// 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 3 Speaking objectives ------------------------------------------- ^ can choose and prepare poems or stories for performance, identifying appropriate expression, tone, volume and use of voices and other sounds. ^ is able to 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. Year 4 Speaking objectives --------------------------------- ^ can offer reasons and evidence for their views, considering alternative opinions. ^ responds appropriately to the contributions of others in the light of differing viewpoints. ^ tells stories effectively and convey detailed information coherently for listeners. ^ has used and reflected on some ground rules used for sustaining talk and interactions. Year 5 Speaking objectives --------------------------------- ^ is able to tell a story using notes designed to cue ~ techniques, such as repetition, recap and humour. ^ has presented a spoken argument, sequencing ~ points logically, defending ~ views with evidence and making effective use of persuasive language. ^ has used and explored different question types and different ways words are used in both in formal and informal contexts. " Listening 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. Year 4 Listening and responding objectives --------------------------------------------------- ^ is able to listen to a speaker, make notes on the talk and use notes to develop a role-play. ^ is able to compare the different contributions of music, words and images in short extracts from TV programmes. ^ can identify how talk varies with age, familiarity, gender and purpose. Year 5 Listening and responding objectives --------------------------------------------------- ^ was able to identify different question types and evaluate their impact on ~ audience. ^ has identified some aspects of talk that vary between formal and informal occasions ^ is able to analyse the use of persuasive language. " Discussion 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. Year 4 Group discussion and interaction objectives ------------------------------------------------------------ # can take different roles in ~ groups and ^ can use the language appropriate to them, including the roles of leader, reporter, scribe and mentor. # can use time, resources and group members efficiently by distributing tasks, checking progress and making back-up plans for ~ team. # can identify the main points of each speaker, compare their different arguments and how they are presented. Year 5 Group discussion and interaction objectives ------------------------------------------------------------ # is able to plan and manage a group task over time using different levels of planning. # understands the different ways to take the lead and how ^ can support others in ~ group. # can understand the process of decision making. " Drama Year 3 Drama objectives ------------------------------ ^ can present events and characters through dialogue to engage the interest of an audience. ^ has used some drama strategies to explore stories or issues. ^ is able to identify and discuss the qualities of others' performances, including their gestures, actions and their costumes. Year 4 Drama objectives ------------------------------ ^ can create roles showing how behaviour can be interpreted from different viewpoints. ^ has developed scripts based on ~ own improvisation. ^ is able to comment constructively on plays and performances, discussing the effects and how they are achieved. Year 5 Drama objectives ------------------------------ ^ is able to reflect on how working in a role helps to explore complex issues. ^ has perform a scripted scene. ^ was able to make use of the dramatic conventions. ^ uses and recognises the impact of theatrical effects in drama. " Spelling Year 3 Word structure and spelling objectives ------------------------------------------------------ ^ can spell high and medium frequency words. ^ recognises a range of prefixes and suffixes, understanding how they modify meaning and spelling, and how they assist * in decoding long complex words. ^ is able to spell unfamiliar words using known conventions including grapheme-phoneme correspondences and morphological rules. Year 4 Word structure and spelling objectives ------------------------------------------------------- ^ can distinguish between the spellings and meanings of common homophones. ^ knows and applies ~ common spelling rules. ^ is developing a range of personal strategies for learning new and irregular words. Year 5 Word structure and spelling objectives ------------------------------------------------------- ^ is able to spell words containing unstressed vowels. ^ know and uses less common prefixes and suffixes such as im-, ir-, -cian. ^ is able to group and classify words according to their spelling patterns and their meanings. " interpret text Year 3 Understanding and interpreting texts objectives ---------------------------------------------------------------- ^ has identified and made notes on the main points in a variety of sections of text. ^ is able to infer characters' feelings in fiction and the consequences in logical explanations. ^ identified how different texts were 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. ^ has explored how different texts appealed to readers by using varied sentence structures and descriptive language. Year 4 Understanding and interpreting texts objectives ---------------------------------------------------------------- ^ can identify and summarise evidence from a text to support a hypothesis. ^ is able to deduce different characters' reasons for behaviour from their actions and explain how the author's ideas are developed in non-fiction texts. ^ used ~ knowledge of different organisational features of texts to help * find information effectively. ^ is able to use ~ knowledge