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Comments by Subject, Grade, and Level

Learning Skills in Paragraph Form

Comments by Subject, Grade, and Level

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Grade One Art - Level A

[name] consistently recognizes and names the primary colours of pigment (red, blue, yellow)
[name] easily describes different kinds of lines (e.g., jagged, broken, straight, curved)
[name], with a high degree of effectiveness, recognized and named the secondary colours and explained how they are made. [name] discussed several ways artists use the elements of design to create a specific effect. With a thorough understanding of the concept, [name] can identify the types of lines in art works and in the environment (horizontal, vertical, diagonal), with clarity.
[name] consistently communicates with clarity and precision when describing the texture of various familiar objects (e.g., rough, smooth, slippery, wet), using vocabulary and terminology appropriate for this grade

Grade One Art - Level B

with ease, [name] identifies the value of a colour (i.e., distinguishes between lighter and darker tones of a colour)
[name],with considerable effectiveness, recognized and named the secondary colours and explained how they are made. [name] discussed how artists use many elements of design to create a specific effect (e.g., diagonal lines that suggest movement). Demonstrating considerable knowledge of the concept, [name] can identify most of the types of lines in art works and in the environment (horizontal, vertical, diagonal).
[name] usually recognizes and names the primary colours of pigment (red, blue, yellow)
[name] appropriately describes different kinds of lines (e.g., jagged, broken, straight, curved)
[name] usually communicates with clarity and precision when describing the texture of various familiar objects (e.g., rough, smooth, slippery, wet), using vocabulary and terminology appropriate for this grade

Grade One Art - Level C

[name] sometimes recognizes and names the primary colours of pigment (red, blue, yellow)
[name] hesitantly describes different kinds of lines (e.g., jagged, broken, straight, curved)
[name] sometimes communicates with clarity and precision when describing the texture of various familiar objects (e.g., rough, smooth, slippery, wet), using vocabulary and terminology appropriate for this grade
[name] sometimes recognizes and names the primary colours of pigment (red, blue, yellow)
[name] hesitantly describes different kinds of lines (e.g., jagged, broken, straight, curved)

Grade One Art - Level D

[name] rarely recognizes and names the primary colours of pigment (red, blue, yellow) -with difficulty, describes different kinds of lines (e.g., jagged, broken, straight, curved)
with difficulty, [name] identifies the value of a colour (i.e., distinguishes between lighter and darker tones of a colour)
[name] rarely communicates with clarity and precision when describing the texture of various familiar objects (e.g., rough, smooth, slippery, wet), using vocabulary and terminology appropriate for this grade

Grade Two Art - Level A

[name], with a high degree of effectiveness, recognized and named the secondary colours and explained how they are made. [name] discussed several ways artists use the elements of design to create a specific effect. With a thorough understanding of the concept, [name] can identify the types of lines in art works and in the environment (horizontal, vertical, diagonal), with clarity.

Grade Two Art - Level B

[name],with considerable effectiveness, recognized and named the secondary colours and explained how they are made. [name] discussed how artists use many elements of design to create a specific effect (e.g., diagonal lines that suggest movement). Demonstrating considerable knowledge of the concept, [name] can identify most of the types of lines in art works and in the environment (horizontal, vertical, diagonal).

Grade Two Art - Level C

[name],with some effectiveness, recognized and named the secondary colours and explained how they are made. [name] discussed how artists use a few elements of design to create a specific effect. Demonstrating some knowledge of concepts, [name] can identify some types of lines in art works and in the environment (e.g., horizontal, vertical, diagonal).

Grade Two Art - Level D

[name], with limited effectiveness, named the secondary colours and explained how they are made. With limited knowledge, [name] discussed how artists use one element of design to create a specific effect. [name] identified a few types of lines in art works and in the environment(e.g., horizontal, vertical, diagonal).
[name] rarely recognized and named the secondary colours. With assistance, [name] discussed how artists use one element of design to create a specific effect (e.g., diagonal lines that suggest movement). [name] can only identify one type of line found in art works and in the environment (horizontal, vertical, diagonal), with assistance.

Grade Three Art - Level A

[name] is able to recognize and name the warm and cool colours, and describe their emotional impact with a high degree of effectiveness. [name] uses the art tools, materials, and techniques correctly to create different effects with a high degree of effectivenss.
[name] demonstrates thorough understanding of content when labeling the foreground, middle ground, and background in a work, identifying objects in each of these areas. [name] transfers knowledge and skills to new contexts with a high degree of effectiveness when producing works of art involving techniques in drawing, painting, and printmaking.
[name] is able to apply the skills, concepts, and techniques taught to identify the similarities and differences in content between two or more works with a high degree of effectiveness. [name] is able to state his/her preference for a specific work and defend his/her choice with reference to both his own interests and experience and to the artist's use of design with a high degree of effectiveness.

Grade Three Art - Level B

[name] demonstrates considerable understanding of content when labeling the foreground, middle ground, and background in a work, identifying objects in each of these areas. [name] transfers knowledge and skills to new contexts with considerable effectiveness when producing works of art involving techniques in drawing, painting, and printmaking.
[name] is able to apply the skills, concepts, and techniques taught to identify the similarities and differences in content between two or more works with considerable effectiveness. [name] is able to state his/her preference for a specific work and defend his/her choice with reference to both his own interests and experience and to the artist¿s use of design with considerable effectiveness.

Grade Three Art - Level C

[name] is able to recognize and name the warm and cool colours, and describe their emotional impact with some effectiveness. [name] uses the art tools, materials, and techniques correctly to create different effects with some effectiveness.
[name] demonstrates some understanding of content when labeling the foreground, middle ground, and background in a work, identifying objects in each of these areas. [name] transfers knowledge and skills to new contexts with some effectiveness when producing works of art involving techniques in drawing, painting, and printmaking.
[name] is able to apply the skills, concepts, and techniques taught to identify the similarities and differences in content between two or more works with some effectiveness. [name] is able to state [name] preference for a specific work and defend [name] choice with reference to both his own interests and experience and to the artist¿s use of design with some effectiveness.

Grade Three Art - Level D

[name] is able to recognize and name the warm and cool colours, and describe their emotional impact with limited effectiveness. [name] uses the art tools, materials, and techniques correctly to create different effects with limited effectiveness.
[name] demonstrates limited understanding of content when labeling the foreground, middle ground, and background in a work, identifying objects in each of these areas. [name] transfers knowledge and skills to new contexts with limited effectiveness when producing works of art involving techniques in drawing, painting, and printmaking.
[name] is able to apply the skills, concepts, and techniques taught to identify the similarities and differences in content between two or more works with limited effectiveness. [name] is able to state [name] preference for a specific work and defend his/her choice with reference to both his/her own interests and experience and to the artist¿s use of design with limited effectiveness.

Grade Four Art - Level A

With a high degree of effectiveness, [name] produces two-dimensional works of art that communicates thoughts, feelings, and ideas for specific purposes and to specific audiences.
With a high degree of effectiveness, [name] identifies the elements of design (colour, line, shape, and texture) and uses them in ways appropriate for this grade when producing and responding to works of art. [name] produces two-dimensional works of art such as a caricature, French person, and title pages for various subjects.

Grade Four Art - Level B

With a considerable degree of effectiveness, [name] produces two-dimensional works of art that communicates thoughts, feelings, and ideas for specific purposes and to specific audiences.
With a considerable degree of effectiveness, [name] identifies the elements of design (colour, line, shape, and texture) and uses them in ways appropriate for this grade when producing and responding to works of art. [name] produces two-dimensional works of art such as a caricature, French person, and title pages for various subjects.

Grade Four Art - Level C

With some effectiveness, [name] produces two-dimensional works of art that communicates thoughts, feelings, and ideas for specific purposes and to specific audiences.
With some degree of effectiveness, [name] identifies the elements of design (colour, line, shape, and texture) and uses them in ways appropriate for this grade when producing and responding to works of art. [name] produces two-dimensional works of art such as a caricature, French person, and title pages for various subjects.

