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Volume 2 Month 12 Day 30- Designing Report Card

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Report Card Categories

Below are different categories to be included in report card. It can help teachers in designing a complete report card. It would be better if report card include comments on different subjects like math, science, arts, language, social studies, physical education etc. Teachers should write report card comments for different areas of learning like recitation, handwriting, counting, reading, writing, note taking, etc. Report card should provide complete information about students’ progress so that parents can be well aware of their child’s performance in different areas of learning. It would help parents to easily identify the subject or area of learning in which their child is performing well or needs improvement. Therefore, teachers must take into consideration all the categories while designing report card.

Category 1: Friendly, Cheerful, Cooperative

1.     *student is a friendly and cheerful member of our class

2.     *student is a cooperative, friendly and cheerful member of our class

3.     *student is a cooperative member of our class

4.     *student is a cooperative student

Category 2: Conscientious

1.     *student is a very conscientious student

2.     *student is a very conscientious student and puts excellent thought and neatness into daily work

3.     *student demonstrates a conscientious attitude and a willingness to put effort into daily work

4.     *student makes a conscientious effort to do well

Category 3: Follows Directions/Instructions

1.     *student is able to assume responsibility to follow directions when they are given

2.     *student listens to and follows directions accurately and promptly

3.     *student follows directions promptly and accurately

4.     *student follows directions promptly

Category 4: Independent Worker

1.     *student is able to work independently, asking for assistance only when needed

2.     *student is able to work independently and with confidence

3.     *student is able to work independently and takes pride in work done well

4.     *student is able to work independently

Category 5: Enthusiastic/Enthusiasm

1.     *student is an enthusiastic learner

2.     *student demonstrates a keen enthusiasm for learning

3.     *student demonstrates an enthusiasm for learning

4.     *student is an enthusiastic student, willing to learn

Category 6: Attitude/Work Habits: Positive Comments

1.     *student is attentive during lessons and is willing to contribute ideas

2.     *student is attentive during lessons and is willing to answer questions

3.     *student is attentive in class and willingly participates in group discussion

4.     *student is attentive in class and is a thoughtful and willing participant in group discussion

Category 7: Cooperative/Cooperate

1.     *student is able to demonstrate responsible behaviour by working cooperatively with a group and showing appreciation for the efforts of others

2.     *student is willing to share, to cooperate in a group setting, to voice feelings and opinions and to listen to the opinions of others

3.     *student helps to maintain a cooperative working environment by interacting appropriately and by accepting a share of the responsibility for completing a task

4.     *student is able to participate in cooperative team effort when working with a small group

Category 8: Requiring Development – Use of Time

1.     *student is encouraged to use time wisely and so be able to complete tasks in the time allotted

2.     *student is learning to demonstrate responsibility by beginning and completing tasks promptly without needing frequent reminders

3.     *student needs to show by the quality of assignments and the wise use of class time that he is actively engaged in the learning process

4.     *student needs frequent reminders to use time wisely

Category 9: Requiring Development – Behaviour/Language

1.     *student is showing an increased desire to demonstrate responsible attitudes and acceptable behaviour in the classroom

2.     *student is learning to anticipate the consequences of actions

3.     *student is learning to react in more socially appropriate ways

4.     *student is encouraged to use socially appropriate language at all times

Category 10: Attitude/Work Habits: Requiring Development

1.     *student is encouraged to listen attentively during group sharing times and to remember to raise his hand to speak

2.     *student is learning the importance of being attentive during lessons and listening to and following directions accurately and promptly

3.     When we discuss an assignment, an increase in attentiveness and a willingness to contribute ideas would enrich learning and enhance his sense of being a valuable participant

4.     *student requires frequent reminders to be attentive during lessons and instructions

Category 11: LANGUAGE ARTS

1.     – has achieved excellent scores on the weekly spelling tests

2.     – has achieved good scores on the weekly spelling tests

3.     – finds the spelling words challenging and requires ongoing effort and support

4.     – has been working on a shorter list of spelling words and requires ongoing effort and support

Category 12: Identifying misspellings

1.     – is able readily to identify misspellings in frequently used words

2.     – demonstrates a growing ability to identify misspellings in frequently used words

3.     – needs reminders to put increased effort into identifying misspellings in frequently used words

4.     – requires ongoing support to identify misspellings in frequently used words

Category 13: Analogies, compound words, antonyms

1.     – is able to identify and give examples of analogies, compound words and antonyms

2.     – is learning to identify and give examples of analogies, compound words and antonyms

3.     – requires more time and practice to be able to identify and give examples of analogies, compound words and antonyms

4.     – demonstrates a limited understanding of the use of analogies, compound words and antonyms

