Learning Skills Report 1

R-Good I W- Good I- Good O-Good C-Good SR-Good

*N* listens carefully during lessons and when others are speaking. She asks for help to understand and accurately complete seatwork. *N* follows the rules and routines of the classroom and she looks after her belongings. She is encouraged to put forth her best effort on seatwork and homework. *N* continues to be prepared for class each day. She enters the class with her homework and work items. Notes are handed in on time and she wears appropriate indoor and outdoor clothing. When working in a group, *N* usually talks about the activity and stays on task. She should continue to work with teachers and peers to set her goals. *N* uses checklists, rubrics, anchor charts, and portable word walls to improve her work. She begins seatwork promptly and usually stays on task. *N* is encouraged to put forth her best effort on homework activities. *N* plays fair and includes her peers in groups and activities. She listens carefully to their ideas and is willing to help them with their work. *N* should continue to treat others respectfully. *N* demonstrates a positive attitude towards learning. She is willing to try new tasks and is proud of her work when she succeeds. *N* is encouraged to use the library and computer to learn more about what interests her. *N* continues to work hard to achieve set goals. She willingly shares homework assignments that reflect her interests and help to improve her learning. *N* should continue to follow her interests and work hard to improve her skills.

*N* listens carefully during lessons and when others are speaking. She asks for help to understand and accurately complete seatwork. *N* follows the rules and routines of the classroom and she looks after her belongings. She should continue to put forth her best effort on seatwork and homework. *N* continues to be prepared for class each day. She enters the class with her homework and work items. Notes are handed in on time and she wears appropriate indoor and outdoor clothing. When working in a group, *N* usually talks about the activity and stays on task. She should continue to work with teachers and peers to set her goals. *N* completes her work on time. She usually uses checklists, rubrics, anchor charts, and portable word walls to improve her work. *N* begins seatwork promptly. She needs some reminders to stay on task in order to produce a detailed and neatly finished product. *N* plays fair and includes her peers in groups and activities. She listens carefully to their ideas and is willing to help them with their work. *N* should continue to treat others respectfully. *N* demonstrates a positive attitude towards learning. She is willing to try new tasks and is proud of her work when she succeeds. *N* is encouraged to use the library and computer to learn more about what interests her. *N* continues to work hard to achieve set goals. She willingly shares

homework assignments that reflect her interests and help to improve her learning. *N* should continue to follow her interests and work hard to improve her skills.

*N* listens carefully during lessons and when others are speaking. He asks for help to understand and accurately complete seatwork. *N* follows the rules and routines of the classroom and he looks after his belongings. He should continue to put forth his best effort on seatwork and homework. *N* continues to be prepared for class each day. He enters the class with his homework and work items. Notes are handed in on time and he wears appropriate indoor and outdoor clothing. When working in a group, *N* usually talks about the activity and stays on task. He should continue to work with teachers and peers to set his goals. *N* completes his work on time. He usually uses checklists, rubrics, anchor charts, and portable word walls to improve his work. *N* begins seatwork promptly. He needs some reminders to stay on task in order to produce a detailed and neatly finished product. *N* plays fair and includes his peers in groups and activities. He listens carefully to their ideas and is willing to help them with their work. *N* should continue to treat others respectfully. *N* demonstrates a positive attitude towards learning. He is willing to try new tasks and is proud of his work when he succeeds. *N* is encouraged to use the library and computer to learn more about what interests him. *N* continues to work hard to achieve set goals. He is beginning to share homework assignments that reflect his interests and help to improve his learning. *N* should continue to follow his interests and work hard to improve his skills.