Grade Four Art - Level D

With limited effectiveness, [name] identifies the elements of design (colour, line, shape, and texture) and uses them in ways appropriate for this grade when producing and responding to works of art. [name] produces two-dimensional works of art such as a caricature, French person, and title pages for various subjects.
With a limited degree of effectiveness, [name] produces two-dimensional works of art that communicates thoughts, feelings, and ideas for specific purposes and to specific audiences.

Grade Five Art - Level A

[name] applies all of the skills, concepts, and techniques taught when organizing [name] art works to create a specific effect using the different elements of design.
[name] applies all of the skills, concepts, and techniques taught when producing two- and three-dimensional works of art that communicate a range of ideas (thoughts, feelings, experiences) for specific purposes and to specific audiences.

Grade Five Art - Level B

[name] applies most of the skills, concepts, and techniques taught when organizing [name] art works to create a specific effect using the different elements of design.
[name] applies most of the skills, concepts, and techniques taught when producing two- and three-dimensional works of art that communicate a range of ideas (thoughts, feelings, experiences) for specific purposes and to specific audiences.

Grade Five Art - Level C

[name] applies some of the skills, concepts, and techniques taught when organizing [name] art works to create a specific effect using the different elements of design.
[name] applies most of the skills, concepts, and techniques taught when producing two- and three-dimensional works of art that communicate a range of ideas (thoughts, feelings, experiences) for specific purposes and to specific audiences.

Grade Five Art - Level D

[name] applies few of the skills, concepts, and techniques taught when organizing [name] art works to create a specific effect using the different elements of design.
[name] applies few of the skills, concepts, and techniques taught when producing two- and three-dimensional works of art that communicate a range of ideas (thoughts, feelings, experiences) for specific purposes and to specific audiences.

Grade One Language Arts - Level A

In Oral and Visual Communication, [name] demonstrates thorough understanding of appropriate listening behaviour by using active listening strategies in a few different situations (i.e., looking at the speaker)
In oral and visual communication, [name]: -demonstrates a high degree of effectiveness when communicating for different audiences and purposes by using some vocal effects (i.e., pace, volume) appropriately
In oral and visual communication, [name]: -very effectively applies the basic rules of participating in conversations and working with others
In reading, [name]: -demonstrates thorough knowledge of content by automatically reading and understanding some high-frequency words, demonstrates thorough knowledge of content when predicting the meaning of and solving unfamiliar words using graphophonic cues (i.e., blending of individual sounds), demonstrates thorough understanding of content when expressing personal thoughts and feelings about what has been read
In reading, [name]: -transfers knowledge and skills to new contexts with a high degree of effectiveness by automatically reading some high-frequency words and words of personal interest, in a variety of reading contexts, demonstrates through knowledge of content when identifying some text features (e.g., illustrations, photos, title) and explaining how they help readers understand texts
In writing, [name]: -organizes ideas with a high degree of effectiveness when writing simple but complete sentences that make sense, uses vocabulary with a high degree of effectiveness when spelling high-frequency words, uses vocabulary with a high degree of effectiveness when spelling unfamiliar words using strategies that involve understanding sound-symbol relationships, organizes ideas with a high degree of effectiveness when using elements of effective presentation in the finished product (i.e., printing legibly, leaving spaces between words)
In writing, [name]: -expresses and organizes ideas and information with a high degree of effectiveness when writing short texts using a few simple forms (e.g., recount of an experiences; identifying steps in a procedure)
In writing, [name] uses familiar words and phrases (i.e., descriptive adjectives) to convey a clear meaning with a high degree of effectiveness, organizes ideas and information with a high degree of effectiveness when ordering main ideas and supporting details using simple graphic organizers (story board...) and simple organizational patterns (first, then...)

Grade One Language Arts - Level B

In Oral and Visual Communication, [name]: -demonstrates considerable understanding of appropriate listening behaviour by using active listening strategies in a few different situations (i.e., looking at the speaker)
In oral and visual communication, [name]: -demonstrates considerable effectiveness when communicating for different audiences and purposes by using some vocal effects (i.e., pace, volume) appropriately
In Oral and Visual Communication, [name]: -communicates for different audiences with considerable effectiveness when choosing appropriate words to communicate [name] meaning and engage the interest of [name] audience
In reading, [name]: -demonstrates considerable knowledge of content by automatically reading and understanding some high-frequency words, demonstrates considerable knowledge of content when predicting the meaning of and solving unfamiliar words using graphophonic cues (i.e., blending of individual sounds), demonstrates considerable understanding of content when expressing personal thoughts and feelings about what has been read
In reading, [name]: -transfers knowledge and skills to new contexts with considerable effectiveness by automatically reading some high-frequency words and words of personal interest, in a variety of reading contexts, demonstrates considerable knowledge of content when identifying some text features (e.g., illustrations, photos, title) and explaining how they help readers understand texts
In reading [name], -demonstrates considerable knowledge of content by reading appropriate, familiar texts at a sufficient rate and with sufficient expression to convey the sense of the text, extends [name] understanding of texts by connecting the ideas in them to [name] own knowledge and experience with considerable effectiveness
In writing, [name]: -organizes ideas with considerable effectiveness by writing simple but complete sentences that make sense, uses vocabulary with considerable effectiveness by spelling some high-frequency words correctly, uses vocabulary with considerable effectiveness by spelling unfamiliar words using strategies that involve understanding sound-symbol relationships, organizes ideas with considerable effectiveness by using some appropriate elements of effective presentation in the finished product (i.e., printing legibly, leaving spaces between words)
In writing, [name]: -expresses and organizes ideas and information with considerable effectiveness when writing short texts using a few simple forms (e.g., recount of an experiences; identifying steps in a procedure)

Grade One Language Arts - Level C

In Oral and Visual Communication, [name]: -demonstrates some understanding of appropriate active listening behaviour in a few different situations (i.e., looking at the speaker)
In oral and visual communication, [name]: -demonstrates some effectiveness when communicating for different audiences and purposes by using some vocal effects (i.e., pace, volume) appropriately
In oral and visual communication, [name]: -with modeling applies the basic rules of participating in conversations and working with others
In reading, [name]: -transfers knowledge and skills to new contexts with some effectiveness by automatically reading some high-frequency words and words of personal interest, in a variety of reading contexts, demonstrates some knowledge of content when identifying some text features (e.g., illustrations, photos, title) and explaining how they help readers understand texts
In reading, [name]: -demonstrates some knowledge of content when trying to automatically read and understand some high-frequency words, demonstrates some knowledge of content when working to predict the meaning of and solve unfamiliar words using graphophonic cues (i.e., blending of individual sounds), demonstrates some understanding of content when expressing personal thoughts and feelings about what has been read
In reading [name], -demonstrates some knowledge of content when attempting to read appropriate, familiar texts at a sufficient rate and with sufficient expression to convey the sense of the text, extends [name] understanding of texts by connecting the ideas in them to [name] own knowledge and experience with some effectiveness
In writing, [name]: -organizes ideas with some effectiveness when working to write simple but complete sentences that make sense, uses vocabulary with some effectiveness when spelling high-frequency words, uses vocabulary with some effectiveness when using spelling strategies that involve understanding sound-symbol relationships, organizes ideas with some effectiveness when using elements of presentation in the finished product (i.e., printing legibly, leaving spaces between words)
In writing, [name]: -expresses and organizes ideas and information with some effectiveness when writing short texts using a few simple forms (e.g., recount of an experiences; identifying steps in a procedure)
In writing, -[name] uses familiar words and phrases (i.e., descriptive adjectives) to convey a clear meaning with some effectiveness, organizes ideas and information with some effectiveness when ordering main ideas and supporting details using simple graphic organizers (story board...) and simple organizational patterns (first, then...)
In writing, -[name] uses familiar words and phrases (i.e., descriptive adjectives) to convey a clear meaning with considerable effectiveness, organizes ideas and information with considerable effectiveness when ordering main ideas and supporting details using simple graphic organizers (story board...) and simple organizational patterns (first, then...)

