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A TEACHER'S REPORT ABOUT A STUDENT'S WORK AT SCHOOL ===================================================== # - student name ~ - his / her ^ - he / she * - him / her -------------------

INTRODUCTION # is an extremely able and enthusiastic member of the group who takes a keen int erest in science and appears to enjoy all aspects of the work. # is an able and enthusiastic member of the group who takes a keen interest in science and appears to enjoy all aspects of the work. # is an able and conscientious member of the group who displays a real interest in the subject and appears to enjoy all aspects of the work. # is a reserved member of the group who displays a quiet interest in the subject and participates in practical work with enthusiasm. # is a friendly member of the group who displays considerable interest in the su bject and participates in practical work with enthusiasm # is a friendly student who works with enthusiasm in the lab, and regularly cont ributes to class discussion. GENERAL In general # has a very positive attitude towards all aspects of ~ school work and sets a good example with ~ behaviour. # is a quiet member of the class, who has a considerate and thoughtful nature. ^ works very hard and always gives ~ best effort in all areas of the curriculum. # has produced some work to be extremely proud of. # has become more confident about answering questions and talking in front of th e class ^ has worked hard in many curriculum areas and has produced some work to be real ly proud of. # is quiet in class but works hard. # has a large circle of friends and is both liked and well respected by the clas s. # has a mature attitude and uses ~ own initiative to develop work, having produc ed some excellent homework.

^ has a mature approach to many aspects of ~ work and shows independence, settli ng down to work without a fuss. KNOWLEDGE ^ speaks and writes about scientific ideas in considerable detail, showing a con fident use of scientific terminology. ^ has developed an excellent general scientific knowledge and is always willing to share ~ ideas with the rest of the class during discussion. ^ has developed a good general scientific knowledge and is always willing to sha re ~ ideas with the rest of the class during discussion. Earlier test results were very good but, more recently, ^ has allowed ~ standard s to drop slightly, and this is reflected in a disappointing exam result. ^ does, however, tend to rush at ~ work, resulting in careless mistakes, whether in written answers or practical work. Also, ^ can get confused when ^ doesn't a lways listen to instructions carefully enough. ATTAINMENT Test results (and the recent exam result) have been outstanding. Test results (and the recent exam result) have been excellent. Test results (and the recent exam result) have been very good. ~ test results (and the recent exam result) have been generally quite good, but would benefited, I am sure, from extra revision. Test results have been excellent but ~ exam result was rather disappointing - ^ will need to revise more thoroughly next time. WRITTEN WORK The quality of ~ written work has been consistently excellent, both in terms of content and presentation. The general quality of ~ written work has been consistently very good, both in t erms of content and presentation. Written work has been rather variable - often detailed and carefully presented; but sometimes only just adequate. However, although the quality of ~ answers is usually excellent, ^ needs to work on the presentation of ~ written work. ~ written work has been very variable, occasionally excellent, but too often sup erficial and/or rushed. However, ~ written work, while usually acceptable, is rarely as detailed or as w ell presented as I would wish. TARGETS

^ I I ^ n ^

should aim to maintain the high quality of ~ work next year. hope ^ can sustain ~ current interest in and enthusiasm towards Science. hope ^ can maintain ~ determination to understand all aspects of the work. should aim to increase ~ confidence by making an effort to be more involved i class discussion. should try to take a more active part in practical investigations to improve ~ confidence in this area. ^ should make an effort to be more actively involved during lessons. ^ should aim to produce ~ best work at all times, and always revise thoroughly f or tests. ^ needs to get back to the really high standard of the first half of this year. ^ needs to be more methodical in ~ approach to the subject and revise carefully for tests if ^ wants to improve ~ grades next year. I would like to see * put more consistent effort into ~ homework. ^ should make an effort to concentrate more during discussion. I would like to see * make more effort to avoid being distracted during lessons. ^ should try to improve the presentation of ~ written work. ENGLISH Introduction Good # enjoys discussing texts in the English and ~ general written work is now bette r organised, and structured more thoughtfully. Average # has been encouraged to take an active part in shared reading and writing activ ities as well as independent work. Poor # has recently made good progress in this area of the curriculum, and now shows greater confidence in ~ ability to express himself on paper. " Speaking & Listening Speaking & Listening Good # listens attentively. When asked to talk about ~ work, ^ reports back clearly a nd concisely. #'s spoken comments are often perceptive and reflect ~ well-developed listening skills. When asked to talk about Literacy texts, # speaks in front of an audience with c onfidence, and shows a super understanding of the ideas under discussion. ^ listens attentively, responds well to the ideas of others and can report back clearly and concisely. # listens attentively and responds well to the suggestions and ideas of others. # listens attentively in class. # listens extremely well, and invariably makes perceptive comments during discus sions. ^ contributes well to class discussions, offering quite perceptive comments.

