// 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 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. Year 3 Speaking objectives -------------------------------- ^ can choose and prepare poems or stories for performance, identifying appropriate expression, tone, volume and use of voices and other sounds. ^ can explain processes or present information, ensuring that the items are clearly sequenced, relevant details are included and accounts are ended effectively. ^ can sustain conversation, explain or give reasons for ~ view or choice. ^ has developed and used specific vocabulary in different contexts. " Listening 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. Year 3 Listening and responding objectives --------------------------------------------------- ^ can respond to presentations by describing characters, repeating some highlights and commenting constructively. ^ can identify the presentational features used to communicate the main points in a broadcast. ^ is able to identify key sections of an informative broadcast, noting how the language used signals changes or transitions in focus. " Discussion 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. ^ can 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. Year 3 Group discussion and interaction objectives ------------------------------------------------------------- # can use talk to organise roles and action. # actively includes and responds to all the members of the group. # can use the language of possibility to investigate and ^ can reflect on the feelings, behaviour or relationships. " Drama 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. ^ can present 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. Year 3 Drama objectives ------------------------------ ^ can present events and characters through dialogue to engage the interest of an audience. ^ can use some drama strategies to explore stories or issues. ^ can identify and discuss qualities of others' performances, including their gestures, actions and their costumes. " Spelling 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. Year 3 Word recognition: decoding (reading) and encoding (spelling) objectives --------------------------------------------------------------------------------------------- None available Year 3 Word structure and spelling objectives ------------------------------------------------------ ^ can spell high and medium frequency words. ^ can recognise a range of prefixes and suffixes, understanding how they modify meaning and spelling, and how they assist in decoding long complex words. ^ can spell unfamiliar words using known conventions including grapheme-phoneme correspondences and morphological rules. " interpret text 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. Year 3 Understanding and interpreting texts objectives ------------------------------------------------------------------ ^ can identify and make notes on the main points in a variety of sections of text. ^ can infer characters' feelings in fiction and the consequences in logical explanations. ^ can identify how different texts are organised, including reference texts, magazines and leaflets, on paper and on the screen. ^ can use syntax, context and word structure to build ~ store of vocabulary as ~ reads for meaning. ^ can explore how different texts appeal to readers by using varied sentence structures and descriptive language. " repond to text 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. Year 3 Engaging and responding to texts objectives ------------------------------------------------------------- # is able to share and compare ~ reasons for ~ reading preferences, extending the range of books ^ has read. # can empathise with characters and debate moral dilemmas portrayed in texts. # has identified features that writers use to provoke readers' reactions. " Shaping text 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. Year 3 Creating and shaping texts objectives ----------------------------------------------------- ^ is able to make decisions about the form and purpose of ~ writing, identify ~ success criteria and use them to evaluate ~ own writing. ^ is able to use a beginning, middle and end when ^ writes ~ narratives. The events in ~ story are sequenced logically and conflicts resolved. ^ can write ~ non-narrative texts using the structures of different text-types. ^ can select and use a range of technical and descriptive vocabulary in ~ work. ^ can use the correct layout, format ~ graphics and ~ illustrations for different purposes. " Text Structure 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. Year 3 objectives - Text Structure and organisation -------------------- # can signal sequence, place and time to give coherence to ~ writing. # has grouped ~ related material into paragraphs. Year 3 Sentence structure and punctuation objectives --------------------------------------------------------------- ^ shows the relationships of time, reason and cause through ~ use of subordination and connectives. ^ is able to compose ~ sentences by using adjectives, verbs and nouns for precision, clarity and impact. ^ can clarify ~ meaning through the use of exclamation marks and speech marks. " Presentation 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. Year 3 Presentation objectives ------------------------------------ # is able to write with consistency in the size and proportion of letters and spacing within and between ~ words, using the correct formation of handwriting joins. # has developed accuracy and speed when using ~ keyboard skills to type, edit and re-draft ~ work. "