Grade One Language Arts - Level D

In Oral and Visual Communication, [name]: -demonstrates a limited understanding of appropriate active listening behaviour in different situations (i.e., looking at the speaker)
In oral and visual communication, [name]: -demonstrates limited effectiveness when communicating for different audiences and purposes by using some vocal effects (i.e., pace, volume) appropriately
In oral and visual communication, [name]: -with modeling sometimes applies the basic rules of participating in conversations and working with others
In reading, [name]: -demonstrates limited knowledge of content when trying to automatically read and understand some high-frequency words, demonstrates limited knowledge of content when working to predict the meaning of and solve unfamiliar words using graphophonic cues (i.e., blending of individual sounds), demonstrates limited understanding of content when expressing personal thoughts and feelings about what has been read
In reading, [name]: -transfers knowledge and skills to new contexts with limited effectiveness by automatically reading some high-frequency words and words of personal interest, in a variety of reading contexts, demonstrates limited knowledge of content when identifying some text features (e.g., illustrations, photos, title) and explaining how they help readers understand texts
In reading [name], -demonstrates limited knowledge of content when attempting to read appropriate, familiar texts at a sufficient rate and with sufficient expression to convey the sense of the text, extends [name] understanding of texts by connecting the ideas in them to [name] own knowledge and experience with limited effectiveness
In writing, [name]: -organizes ideas with limited effectiveness when working to write simple but complete sentences that make sense, uses vocabulary with limited effectiveness when spelling high-frequency words, uses vocabulary with limited effectiveness when using spelling strategies that involve understanding sound-symbol relationships, organizes ideas with limited effectiveness when using elements of presentation in the finished product (i.e., printing legibly, leaving spaces between words)
In writing, [name]: -expresses and organizes ideas and information with limited effectiveness when writing short texts using a few simple forms (e.g., recount of an experiences; identifying steps in a procedure)
In writing, -[name] demonstrates limited effectiveness when using familiar words and phrases (i.e., descriptive adjectives) to convey a clear meaning, organizes ideas and information with limited effectiveness when ordering main ideas and supporting details using simple graphic organizers (story board...) and simple organizational patterns (first, then...)

Grade Two Language Arts - Level A

[name] recognized text forms, features, and stylistic elements, demonstrating an understanding of how they help communicate meaning, with considerable effectiveness. With a thorough understanding of the concepts, [name] used knowledge of words and cuing systems to read fluently.
With a high degree of effectiveness, [name] communicated for different audiences, in oral, visual, and written forms. [name] produced media texts for specific purposes and audiences, with a high degree of effectiveness.
Demonstrating thorough knowledge of the concepts, [name] talked about (most of the, all) characteristics and situations in stories, as well as information found in factual materials. [name] used appropriate vocabulary to express emotions, in a variety of situations. With a high degree of effectiveness, [name] used appropriate gestures and tone of voice.
[name] confidently read a wide variety of fiction and nonfiction materials for different purposes, with a thorogh knowledge of content. [name] consistently and independently used a wide variety of reading strategies appropriate for this grade level. With a high degree of effectiveness, [name] clearly expressed many insightful thoughts and feelings about a piece of writing.
In Reading, Writing and Oral Language, [name], demonstrating a thorough knowledge of the concepts, used (many, most) of the reading strategies appropriate for this grade level. [name], with a high degree of effectiveness, substituted one word for another, in a meaningful way (e.g., used house instead of home). [name] successfully used and interpreted conventions of formal texts (e.g., maps, pictures, graphics). Demonstrating a thorough knowledge of concepts, [name] identified (most, all) characteristics of different forms of written materials (e.g., poem, dictionary, and recipe).
[name] independently and confidently communicated [name] ideas in specific pieces of writing. [name] consistently organized [name] writing in a logical sequence, including interesting details. [name] [name] consistently used capital letters to begin sentences and used classroom resources to confirm spelling.
With a high degree of effectiveness in the application of knowledge and skills, [name] generated, gathered, and organized ideas and information. [name], with a high degree of effectiveness, wrote short texts using several simple forms (e.g., a factual recount, an original story).
[name] began to write elaborate sentences including adjectives. [name] used "es" to form the plural of certain words (e.g., radish/radishes), correctly. With understanding and independently, [name] revised and edited some of [name] written material, focusing on specific features (e.g., sequencing ideas, spelling). [name], for clarification, used classroom resources (e.g., spelling text, personal word book) to confirm spelling.

Grade Two Language Arts - Level B

[name] recognized most of text forms, features, and stylistic elements, demonstrating an understanding of how they help communicate meaning, with considerable effectiveness. With considerable effectiveness, [name] used knowledge of words and cuing systems to read fluently.
With considerable effectiveness, [name] communicated for different audiences, in oral, visual, and written forms. [name] produced media texts for specific purposes and audiences, with considerable effectiveness.
Demonstrating considerable knowledge of the concepts, [name] talked about (many, most of the) characteristics and situations in stories, as well as information found in factual materials. [name] usually used appropriate vocabulary and oral language structures to express emotions, in a variety of situations. With considerable effectiveness, [name] used (many, most of the)appropriate gestures and tone of voice.
[name] confidently read a wide variety of fiction and nonfiction materials for different purposes, with considerable effectiveness. [name] consistently used a wide variety of reading strategies appropriate for this grade level. With considerable understanding of concepts, [name] clearly expressed some insightful thoughts and feelings about a piece of writing.
[name] recognized a variety of text forms, features, and stylistic elements, demonstrating an understanding of how they help communicate meaning, with a thorough knowledge of content. With a high degree of effectiveness, [name] used knowledge of words, and cuing systems to read fluently. [name] identified the main idea and most additional elements of texts (e.g., narrative: characters, setting resolution).
In Reading, Writing and Oral Language, [name] , deonstrating considerable knowledge of the concepts, read independently, using (some,most) of the reading strategies appropriate for this grade level. [name], with considerable effectiveness, substituted one word for another, in a meaningful way (e.g., used house instead of home). [name] used and interpreted (some,many) conventions of formal texts (e.g., maps, pictures, graphics). With considerable knowledge, [name] identified (some, many) characteristics of different forms of written materials (e.g., poem, dictionary, and recipe).
[name] independently communicated [name] ideas in writing for specific purposes. [name] usually organized [name] writing in a logical sequence and included some interesting details. [name] usually, consistently used capital letters to begin sentences. [name] used classroom resources to confirm spelling appropriately.
With considerable effectiveness in the application of knowledge and skills, [name] generated, gathered, and organized ideas and information. [name], with considerable effectiveness, wrote short texts using several simple forms (e.g., a factual recount, an original story).
[name] began to write more elaborate sentences including adjectives. [name] used "es" to form the plural of certain words (e.g., radish/radishes), with few errors. With understanding, [name] revised and edited written material, focusing on specific features (e.g., sequencing ideas, spelling). [name] used classroom resources (e.g., spelling text, personal word book) to confirm spelling.