*N* listens carefully during lessons and when others are speaking. She asks for help to understand and accurately complete seatwork. *N* follows the rules and routines of the classroom and she looks after her belongings. She should continue to put forth her best effort on seatwork and homework. *N* continues to be prepared for class each day. She enters the class with her homework and work items. Notes are handed in on time and she wears appropriate indoor and outdoor clothing. When working in a group, *N* usually talks about the activity and stays on task. She should continue to work with teachers and peers to set her goals. *N* completes her work on time. She usually uses checklists, rubrics, anchor charts, and portable word walls to improve her work. *N* begins seatwork promptly and stays on task. She needs some reminders to add greater detail to her written work, and to produce a neatly finished product. *N* plays fair and includes her peers in groups and activities. She listens carefully to their ideas and is willing to help them with their work. *N* should continue to treat others respectfully. *N* demonstrates a positive attitude towards learning. She is willing to try new tasks and is proud of her work when she succeeds. *N* is encouraged to use the library and computer to learn more about what interests her. *N* continues to work hard to achieve set goals. She willingly shares homework assignments that reflect her interests and help to improve her learning. *N* should continue to follow her interests and work hard to improve her skills.

*N* listens very carefully during lessons and when others are speaking. She understands instructions and accurately completes seatwork. *N* follows the rules and routines of the classroom and she looks after her belongings. She should continue to put forth her best effort on seatwork and homework. *N* is prepared for class each day. She enters the class with her homework and work items. Notes are handed in on time and she wears appropriate indoor and outdoor clothing. When working in a group, *N* talks about the activity and stays on task. She should continue to work with teachers and peers to set her goals. *N* completes her work on time. She effectively uses checklists, rubrics, anchor charts, and portable word walls to improve her work. *N* begins seatwork promptly and stays on task. She usually produces a detailed and neatly finished product. *N* plays fair and includes her peers in groups and activities. She willing helps others with their work. *N* demonstrates a positive attitude towards learning. She is willing to try new tasks and is proud of her work when she succeeds. She is encouraged to use the library and computer to learn more about what interests her. *N* continues to work hard to achieve set goals. She shares homework assignments that reflect her interests and help to improve her learning. *N* should continue to follow her interests and work hard to improve her skills.

*N* listens carefully during lessons and when others are speaking. She asks for help to understand and accurately complete seatwork. *N* follows the rules and routines of the classroom. She needs some reminders to keep her locker and work area tidy. *N* continues to be prepared for class each day. She enters the class with her homework and work items. Notes are handed in on time and she wears appropriate indoor and outdoor clothing. When working in a group, *N* usually talks about the activity and stays on task. She should continue to work with teachers and peers to set her goals. *N* completes her work on time. She usually uses checklists, rubrics, anchor charts, and portable word walls to improve her work. *N* needs some reminders to begin seatwork promptly and to stay on task until she has produced a detailed and neatly finished product. *N* plays fair and includes her peers in groups and activities. She listens carefully to their ideas and is willing to help them with their work. *N* should continue to treat others respectfully. *N* demonstrates a positive attitude towards learning. She is willing to try new tasks and is proud of her work when she succeeds. *N* is encouraged to use the library and computer to learn more about what interests her. *N* continues to work hard to achieve set goals. She willingly shares homework assignments that reflect her interests and help to improve her learning. *N* should continue to follow her interests and work hard to improve her skills.

*N* listens very carefully during lessons and when others are speaking. She understands instructions and accurately completes seatwork. *N* follows the rules and routines of the classroom and she looks after her belongings. She should continue to put forth her best effort on seatwork and homework. *N* continues to be prepared for class each day. She enters the class with her homework and work items. Notes are handed in on time and she wears appropriate indoor and outdoor clothing. When working in a group, *N* usually talks about the activity and stays on task. She should continue to work with teachers and peers to set her goals. *N* completes her work on time. She usually uses checklists, rubrics, anchor charts, and portable word walls to improve her work. *N* begins seatwork promptly and stays on task. She usually produces a detailed and neatly finished product. *N* plays fair and includes her peers in groups and activities. She listens carefully to their ideas and is willing to help them with their work. *N* should continue to treat others respectfully. *N* demonstrates a positive attitude towards learning. She is willing to try new tasks and is proud of her work when she succeeds. *N* is encouraged to use the library and computer to learn more about what interests her. *N* continues to work hard to achieve set goals. She willingly shares homework assignments that reflect her interests and help to improve her learning. *N* should continue to follow her interests and work hard to improve her skills.