Category 14: improvement needed

1.     – needs to develop a clearer understanding of analogies in particular

2.     – needs to develop a clearer understanding of compound words in particular

3.     – needs to develop a clearer understanding of antonyms in particular

Category 15: improvement needed

1.     – needs to develop a clearer understanding of analogies and compound words in particular

2.     – needs to develop a clearer understanding of analogies and antonyms in particular

3.     – needs to develop a clearer understanding of antonyms and compound words in particular

Category 16: Reading Fluency

1.     – is able to read storybooks and short novels with confidence

2.     – is able to read storybooks with confidence

3.     – is able to read beginning storybooks with confidence

4.     – is able to read beginning storybooks with frequent support

Category 17: Reading comprehension tests

1.     – demonstrates excellent ability in completing reading comprehension tests

2.     – demonstrates very good ability in completing reading comprehension tests

3.     – demonstrates good ability in completing reading comprehension tests

4.     – reading comprehension test scores demonstrate a need for extra practice reading aloud and discussing content

Category 18: Home Reading Program

1.     – consistent participation in the Home Reading program is commendable; all written work is completed carefully and thoughtfully

2.     – consistent participation in the Home Reading program is commendable

3.     – is strongly encouraged to participate consistently in the Home Reading program by reading aloud each evening and recording the date, the title of the book read and at least three thoughtful comments

4.     – is strongly encouraged to participate consistently in the Home Reading program and to put extra effort into quality work

Category 19: *student has shown good interest in the novel, ‘The Search for Delicious’ by Natalie Babbitt

1.     – is able to offer direct responses to his listening experiences supported by reasons, examples, and details

2.     – is becoming more able to offer direct responses to his listening experiences supported by reasons, examples, and details

3.     – requires ongoing support to be able to offer direct responses to his listening experiences supported by reasons, examples, and details

4.     – requires continuous support and direct adult supervision to be able to offer direct responses to his listening experiences supported by reasons, examples, and details.

Category 20: Response Journal

1.     – is able to use grammatically correct language and correct spelling and punctuation when writing simple sentences

2.     – is encouraged to give increased attention to grammatically correct language and correct spelling and punctuation when writing simple sentences

3.     – requires more time and practice in using grammatically correct language and correct spelling and punctuation when writing simple sentences

4.     – requires considerable adult assistance in using grammatically correct language and correct spelling and punctuation when writing simple sentences

Category 21: *student has enjoyed reading and writing limericks about animals

1.     – is able to follow the pattern for writing limericks

2.     – is learning to follow the pattern for writing limericks

3.     – is able, with considerable assistance, to follow the pattern for writing limericks

4.     – unfortunately, although *student is very capable, he put minimal effort into following the pattern for writing limericks

Category 22: Recitation

1.     – was able to recite the poem ‘The Woodpecker’ word perfect. Good work, *student!

2.     – was able to recite the poem ‘The Woodpecker’ with only 1 or 2 minor errors. Good job!

3.     – was able to recite most of the poem ‘The Woodpecker’ and was able to self-correct

4.     – was able, with frequent prompting, to recite the poem ‘The Woodpecker’

Category 23: Handwriting

1.     – has put excellent effort into handwriting and is able to follow directions for individual letter formation and the joining of letters

2.     – has put very good effort into handwriting and has shown ability in following directions for individual letter formation and the joining of letters

3.     – has put good effort into handwriting and is, with extra assistance, able to follow directions for individual letter formation and the joining of letters

4.     – finds handwriting challenging; needs considerable practice in letter formation, spacing, directionality, and the joining of letters

Category 24: Learning Assistance

1.     – is receiving learning assistance with a small group for four 1/2 hour periods per week

2.     – is receiving learning assistance with a small group for three 1/2 hour periods per week

Category 25: MATH

1.     – is able to calculate addition and subtraction facts to 18 confidently and accurately

2.     – is becoming more able to calculate addition and subtraction facts to 18 confidently and accurately

3.     – requires more time and practice in calculating addition and subtraction facts to 18

4.     – needs to put much more effort into learning to calculate addition and subtraction facts to 18

Category 26: Skip counting

1.     – is able to skip count forward and backward by 2s, 5s, 10s, 100s to complete short patterns

2.     – is learning to skip count forward and backward by 2s, 5s, 10s, 100s to complete short patterns

3.     – needs practice with skip counting forward and backward by 2s, 5s, 10s, 100s to complete short patterns

4.     – needs considerable practice with skip counting forward and backward by 2s, 5s, 10s, 100s to complete short patterns

Category 27: Place value

1.     – is able to demonstrate place value concepts to give meaning to numbers 0 to 1000, identifying 1s, 10s, and 100s

