/* SAVE YOURSELF HOURS... /* IMPORT THESE COMMENTS INTO: SchoolReportWriter.COM /* No.1 in GOOGLE - "BEST TEACHER REPORTS APP": /* - TRUSTED by 1000s of teachers, since 2012 /* - QUICKLY create personalised reports /* - PASTE into your school system, Word etc /* - GENDER NEUTRAL option /* - DEMO video at SchoolReportWriter.COM /* FOR HELP see end of this document. /* Subjects: Homeroom COMMENTS: Attitude 1=#N showed a genuine interest in all areas of the curriculum. 2=#N had a positive attitude to all aspects of school life. 3=#N was an attentive student who tried hard. 4=#N had confidence in #h achievements and was ready and eager to learn more. 5=#N gained self-confidence when it came to #h schoolwork. 6=#N was a dedicated student who readily contributed to all class activities. 7=#N had confidence in #h achievements and was ready and eager to learn more. 8=#N gained self-confidence when it came to #h schoolwork. 9=#N could produce a pleasing standard of work when #e was focused. COMMENTS: Behaviour 1=#N consistently made good choices in all parts of the school day. 2=#N is encouraged to work on respecting class expectations and displaying a responsible attitude. 3=#N sometimes disregarded classroom standards of behaviour. 4=#N is learning to accept responsibility for #h actions. 5=#N is learning to use manners and show regard for others. COMMENTS: Closing comments 1=Well done on a great year #N! 2=All the best for next year #N! 3=Excellent work this year #N! 4=Great work this year #N! 5=Well done on a good last term and year! COMMENTS: Going forward LA 1=Going forward, #N is encouraged to slow down when reading to avoid omitting words or endings of words. 2=Going forward, #N is encouraged to slow down when reading and read the whole word to the end to avoid mistakes. 3=Going forward, #N is encouraged to try and write more or add to #h pictures before handing in work. 4=Going forward, #N is encouraged to reread #h work to check for mistakes. 5=Going forward, #N could apply reading strategies covered in class more in their daily story reading. 6=Going forward, #N should use student checklists to ensure all aspects of a writing genre have been addressed. 7=Going forward, #N is encouraged to reflect on #h presentations to see where #e could improve. COMMENTS: Going forward maths 1=Going forward, #N is encouraged to think of the various strategies studied and decide on a suitable way to tackle new problems. 2=Going forward, #N is encouraged to reread word problems as we have practiced in class to ensure the number sentence and number operation needed is the correct one. 3=Going forward, #N is encouraged to slow down and read questions carefully and check answers accordingly. 4=Going forward, #N is encouraged to go through the steps of a problem bit by bit to reach the correct answer. COMMENTS: Maths Fractions 1=#N learned how to count in tenths using number lines. 2=#N is still learning how to count in tenths using number lines. 3=#N understood how to convert 1/10 to decimals. 4=#N is still learning to understand how to convert 1/10 to decimals. 5=#N could model addition and subtraction of fractions. 6=#N is still learning to model addition and subtraction of fractions. 7=#N could divide fractions using the numerators and denominators. 8=#N could compare and contrast between fractions by using the number line. 9=#N is still learning how to divide fractions using the numerators and denominators. 10=#N is still learning how to compare and contrast between fractions using the number line. COMMENTS: Maths General 1=#N was a methodical mathematician who completed set tasks accurately. 2=#N grasped new concepts with relative ease. 3=#N successfully applied a range of problem solving strategies when necessary. 4=#N must work hard on basic number skills in order to make further progress. 5=Recalling and applying some processes was rather challenging for #N. 6=#N worked well when teacher assistance was given. 7=#N worked well on easier concepts, but sometimes struggled with more challenging concepts. 8=#N had a confident and positive attitude towards maths. 9=#N was a determined mathematician who always persevered with challenging tasks. 10=#N tackled all tasks with a positive attitude and was eager to accept extension work. 11=#N thrived on the opportunity to apply #h knowledge in new situations. COMMENTS: Maths Mass/Capacity 1=#N learned how to measure mass and capacity with different units. 