^ contributes well to class discussions, often injecting some humour, and is wil ling to justify ~ opinions and feelings to others. # is not afraid to express ~ feelings and opinions to others during class discus sions; and speaks with greater clarity and thought. # is well informed, and quietly puts ~ point of view over in class discussions. ^ listens with interest during these sessions. " General # is well informed. ^ listens with interest during class discussions and is very composed when answering questions. ~ acting skills are super, and ^ can deliver ~ lines with aplomb. ^ listens superbly, and can put forward ~ own points of view clearly and articul ately. Average # contributes well to discussions, usually paying close attention to what is bei ng said. ^ is quite shy in a class situation and must learn to value, and put fo rward, ~ own opinions. ^ contributes well to class discussions, offering quite perceptive comments, and always listens attentively. ^ makes excellent responses to stories and poems. # is a good contributor to class discussions, and latterly is thinking more care fully about the point ^ is trying to make. ^ is quite shy in a class situation but has learned to value, and put forward, ~ own opinions. # listens well to others and comments sensibly on what has been said when asked to do so. When asked to talk about ~ work in a group, # is beginning to participate more r eadily and can express ~ point of view sensibly. # is able to discuss a book's p lot, demonstrating a good understanding of the material read. # generally listens attentively and makes good responses to stories and poems. ^ can be self-conscious about speaking in front of others. # listens well in discussions and is joining in with more enthusiasm. ^ generall y thinks carefully about the point ^ is trying to get over to others. Poor # is not a confident speaker, but enjoys listening to stories. ^ is beginning t o take part in discussions, and give ~ point of view. ^ must curb ~ tendency to daydream when involved in class discussions. ^ joins in quite well during class discussions. # listens well in class, and is not afraid to express ~ feelings and opinions to others. ^ needs to remember to indicate when ^ is unclear about an idea under d iscussion. # is beginning to take part in discussions, but usually has to be encouraged to

do so. # is beginning to participate more readily during discussions and can express ~ point of view sensibly. When asked to talk about ~ work in groups, ^ will quietly offer ~ views and opin ions. During class discussions, ^ contributes ~ views confidently but becomes distract ed when listening to others. During class discussions, #'s verbal contribution is not as high as it could be. ^ responds more confidently in a small group situation. " Reading Reading + # has achieved full fluency in ~ reading and has good expression when reading al oud. ^ is expected to read a variety of materials. # can create atmosphere when readi ng aloud, by varying pace and intonation and is deriving more pleasure from ~ bo oks. # reads independently showing good expression and understanding. ^ has an affini ty with books and enjoys silent reading. # is starting to use very descriptive w ords in ~ own writing; often picking them up from the books ^ has read. #'s reading has shown good progress this year. ^ reads a variety of books with g rowing expression and good fluency. ^ has achieved full fluency in ~ reading and has good expression when reading al oud. ^ can select and evaluate information from a wide range of reference materials. # reads independently showing good expression and understanding. ^ shows obvious enjoyment in reading, choosing a good range of appropriate texts. ~ reading is increasingly fluent, and # uses ~ voice well to bring the character s and plot to life. # reads fluently, with appropriate expression, deriving pleasure from an increas ingly wide range of books. # demonstrates a good level of fluency when reading. ^ reads with understanding and enjoys using reference books. In poetry lessons, ^ can comment critically on the overall impact of a poem, sho wing how the language and themes have been developed. ^ can find and select information and use it effectively. > # is becoming a competent reader and is starting to enjoy more demanding books. ^ is able to read silently, with sustained concentration. # demonstrates a good level of reading fluency, and ^ puts expression into ~ voi ce. # is now reading a wider range of texts and has a growing enthusiasm for boo