2.     – is developing an understanding of place value concepts to give meaning to numbers 0 to 1000, identifying 1s, 10s, and 100s

3.     – requires more time and practice to demonstrate place value concepts to give meaning to numbers 0 to 1000, identifying 1s, 10s, and 100s

4.     – demonstrates a limited understanding of place value concepts for numbers 0 to 1000 and has difficulty identifying 1s, 10s, and 100s

Category 28: Comparing numbers

1.     – is able to compare numbers to 1000 using terms such as greater or less and greatest or least

2.     – is learning to compare numbers to 1000 using terms such as greater or less and greatest or least

3.     – requires ongoing support to compare numbers to 1000 using terms such as greater or less and greatest or least

4.     – demonstrates a limited understanding of comparing numbers to 1000 using terms such as greater or less and greatest or least

Category 29: Addition

1.     – is able to demonstrate and describe the process of addition of whole numbers up to 100 with and without regrouping

2.     – is learning to demonstrate and describe the process of addition of whole numbers up to 100 with and without regrouping

3.     – requires ongoing support to be able to demonstrate and describe the process of addition of whole numbers up to 100 with and without regrouping

4.     – requires considerable reteaching and ongoing individual instruction to be able to demonstrate and describe the process of addition of whole numbers up to 100 with and without regrouping

Category 30: Word problems

1.     – is able to complete word problems using 1 and 2-digit addition, showing his work and writing a full sentence answer

2.     – is becoming more confident in his ability to complete word problems using 1 and 2-digit addition, showing his work and writing a full sentence answer

3.     – needs practice with completing word problems using 1 and 2-digit addition, showing his work and writing a full sentence answer

4.     – needs considerable adult assistance to be able to complete word problems using 1 and 2-digit addition, showing his work and writing a full sentence answer

Category 31: SCIENCE

1.     – demonstrates excellent effort and ability in writing information learned from videos about animals

2.     – demonstrates good effort and improving ability in writing information learned from videos about animals

3.     – is encouraged to put increased effort into writing information learned from videos about animals

4.     – required direct adult assistance to write information learned from videos about animals

Category 32: structures for animal survival

1.     – is able to describe structures that enable animals to survive in different environments

2.     – is learning to describe structures that enable animals to survive in different environments

3.     – needs additional assistance to describe structures that enable animals to survive in different environments

4.     – demonstrates minimal understanding of the structures that enable animals to survive in different environments

Category 33: animals’ needs

1.     – is able to demonstrate a knowledge of what animals need to survive

2.     – is beginning to demonstrate a knowledge of what animals need to survive

3.     – requires ongoing support to be able to demonstrate a knowledge of what animals need to survive

Category 34: note taking

1.     – shows an excellent understanding of note taking from pictures and paragraphs in preparation for writing an animal report

2.     – shows a growing understanding of note taking from pictures and paragraphs in preparation for writing an animal report

3.     – requires ongoing support in order to develop an understanding of note taking from pictures and paragraphs in preparation for writing an animal report

4.     – required considerable assistance in note taking from pictures and paragraphs in preparation for writing an animal report

Category 35: SOCIAL STUDIES

1.     – is able to create and interpret simple maps using cardinal directions, symbols, and simple keys

2.     – is developing his ability to create and interpret simple maps using cardinal directions, symbols, and simple keys

3.     – needs practice with creating and interpreting simple maps using cardinal directions, symbols, and simple keys

4.     -demonstrates minimal understanding of the interpretation of simple maps using cardinal directions, symbols, and simple keys

Category 36: locating continents etc.

1.     – is able to locate continents, oceans and countries on the globe and the world map and to label and colour countries on the outline maps provided

2.     – is learning to locate continents, oceans and countries on the globe and the world map and to label and colour countries on the outline maps provided

3.     – needs extra assistance to locate continents, oceans and countries on the globe and the world map and to label and colour countries on the outline maps provided

Category 37: PHYSICAL EDUCATION

1.     – enjoys physical education activities, follows directions promptly and accurately, uses equipment appropriately and exhibits good sportsmanship

2.     – enjoys physical education activities, usually follows directions promptly and accurately, uses equipment appropriately and exhibits good sportsmanship

3.     – enjoys physical education activities and is encouraged to follow directions promptly and accurately, to use equipment appropriately and exhibit good sportsmanship

Category 38: Expected Development for Age Range

1.     *student easily meets the widely held expectations for learning in his age range

2.     *student fulfils the expectation for learning within his age range

3.     *student is working towards meeting the expectation for learning in his age range

4.     *student is making some progress towards meeting the expectation for learning in his age range

(* denotes student’s name)

 

Vishal Jain

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