numerals and has a secure understanding of the place value of those numbers, #e has began to extend this knowledge to solve reasoning problems around place value and continued practise with this remains a target for #N going into Year 2. COMMENTS: Decoding - phonics 1=#N can consistently apply #h phonics skills to decode words and always responds speedily with the correct sound when shown a grapheme. #E can also spot if a word has been read incorrectly by following the sense of the text. 2=#N can usually apply #h phonics skills to decode unfamiliar words and generally responds speedily with the correct sound when the corresponding grapheme is shown. #E can also usually spot if a word has been read incorrectly by following the sense of the text. COMMENTS: Features of writing 1=#N is a developing writer, working below the age related expectations. #E generally leaves spaces between #h words and punctuates #h sentences with full stops and capital letters, although #e sometimes needs reminding to do so, so this remains a target for #N going into Year Two. #E can use 'and- to join #h words and clauses and now needs to use a wider range of conjunctions to improve #h writing, well done! 2=#N is a secure writer, working in line with the age related expectations. #E consistently uses finger spaces between #h words as well as accurately punctuating #h sentences with capital letters and full stops. To further improve #h writing, #N now needs to incorporate question marks and exclamation marks into #h writing. #E can confidently join words and clauses using 'and' however using a wider range of conjunctions remains a target going into Year Two. 3=#N is an exceeding writer, working above the age related expectations. #E always uses finger spaces, full stops and capital letters and is beginning to use question marks and exclamation marks with increasing accuracy, although this remains a target going into Year Two. #E confidently uses different conjunctions to join #h words and clauses, well done! COMMENTS: Fractions 1=#N has worked hard on #h fractions this year and can now find half of an object or a shape. #E can also find half of an amount although #e feels more confident doing this with concrete resources. 2=#N has worked had this year to develop #h understanding of fractions and can now find half of an object shape or an amount consistently, #h next steps are to extend this to being able to find one quarter. 3=#N has done lots of work on fractions this and can confidently find half and one quarter of an object, shape or amount. To develop #h understanding further #e needs to now work on being able to use this knowledge to find three quarters. COMMENTS: Handwriting 1=#N sits correctly at the table and generally holds #h pencil comfortably and correctly. Forming lower case letters in the correct directions, starting and finishing in the right place is a target for #N going into Year Two and #e can work on this by improving #h understanding of which handwriting 'family- each letter belongs to and practising them. 2=#N generally forms #h lowercase letters in the correct direction, starting and finishing in the right place as well as understanding which handwriting family they belong to. 3=#N always forms #h letters in the correct directions, starting and finishing in the right place as well as understanding which handwriting families these belong to. COMMENTS: HFW 1=#N is able to consistently read #h common exception words and can explain why they are tricky words to read. 2=#N can usually read #h common exception words, explaining why they are tricky words to read. 3=#N is beginning to read #h common exception words more consistently, although this remains a target for #m going into Year Two. COMMENTS: Inference 1=#N has really improved #h inference skills throughout the year and can now infer things from a text on the basis of what is being said and done in a story. 2=#N has tried hard with #h inference skills this year and can now infer things from a text on the basis of what is being said and done with support, well done! COMMENTS: Maths Statement 1=#N is a developing mathematician, working below the age related expectations. 2=#N is a secure mathematician, working in line with the age related expectations. 3=#N is an exceeding mathematician, working above the age related expectations. COMMENTS: Phonics screener 1=In the end of year phonics screening check, #N scored #? out of 40, meaning that #e has met the required standard in phonics. Well done! 2=In the end of year phonics screening check, #N scored #? out of 40, meaning that #e has not met the required standard, therefore will receive the necessary support throughout Year Two, in order to ensure #e consolidates and progresses these skills. COMMENTS: Pleasure for reading 1=#N has developed a pleasure in reading this year and has a motivation to read a broad variety of different texts which is lovely to see. 2=#N has begun to develop #h pleasure in reading throughout the year and it would be lovely to see #h motivation to read a broader range of texts continue to grow when #e goes into Year Two. COMMENTS: Reading statement 1=#N is a secure reader, working in line with the age related expectations. 2=#N is an exceeding reader, working above the age related expectations. 3=#N is a developing reader, working below the age related expectations. 