Grade Two Language Arts - Level C

[name] recognized a variety of text forms,features, and stylistic elements, demonstrating an understanding of how they help communicate meaning, with some effectiveness. With some effectiveness, [name] used knowledge of words and cuing systems to read fluently.
With some effectiveness, [name] communicated for different audiences, in oral, visual, and written forms. [name] produced media texts for specific purposes and audiences, with some effectiveness.
Demonstrating some knowledge of the concepts, [name] talked about (some, many) characteristics and situations in stories, as well as information found in factual materials. [name], with some effectiveness, used appropriate vocabulary to express emotions, in a variety of situations. With some effectiveness, [name] sometimes used appropriate gestures and tone of voice.
[name] recognized a variety of text forms, features, and stylistic elements, demonstrating an understanding of how they help communicate meaning, with some knowledge of content. With some effectiveness, [name] used knowledge of words, and cuing systems to read fluently. [name] identified the main idea and some additional elements of texts (e.g., narrative: characters, setting resolution).
In Reading, Writing and Oral Language, [name],demonstrating some knowledge of the concepts, used (some, many) of the reading strategies appropriate for this grade level. [name] substituted one word for another, in a meaningful way (e.g., used house instead of home), with some errors. [name] used and interpreted (some, many) conventions of formal texts (e.g., maps, pictures, graphics). With some effectiveness, [name] identified (many, most of the) characteristics of different forms of written materials (e.g., poem, dictionary, and recipe).
With assistance, [name] communicated [name] ideas in writing for specific purposes. [name] sometimes organized [name] writing in a logical sequence and included few details. [name] sometimes used capital letters to begin sentences. With reminders, [name] used classroom resources to confirm spelling.
With some effectiveness in the application of knowledge and skills, [name] generated, gathered, and organized ideas and information. [name], with some effectiveness, wrote short texts using several simple forms (e.g., a factual recount, an original story).
[name] began to write more elaborate sentences including some adjectives. [name] used "es" to form the plural of certain words (e.g., radish/radishes), with some errors. With some understanding and assistance, [name] revised and edited written material, focusing on specific features (e.g., sequencing ideas, spelling). [name] used some classroom resources (e.g., spelling text, personal word book) to confirm spelling.

Grade Two Language Arts - Level D

[name] recognized a variety of text forms,features, and stylistic elements, demonstrating an understanding of how they help communicate meaning, with limited effectiveness. With limited effectiveness, [name] used some knowledge of words and cuing systems to read fluently.
With limited effectiveness, [name] communicated for different audiences, in oral, visual, and written forms. [name] produced media texts for specific purposes and audiences, with limited effectiveness.
[name], only through teacher-directed activitiesand with limited effectiveness, read a variety of fiction and nonfiction materials for different purposes. [name] used a limited range of reading strategies, with assistance. [name] was unclear when expressing [name] thoughts and feelings about a piece of writing.
[name] sometimes read a few fiction and nonfiction materials for different purposes, with some effectiveness. With assistance, [name] used a few reading strategies appropriate for this grade level. With some understanding of concepts, [name] expressed [name] thoughts and feelings about a piece of writing.
[name] recognized a variety of text forms, features, and stylistic elements, demonstrating an understanding of how they help communicate meaning, with limited knowledge of content. With limited effectiveness, [name] used knowledge of words, and cuing systems to read fluently. [name] identified the main idea and a few additional elements of texts (e.g., narrative: characters, setting resolution).
In Reading, Writing and Oral Language, [name], demonstrating a limited knowledge of the concepts, read independently, using (a few, some) of the reading strategies appropriate for this grade level. [name], with limited effectiveness, substituted one word for another, in a meaningful way (e.g., used house instead of home). [name] used and interpreted (a few,some) conventions of formal texts (e.g., maps, pictures, graphics). With a limited knowledge of the concepts, [name] identified (a few, some) characteristics of different forms of written materials (e.g., poem, dictionary, and recipe).
With prompting, [name] communicated [name] ideas in writing for specific purposes, but included little detail. [name] required teacher assistance to organize and write in a logical sequence and to use capital letters to begin sentences. [name] experienced difficulty printing legibly.
With limited effectiveness in the application of knowledge and skills, [name] generated, gathered, and organized ideas and information. [name], with limited effectiveness, wrote short texts using several simple forms (e.g., a factual recount, an original story).
[name] began to write a few sentences including some adjectives, with assistance. [name] used "es" to form the plural of certain words (e.g., radish/radishes), with errors. [name], with assistance, revised and edited some of [name] written material, focusing on specific features (e.g., sequencing ideas, spelling). [name] rarely used classroom resources (e.g., spelling text, personal word book) to confirm spelling.

Grade One Science - Level A

[name] clearly identifies the location and function of each sense organ. With ease, [name] compares ways in which people and animals use their senses to meet their needs (e.g., senses of sight and smell in finding food). [name] demonstrates a thorough understanding of the basic needs of animals (e.g., food, space, shelter and water).
In the Energy and Control strand, [name]: consistently demonstrates an understanding of ways in which energy is used in daily life, with ease, recognizes that the sun is the principal source of energy, clearly describes different uses of energy at home and suggests ways in which energy can be conserved
In the Matter and Materials strand, [name]:consistently communicates with clarity and precision when distinguishing between objects and materials, consistently uses appropriate science terminology when identifying and describing the properties of some materials (e.g., flexibility of plastic, hardness of wood)

Grade One Science - Level B

[name] easily identifies the location and function of each sense organ. [name] independently compares ways in which people and animals use their senses to meet their needs (e.g., senses of sight and smell in finding food). [name] demonstrates a good understanding of the basic needs of animals (e.g., food, space, shelter and water).
In the Matter and Materials strand, [name]: generally communicates with clarity and precision when distinguishing between objects and materials, usually uses appropriate science terminology when identifying and describing the properties of some materials (e.g., flexibility of plastic, hardness of wood)
In the Energy and Control strand, [name]: confidently demonstrates an understanding of ways in which energy is used in daily life, recognizes that the sun is the principal source of energy, appropriately describes different uses of energy at home and suggests ways in which energy can be conserved

Grade One Science - Level C

[name] adequately identifies the location and function of each sense organ. With some hesitation, [name] compares ways in which people and animals use their senses to meet their needs (e.g., senses of sight and smell in finding food). [name] demonstrates some understanding of the basic needs of animals (e.g., food, space, shelter and water).
In the Matter and Materials strand, [name]: communicates with some clarity and precision when distinguishing between objects and materials, sometimes uses appropriate science terminology when identifying and describing the properties of some materials (e.g., flexibility of plastic, hardness of wood)
In the Energy and Control strand, [name]: sometimes demonstrates an understanding of ways in which energy is used in daily life, with some difficulty, recognizes that the sun is the principal source of energy, occasionally describes different uses of energy at home and suggests ways in which energy can be conserved

Grade One Science - Level D

[name], with much teacher assistance, identifies the location and function of each sense organ. [name] compares ways in which people and animals use their senses to meet their needs (e.g., senses of sight and smell in finding food). With assistance, [name] demonstrates a limited understanding of the basic needs of animals (e.g., food, space, shelter and water).
In the Matter and Materials strand, [name]: communicates with little clarity and precision when distinguishing between objects and materials, rarely uses appropriate science terminology when identifying and describing the properties of some materials (e.g., flexibility of plastic, hardness of wood)
In the Energy and Control strand, [name]: with teacher assistance, demonstrates an understanding of ways in which energy is used in daily life, rarely recognizes that the sun is the principal source of energy, inconsistently describes different uses of energy at home and suggests ways in which energy can be conserved

Grade Three Science - Level A

[name] demonstrates a thorough understanding of the differences between the different components of soil. [name] demonstrates a thorough understanding of the similarities and differences in the physical characteristics of plants and the changes that take place.
[name] demonstrates thorough understanding of the properties of materials that can be magnetized or charged and of how materials are affected by magnets or static electric charges. [name] applies knowledge and skills with a high degree of effectiveness when designing and constructing devices that use a form of energy to create controlled movement.

Grade Three Science - Level B

[name] demonstrates a considerable understanding of the differences between the different components of soil. [name] demonstrates a considerable understanding of the similarities and differences in the physical characteristics of plants and the changes that take place in plants.
[name] demonstrates considerable understanding of the properties of materials that can be magnetized or charged and of how materials are affected by magnets or static electric charges. [name] applies knowledge and skills with considerable effectiveness when designing and constructing devices that use a form of energy to create controlled movement.

Grade Three Science - Level C

[name] demonstrates some understanding of the differences between the different components of soil. [name] demonstrates some understanding of the similarities and differences in the physical characteristics of plants and the changes that take place.
[name] demonstrates some understanding of the properties of materials that can be magnetized or charged and of how materials are affected by magnets or static electric charges. [name] applies knowledge and skills with some effectiveness when designing and constructing devices that use a form of energy to create controlled movement.