2=#N is still learning how to measure mass and capacity with different units. 3=#N could model how to add and subtract mass and capacity. 4=#N is still learning how to model addition and subtraction mass and capacity. 5=#N could measure the temperature in celsius using a thermometer. 6=#N is still learning how to measure the temperature in celsius using a thermometer. COMMENTS: Maths Shapes/Angles 1=#N could identify 2D and 3D shapes by their different attributes such as vertices, sides and faces. With 3D shapes #e could explain what the shapes could do, i.e. stack, roll or slide. 2=With teacher help, #N could identify 2D and 3D shapes by their different attributes such as vertices, sides and faces. With 3D shapes #e could explain what the shapes could do, i.e. stack, roll or slide. 3=Going forward, #N could look at attributes of irregular 2D and 3D shapes and compare them. 4=#N understood the properties of shapes, turns and angles. 5=#N is still learning the properties of shapes, turns and angles. 6=#N learned the differences between the different angles and lines. 7=#N is still learning the differences between the different angles and lines. 8=#N was able to draw the different types of lines and angles. 9=#N is still developing to draw the different types of lines and angles. 10=#N was able to describe 2D and 3D shapes. 11=#N is still learning how to describe 2D and 3D shapes. COMMENTS: Maths Time 1=#N understood what minutes, hours, days, months and years are. 2=#N is still learning to understand what minutes, hours, days, months and years are. 3=#N was able to differentiate between a.m., p.m. and 24 hour time. 4=#N is still learning to understand how to differentiate between a.m., p.m., and 24 hour time. 5=#N could count minutes in 1 minute and 5 minutes intervals. 6=#N is still learning how to count minutes in 1 minute and 5 minutes intervals. 7=#N was able to calculate the duration of time. 8=#N is still learning how to calculate the duration of time. 9=#N was able to solve word problems that require time calculation. 10=#N is still developing how to solve word problems that require time calculation. COMMENTS: Opening comments 1=#N had a great year in P3 and progressed well in all areas of study. 2=#N worked hard throughout the year and set a good example to the class. 3=#N finished the year strongly with a great final term. 4=#N remained focused on #h studies this final term and finished the year well. 5=#N contributed well throughout the year and was a well rounded student. COMMENTS: Participation 1=#N was a keen and lively class member. 2=#N was always attentive in class and worked well with others. 3=#N was always willing to share #h knowledge and ideas with #h peers. 4=#N gradually developed the confidence to make contributions to class lessons. 5=#N is learning to participate more actively in group work. 6=#N appeared uncomfortable participating in lessons and asking questions when uncertain. COMMENTS: Personal Qualities 1=#N was a polite student to teachers and peers. 2=#N’s natural exuberance made #m popular with #h peers. 3=#N could always be depended upon to perform any task that was requested of #m. 4=#N was an inquisitive learner who enjoyed making new discoveries. 5=#N was very sociable and enjoyed the company of others. 6=#N was a helpful, courteous and considerate student. 7=#N developed confidence in #h own ability. 8=#N became more aware and responsible. 9=#N was a conscientious and co-operative student. 10=#N was keen to make personal discoveries of #h own. COMMENTS: Reading General 1=#N read fluently and confidently with excellent phrasing and expression. 2=#N was a fluent and expressive reader with an excellent level of comprehension. 3=#N applied appropriate strategies to enhance #h fluency and expression. 4=#N engaged in independent reading tasks without being prompted. 5=#N confidently interpreted the meaning, structure and visual information of texts. 6=#N was able to differentiate between fact and opinion when reading. 7=#N could locate relevant facts and important details in a piece of text. 8=#N was able to understand and discuss simple texts with teacher support. 9=#N read and comprehended various texts at a high standard. COMMENTS: Speaking & Listening 1=#N participated actively and enthusiastically in class and group discussions. 2=#N gave thoughtful and interesting opinions to most discussions. 