*N* listens carefully during lessons and when others are speaking. He asks for help to understand and accurately complete seatwork. *N* follows the rules and routines of the classroom and he looks after his belongings. He should continue to put forth his best effort on seatwork and homework. *N* continues to be prepared for class each day. He enters the class with his homework and work items. Notes are handed in on time and he wears appropriate indoor and outdoor clothing. When working in a group, *N* usually talks about the activity and stays on task. He should continue to work with teachers and peers to set his goals. *N* uses checklists, rubrics, anchor charts, and portable word walls to improve his work. He begins seatwork promptly but needs reminders to stay on task until he has produced a detailed and neatly finished product. *N* plays fair and includes his peers in groups and activities. He listens carefully to their ideas and is willing to help them with their work. *N* should continue to treat others respectfully. *N* demonstrates a positive attitude towards learning. He is willing to try new tasks and is proud of his work when he succeeds. *N* is encouraged to use the library and computer to learn more about what interests him. *N* continues to work hard to achieve set goals. He willingly shares homework assignments that reflect his interests and help to improve his learning. *N* should continue to follow his interests and work hard to improve his skills.

*N* listens carefully during lessons and when others are speaking. He asks for help to understand and accurately complete seatwork. *N* follows the rules and routines of the classroom and he looks after his belongings. He should continue to put forth his best effort on seatwork and homework. *N* continues to be prepared for class each day. He enters the class

with his homework and work items. Notes are handed in on time and he wears appropriate indoor and outdoor clothing. When working in a group, *N* usually talks about the activity and stays on task. He should continue to work with teachers and peers to set his goals. *N* completes his work on time. He usually uses checklists, rubrics, anchor charts, and portable word walls to improve his work. *N* begins seatwork promptly. He needs some reminders to stay on task until his work is complete. *N* plays fair and includes his peers in groups and activities. He listens carefully to their ideas and is willing to help them with their work. *N* should continue to treat others respectfully. *N* demonstrates a positive attitude towards learning. He is willing to try new tasks and is proud of his work when he succeeds. *N* is encouraged to use the library and computer to learn more about what interests him. *N* continues to work hard to achieve set goals. He willingly shares homework assignments that reflect his interests and help to improve his learning. *N* should continue to follow his interests and work hard to improve his skills.

*N* usually listens carefully during lessons and when others are speaking. She asks for help to understand and accurately complete seatwork. *N* follows the rules and routines of the classroom and she looks after her belongings. She should continue to put forth her best effort on seatwork and homework. *N* continues to be prepared for class each day. She enters the class with her homework and work items. Notes are handed in on time and she wears appropriate indoor and outdoor clothing. When working in a group, *N* talks about the activity and stays on task. She should continue to work with teachers and peers to set her goals. *N* uses checklists, rubrics, anchor charts, and portable word walls to improve her work. She usually begins seatwork promptly, but needs several reminders to stay on task until she has produced a detailed and neatly finished product. *N* plays fair and includes her peers in groups and activities. She listens carefully to their ideas and is willing to help them with their work. *N* should continue to treat others respectfully. *N* demonstrates a positive attitude towards learning. She is willing to try new tasks and is proud of her work when she succeeds. *N* is encouraged to use the library and computer to learn more about what interests her. *N* continues to work hard to achieve set goals. She willingly shares homework assignments that reflect her interests and help to improve her learning. *N* should continue to follow her interests and work hard to improve her skills.

*N* listens very carefully during lessons and when others are speaking. She understands instructions and accurately completes seatwork. *N* follows the rules and routines of the classroom and she looks after her belongings. She should continue to put forth her best effort on seatwork and homework. *N* is prepared for class each day. She enters the class with her homework and work items. Notes are handed in on time and she wears appropriate indoor and outdoor clothing. When working in a group, *N* stays on task and often takes a leadership role. She should continue to work with teachers and peers to set her goals. *N* completes her work

on time. She effectively uses checklists, rubrics, anchor charts, and portable word walls to improve her work. *N* begins seatwork promptly and stays on task. She always produces a detailed and neatly finished product. *N* plays fair and includes her peers in groups and activities. She willing helps others with their work. *N* should continue to treat others respectfully. *N* demonstrates a very positive attitude towards learning. She is willing to try new tasks and is proud of her work when she succeeds. She is encouraged to use the library and computer to learn more about what interests her. *N* continues to work hard to achieve set goals. She willingly shares homework assignments that reflect her interests and help to improve her learning. *N* should continue to follow her interests and work hard to improve her skills.