Grade Three Science - Level D

[name] demonstrates limited understanding of the differences between the different components of soil. [name] demonstrates limited understanding of the similarities and differences in the physical characteristics of plants and the changes that take place.
[name] demonstrates limited understanding of the properties of materials that can be magnetized or charged and of how materials are affected by magnets or static electric charges. [name] applies knowledge and skills with limited effectiveness when designing and constructing devices that use a form of energy to create controlled movement.

Grade Four Science - Level A

[name] consistently demonstrates an understanding that certain materials can transmit, reflect, or absorb light or sound. [name] investigates these properties, and consistently uses [name] findings to design objects and choose materials from which to construct them.
[name] consistently demonstrates an understanding of the characteristics of pulleys and gears by conducting and recording simple experiments. [name] identifies ways in which different systems function, and identifies appropriate criteria to be considered when designing and making such systems (e.g. drawbridge).
[name] consistently: demonstrates an understanding of the concepts of habitat and community, and identifies the factors that could affect habitats and communities of plants and animals, applies the skills and strategies required to search for sources of information and communicates these results using oral presentations, written notes and drawings, (e.g., prepared a poster illustrating the components of a 's habitat)

Grade Four Science - Level B

[name] usually demonstrates an understanding that certain materials can transmit, reflect, or absorb light or sound. [name] investigates these properties, and usually uses [name] findings to design objects and choose materials from which to construct them.
[name] usually demonstrates an understanding of the characteristics of pulleys and gears by conducting and recording simple experiments. [name] identifies ways in which different systems function, and identifies appropriate criteria to be considered when designing and making such systems (e.g. drawbridge).
[name] usually: demonstrates an understanding of the concepts of habitat and community, and identifies the factors that could affect habitats and communities of plants and animals, applies the skills and strategies required to search for sources of information and communicates these results using oral presentations, written notes and drawings, (e.g., prepared a poster illustrating the components of a 's habitat)

Grade Four Science - Level C

[name] sometimes demonstrates an understanding that certain materials can transmit, reflect, or absorb light or sound. [name] investigates these properties, and sometimes uses [name] findings to design objects and choose materials from which to construct them.
[name] sometimes demonstrates an understanding of the characteristics of pulleys and gears by conducting and recording simple experiments. [name] identifies ways in which different systems function, and identifies appropriate criteria to be considered when designing and making such systems (e.g. drawbridge).
[name] sometimes:demonstrates an understanding of the concepts of habitat and community, and identifies the factors that could affect habitats and communities of plants and animals, applies the skills and strategies required to search for sources of information and communicates these results using oral presentations, written notes and drawings, (e.g., prepared a poster illustrating the components of a 's habitat)

Grade Four Science - Level D

With teacher assistance [name]: demonstrates an understanding of the concepts of habitat and community, and identifies the factors that could affect habitats and communities of plants and animals, applies the skills and strategies required to search for sources of information and communicates these results using oral presentations, written notes and drawings, (e.g., prepared a poster illustrating the components of a 's habitat)
With teacher assistance, [name] demonstrates an understanding that certain materials can transmit, reflect, or absorb light or sound. [name] investigates these properties, and with support uses [name] findings to design objects and choose materials from which to construct them.
With teacher assistance, [name] demonstrates an understanding of the characteristics of pulleys and gears by conducting and recording simple experiments. [name] identifies ways in which different systems function, and identifies appropriate criteria to be considered when designing and making such systems (e.g. drawbridge).

Grade Five Science - Level A

[name] demonstrates thorough understanding of the three states of matter and of changes in matter. [name] always gives complete explanations when identifying and describing changes to materials that are reversible and non-reversible. [name] shows understanding of all of the basic concepts when designing and making a device that minimizes heat loss. [name] consistently uses appropriate vocabulary, including correct science and technology terminology, in describing [name] work.
[name] demonstrates no misconceptions in [name] understanding of the major climatic factors and patterns associated with weather. [name] very accurately describes the water cycle in terms of evaporation, condensation, and precipitation. [name] demonstrates no misconceptions when explaining the formation of clouds and the effect of different cloud formations on weather.
[name] always gives complete explanations of the basic concepts relating to the structure and function of the respiratory, circulatory, digestive, and nervous systems. [name] shows understanding of all of the basic concepts when demonstrating an understanding of the importance of conservation of energy in relation to the wise use of renewable and non-renewable energy sources.

Grade Five Science - Level B

[name] demonstrates general understanding of the three states of matter and of changes in matter. [name] usually gives complete explanations when identifying and describing changes to materials that are reversible and non-reversible. [name] shows understanding of most of the basic concepts when designing and making a device that minimizes heat loss. [name] usually uses appropriate vocabulary, including correct science and technology terminology, in describing [name] work.
[name] usually gives complete or nearly complete explanations of the basic concepts relating to the structure and function of the respiratory, circulatory, digestive, and nervous systems. [name] shows understanding of most of the basic concepts when demonstrating an understanding of the importance of conservation of energy in relation to the wise use of renewable and non-renewable energy sources.

Grade Five Science - Level C

[name] demonstrates some understanding of the three states of matter and of changes in matter. [name] gives partial explanations when identifying and describing changes to materials that are reversible and non-reversible. [name] shows understanding of some of the basic concepts when designing and making a device that minimizes heat loss. [name] sometimes uses appropriate vocabulary, including correct science and technology terminology, in describing [name] work.
[name] demonstrates no significant misconceptions in [name] understanding of the major climatic factors and patterns associated with weather. [name] accurately describes the water cycle in terms of evaporation, condensation, and precipitation. [name] demonstrates no significant misconceptions when explaining the formation of clouds and the effect of different cloud formations on weather.
[name] gives partial explanations of the basic concepts relating to the structure and function of the respiratory, circulatory, digestive, and nervous systems. [name] shows understanding of some of the basic concepts when demonstrating an understanding of the importance of conservation of energy in relation to the wise use of renewable and non-renewable energy sources.

Grade Five Science - Level D

[name] demonstrates significant misconceptions in [name] understanding of the major climatic factors and patterns associated with weather. [name] rarely accurately describes the water cycle in terms of evaporation, condensation, and precipitation. [name] demonstrates significant misconceptions when explaining the formation of clouds and the effect of different cloud formations on weather.
[name] gives explanations showing limited understanding of the basic concepts relating to the structure and function of the respiratory, circulatory, digestive, and nervous systems. [name] shows understanding of few of the basic concepts when demonstrating an understanding of the importance of conservation of energy in relation to the wise use of renewable and non-renewable energy sources.
[name] demonstrates limited understanding of the three states of matter and of changes in matter. [name] gives explanations showing limited understanding of concepts when identifying and describing changes to materials that are reversible and non-reversible. [name] shows understanding of few of the basic concepts when designing and making a device that minimizes heat loss. [name] rarely uses appropriate vocabulary, including correct science and technology terminology, in describing [name] work.

Grade One Social Studies - Level A

In the Relationship, Rules and Responsibilities strand, [name]: independently explains why rules and responsibilities have been established (e.g., for safety), with ease, identifies personally significant rules and responsibilities associated with people and places (e.g., home, school, community) in [name] life
In the Local Community strand, [name]: consistantly shows an understanding of how community helpers are important to meeting [name] needs and ensuring [name] safety, independently makes and reads simple models and maps of familiar areas in [name] local community
In Relationships, Rules, and Responsibilities, [name]: expresses and organizes ideas and information with a high degree of effectiveness when explaining how and why relationships, rules, and responsibilities may change over time, and in different places

Grade One Social Studies - Level B

In the Relationship, Rules and Responsibilities strand, [name]: with confidence, explains why rules and responsibilities have been established (e.g., for safety), clearly identifies personally significant rules and responsibilities associated with people and places (e.g., home, school, community) in [name] life
In the Local Community strand, [name]: confidently shows an understanding of how community helpers are important to meeting [name] needs and ensuring [name] safety, with minor assistance, makes and reads simple models and maps of familiar areas in [name] local community
[name] demonstrated considerable understanding that traditions are passed down from parents to grandparents (e.g., celebrations, names). With considerable effectiveness, [name] identified most ways in which heritage and celebrations are passed on (e.g., special days such as Remembrance Day, food, clothing). [name] communicated with considerable effectiveness family traditions and celebrations with members of the class (e.g., Ramadan, Christmas, birthday traditions).