3=#N always listened politely to others’ views and made appropriate comments. 4=#N was a confident speaker and polite listener in all scenarios. 5=#N became more confident in speaking in large group situations during #h P.A.C.E. presentations. 6=#N was always courteous while teachers or other class members are speaking. 7=#N used eye contact effectively and was aware of gesture and non verbal communication. COMMENTS: Term 3 writing 1=#N was able to recognise and write procedural writing in various forms (e.g., telling people how to get ready, how to cook something, how to play something or how to build/make something). 2=With teacher help, #N could recognise and write procedural writing in various forms (e.g., telling people how to get ready, how to cook something, how to play something or how to build/make something). 3=#N could include all aspects of procedural writing; title, ingredients/materials, steps, imperative verbs and adverbs or adverbial phrases when composing work. 4=With teacher help, #N could include aspects of procedural writing; title, ingredients/materials, steps, imperative verbs and adverbs or adverbial phrases when composing work. 5=#N could recognise an author’s purpose, whether they were trying to persuade, inform or entertain the reader. 6=#N was also able to write for specific purposes (persuade, inform or entertain) about the same subject. 7=With teacher help, #N could write for specific purposes (persuade, inform or entertain) about the same subject. 8=#N was able to recognise different forms of figurative language; for example, idioms, onomatopoeia, alliteration, similes, metaphor, personification and hyperbole; within different contexts. 9=#N was also able to write and use different forms of figurative language; for example, idioms, onomatopoeia, alliteration, similes, metaphor, personification and hyperbole. 10=With teacher help, #N was generally able to recognise different forms of figurative language; for example, idioms, onomatopoeia, alliteration, similes, metaphor, personification and hyperbole; within different contexts 11=With teacher help, #N was able to write and use different forms of figurative language; for example, idioms, onomatopoeia, alliteration, similes, metaphor, personification and hyperbole. COMMENTS: Term 3/End of year general 1=#N was principled and worked hard over the course of the year and made commendable progress. 2=#N was a caring member of the class and a good role model. 3=#N did #h best to communicate in English all year. 4=#N demonstrated principled behaviour at all times. 5=#N was an inquirer during class discussions and posed questions. 6=#N was a balanced member of the class both working and playing hard. 7=#N was able to reflect on #h work and was open minded to feedback from teachers and peers. 8=#N developed excellent work habits which will stand #m in good stead for the remainder of the year. 9=#N was very keen to share #h knowledge with the class on things that interested #m. 10=#N was open minded to try new ideas and was a risk taker. 11=#N was a thinker and reflected before sharing things with the class. 12=#N enjoyed life in P3 and made a lot of memories. COMMENTS: UOI 5 1=#N was able to recognise different types of waste and categorise each type for appropriate disposal. 2=#N recognised and tried to implement the 6 Res. 3=#N recognised how waste is managed in the local community. 4=#N came to realise from #h case study on Kamikatsu how zero waste could be achieved. 5=#N was able to pick one day from #h “My Trash Diary” and improve #h waste habits by utilising the 6 Res. 6=Going forward, #N is encouraged to think of ways to reduce #h amount of waste each day and reflect on the six REs when dealing with said waste. 7=Going forward, #N is encouraged to keep thinking not just of waste produced but other ways #e could lessen #h impact on the environment when going about #h daily life. COMMENTS: UOI 6 1=#N was able to recognise major events that occurred in #h community. 2=#N could differentiate between positive and negative major events and recognise the possible response(s) to those events. 3=#N was able to recognise different viewpoints and opinions and their appropriate responses to those big events. 