*N* usually listens carefully during lessons and when others are speaking. She asks for help to understand and accurately complete seatwork. *N* follows the rules and routines of the classroom and she looks after her belongings. She should continue to put forth her best effort on seatwork and homework. *N* continues to be prepared for class each day. She enters the class with her homework and work items. Notes are handed in on time and she wears appropriate indoor and outdoor clothing. When working in a group, *N* usually talks about the activity and stays on task. She should continue to work with teachers and peers to set her goals. *N* completes her work on time. She usually uses checklists, rubrics, anchor charts, and portable word walls to improve her work. *N* begins seatwork promptly. She needs some reminders to stay on task in order to produce a detailed and neatly finished product. *N* plays fair and includes her peers in groups and activities. She listens carefully to their ideas and is willing to help them with their work. *N* should continue to treat others respectfully. *N* demonstrates a positive attitude towards learning. She is willing to try new tasks and is proud of her work when she succeeds. *N* is encouraged to use the library and computer to learn more about what interests her. *N* continues to work hard to achieve set goals. She willingly shares homework assignments that reflect her interests and help to improve her learning. *N* should continue to follow her interests and work hard to improve her skills.

*N* listens carefully during lessons and when others are speaking. She asks for help to understand and accurately complete seatwork. *N* follows the rules and routines of the classroom and she looks after her belongings. She should continue to put forth her best effort on seatwork and homework. *N* continues to be prepared for class each day. She enters the class with her homework and work items. Notes are handed in on time and she wears appropriate indoor and outdoor clothing. When working in a group, *N* usually talks about the activity and stays on task. She should continue to work with teachers and peers to set her goals. *N* completes her work on time. She begins seatwork promptly and stays on task. She needs some reminders to use checklists, rubrics, anchor charts, and portable word walls to improve her work. She is also encouraged to print and colour neatly. *N* plays fair and includes her

peers in groups and activities. She listens carefully to their ideas and is willing to help them with their work. *N* should continue to treat others respectfully. *N* demonstrates a positive attitude towards learning. She shows greater confidence when trying new tasks, and she is proud of her work when she succeeds. *N* is encouraged to use the library and computer to learn more about what interests her. *N* is working hard to achieve set goals. She shares homework assignments that reflect her interests and help to improve her learning. *N* should continue to follow her interests and work hard to improve her skills.

*N* listens very carefully during lessons and when others are speaking. She understands instructions and accurately completes seatwork. *N* follows the rules and routines of the classroom and she looks after her belongings. She should continue to put forth her best effort on seatwork and homework. *N* is prepared for class each day. She enters the class with her homework and work items. Notes are handed in on time and she wears appropriate indoor and outdoor clothing. When working in a group, *N* usually talks about the activity and stays on task. She should continue to work with teachers and peers to set her goals. *N* completes her work on time. She usually uses checklists, rubrics, anchor charts, and portable word walls to improve her work. *N* begins seatwork promptly and stays on task. She prints and colours neatly, but needs some encouragement to add greater detail to written work. *N* plays fair and includes her peers in groups and activities. She listens carefully to their ideas and is willing to help them with their work. *N* should continue to treat others respectfully. *N* demonstrates a positive attitude towards learning. She is willing to try new tasks and is proud of her work when she succeeds. *N* is encouraged to use the library and computer to learn more about what interests her. *N* continues to work hard to achieve set goals. She willingly shares homework assignments that reflect her interests and help to improve her learning. *N* should continue to follow her interests and work hard to improve her skills.

*N* is beginning to adjust to Grade One routines and expectations. He shows an interest in most areas of the curriculum, and usually participates in class lessons and activities. *N* continues to need reminders to listen attentively during lessons, and to raise his hand before he speaks. *N* is prepared for class each day. He enters the class with his homework and work items. Notes are handed in on time and he wears appropriate indoor and outdoor clothing. *N* needs frequent reminders to keep track of his belongings, and to keep his work area and locker tidy. With teacher assistance, *N* is beginning to follow instructions and complete seatwork accurately. He usually stays on task, but needs to add greater detail to drawings and written work. *N* usually includes his peers in groups and activities. He needs reminders to engage in appropriate indoor and outdoor play, and to take responsibility for his actions when a conflict occurs. With review and repetition, *N* is gradually achieving set goals. He is beginning to

identify areas for improvement, and to use tools to help him learn. With teacher and parent support, *N* should continue to set goals to improve his learning.