Grade One Social Studies - Level C

In Relationships, Rules, and Responsibilities, [name]: expresses and organizes ideas and information with some effectiveness when explaining how and why relationships, rules, and responsibilities may change over time, and in different places
In the Local Community strand, [name]: sometimes shows an understanding of how community helpers are important to meeting [name] needs and ensuring [name] safety, with some assistance, makes and reads simple models and maps of familiar areas in [name] local community

Grade One Social Studies - Level D

In the Local Community strand, [name]:with teacher assistance, shows an understanding of how community helpers are important to meeting [name] needs and ensuring [name] safety, with direct support, makes and reads simple models and maps of familiar areas in [name] local community
In Relationships, Rules, and Responsibilities, [name]: expresses and organizes ideas and information with limited effectiveness when explaining how and why relationships, rules, and responsibilities may change over time, and in different places

Grade Two Social Studies - Level A

[name] can identify the equator and polar regions on a map. [name] used legends and keys (e.g., blue line/river) to recognize pictorial symbols (e.g., homes, roads) on simple maps, with a high degree of effectiveness. [name] described places observed through the media and different sources and compared different regions with respect to weather, homes, food and clothing, demonstrating a thorough knowledge of the concept.
[name] demonstrated a thorough understanding that traditions are passed down from parents to grandparents (e.g., celebrations, names). With a high degree of effectiveness, [name] identified ways in which heritage and celebrations are passed on (e.g., special days such as Remembrance Day, food, clothing). [name] shared family traditions and celebrations with members of the class (e.g., Ramadan, Christmas, birthday traditions).

Grade Two Social Studies - Level B

[name] can usually identify the equator and polar regions on a map. [name] used many legends and keys (e.g., blue line/river) to recognize pictorial symbols(e.g., homes, roads) on simple maps, with considerable effectiveness. [name] described places observed through the media and different sources (e.g., Trip to Kenya) and compared different regions with respect to weather, homes, food and clothing, demonstrating a considerable knowledge of the concept.
[name] demonstrated considerable understanding that traditions are passed down from parents to grandparents (e.g., celebrations, names). With considerable effectiveness, [name] identified most ways in which heritage and celebrations are passed on (e.g., special days such as Remembrance Day, food, clothing). [name] shared family traditions and celebrations with members of the class (e.g., Ramadan, Christmas, birthday traditions).

Grade Two Social Studies - Level C

[name] can sometimes identify the equator and polar regions on a map. [name] used some legends and keys(e.g., blue line/river) to recognize pictorial symbols (e.g.,homes, roads) on simple maps, with some effectiveness. [name] described places observed through the media and different sources (e.g., Trip to Kenya) and [name] compared different regions with respect to homes, food and clothing, demonstrating some knowledge of the concept.
[name] demonstrated some understanding that traditions are passed down from parents to grandparents (e.g., celebrations, names). With some effectiveness, [name] identified many ways in which heritage and celebrations are passed on (e.g., special days such as Remembrance Day, food, clothing). [name] shared family traditions and celebrations with members of the class (e.g., Ramadan, Christmas, birthday traditions).

Grade Two Social Studies - Level D

[name] used a few legends and keys (e.g., blue line/river) to recognize pictorial symbols (e.g., homes, roads) on simple maps, with limited effectiveness.[name] described places observed through the media and different sources (e.g., Trip to Kenya) and compared different regions with respect to weather, homes, food and clothing, demonstrating a limited knowledge of the concept.
[name] demonstrated a limited understanding that traditions are passed down from parents to grandparents (e.g., celebrations, names). With limited effectiveness, [name] identified one way in which heritage and celebrations are passed on (e.g., special days such as Remembrance Day, food, clothing). [name] shared family traditions and celebrations with members of the class (e.g., Ramadan, Christmas, birthday traditions).

Grade Three Social Studies - Level A

[name] demonstrates thorough knowledge of content when comparing aspects of life in early settler communities. [name] expresses and organizes ideas and information with a high degree of effectiveness when using media works, oral presentations, written notes, and drawings to communicate research findings of early settler life in Upper Canada.
[name] demonstrates thorough knowledge of content when identifying distinguishing features of urban and rural communities, demonstrating an understanding of why people live where they do. [name] expresses and organizes ideas and information with a high degree of effectiveness when describing the communities of early settlers and First Nation peoples in Upper Canada around 1800.

Grade Three Social Studies - Level B

[name] demonstrates considerable knowledge of content when comparing aspects of life in early settler communities. [name] expresses and organizes ideas and information with considerable effectiveness when using media works, oral presentations, written notes, and drawings to communicate research findings of early settler life in Upper Canada.
[name] demonstrates considerable knowledge of content when identifying distinguishing features of urban and rural communities, demonstrating an understanding of why people live where they do. [name] expresses and organizes ideas and information with considerable effectiveness when describing the communities of early settlers and First Nation peoples in Upper Canada around 1800.

Grade Three Social Studies - Level C

[name] demonstrates some knowledge of content when comparing aspects of life in early settler communities. [name] expresses and organizes ideas and information with some effectiveness when using media works, oral presentations, written notes, and drawings to communicate research findings of early settler life in Upper Canada./li>
[name] demonstrates some knowledge of content when identifying distinguishing features of urban and rural communities, demonstrating an understanding of why people live where they do. [name] expresses and organizes ideas and information with some effectiveness when describing the communities of early settlers and First Nation peoples in Upper Canada around 1800.

Grade Three Social Studies - Level D

[name] demonstrates limited knowledge of content when comparing aspects of life in early settler communities. [name] expresses and organizes ideas and information with limited effectiveness when using media works, oral presentations, written notes, and drawings to communicate research findings of early settler life in Upper Canada.
[name] demonstrates limited knowledge of content when identifying distinguishing features of urban and rural communities, demonstrating an understanding of why people live where they do. [name] expresses and organizes ideas and information with limited effectiveness when describing the communities of early settlers and First Nation peoples in Upper Canada around 1800.

Grade Four Social Studies - Level A

[name] consistently identifies and describes major features of daily life and social organization in medieval European societies. [name] uses a variety of resources and tools to investigate the major events and influences of the era and determines how they shaped medieval society.
With a high degree of effectiveness, [name] locates and labels provinces, territories, and capital cities on a map of Canada. [name] uses latitude and longitude and/or grid references to describe locations on a map. [name] uses cardinal and intermediate directions to describe and locate places on a map with a high degree of effectiveness.

Grade Four Social Studies - Level B

[name] usually identifies and describes major features of daily life and social organization in medieval European societies. [name] uses a variety of resources and tools to investigate the major events and influences of the era and determines how they shaped medieval society.
With a considerable degree of effectiveness, [name] locates and labels provinces, territories, and capital cities on a map of Canada. [name] uses latitude and longitude and/or grid references to describe locations on a map. [name] uses cardinal and intermediate directions to describe and locate places on a map with a considerable degree of effectiveness.

Grade Four Social Studies - Level C

[name] sometimes identifies and describes major features of daily life and social organization in medieval European societies. [name] uses a variety of resources and tools to investigate the major events and influences of the era and determines how they shaped medieval society.
With some effectiveness, [name] locates and labels provinces, territories, and capital cities on a map of Canada. [name] uses latitude and longitude and/or grid references to describe locations on a map. [name] uses cardinal and intermediate directions to describe and locate places on a map with some effectiveness.

Grade Four Social Studies - Level D

With teacher assistance, [name] identifies and describes major features of daily life and social organization in medieval European societies. [name] uses a variety of resources and tools to investigate the major events and influences of the era and determines how they shaped medieval society.
With limited effectiveness, [name] locates and labels provinces, territories, and capital cities on a map of Canada. [name] uses latitude and longitude and/or grid references to describe locations on a map. [name] uses cardinal and intermediate directions to describe and locate places on a map with limited effectiveness.

