// 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. // IMPORTANT NOTE / DISCLAIMER: // // This file is from the old 'freeducation' website. They recently stopped // their download service and all 350 of their primary school report comment // files are now at SchoolReportWriter.COM - the files (including this) // are in the old Teacher Report Assistant format but will be automatically // converted when imported at SchoolReportWriter.COM - you can then // take advantage of our FREE online report writer's advanced features. // 500 MORE COMMENTS FILES (often much larger) at SchoolReportWriter.COM Speaking Foundation Stage Speaking objectives --------------------------------------------- ^ enjoys listening to and using spoken and written language and ^ can readily turn to it in play and learning. ^ has used talk to organise, sequence and clarify ~ thinking, ideas, feelings and events. ^ is able to use ~ language to imagine and recreate roles and experiences. ^ is able to speak clearly and audibly with confidence and control and show awareness of ~ listener. ^ has extended ~ vocabulary and explored the meanings and sounds of new words. Year 1 Speaking objectives -------------------------------- ^ is able to retell stories, ordering events using story language. ^ can tell stories and describe incidents from ~ own experience in an audible voice. ^ was able to interpret a text by reading aloud with some variety in ~ pace and emphasis. ^ is able to experiment with and build new stores of words to communicate in different contexts. Year 2 Speaking objectives --------------------------------- ^ can speak with clarity and use appropriate intonation when reading and reciting texts. ^ can tell real and imagined stories using the conventions of familiar story language. ^ can explain ideas and processes using imaginative and adventurous vocabulary and non-verbal gestures to support communication. " Listening Foundation Stage Listening and responding objectives --------------------------------------------------------------- ^ listens with enjoyment and responds to stories, songs and other music, rhymes and poems and makes up ~ own stories, songs, rhymes and poems. ^ can sustain attentive listening, responding to what ^ has heard by relevant comments, questions or actions. ^ has extended ~ vocabulary and ^ has explored the meanings and sounds of new words. Year 1 Listening and responding objectives -------------------------------------------------- ^ was able to listen with sustained concentration. ~ is able to building new stores of words in different contexts. ^ has listened to and followed instructions accurately, asking for help and clarification if necessary. ^ can listen to tapes or video and express ~ own views about how a story or information that has been presented. Year 2 Listening and responding objectives --------------------------------------------------- ^ can listen to others in class, ask relevant questions and follow instructions. ^ can listen to an adult talking, and ^ can remember some specific points and identify what ^ has learned. ^ can respond to presentations by describing characters, repeating some highlights and commenting constructively. " Discussion Foundation Stage Group discussion and interaction objectives ------------------------------------------------------------------------ ^ can interact with others, negotiating ~ plans and activities and taking ~ turn in conversation. ^ has used talk to organise, sequence and clarify ~ thinking, ideas, feelings and events. Year 1 Group discussion and interaction objectives ------------------------------------------------------------ ^ can take turns to speak, ^ listens and responds to ~ peers suggestions and talks about what ^ is going to do. ^ can ask and answer questions, make relevant contributions, offer ~ suggestions and take turns. ^ is able to explain ~ views to others in a small group and decide how to report the ~ group's views to the class. Year 2 Group discussion and interaction objectives ------------------------------------------------------------ # ensures that everyone contributes, ^ allocate tasks, and knows how to consider alternatives and reach agreement. # works effectively in a group by ensuring that each group member takes a turn challenging, supporting and moving on. # listens to the views of different team members and their preferences, and ^ agrees the next steps to take and can identify the contributions submitted by each of the group members. " Drama Foundation Stage Drama objectives ------------------------------------------ ^ has used language to imagine and recreate roles and experiences Year 1 Drama objectives ------------------------------ ^ can explore familiar themes and characters through improvisation and role-play. ^ is able to act out ~ own and well-known stories, using ~ own voices for characters. ^ can discuss why ^ likes a performance. Year 2 Drama objectives ------------------------------- ^ can adopt appropriate roles in small or large groups and ^ can consider alternative courses of action. ^ has presented ~ own dramatic interpretations of traditional stories, ~ own stories or work drawn from different parts of the curriculum for members of ~ own class. ^ can consider how mood and atmosphere are created in live or recorded performance. " Spelling Foundation Stage Word recognition: decoding (reading) and encoding (spelling) objectives --------------------------------------------------------------------------------------------------------- ^ is able to