ks. ^ reads independently showing good understanding, and is starting to use descrip tive words in ~ own writing; often picking them up from the books ^ has read. #'s reading has shown good progress this year. ^ reads a variety of books and st yles with growing expression and increasing fluency. # shows a developing interest in reading; and is reading a range of more testing books. ^ now enjoys reading more demanding books. ^ has really improved ~ reading this year. ^ is choosing a range of more demandi ng and interesting texts. This variety of styles will lead to a consequent matur ity in #'s story writing. #'s reading is gaining in fluency. ^ is more willing to share a book with an ad ult during the Literacy Hour and senses that ^ is making some improvement this y ear. ^ is now reading with greater fluency as a result of more regular practice; and is certainly deriving pleasure from ~ books. # is reading more fluently as a result of regular practice, and enjoys reading m ore demanding books. ^ can talk about what ^ has read, showing a depth of unders tanding. ^ is expected to read a variety of materials and reads fluently, with appropriat e expression. ~ improvement in reading has been excellent and ^ is now more confident and enjo ying books. # is beginning to introduce expression into the way ^ reads. ^ prefers reference books to story books, and particularly enjoys silent reading. ^ has really tried hard with ~ reading, and seems to be much more confident. ^ i s developing good library skills and becoming increasingly self-reliant when sea rching for information. #, at times, can be a reluctant reader and therefore has been encouraged to look for books which interest him. ^ is now more willing to talk about the texts ^ r eads. # is now more confident about ~ ability in English and enjoys reading a wider ra nge of books. #'s reading has improved and ^ is more aware of the value of books. In ~ reading, ^ shows increasing fluency but should try to take more notice of p unctuation. This will help to improve ~ understanding of the text. Generally, # is beginning to make good progress but ^ now needs to read more challenging book s. ^ is a reluctant reader and needs encouragement to become interested in books. I f ^ is to improve ^ must read more regularly at home. # reads books and poems with an increased confidence in ~ abilities.

" Writing Writing + # writes well-structured stories; ~ use of interesting detail and expressive wor ds means that ~ creative writing involves the reader. ^ writes stories with feeling and expression, and is willing to draft and redraf t them, when appropriate. ^ has a lively imagination. ^ forms ~ handwriting joins correctly, and ~ work is invariably well presented. ~ general written work is coherently structured and well executed. # is developing a solid understanding of the rules of grammar and punctuation. ~ stories are usually nicely planned and imaginative. ^ has made good progress during the Literacy Hour; ~ story writing is more descr iptive and increasingly well plotted. ^ is able to write independently, in complete sentences, using capital letters, full stops and question marks; and can spell most common words. ^ produced a beautifully presented and well crafted letter during Literacy work. ^ can revise and redraft ~ own work, using a dictionary as necessary. # reads fluently and with appropriate expression. ~ imaginative writing has some interesting ideas and ^ gives careful thought to making the meaning clear. ^ is willing to listen to advice and this has led to a wider use of adjectives a nd descriptive phrases in ~ work. #'s imaginative story work is full of original ideas and ^ uses a good range of vocabulary. #'s handwriting is well-formed and accurately joined. > # has a generally accurate grasp of sentence punctuation; writing fluently, with considerable thought and inventiveness. However, ^ still needs to check through ~ work before handing it in to eliminate preventable errors. # writes with confidence, and ~ stories are now more detailed and descriptive. ^ tends to set ~ ideas down in a colloquial fashion, but is becoming more aware o f when to use formal language. ^ writes imaginatively, though ~ work is usually concise. ^ needs to introduce m ore descriptive phrases in order to hold the reader's attention. #'s handwriting is much neater, and more legible. ^ must remember to join. ^ has a lively writing style and is often quite imaginative. ~ use of more advan ced punctuation can, at times, be erratic. ^ has tried hard to grasp the basics of sentence punctuation. While ^ still has difficulties with commas and quotation marks, ^ seems generally secure about ful l stops and the use of capitals. ~ story writing needs greater use of descriptiv

e words and phrases. When writing, # uses sentence punctuation accurately, and is beginning to introd uce descriptive phrases. When asked to present ~ thoughts on paper, # is less expressive, though the amou nt ^ writes has increased dramatically over the year. ^ is very slow when writin g stories, and although ^ has good ideas, ~ stories are never very long. ~ handwriting is invariably neat, though it can become untidy during creative wr iting. # is starting to use descriptive words in ~ own writing, picking them up from th e books has read, and the Literacy Hour. Though ^ still needs to develop ~ stori es further, by adding greater detail. This year in story writing, # has developed imaginative plots, but they do occas ionally lack a clear structure. #'s written work is becoming more organised, showing greater attention to detail . ^ produces work that is accurately punctuated, and has been encouraged to redr aft ~ writing in order to develop ~ thoughts. ^ is developing a better understanding of the rules of grammar and punctuation, and has clear handwriting. #'s written work is now better organised and structured more thoughtfully. ~ use of punctuation is good, but further work on apostrophes is required. #'s h andwriting is clear, and ^ has made a good start with cursive script. ^ is able to write independently, and use full stops and capital letters but not always accurately. Therefore, ^ needs to spend more time revising and redraftin g ~ work. # has tried hard to grasp the basics of sentence punctuation. Though ^ still has difficulties using commas and quotation marks, ^ seems generally secure about f ull stops and capitals. ^ is starting to produce writing that uses complete sentences, and ~ spellings a re more accurate. However, # must read ~ work through to check that the grammar and punctuation makes sense. ^ produces writing that is generally well punctuated. #'s handwriting has shown some recent improvement but ^ needs to continue to practise ~ letter joins. #'s handwriting has recently improved but ^ will need to practise ~ letter joins . #'s handwriting has made some progress but ^ must practise ~ letter formation. ^ is beginning to join ~ handwriting, but still requires further practice. #'s handwriting has improved recently. # has made a good attempt to form ~ handwriting re care with ~ presentation of work. ^ is often as down on paper, and is starting to organise ~ p of basic punctuation is not yet secure, but ^ correctly and now takes a lot mo keen to write ~ thoughts and ide writing more effectively. ~ gras is making good progress.