Grade Five Social Studies - Level A

[name] shows understanding of all of the concepts when identifying the physical and social needs of people in early civilizations and comparing the ways in which these needs were met. [name] communicates and organizes [name] ideas with a high degree of effectiveness through the use of media works, oral presentations, and written notes.
[name] shows understanding of all of the concepts when describing the functions and interactions of different levels of government in Canada. [name] consistently communicates [name] understanding of the components of the federal government with clarity and precision.

Grade Five Social Studies - Level B

[name] shows understanding of most of the concepts when identifying the physical and social needs of people in early civilizations and comparing the ways in which these needs were met. [name] communicates and organizes [name] ideas with considerable effectiveness through the use of media works, oral presentations, and written notes.
[name] shows understanding of most of the concepts when describing the functions and interactions of different levels of government in Canada. [name] usually communicates [name] understanding of the components of the federal government with clarity and precision.

Grade Five Social Studies - Level C

[name] shows understanding of some of the concepts when identifying the physical and social needs of people in early civilizations and comparing the ways in which these needs were met. [name] communicates and organizes [name] ideas with some effectiveness through the use of media works, oral presentations, and written notes.
[name] shows understanding of some of the concepts when describing the functions and interactions of different levels of government in Canada. [name] sometimes communicates [name] understanding of the components of the federal government with clarity and precision.

Grade Five Social Studies - Level D

[name] shows understanding of few of the concepts when identifying the physical and social needs of people in early civilizations and comparing the ways in which these needs were met. [name] communicates and organizes [name] ideas with limited effectiveness through the use of media works, oral presentations, and written notes.
[name] shows understanding of few of the concepts when describing the functions and interactions of different levels of government in Canada. [name] rarely communicates [name] understanding of the components of the federal government with clarity or precision.

Learning Skills in Jot Form

Independent Work

Works Independently
Demonstrates responsibility in attendance, punctuality, and task completion
Works well without supervision
Accepts responsibility for completing tasks on time and with care
Follows routines and instructions independently
Responds and participates in a variety of learning activities
Accomplishes tasks independently
Displays self-motivation and self-direction
Demonstrates persistence on bringing tasks to completion
Seeks assistance when needed
Organizes time effectively
Displays self-confidence
Demonstrates self-direction in learning
Completes homework and other assignments on time with care
Seeks new opportunities for learning
Demonstrates interest and enthusiasm for course material
Should learn to take risks and meet challenges
Begin to use information technology creatively
Consistently exceeds assignment requirements
Begins work promptly and uses time effectively

Teamwork/Conflict Resolution

Works willingly and cooperatively with others
Contributes well to group discussions
Responds and is sensitive to the needs and welfare of others
Demonstrates a strong ability to make decisions with others
Solves problems collaboratively
Contributes to problem solving and decision making in groups
Participates eagerly and positively in class and group activities
Resolves conflicts independently
Seeks positive solutions to conflicts
Listens to understand conflict before acting or offering a resolution
Uses a variety of strategies to resolve conflicts appropriately

Organization

Demonstrates ability to organize and manage information
Comes to class prepared and with appropriate materials
Manages and uses time effectively and creatively
Revises steps when necessary to achieve a goal

Use of Information

Effectively interprets and synthesizes information
Integrates learning from various subjects and areas
Recognizes where and how assignments, projects would benefit from additional information
Asks questions to clarify meaning and ensure understanding
Uses information and technology systems effectively
Demonstrates a variety of skills to organize and manage information
Assesses information and ideas and draws relevant conclusions
Effectively uses a variety of information-gathering techniques and different information sources

Work Habits/Homework

Completes homework on time and with care
Completes assignments on time and with care
Completes projects on time and with care
A very reliable participant in all activities
Begins work promptly
Organizes materials and equipment effectively
An effective critical thinker and problem solver
Displays exceptional work skills
Excellent improvement in work habits
Applies effective study practices
Comes to class prepared for learning
Puts forth consistent effort
Demonstrates interest and enthusiasm in homework assignments
Attends to task at hand

Cooperation with Others

Listens to, acknowledges and considers differing opinions
Willingly works with others
Follows classroom and school procedures
Shares in cleaning duties after an activity
Assumes responsibilities in groups, the classroom, the school
Helps others
Shares resources, materials, and equipment with others
Respects rights, property and opinions of others

Class Participation

Participates in class and group activities
Willingly works with new groups
Accepts various roles within the class and group, including leadership
Contributes information and ideas to the class and group
Demonstrates leadership in class and group activities
Listens to others without interrupting
Shows respect for the ideas of others in the class and group
Recognizes contributions of group members through encouragement, support or praise
Completes class and group activities or projects
Encourages others to participate
Modifies views as the result of group discussion

Problem Solving

Solves problems independently
Interprets, understands the problem
Evaluates the plan, solution, result
Develops original ideas and creative solutions to solve problems
Applies successful strategies to new problem situations
Devises a plan to solve the problem
Applies logic

Initiative

Able to identify new ideas to complete assignments
Shows initiative, energy and persistence to get the job done
Demonstrates interest and enthusiasm for course expectations
Accepts various roles including leadership roles
Approaches new learning situations with confidence
Demonstrates a positive attitude toward learning
Responds to challenges and takes risks
Investigates and obtains information independently
Seeks assistance when required
Observes, questions, explores, investigates
Seeks out new opportunities for learning
Initiates cooperation and responsibility in a group
Seeks information in print, electronic and media resources
Always participates actively
Usually participates actively
Some improvement in work habits
Participates positively in class and group activities

Works Independently

Has difficulty working independently
Needs to develop effective study practices
Has difficulty focusing on the task at hand
Seldom begins work promptly

Teamwork

Has difficulty working cooperatively with others
Needs to improve contribution to group work
More participation in class and group activities required

Organization

Has difficulty organizing multiple tasks
Needs to come to class prepared and with appropriate material
Must be persistent in completing tasks
Needs to begin work promptly and use time effectively

Work Habits/Homework

Must maintain consistent work habits
Needs to follow instructions more carefully
Needs to complete assignments more carefully
Needs to complete homework assignments on a regular basis
Needs to improve recent work habits
Must learn to listen attentively without interrupting
Must make an effort to listen to and follow instructions

Initiative

Seldom participates actively
Seldom seeks assistance when needed
Seldom responds to new challenges
Must arrive to class on time
Must participate more in class activities

Next Steps for Learning Skills

Accept responsibility for completing tasks independently
Begin work promptly
Should improve self motivation
Must show respect for the ideas & opinions of others in a group
Work on solving problems collaboratively
Must develop strategies to organize & manage class work
Is encouraged to develop strategies to organize multiple tasks
Develop better work habits
Seek assistance when needed
Is encouraged to seek new opportunities for learning
Demonstrate interest and enthusiasm for course material
Should learn to take risks and meet challenges

Learning Skills in Paragraph Form

[name] displays self-confidence in doing [name] own work and seeks assistance when required. [name] willingly works with all students in the classroom. [name] comes to class prepared for learning and enjoys helping around the classroom during recess. [name] is beginning to evaluate and reflect on her work and work patterns. [name] completes [name] homework and other assignments neatly and on time. [name] has established a goal in finishing her promptly and not leaving it until the last minute.

[name] contributes to class discussion and participates regularly. [name] is always willing to share resources, materials, and equipment with others. [name] works well with other students in the class though occasionally, [name] needs reminders to stay on task. [name] needs to listen more effectively during lessons and group discussions without interrupting. [name] is encouraged to seek positive solutions to conflict in and out of the classroom environment.

[name] is encouraged to take greater care when printing and proof-reading all his work. [name] will continue to benefit from having written instructions reread in order to ensure understanding and requires extra time to complete written tasks.

[name] contributes thoughtful, relevant and accurate information to discussions. [name] works well with other students in the class though occasionally, [name] needs reminders to stay on task.