4=#N was able to create a plan of action for an unforeseen major event happening in school using #h prior knowledge and what was learnt during the course of the unit. 5=#N could recognise #e was part of several communities and noticed the similarities and the differences between those communities and how they could respond to major events. 6=Going forward, #N is encouraged to think of the various ways to give #h point of view and respond appropriately to events happening in #h community depending on if they are positive or negative circumstances. COMMENTS: Work Habits 1=#N worked enthusiastically and to capacity at all times. 2=#N worked quietly on a given task with minimal supervision. 3=#N worked productively in both independent and group situations. 4=#N worked independently and stayed on task. 5=#N displayed strong organisational skills, completing all tasks on time. 6=#N was an attentive worker who strived for accuracy. 7=#N is encouraged to seek assistance when feeling unsure about a particular concept. 8=#N must take time with #h work to ensure it is the best possible standard. 9=#N required guidance to remain focused and complete set tasks. 10=#N must remember to ask for help or support when required. 11=#N required constant motivation and found #s far too easily distracted. 12=#H work was always well presented. 13=#N displayed persistence when completing challenging work. COMMENTS: Writing General 1=#N was a capable and confident writer. 2=#N used writing and images to express and develop simple ideas and information. 3=#N was beginning to plan and write simple recounts and descriptions. 4=#N applied #h knowledge of sounds and rules when spelling unknown words. 5=#N progressed well with sight list words and tried to use them in #h writing. 6=#N had a beginning knowledge of sounds and sound patterns. 7=#N is still working on forming all letters of the alphabet conventionally and legibly. 8=#N engaged confidently with the process of writing. 9=#N used graphic organisers to plan writing, for example, mind maps, storyboards etc. 10=#N used feedback from teachers and other students to improve #h writing. 11=#N wrote about a range of topics for a variety of purposes. 12=Throughout this year, #N always performed well in the weekly spelling tests. LIST: How-to-improve 1=focus more in the lessons 2=put more time aside for homework 3=try not to chat during lessons 4=do more project research on the internet 5=develop #h computer skills 6=pay more attention to instructions LIST: Science-topics 1=Heating and Cooling 2=Light and Sound 3=Exploring Magnetism 4=Changing Earth LIST: Time-period 1=year 2=semester 3=1st semester 4=2nd semester 5=3rd semester 6=4th semester 7=term 8=1st term 9=2nd term 10=3rd term 11=4th term /*========================================= /* HELP: Creating & Importing Files /*========================================= /* /* See also, YouTube Teacher Training Video at: /* SCHOOL REPORT WRITER .COM /* https://schoolreportwriter.com/ /* /* #N - Name /* #E - She/He/They /* #e - she/he/they /* #H - His/Her/Their /* #h = his/her/their /* #b - girl/boy/child /* #m - him/her/them /* #s - herself/himself/themself /* #? - be prompted for text later e.g. #N achieved #?% in the exam. /* #your-list-name - select from a list later e.g. #N excelled in #topics. /* {BR} - line break; {BR}{BR} - double line break. /* /* /* DID YOU KNOW? /* /* You can also import comment files in the, /* Teachers Report Assistant format. /* There are 1000s around the web. /* School Report Writer automatically converts them. /* /* /* YOUR EXISTING COMMENTS ARE SAFE: /* /* When you upload, you will be shown the comments /* you are about to import. You will be told if names /* are already in use and you can pick-&-click which /* comments to add to your comment bank. /* /* /* USE 'PLAIN TEXT' (.txt) FILES ONLY: /* /* Import files must be 'plain text'. The easiest way to /* create one is to download a comment file from our site /* and open it on your computer. On most systems it will /* automatically open in a plain text editor. If you /* make changes and save, the file should automatically be /* saved as plain text. On PCs it will usually open in /* NotePad. On Macs, usually TextEdit. In Word, and other /* word processors, use 'save as' (see Word File menu) /* and then choose file type: 'text only/plain text'. /* /* /* ADDING HELPFUL NOTES: /* /* Lines starting /* are for notes (like this line). /* They are ignored when files are imported. /* You can add notes anywhere in the file. 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