*N* usually listens carefully during lessons and when others are speaking. He asks for help to understand and accurately complete seatwork. *N* has shown some improvement with following class routines and expectations. He still needs some reminders to begin seatwork promptly, and to add greater detail to drawings and written work. *N* continues to be prepared for class each day. He enters the class with his homework and work items. Notes are handed in on time and he wears appropriate indoor and outdoor clothing. When working in a group, *N* needs some reminders to stay on task and to talk about the activity. He should continue to work with teachers and peers to set his goals. *N* usually uses checklists, rubrics, anchor charts, and portable word walls to improve his work. He needs some reminders to reread his work and check for errors before handing it in. *N* plays fair and includes his peers in groups and activities. He listens carefully to their ideas and is willing to help them with their work. He needs some reminders to engage in appropriate outdoor play, and to take responsibility for his actions when a conflict occurs. *N* is willing to try new tasks and is proud of his work when he succeeds. He is encouraged to use the library and computer to learn more about what interests him. *N* continues to work hard to achieve set goals. He is beginning to share homework assignments that reflect his interests and help to improve his learning. *N* should continue to follow his interests and work hard to improve his skills.

*N* is beginning to listen attentively during lessons and when others are speaking. He usually follows class routines, but needs to ask for help to understand and accurately complete seatwork. To help organize his thinking, *N* should review with a friend what he needs to do first, next, and last. *N* is prepared for class each day. He enters the class with his homework and work items. Notes are handed in on time and he wears appropriate indoor and outdoor clothing. When working in a group, *N* needs some reminders to talk about the activity and stay on task. He should continue to work with teachers and peers to set his goals. *N* completes most of his work on time. With some assistance it is done accurately. *N* needs frequent reminders to begin seatwork promptly and to put forth his best effort to produce a detailed and neatly finished product. *N* includes his peers in groups and activities. He listens to their ideas and is willing to help them with their work. With review and repetition, *N* is gradually achieving set goals. He is beginning to identify areas for improvement, and t to use tools to help him learn. *N* needs to continue to work hard next term to meet grade expectations in core subjects.

*N* is gradually adjusting to Grade One routines and expectations. He shows an interest in some areas of the curriculum, and is beginning to feel proud of his accomplishments. *N*

needs reminders to listen attentively during lessons, and to ask for help when he needs it. *N* is prepared for class each day. He enters the class with his homework and work items. Notes are handed in on time and he wears appropriate indoor and outdoor clothing. *N* usually keeps track of his belongings, and keeps his work area and locker tidy. He needs some reminders to transition quickly from one activity to the next. With teacher assistance, *N* is beginning to follow instructions and complete seatwork accurately. He usually begins work promptly, but needs encouragement to remain on task until he has produced a detailed and neatly finished product. He needs some reminders to pick an appropriate activity when his work is complete. *N* usually includes his peers in groups and activities. He takes responsibility for his actions when a conflict occurs. He needs some reminders to engage in appropriate indoor and outdoor play. With review and repetition, *N* is gradually achieving set goals. He is beginning to identify areas for improvement, and to use tools to help him learn. With teacher and parental support, *N* should continue to set goals to improve his learning.