explore and experiment with sounds, words and text. ^ has linked ~ sounds to letters, naming and sounding the letters of the alphabet. ^ is able to use a pencil and hold it effectively to form recognisable letters, most of which are formed correctly. ^ is able to hear and say sounds in words in the order in which they occur. ^ has read simple words by sounding out and blending the phonemes all through the word from left to right. ^ recognises common digraphs. ^ read some high frequency words. ^ can use phonic knowledge to write simple regular words and make phonetically plausible attempts at more complex words. ^ is able to read a range of familiar and common words and simple sentences independently. ^ has read texts compatible with ~ phonic knowledge and skills. ^ can read and write one grapheme for each of the 44 phonemes. Foundation Stage Word structure and spelling objectives ------------------------------------------------------------------- ^ uses phonic knowledge to write simple regular words and ^ makes phonetically plausible attempts at more complex words. Year 1 Word recognition: decoding (reading) and encoding (spelling) objectives --------------------------------------------------------------------------------------------- ^ is able to recognise and use alternative ways of pronouncing the graphemes already taught, for example, that the grapheme 'g' is pronounced differently in 'get' and 'gem'. ^ can use the grapheme 'ow' . ^ knows it is pronounced differently in 'how' and 'show'. ^ has recognised and used alternative ways of spelling the phonemes already taught, for example that the /ae/ sound can be spelt with 'ai', 'ay' or 'a-e'; that the /ee/ sound can also be spelt as 'ea' and 'e'; and ^ is beginning to know which words contain which spelling alternatives. ^ is able to identify the constituent parts of two-syllable and three-syllable words to support the application of phonic knowledge and skills. ^ can recognise automatically an increasing number of familiar high frequency words. ^ is able to apply ~ phonic knowledge and skills as the prime approach to reading and spelling unfamiliar words that are not completely decodable. ^ is able to read more challenging texts which can be decoded using ~ acquired phonic knowledge and skills, along with automatic recognition of high frequency words. ^ is able to read and spell phonically decodable two-syllable and three-syllable words. Year 1 Word structure and spelling objectives ------------------------------------------------------ ^ is able to spell new words using phonics as the prime approach. ^ can segment sounds into their constituent phonemes in order to spell them correctly. ^ is able to recognise and use alternative ways of spelling the graphemes already taught. Use knowledge of common inflections in spelling, such as plurals, -ly, -er ^ can read and spell phonically decodable two-syllable and three-syllable words. Year 2 Word recognition: decoding (reading) and encoding (spelling) objectives ---------------------------------------------------------------------------------------------- ^ can read independently and with increasing fluency longer and less familiar texts. ^ can spell with increasing accuracy and confidence, drawing on ~ word recognition skills and ~ knowledge of word structure, and spelling patterns. ^ knows how to tackle unfamiliar words that are not completely decodable. ^ can read and spell less common alternative graphemes including trigraphs. ^ can read high and medium frequency words independently and automatically. Year 2 Word structure and spelling objectives -------------------------------------------------------- ^ can spell with increasing accuracy and confidence, drawing on ~ word recognition and ~ knowledge of word structure, and spelling patterns including common inflections and the use of double letters. ^ can read and spell less common alternative graphemes including trigraphs. " interpret text Foundation Stage Understanding and interpreting texts objectives ----------------------------------------------------------------------------- ^ knows that print carries meaning and, in English, it is read from left to right and top to bottom. ^ is extend ~ vocabulary and ^ is exploring the meaning and sounds of new words. ^ has shown an understanding of the elements of stories, such as main characters, sequence of events, and openings, and how information can be found in non-fiction texts to answer questions about where, who, why and how. ^ is able to retell narratives in the correct sequence, drawing on the language patterns of the stories. Year 1 Understanding and interpreting texts objectives ----------------------------------------------------------------- ^ is able to identify the main events and characters in stories, and ^ has found specific information in simple texts. ^ has used syntax and context when reading for meaning. ^ is able to make predictions showing ^ understands the ideas, events and characters. ^ has recognised the main elements that shape different texts. ^ is able to explore the effect of patterns of language and repeated words and phrases. Year 2 Understanding and interpreting texts objectives ----------------------------------------------------------------- ^ can draw together ideas and information from across a whole text, using simple signposts in the text. ^ can give some reasons why things happen or characters change. ^ can explain organisational features of texts, including alphabetical order, layout, diagrams, captions, hyperlinks