of word structures and origins to develop ~ understanding of word meanings. ^ is able to explain how writers use figurative and expressive language to create images and atmosphere. Year 5 Understanding and interpreting texts objectives ---------------------------------------------------------------- ^ is able to make notes on and use ~ evidence from across a text to explain the events or ~ ideas. ^ can infer a variety of writers' perspectives from what is written and from what is implied. ^ has compared different types of narrative and information texts and identified how they are structured. ^ is able to distinguish between everyday use of words and their subject-specific use. ^ has explored how writers use language for comic and dramatic effects. " repond to text Year 3 Engaging and responding to texts objectives -------------------------------------------------------------- # can share and compare ~ reasons for ~ reading preferences, extending the range of books ^ has read. # has empathised with characters and debated the moral dilemmas portrayed in texts. # identifies features that writers use to provoke readers' reactions. Year 4 Engaging and responding to texts objectives -------------------------------------------------------------- # reads extensively ~ favourite authors or genres and ^ likes to experiment with other types of text. # is able to interrogate texts to deepen and clarify ~ understanding and ~ response. # can explore why and how writers write, including through face-to-face and online contact with authors. Year 5 Engaging and responding to texts objectives -------------------------------------------------------------- # is able to reflect on ~ reading habits and ~ preferences and plan ~ personal reading goals. # has compared the usefulness of techniques such as visualisation, prediction and empathy in exploring the meaning of texts. ^ can compare how a common theme is presented in poetry, prose and other media. " Shaping text 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. ^ uses a beginning, middle and end when ^ writes ~ narratives. The events in ~ story are sequenced logically and ~ conflicts are resolved. ^ writes ~ non-narrative texts using the structures of different text-types. ^ selects and uses a range of technical and descriptive vocabulary in ~ work. ^ uses the correct layout, format ~ graphics and ~ illustrations for different purposes. Year 4 Creating and shaping texts objectives ---------------------------------------------------- ^ is able to develop and refine ideas in writing using planning and problem-solving strategies. ^ can use settings and characterisation to engage readers' interest. ^ can summarise and shape material and ideas from different sources to write convincing and informative non-narrative texts. ^ shows imagination through the language used to create emphasis, humour, atmosphere or suspense in ~ work. ^ is able to choose and combine ~ words, images and other features to create particular effects. Year 5 Creating and shaping texts objectives ---------------------------------------------------- ^ is able to reflect independently and critically on ~ own writing and edit and improve it accordingly. ^ has experimented with different narrative forms and styles when ^ has written ~ own stories. ^ is able to adapt non-narrative forms and styles to write fiction or factual texts, including poems. ^ can vary the pace and develop the viewpoint through the use of direct and reported speech, portrayal of action and selection of detail. ^ has created multi-layered texts which included the use of hyperlinks and linked web pages. " Text Structure Year 3 Text structure and organisation objectives ----------------------------------------------------------- # can signal sequence, place and time to give coherence to ~ writing. # can group 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. Year 4 Text structure and organisation objectives ----------------------------------------------------------- # can organise text into paragraphs to distinguish between ~ different information, events or processes. # is able to use adverbs and conjunctions to establish cohesion within ~ paragraphs. Year 4 Sentence structure and punctuation objectives --------------------------------------------------------------- ^ can clarify ~ meaning and point of view by using a varied sentence structure which often includes phrases, clauses and adverbials. ^ can use commas to mark clauses, and use the apostrophe for possession in his work. Year 5 Text structure and organisation objectives ----------------------------------------------------------- ^ is able to experiment with the order of sections and paragraphs to achieve different effects. ^ has change the order of ~ material within a paragraph, moving the topic sentence. Year 5 Sentence structure and punctuation objectives --------------------------------------------------------------- ^ is able to adapt ~ sentence construction to different text-types, purposes and readers. ^ has punctuated ~ sentences accurately and included the appropriate using speech marks and apostrophes. " Presentation 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. # is developing accuracy and speed when using ~ keyboard skills to type, edit and re-draft ~ work. Year 4 Presentation objectives ------------------------------------- # writes consistently with neat, legible and joined handwriting. # can use a word processing packages to present written work and ^ continues to increase in speed and accuracy when ^ types. Year 5 Presentation objectives ------------------------------------- # can adapt ~ handwriting for specific purposes, for example printing or use of italics. ^ is able to use a range of ICT programs to present ~ texts, making ~ own informed choices about which electronic tools to use for different purposes. "