*N* is gradually adjusting to Grade One routines and expectations. He shows an interest in some areas of the curriculum, and is beginning to feel proud of his accomplishments. *N* needs reminders to listen attentively during lessons, and to ask for help when he needs it. *N* is prepared for class each day. He enters the class with his homework and work items. Notes are handed in on time and he wears appropriate indoor and outdoor clothing. *N* keeps track of his belongings and he keeps his work area and locker tidy. He needs some reminders to transition quickly from one activity to the next. With support, *N* is beginning to follow instructions and complete seatwork accurately. Once he knows what to do, he begins work promptly. *N* needs encouragement to remain on task until he has produced a detailed product. He needs some reminders to pick an appropriate activity when his work is complete. *N* usually includes his peers in groups and activities. He takes responsibility for his actions when a conflict occurs. He needs some reminders to engage in appropriate indoor and outdoor play, and to react appropriately when a conflict occurs. With review and repetition, *N* is gradually achieving set goals. He is beginning to identify areas for improvement, and to use tools to help him learn. With teacher and parental support, *N* should continue to set goals to improve his learning.

*N* usually listens carefully during lessons and when others are speaking. She asks for help to understand and accurately complete seatwork. *N* follows the rules and routines of the classroom. She needs some reminders to keep her locker and work area tidy. *N* continues to be prepared for class each day. She enters the class with her homework and work items. Notes are handed in on time and she wears appropriate indoor and outdoor clothing. When working in a group, *N* usually talks about the activity and stays on task. She should continue to work with teachers and peers to set her goals. *N* completes her work on time. She uses checklists, rubrics, anchor charts, and portable word walls to improve her work. *N* needs some

reminders to begin seatwork promptly and to stay on task until she has produced a detailed and neatly finished product. *N* plays fair and includes her peers in groups and activities. She listens carefully to their ideas and is willing to help them with their work. *N* should continue to treat others respectfully. *N* demonstrates a positive attitude towards learning. She is willing to try new tasks and is proud of her work when she succeeds. *N* is encouraged to use the library and computer to learn more about what interests her. *N* continues to work hard to achieve set goals. She willingly shares homework assignments that reflect her interests and help to improve her learning. *N* should continue to follow her interests and work hard to improve her skills.

Language Arts Report 1

*N* is making very good progress in Language Arts. She reads a variety of materials independently with fluency and expression. *N* has a large sight vocabulary. She effectively uses many strategies to determine unfamiliar words. When faced with an unfamiliar word, *N* should skip the word and read on, then guess and check to see if the word makes sense. *N* expresses clear responses to fiction and non-fiction texts. To improve reading responses, *N* should use the class Comprehension and Non-Fiction Bookmarks to engage in discussions about what she has read. In writing, *N* writes a variety of personal stories several sentences in length. She spells high frequency and short vowel words with increasing accuracy. *N* writes about a variety of topics. She is encouraged to increase story length and use interesting words. *N* presents her ideas and written work to the class. She asks relevant questions and waits her turn. She is encouraged to share more of her good homework ideas with the class next term. *N* demonstrates a good understanding of text forms such as art, colour, print size, and speech bubbles. To enhance her work, *N* should apply similar text forms to her own creations.

*N* is making satisfactory progress in Language Arts. He reads a variety of materials independently with improved comprehension. *N* has a large sight vocabulary. He effectively uses many strategies to determine unfamiliar words. Prior to reading, *N* should talk about the pictures and discuss new vocabulary. When he comes to an unfamiliar word, he should skip the word and read on, then guess and check to see if the word makes sense. It would benefit *N* to read a story in chunks and then share what he has learned after each section. In writing, *N* writes simple but complete sentences. He accurately spells basic sight and short vowel words. *N* is encouraged to write longer stories with greater detail. Prior to writing, *N* should share his ideas and then expand on them. *N* sometimes presents his ideas and written work to the class. He speaks clearly but needs some reminders to ask relevant questions, and to

listen carefully to his peers. *N* demonstrates some understanding of text forms such as art, colour, print size, and speech bubbles. To enhance his work, *N* should have opportunities to explore text forms in books.

*N* is making slow but steady progress in Language Arts. He is gradually developing a sight vocabulary and is beginning to use picture clues, phonics and meaning to read. In simple stories, *N* recognizes the main idea and usually retells the story in the correct order. He needs to continue to practice effective reading strategies such as previewing the pictures, looking for vocabulary in the text, and sounding out. *N* should also continue to read each night and review the high frequency word list. In writing, *N* is making slow progress. He writes short, simple stories and requires some assistance to produce an accurately finished product. *N* is able to spells short vowel words with increasing accuracy, but needs to check the word wall to correctly spell high frequency words. A goal for next term will be for *N* to recognize words with rhyming patterns and to use these patterns to spell other words. *N* sometimes presents his ideas and written work to the class. He speaks clearly but needs some reminders to ask relevant questions, and to listen carefully to others ideas. *N* demonstrates some understanding of text forms such as art, colour, print size, and speech bubbles. To enhance his work, *N* should have opportunities to explore text forms in books.