[name] willingly works with all students in the classroom. [name] comes to class prepared for learning and enjoys helping around the classroom. [name] completes her homework and other assignments neatly and displayed responsibility for returning [name] agenda to school everyday. [name] sometimes seeks clarification of instructions and seeks assistance on [name] work when necessary.

[name] consistently demonstrates kindness to those around her. [name] enjoys helping in the classroom at recess. [name] needs to assume responsibility for making sure that her/his homework is complete and [name] agenda is brought to school on a daily basis. When working is a group’s situation, [name] needs to listen to and work with her group members more effectively.

[name] continues to develop her English language skills; however, she is encouraged to use her new vocabulary in both the Students Support Program and in the classroom. h/h continues to complete all h/h assignments to the best of h/h ability. [name] is a very responsible student but needs to put forth more effort in oral class assignments to the best of h/h ability.

[name] is a responsible student who always follows classroom routines and instructions independently. [name] demonstrates leadership in class and group activities and [name] has established positive relationships with peers and adults. [name] always contributes thoughtful, relevant and accurate information to discussion and listens to and shows respects for the ideas of others.

[name] shows great interest in hands-on learning, but struggles with the written and reflective components of h/h work. h/h must take greater care when printing and proof-reading all h/h work. [name] often seems distracted and finds it difficult to stay on task without teacher prompting.

Is a responsible student who always follows classroom routines and instructions independently. [name] has established positive relationships with peers and adults. [name] always contributes thoughtful, relevant and accurate information to discussions and listens to and shows respect for the ideas of others.

Has had a very successful term. [name] always comes to school prepared to learn, and completed all tasks independently and without supervision. [name] works well in small group situations, and listens to teachers and peers without interrupting. [name] completes her homework on time and with care, and has displayed responsibility for returning [name] agenda to school everyday.

[name] contributes thoughtful, relevant and accurate information to discussions. [name] displays self-confidence in doing [name] own work and seeks assistance when required. [name] works well with other students in the class though occasionally, [name] needs reminders to stay on task. [name] is encouraged to listen more effectively during lessons and group discussions without interrupting. [name] is also encouraged to take greater care when printing and proof-reading all [name] work.

[name] needs to assume responsibility for making sure that [name] homework is complete and that [name] agenda is brought to school on a daily basis. When working is a group's situation, [name] needs to listen to and work with her group members more effectively. [name] sometimes seeks clarification of instructions and seeks assistance on [name] work when necessary. [name] is encouraged to seek positive solutions to conflict in and out of the classroom environment.

[name] displays self-confidence in doing [name] own work and seeks assistance when required. [name] willingly works with all students in the classroom. [name] comes to class prepared for learning and enjoys helping around the classroom during recess. [name] is beginning to evaluate and reflect on [name] work and work patterns. [name] completes [name] homework and other assignments neatly and on time. [name] is encouraged to extend [name] ideas on assignments to demonstrate [name] full potential

[name] gradually has begun to feel more confident participating in class and group discussions. [name] responds to and is sensitive to the needs of others in and out of the class. [name] demonstrates a positive attitude towards learning and enjoys helping others in the classroom. [name] usually seeks clarification of instructions and seeks assistance on [name] work when necessary. [name] will continue to benefit from having written instructions reread in order to ensure understanding and requires extra time to complete written tasks. [name] is encouraged to take greater care when printing and proof-reading all [name] work.

[name] continues to develop his English language skills; however, [name] is encouraged to use [name] new vocabulary in both the Student Support Program and in the classroom. [name] continues to complete all [name] assignments to the best of [name] ability. [name] is a very responsible student but needs to put forth more effort in oral class assignments to the best of [name] ability. [name] will continue to benefit from having written instructions reread in order to ensure understanding and requires extra time to complete written tasks. [name] is encouraged to take greater care when printing and proof-reading all [name] work.

When working in a group situation, [name] needs to listen to and work with [name] group members more effectively. [name] usually seeks clarification of instructions and seeks assistance on [name] work when necessary. [name] is encouraged to listen more effectively during lessons and group discussions without interrupting. [name] is also encouraged to seek positive solutions to conflict in and out of the classroom environment.

Next Steps

General Next Steps Comments

[name] is encouraged to take on more of a leadership role when working in groups.
[name] is encouraged to take the initiative to go beyond assigned tasks
[name] is encouraged to participate more during class discussions.
[name] is encouraged to make an effort to attend to instructions the first time they are given.
[name] is encouraged to investigate where her learning could be extended by taking initiative to go beyond assigned tasks.
[name] is encouraged to make sure she is paying attention to and participating in class lessons to ensure that she will be able to complete tasks.
[name] is encouraged to put more effort into daily classroom and homework assignments.
[name] is encouraged to monitor his work and examine where his work would benefit from extra information.
[name] is encouraged to put more effort into her daily tasks and to check her assignments before submitting them.
[name] is also encouraged to participate on a regular basis.
[name] is encouraged to monitor his work and examine where his work would benefit from extra information.
[name] to participate in lessons on a consistent basis in order to ensure understanding.
[name] is encouraged to contribute ideas to classroom discussions.
[name] is encouraged approach new learning situations with confidence and to take on a leadership role when working in small groups.
[name] is encouraged to use feedback to improve his work and help monitor his learning.
[name] encouraged to demonstrate leadership when working on class and group activities.
[name] is encouraged to ask questions and participate on a more regular basis in classroom lessons and discussions in order to ensure understanding.
[name] is encouraged to integrate learning from various subject areas.
[name] is encouraged to work independently to ensure task completion to the best of his ability.
[name] is encouraged to organize his time more effectively in order to complete in class work within the required time frames.
[name] is encouraged to continue completing his homework on a nightly basis.
[name] is encouraged to participate more in group and class discussions to gain confidence in front of her peers.
needs to ask for clarification of all assignments of which she is unsure of so that she will be able to complete her assignments.
[name] is encouraged to ask for clarification before starting unfamiliar tasks.
[name] is encouraged to organize his time effectively in order to complete tasks within the time frame given.

Math

[name] is encouraged to review and practice the basic operations such as (adding, subtracting, multiplication, division) of (whole numbers, decimals, fractions, integers) could be advantageous
[name] is encouraged to become more diligent in checking his work for errors and review math concepts at home.
[name] is encouraged to take initiative to apply learned math concepts to new situations
[name] is encouraged to practice basic additions and subtraction facts up to 18 and to review math concepts at home.
Would benefit from more practise counting forwards and backwards by 2’s, 5’s and 10’s to 200.
More time should be spent considering when to use pen and paper calculations, a calculator or mental calculations
practice multiplications tables
review place value
Name is encouraged to practise at home the recall of addition and subtraction fact families
[name] is encouraged to work on identifying 2D and 3D shapes and practise measurement applications.
[name] is encouraged to practice telling time to the hour and half hour.

Language

[name] is encouraged to use proper punctuation and to write proper sentences in paragraphs
[name] is also encouraged to ask questions while reading to improve comprehension skills.
[name] is encouraged to explore topics of personal interest through a variety of resources.
[name] is encouraged to consolidate short and long vowel sounds.
[name] is encouraged to read on a daily basis and use reading repair strategies when encountering difficult words.
[name] is encouraged to develop his oral vocabulary.
[name] is encouraged to edit his/her writing.
[name] is encouraged to participate during group discussions.
[name] is encouraged to write proper sentences in paragraphs.
[name] is encouraged to use all reading repair strategies when encountering difficult words.
[name] is encouraged to read on a daily basis.
Will continue to benefit from having written instructions re-read in order to ensure understanding.
should read a wider variety of materials, including non-fiction
use simple visual aids i.e. mind maps, flow charts to diagram connections
needs to utilize writing resources (dictionary, thesaurus, grammar handbook etc.)
needs to use resources to rectify errors (dictionary, grammar handbook, spell check etc.)
uses concrete examples to demonstrate the various visual elements (margins, headings, graphics) and discuss how they enhance the final draft
practice reading aloud
is encourage to discuss the text summarizing key points and making an outline
is encouraged to continue to read and draw conclusions from challenging material for pleasure, information, and vocabulary building.