# wrote a super newspaper article, after listening very carefully during the Lit eracy Hour. ~ improved handwriting has led to ~ feeling more confident about ~ own writing; and resulted in longer, more detailed pieces of work. ^ is writing more, and is keener to express ~ point of view on paper, but it doe s take a long time for him to work through a task. # has a good use of sentence punctuation, though more work is needed, especially on the use of speech marks. ~ handwriting is clear, and ^ has made a good start with cursive script. # has tried hard to master the basics of sentence punctuation, though ^ tends to write slowly, and sometimes does not finish ~ work in the time available. At ti mes, # will lack control over ~ handwriting and this means ~ letter formation is poor. #'s handwriting is more controlled, and ^ makes a good attempt to spell simple w ords correctly. # writes in basic, often short, sentences. Longer sentences with more detail should be #'s aim next year. ~ imaginative work has some good ideas but # needs to develop ~ vocabulary. ~ handwriting is gradually improving and ^ generally presents ~ work well. Thoug h # will need further practise joining letters. #'s handwriting has improved though it is still over-large and uncontrolled at t imes. #'s handwriting has improved, but ^ must join more. ~ stories show a better use of punctuation and a greater awareness of setting an d plot. # has made some progress in written English this year. ^ is now writing stories of greater length, but still without consistent punctuation. ~ presentation has improved over the year, and ~ writing is more legible. ~ handwriting is neater and less inconsistent. At present ~ general writing lacks consistency. For example, #'s stories are wit hout substantial content, and poorly punctuated. ^ therefore needs to appreciate that ~ English work will only improve if ^ pays close attention to what ^ is be ing taught. # has gaps in ~ knowledge, due to extended absences, and will need considerable reinforcement of basic skills if ^ is to improve on ~ current level of literacy . ^ is producing writing that uses complete sentences, and ~ punctuation is more a ccurate. ^ writes slowly and this means that, at times, ^ does not get through a ll that ^ needs to. " Spelling Spelling

+ # is a good speller, and ~ handwriting is joined accurately. ^ is showing improvement in ~ spelling and will use a dictionary to find or corr ect a spelling, when prompted. ^ spells accurately many polysyllabic words. # uses a dictionary carefully when checking spellings. > #'s spelling is still erratic, but ^ is starting to be more aware of key pattern s. ~ spelling is much improved. ^ often finds ^ can spell a word correctly if ^ thinks about it but needs to be encouraged to check ~ work for errors. # spells most words accurately, but must remember to read ~ writing through to c heck for unforced errors. ^ needs to reinforce ~ knowledge of homophonic words to ensure accurate spelling . #'s spelling is generally accurate, and ^ is able to correct ~ own work using a dictionary. ^ has made a good attempt to consolidate ~ spellings, and seems happier writing stories in a limited amount of time. # needs to reinforce ~ present knowledge of spelling patterns by regularly pract ising key words. ^ has worked hard to improve ~ spelling, but still needs to read ~ work back to check for avoidable errors. ^ has made a good effort to learn ~ spellings and has also developed ~ handwriti ng; introducing accurate joins. ~ understanding and use of punctuation is developing steadily, and ^ is being en couraged to have a go at difficult spellings and use a dictionary where possible . # still needs support with spelling. ~ spelling needs constant reinforcement.

FINAL A very impressive year. Well done! Overall, an impressive year - keep up the good work! Overall, a very good first year.