*N* is making very good progress in Language Arts. She reads a variety of materials independently with fluency and expression. *N* has a large sight vocabulary. She effectively uses many strategies to determine unfamiliar words. When faced with an unfamiliar word, *N* should skip the word and read on, then guess and check to see if the word makes sense. *N* expresses clear responses to fiction and non-fiction texts, sometimes relating written ideas to her personal knowledge and experiences. In writing, *N* writes a variety of personal stories several sentences in length. She spells high frequency and short vowel words with increasing accuracy. *N* is encouraged to use punctuation. She needs some reminders to use the word wall to correctly spell high frequency words. *N* presents her ideas and written work to the class. She asks relevant questions and waits her turn. She is encouraged to share more of her good homework ideas with the class next term. *N* demonstrates a good understanding of text forms such as art, colour, print size, and speech bubbles. To enhance her work, *N* should apply similar text forms to her own creations.

*N* is making steady progress in Language Arts. He is developing a sight vocabulary and is beginning to use picture clues, phonics and meaning to read. *N* usually recognizes the main idea and is able to retell a story in the correct order. When reading, *N* should continue to

practice effective reading strategies as well as apply his understanding of letter sound relationships. He should continue daily review of high frequency words so that he automatically recognizes these words in text. In writing, *N* writes a variety of personal stories several sentences in length. He spells high frequency and short vowel words with increasing accuracy. *N* is encouraged to write longer stories about a variety of topics. *N* presents his ideas and written work to the class. He asks relevant questions and waits his turn. He is encouraged to share more of his good homework ideas with the class next term. *N* demonstrates a good understanding of text forms such as art, colour, print size, and speech bubbles. To enhance his work, *N* should apply similar text forms to his own creations.

*N* is making good progress in Language Arts. She reads a variety of materials independently with improved comprehension. *N* has a large sight vocabulary and she effectively uses many reading strategies to determine unfamiliar words. When *N* comes to a word she doesn’t know, she should skip the word and read on, then guess and check to see if the word makes sense. To improve fluency, *N* should practice reading familiar text many times, paying attention to the punctuation. In writing, *N* writes a variety of personal stories several sentences in length. She spells short vowel words with increasing accuracy. *N* is encouraged to write longer stories and to use punctuation properly. She needs some reminders to check the word wall when spelling high frequency words. *N* presents her ideas and written work to the class. She asks relevant questions and waits her turn. She is encouraged to share more of her good homework ideas with the class next term. *N* demonstrates a good understanding of text forms such as art, colour, print size, and speech bubbles. To enhance her work, *N* should apply similar text forms to her own creations.

*N* is making very good progress in Language Arts. She reads a variety of materials independently with fluency and expression. *N* has a large sight vocabulary. She effectively uses many strategies to determine unfamiliar words. When faced with an unfamiliar word, *N* should skip the word and read on, then guess and check to see if the word makes sense. *N* expresses clear responses to fiction and non-fiction texts, sometimes relating written ideas to her personal knowledge and experiences. In writing, *N* writes a variety of personal stories several sentences in length. She spells high frequency and short vowel words with increasing accuracy. *N* is encouraged to write longer stories about a variety of topics. *N* presents her ideas and written work to the class. She asks relevant questions and waits her turn. She is encouraged to share more of her good homework ideas with the class next term. *N* demonstrates a good understanding of text forms such as art, colour, print size, and speech bubbles. To enhance her work, *N* should apply similar text forms to her own creations.