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! {BR}{BR} Next semester dates: {BR} Monday September 1st - Friday December 22nd. 2=#N has reached Level #?. This was #h target and #e should be proud of #s. To ensure #e keeps this up next year #e should #How-to-improve. {BR}{BR} Next semester dates: {BR} Monday September 1st - Friday December 22nd. 3=#N has achieved a Level #? overall. #E often works below #h best and with a little more effort #e could easily reach Level #?. To improve #e should #How-to-improve. {BR}{BR} Next semester dates: {BR} Monday September 1st - Friday December 22nd. 4=#N has not had the best of starts this year and is still working at Level #?. #E rarely completes #h work on time. To achieve more next year #e needs to #How-to-improve. {BR}{BR} Next semester dates: {BR} Monday September 1st - Friday December 22nd. COMMENTS: Shape 1=#N can recognise and name common 2D and 3D shapes and is beginning to be able to describe these shapes using the correct mathematical vocabulary. 2=#N can recognise and name common 2D and 3D shapes and can describe some of their properties using the correct mathematical vocabulary. 3=#N can recognise, name and describe the properties of common 2D and 3D shapes using the correct mathematical vocabulary and is beginning to use this to help #m to solve problems. COMMENTS: Spelling 1=#N tries hard to segment spoken words into phonemes in order to spell phonetically plausible words, however #e sometimes needs support to hear all of the sounds in a word or choose the correct grapheme for example #?. #N can add the -ing suffix to a word where there is no change in the root word. 2=#N uses #h phonics knowledge well, segmenting spoken words into the phonemes #e knows to create phonetically plausible attempts at unfamiliar words. #E also spells most of #h common exception words accurately. We have done a lot of work around suffixes this year and #N can add -ing, -ed and -est to words where there is no change in the root word. 3=#N consistently segments words into phonetically plausible spellings and to further improve now needs to think about which representation of the phonemes #e is choosing to make #h spelling more accurate. #E has also improved #h accuracy when spelling common exception words. #N can add -ing, -ed and -est to words where there is no change in the root word and now needs to think about different spelling rules for adding -s or -es to make plurals. COMMENTS: Well done 1=Well done #N! 2=Super work this year #N! LIST: How-to-improve 1=focus more in the lessons 2=put more time aside for homework 3=try not to chat during lessons 4=do more project research on the internet 5=develop #h computer skills 6=pay more attention to instructions LIST: Science-topics 1=Heating and Cooling 2=Light and Sound 3=Exploring Magnetism 4=Changing Earth LIST: Time-period 1=year 2=semester 3=1st semester 4=2nd semester 5=3rd semester 6=4th semester 7=term 8=1st term 9=2nd term 10=3rd term 11=4th term /*========================================= /* HELP: Creating & Importing Files /*========================================= /* /* See also, YouTube Teacher Training Video at: /* SCHOOL REPORT WRITER .COM /* https://schoolreportwriter.com/ /* /* #N - Name /* #E - She/He/They /* #e - she/he/they /* #H - His/Her/Their /* #h = his/her/their /* #b - girl/boy/child /* #m - him/her/them /* #s - herself/himself/themself /* #? - be prompted for text later e.g. #N achieved #?% in the exam. /* #your-list-name - select from a list later e.g. #N excelled in #topics. /* {BR} - line break; {BR}{BR} - double line break. /* /* /* DID YOU KNOW? /* /* You can also import comment files in the, /* Teachers Report Assistant format. /* There are 1000s around the web. /* School Report Writer automatically converts them. /* /* /* YOUR EXISTING COMMENTS ARE SAFE: /* /* When you upload, you will be shown the comments /* you are about to import. You will be told if names /* are already in use and you can pick-&-click which /* comments to add to your comment bank. /* /* /* USE 'PLAIN TEXT' (.txt) FILES ONLY: /* /* Import files must be 'plain text'. The easiest way to /* create one is to download a comment file from our site /* and open it on your computer. On most systems it will /* automatically open in a plain text editor. If you /* make changes and save, the file should automatically be /* saved as plain text. On PCs it will usually open in /* NotePad. On Macs, usually TextEdit. In Word, and other /* word processors, use 'save as' (see Word File menu) /* and then choose file type: 'text only/plain text'. /* /* /* ADDING HELPFUL NOTES: /* /* Lines starting /* are for notes (like this line). /* They are ignored when files are imported. /* You can add notes anywhere in the file. Blank lines /* are also ignored and can also be included anywhere. /* /* /* COMMENTS AND LISTS: /* /* Files contain groups of comments and lists. /* Each group should start with either: /* /* COMMENTS: your-comment-name-here /* or /* LIST: your-list-name-here /* /* List names are 2-30 characters long and contain /* only letters, numbers, '&', hyphens and NO SPACES. /* /* Comment names can include spaces, and any other /* characters except: < > \ # (max length 50). /* /* Each group may include up to 20 numbered lines, e.g. /* /* COMMENTS: Science Yr7 project work /* 1= #N's work on #Science-topics was excellent. /* 2= #N gave an inspiring #Science-topics presentation. /* 3= #N received a well-deserved A+ in #Science-topics. /* 4= etc... /* /* LIST: Science-topics /* 1= Heating and Cooling /* 2= Light and Sound /* 3= Exploring Magnetism /* 4= Changing Earth /* 5= etc... /* /* REMINDER... lines beginning /* are for notes. /* So to import the two science examples above, /* you would need to remove the /*, otherwise /* the lines would be ignored when imported. /* /* /* NEED MORE HELP? support@SchoolReportWriter.com - we usually reply the same day. /* /* SCHOOL REPORT WRITER .COM /* https://schoolreportwriter.com/ /* The FREE ONLINE school report writing software & school report card comments bank.