and bullet points. ^ can use syntax and context to build ~ store of vocabulary when reading for meaning. ^ can explore how particular words are used, including words and expressions with similar meanings. " repond to text Foundation Stage Engaging and responding to texts objectives ------------------------------------------------------------------------- ^ is able to listen with enjoyment to stories, songs, rhymes and poems, sustain attentive listening and respond with relevant comments, questions and actions. ^ show an understanding of the elements of stories, such as main characters, sequence of events, and openings and how information can be found in non-fiction texts to answer questions about where, who, why and how. ^ is able to use ~ language skills to imagine and recreate roles and experiences. Year 1 Engaging and responding to texts objectives ------------------------------------------------------------- ^ is able to select books for ~ personal reading and give reasons for ~ choices. ^ is able to visualise and comment on events, characters and ideas, making imaginative links to ~ own experiences. ^ has distinguished fiction and non-fiction texts and the different purposes for reading them. Year 2 Engaging and responding to texts objectives ------------------------------------------------------------ # is able to read whole books on ~ own, choosing and justifying ~ selections. # can engage with books through exploring and enacting ~ own interpretations. # has explained ~ reactions to texts, commenting on the important aspects. " Shaping text Foundation Stage Creating and shaping texts objectives ----------------------------------------------------------------- ^ has attempted to write for various purposes. ^ has use the features of different forms of writing such as lists, stories and instructions. Year 1 Creating and shaping texts objectives ----------------------------------------------------- ^ can independently choose what to write about, plan it and follow it through. ^ has used key features of narrative in ~ own writing. ^ is able to convey information and ideas in simple non-narrative forms. ^ has found and used new and interesting words and phrases, including story language. ^ is able to create short simple texts on paper and screen that combine words with images (and sounds). Year 2 Creating and shaping texts objectives ----------------------------------------------------- ^ can draw on ~ knowledge and ~ experience of texts in deciding and planning what and how ^ will write. ^ is able to sustain ~ form in narrative, including ~ use of person and time. ^ can maintain ~ consistency in non-narrative, including purpose and tense. ^ is able to make adventurous word and language choices appropriate to the style and purpose of the ~ text. ^ is able to select from different presentational features to suit ~ particular writing purposes on paper and on the screen. " Text Structure Foundation Stage objectives - Text Structure and organisation ------------------------------------------------------------------------- ^ has attempted writing for various purposes and ^ has used a range of features of found in the different forms of writing such as lists, stories and instructions. Foundation Stage objectives - Sentence structure and punctuation ------------------------------------------------------------------------------ ^ is able to write ~ own name and other things such as labels and captions and ^ is beginning to form simple sentences sometimes using punctuation. Year 1 objectives - Text Structure and organisation ------------------------------------------------------------ ^ is able to write ~ own chronological and non-chronological texts using simple structures. ^ has grouped written sentences together in chunks of meaning or subject. Year 1 objectives - Sentence structure and punctuation ----------------------------------------------------------------- ^ can compose and write simple sentences independently to communicate ~ meaning. ^ has used capital letters and full stops when punctuating ~ simple sentences. Year 2 objectives - Text Structure and organisation ------------------------------------------------------------- # can use planning to establish clear sections in ~ writing. # has used appropriate language to make ~ sections hang together. Year 2 Sentence structure and punctuation objectives --------------------------------------------------------------- ^ can write simple and compound sentences and begin to use subordination in relation to time and reason. ^ has composed ~ sentences using the present and past tenses consistently. ^ can use question marks, and ^ use commas to separate items in ~ lists. " Presentation Foundation Stage Presentation objectives ------------------------------------------------- ^ can use a pencil and hold it effectively to form recognisable letters, most of which are correctly formed. Year 1 Presentation objectives ------------------------------------- ^ can write most of ~ letters, correctly formed and orientated, using a comfortable and efficient pencil grip. ^ writes accurately with spaces between ~ words. ^ has used the space bar and keyboard to type ~ name and simple texts. Year 2 Presentation objectives ------------------------------------- # can write legibly, using upper and lower case letters appropriately within words, and observing correct spacing within and between ~ words. # can form and use the four basic handwriting joins in ~ work. # can wordprocess ~ short narrative and non-narrative texts. "