*N* is making steady progress in Language Arts. He can read a variety of written materials independently. *N* makes sense of text by using pictures, phonics, and meaning. He demonstrates understanding by stating the main idea and providing a logical retell of the story. *N* can automatically recognize many high frequency words. During reading he needs to self-correct when the text doesn't make sense. When faced with an unfamiliar word, *N* should skip the word and read on, then guess and check to see if the word makes sense. In writing, *N* writes a variety of personal stories several sentences in length. He spells short vowel words with increasing accuracy. *N* is encouraged to write longer stories about a variety of topics. He needs to print neatly and use the word wall to spell high frequency words. *N* is encouraged to stay on task until his writing is complete. *N* presents his ideas and written work to the class. He asks relevant questions and waits his turn. He is encouraged to share more of his good homework ideas with the class next term. *N* demonstrates a good understanding of text forms such as art, colour, print size, and speech bubbles. To enhance his work, *N* should apply similar text forms to his own creations.

Math

*N* is showing good progress in math. She accurately prints numbers to 100, and can count by 1's, 5's and 10's. With the use of manipulatives, *N* is able to solve problems involving the addition of single-digit whole numbers. She can quickly compose and decompose numbers to 6. To improve mental math computations, *N* should practise counting on, counting back and doubles. She should have opportunities to estimate quantities. *N* is able to tell time on the hour. She identifies the days of the week and months of the year. *N* relates temperature to daily life and can read a thermometer. She should continue to have opportunities to practise these skills. Using concrete materials, *N* is able to identify, describe, extend, and create repeating patterns. She should continue to look for patterns in her environment and extend this knowledge to number patterns. *N* reads and describes primary data presented in concrete graphs and pictographs. Further experience applying graphing skills to real-life situations should be a focus for *N*. The Geometry and Spatial Sense strand was not part of the program this term.

*N* is showing good progress in math. She accurately prints numbers to 100, and can count by 1's, 5's and 10's. With the use of manipulatives, *N* is able to solve problems involving the addition of single-digit whole numbers. She can quickly compose and decompose numbers to 8. To improve mental math computations, *N* should practise counting on, counting back and doubles. *N* is able to tell time on the hour. She identifies the days of the week and months of the year. *N* relates temperature to daily life and can read a thermometer. She should continue to have opportunities to practise these skills. Using concrete materials, *N* is able to identify, describe, extend, and create repeating patterns. She should continue to look for patterns in her environment and extend this knowledge to number patterns. *N* reads and describes primary data presented in concrete graphs and pictographs. Further experience applying graphing skills to real-life situations should be a focus for *N*. The Geometry and Spatial Sense strand was not part of the program this term.

*N* is showing satisfactory progress in Math. She can count by 1's to 60 and she accurately prints numbers to 20. *N* needs further practise printing numbers to 100. *N* can count by 5's and 10's to 100. She should continue to practise counting by 2's to 20, and counting backwards from 20. *N* can accurately solve problems involving the addition of single-digit whole numbers. She can quickly compose and decompose numbers to 5. She should have opportunities to estimate quantities. *N* is able to tell time on the hour. She identifies the days of the week and months of the year. *N* relates temperature to daily life and can read a thermometer. She should continue to have opportunities to practise these skills. Using concrete materials, *N* is able to identify, describe, extend, and create repeating patterns. She should continue to look for patterns in her environment and extend this knowledge to number patterns. *N* reads and describes primary data presented in concrete graphs and pictographs. Further experience applying graphing skills to real-life situations should be a focus for *N*. The Geometry and Spatial Sense strand was not part of the program this term.

*N* is showing satisfactory progress in math. She can count by 1's to 100 and she accurately prints most numbers. *N* needs further practise counting by 5's to 100, 2's to 20, and counting backwards from 20. *N* is becoming more consistent at accurately solving problems involving the addition of single-digit whole numbers. She can quickly compose and decompose numbers to 5. *N* is able to tell time on the hour. She identifies the days of the week and months of the year. *N* relates temperature to daily life and can read a thermometer. She should continue to have opportunities to practise these skills. Using concrete materials, *N* is able to identify, describe, extend, and create repeating patterns. She should continue to look for patterns in her environment and extend this knowledge to number patterns. *N* reads and describes primary data presented in concrete graphs and pictographs. Further experience applying graphing skills to real-life situations should be a focus for *N*. The Geometry and Spatial Sense strand was not part of the program this term.