Overall, a good first year. ==================================================================== http://www.kellybear.com/TeacherArticles/TeacherTip67.html Teacher Comments on Report Cards By Leah Davies, M.Ed. Report cards provide parents with essential information concerning their child s p rogress in school. Various formats are used including letter grades, numbers, ch ecklists and teacher comments that indicate how a child is performing in differe nt areas. For each report card period, teachers usually write descriptive commen ts for every student. These written remarks elaborate on the student s strengths, and frequently offer ways the child could improve his or her academic work and/o r classroom behavior. Writing unique and meaningful report card comments takes effort. If only negativ e statements are written, the parent may feel overwhelmed and thus be unable to help their child. Examples of definitive words that should be avoided are: the child will never; the child will not; the child cannot; and the child will always. Parents are more willing to cooperate if a comment concerning a child s weakness f ollows a positive one. So it is more productive to state a student s strength firs t, then follow it with your concern but make sure that is written in a construct ive way. For example, you could write, Bill excels in science, and then add, He nee ds more opportunities to develop his friendship skills. Or, write something like, Leslie is friendly and well-liked, and add, She would benefit from practicing her reading fluency and comprehension skills. Teachers need to choose their words car efully since the report card is part of the child s permanent record. Examples of Positive Adjectives that Describe Children Considerate Well-mannered Responsible Fair Friendly Brave Thoughtful Thorough Self-confident Intelligent Cooperative Helpful Honest Respectful Efficient Talented Self-disciplined Sincere Responsible Hard-working Dependable Creative Generous

Kindhearted Mature Curious Artistic Enthusiastic Here's a phrase: A positive role model for classmates Since your comments need to be as specific as possible, avoid using ambiguous wo rds alone such as wonderful, good or great. Examples of Statements Concerning a Student s Strengths Has an expansive knowledge of ... Enthusiastically participates in ... Demonstrates superior work in ... Comprehends quickly Takes pride in his/her work Demonstrates initiative Listens and follows directions well Asks for responsibilities and follows through Expresses ideas clearly Writes fascinating stories Exhibits organizational skills Does neat, thorough work Seeks information independently Enjoys dramatization Uses English correctly Has a delightful sense of humor Is well-liked by peers Demonstrates leadership skills Examples of Encouraging Comments (to use when a student is making progress) Has developed a positive attitude toward ... Has advanced in ... Has demonstrated a desire to ... Has shown steady progress in ... Has shown noticeable improvement in ... Has demonstrated increased social skills, such as ... Is showing enthusiasm for ... Is gaining academic skills, such as ... Is developing consistent work habits, such as ... Is learning to ... Is becoming self-reliant. Is developing concentration skills Is gaining self-confidence Is becoming a good listener Is occupying his/her time constructively Is learning English speaking and/or writing skills Is developing more positive ways to interact with others Is learning to be cooperative when working in groups Examples To Use When Concerns Are Evident and A Student Is in Need of Assistance Needs help to increase academic skills, such as ... Demonstrates a need for consistent effort and motivation, especially in ... Requires help with organizational skills, such as ... Could benefit from ... Needs to be encouraged to comply with school rules, such as ... Demonstrates a need for improved social interaction skills, such as ... Could benefit from improving his/her work habits, such as ...

Needs to be encouraged to listen and pay attention in class Needs help to understand instructions Requires repetition to retain information Needs encouragement to do work on his/her own Demonstrates a need for direct supervision to complete work Needs to be encouraged to work more slowly and accurately Would benefit from supervision of homework Requires support to interact with classmates in a positive way Would benefit from learning self-control skills Needs to be encouraged to accept responsibility for his/her errors and/or misbeh avior Needs to demonstrate improvement in academic work if he/she is to gain the funda mentals needed for this grade Since some parents never attend a parent-teacher conference, a teacher may want to complete and include a copy of the following statement or something similar w ith a student s report card. Dear (Parent s Name): Spending time and helping (student s name) in the following ways will provide an i ncentive for him/her to work harder and learn the skills necessary to achieve in school. (List ways parent can help) Since I care about your child, I would like to meet with you. Please call the sc hool office at (phone number) or see me to decide on a time to meet and share id eas. The effort you make working with (student s name) today can make a huge diffe rence in his/her future success. Sincerely, (Your Name) Sometimes it is difficult to elicit parental cooperation. However, written comme nts on a report card and completing the above short form might serve to encourag e their participation. Due to language barriers or other reasons, parents may be unable to help their child directly (see, Increasing Parent Involvement in Schoo ls ). However, parents could to be encouraged to provide a quiet place for their c hild to complete his or her work without television interference or other distra ctions, as well as a healthy diet and adequate sleep. Positive comments on a report card can inspire students to live up to their teac her s observations. For example, if the teacher wrote that the child excels in Bein g dependable or Shows outstanding sportsmanship, these statements could become part of the student s self-image. It is important for teachers to remember that their written words can motivate and challenge their students to be their best. ===================================================================

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