Académique Documents
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Introduction
Sample comments
Resource suggestions
Please Note: Important Information
The use of prose or point form for Term 1 reporting is at the discretion of the
principal. Direction for Term 2 and Term 3 regarding format will be at the
discretion of the Superintendent of Teaching and Learning.
Technology:
Please be aware that using a hard return (pressing the enter key on your keyboard to
go to the next line) does not always accurately count characters in Web
Achievement. Therefore we strongly advise against the use of the hard return.
If point form is to be used, please leave several spaces and start the next point on
the same line (see sample comment number 2) or preview the report card (print
individual or class reports) to ensure lines have not been 'cut off'.
Through lessons learned with the IEP writer, we are aware that copying comments
from a FileMaker platform (ie. e-teacher) can also import hidden characters and
problems. We strongly advise against copying comments from e-teacher.
Copying and pasting comments from e-teacher, then to a word processing program
is not a solution to this issue either, as hidden characters and scripts can still be
retained. Choosing to copy and paste from e-teacher is not supported by ICT and
is done at your own risk. In addition, e-teacher comments written several years ago
do not necessarily reflect the current revised curriculum, as well as the
characteristics of effective report card comments as established by Kawartha Pine
Ridge D.S.B.
ANCHOR CHART
WRITING EFFECTIVE REPORT CARD COMMENTS
include strengths, weaknesses and next steps, and the next steps
clearly address strengths and/or weaknesses
Annie has demonstrated good knowledge of the math concepts studied this term.
Strengths: - she accurately reads, compares and orders numbers to 10,000 - she
uses and compares fractions and decimals - she estimates and measures time to
the nearest minute - she collects pieces of information and organizes them into
different kinds of graphs - Annie asks good questions when trying to solve problems Comments are personal
and is often able to think of creative and different ways of solving them - Annie’s name and
Weaknesses/Next Steps: - at times Annie is able to use math terms to explain her pronoun “she” is used
work - she finds doing math problems in her head more difficult - she will practice
using objects and drawings to demonstrate and clarify her mathematical thinking
when problem solving - she will have opportunities to connect what she knows about
patterns in math to patterns in real life and other subjects such as science
Ontario Ministry of Education, 2006. A Guide to Effective Literacy Instruction - Volume Two:
Assessment. Toronto, Ontario: Queen’s Printer for Ontario.
Pages 11 - 15, 32 - 33.
Ontario Ministry of Education, 2003. Early Math Strategy: The Report of the Expert Panel on
Early Math in Ontario. Toronto, Ontario: Queen’s Printer for Ontario.
Pages 38 - 45.
Ontario Ministry of Education, 2003. Early Reading Strategy: The Report of the Expert Panel
on Early Reading in Ontario. Toronto, Ontario: Queen’s Printer for Ontario.
Pages 27 - 31.
Ontario Ministry of Education, 2004. Literacy for Learning: The Report of the Expert Panel
on Literacy in Grades 4 - 6 in Ontario. Toronto, Ontario: Queen’s Printer for Ontario.
Pages 45 - 55.
Ontario Ministry of Education, 2004. Social Studies: Grades 1 - 6; History and Geography:
Grades 7 - 8 (revised). Toronto, Ontario: Queen’s Printer for Ontario.
Pages 9 - 14.
Ontario Ministry of Education, 2004. Teaching and Learning with Mathematics: The Report
of the Expert Panel on Mathematics in Grades 4 - 6 in Ontario. Toronto, Ontario: Queen’s
Printer for Ontario.
Pages 41 - 45.
Ontario Ministry of Education, 2006. The Kindergarten Program. Toronto, Ontario: Queen’s
Printer for Ontario.
Pages 8 - 11.