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/*   Subjects: Language Arts 6, Social 6, Mathematics (Maths) 6, Science 6


COMMENTS:  Math2021 sec 8 participation
1=#N is a generally focused participant during work time and accepts/applies feedback well towards improvement.
2=#N occasionally contributes #h insights about the math that is explored during class time and #h good participation is appreciated.
3=#N is a very focused participant during work time and accepts/applies feedback well towards improvement. #H excellent participation is appreciated.
4=#N often contributes #h thoughts about the math that is explored during class time and #h good participation is appreciated.
5=#N often contributes #h thoughts about the math that is explored during class time and #h excellent participation is appreciated.
6=#N is encouraged to contribute #h thoughts about the math that is explored during class time more often.
7=#N is often distracted during math work time and receives regular reminders to remain on task.

COMMENTS: 2021 L.A sec 4 in-school write example
1=This was evident in how #e used #narrwriteskills in #h elaborative detail paragraph when #e wrote, "#?."
2=This was evident in how #e used #narrwriteskills in #h building suspense paragraph when #e wrote, "#?."
3=This was evident in how #e used #narrwriteskills in #h main event paragraph when #e wrote, "#?."
4=With some initial support #N was able to show #h understanding of how #e can use #narrwriteskills when #e wrote, "#?", in #h building suspense paragraph.
5=With some initial support #N was able to show #h understanding of how #e can use #narrwriteskills when #e wrote, "#?", in #h main event paragraph.
6=With appropriate accommodations and support #N was able to show #h understanding of how #e can use #narrwriteskills when #e wrote, "#?", in #h building suspense paragraph.
7=With appropriate accommodations and support #N was able to show #h understanding of how #e can use #narrwriteskills when #e wrote, "#?", in #h main event paragraph.

COMMENTS: 2021 L.A. sec 2 write intro and RAP
1=In writing this term students focused on answering questions using the R.A.P. format and practiced skills for composing engaging stories. #N consistently and skillfully used the R.A.P. format during the Freak the Mighty novel study. #N especially showed strengths in #rapskills.
2=In writing this term students focused on answering questions using the R.A.P. format and practiced skills for composing engaging stories. #N consistently and competently used the R.A.P. format during the Freak the Mighty novel study. #N especially showed strengths in #rapskills.
3=In writing this term students focused on answering questions using the R.A.P. format and practiced skills for composing engaging stories. #N consistently and adequately used the R.A.P. format during the Freak the Mighty novel study. #N especially showed strengths in #rapskills.
4=In writing this term students focused on answering questions using the R.A.P. format and practiced skills for composing engaging stories. #N competently used the R.A.P. format during the Freak the Mighty novel study. #N especially showed strengths in #rapskills.
5=In writing this term students focused on answering questions using the R.A.P. format and practiced skills for composing engaging stories. With occasional support #N adequately used the R.A.P. format during the Freak the Mighty novel study. #N was supported in #rapskills.
6=In writing this term students focused on answering questions using the R.A.P. format and practiced skills for composing engaging stories. With regular support #N adequately used the R.A.P. format during the Freak the Mighty novel study. #N was supported in #rapskills.
7=In writing this term students focused on answering questions using the R.A.P. format and practiced skills for composing engaging stories. #N received regular small group and individual support to adequately use the R.A.P. format during the Freak the Mighty novel study. #N was supported in #rapskills.

COMMENTS: 2021 L.A. sec 3 write story intro
1=When writing a story, #N adequately composed narrative passages of elaborative detail.
2=When writing a story, #N skillfully composed narrative passages of elaborative detail.
3=When writing a story, #N skillfully composed narrative passages of building suspense as well as main events that incorporated techniques practiced in-class effectively.
4=When writing a story, #N competently composed narrative passages of elaborative detail.
5=When writing a story, #N was supported to compose narrative passages of elaborative detail adequately.
6=When writing a story, #N competently composed narrative passages of building suspense as well as main events that incorporated techniques practiced in-class generally effectively.
7=When writing a story, #N adequately composed narrative passages of building suspense as well as main events that incorporated techniques practiced in-class somewhat effectively.
8=When writing a story, #N composed narrative passages of building suspense as well as main events that incorporated techniques practiced in-class generally effectively.
9=When writing a story, #N was supported to compose narrative passages of building suspense as well as main events that incorporated techniques practiced in-class adequately.
10=When writing a story, #N adequately composed narrative passages of building suspense.
11=When writing a story, #N competently composed narrative passages of building suspense.
12=When writing a story, #N composed narrative main events that incorporated techniques practiced in-class generally effectively.
13=When writing a story, #N composed narrative main events that incorporated techniques practiced in-class somewhat effectively.
14=When writing a story, #N skillfully composed narrative passages of elaborative detail and building suspense.
15=When writing a story, #N competently composed narrative passages of elaborative detail and building suspense.
16=When writing a story, #N adequately composed narrative passages of elaborative detail and building suspense.
17=When writing a story, #N was supported to compose narrative passages of elaborative detail and building suspense adequately.
18=When writing a story, #N was supported to compose narrative passages of building suspense adequately.
19=When writing a story, #N was supported to compose narrative passages of building suspense that incorporated techniques practiced in-class adequately.

COMMENTS: 2021 L.A. sec 6 Punctuation bad
1=Using #punct along with #punct effectively are areas for growth.
2=Using #punct is an area for growth.
3=#N will be supported to improve their use of #punct during whole class and small group learning opportunities.
4=#N will be supported to improve their use of #punct and #punct during whole class and small group learning opportunities.

COMMENTS: 2021 L.A. sec 7 graphic org.
1=#N has effectively utilized a variety of graphic organizers provided in class to plan #h compositions.
2=#N has competently utilized a variety of graphic organizers provided in class to plan #h compositions.
3=#N has appropriately utilized a variety of graphic organizers provided in class to plan #h compositions.
4=#N has adequately utilized a variety of graphic organizers provided in class to plan #h compositions.
5=#N has been supported to effectively utilize graphic organizers provided in class to plan #h compositions.

COMMENTS: 2021 L.A. sec 8 participation
1=#N is a generally focused participant during work time and accepts/applies feedback well towards improvement.
2=#N occasionally contributes #h thoughts about the literature that is explored during class time and #h good participation is appreciated.
3=#N is a very focused participant during work time and accepts/applies feedback well towards improvement.
4=#N often contributes #h thoughts about the literature that is explored during class time and #h good participation is appreciated.
5=#N often contributes #h thoughts about the literature that is explored during class time and #h excellent participation is appreciated.
6=#N is encouraged to contribute #h thoughts about the literature that is explored during class time more often.
7=#N is often distracted during L.A. work time and often receives reminders to remain on task.

COMMENTS: 2021 L.A. Sec 9 Lit Device Visual representation 
1=#N created an excellent visual representation of a #litdevice from the song "You're a Mean One Mr. Grinch" that paid close attention to assignment expectations, was carefully crafted and included thoughtful creative details.
2=#N created a competent visual representation of a #litdevice from the song "You're a Mean One Mr. Grinch" that paid attention to assignment expectations, was carefully crafted and included thoughtful details.
3=#N created an appropriate visual representation of a #litdevice from the song "You're a Mean One Mr. Grinch" that paid attention to assignment expectations, was carefully crafted and included thoughtful details.
4=#N created a competent visual representation of a #litdevice from the song "You're a Mean One Mr. Grinch" that paid attention to assignment expectations and included thoughtful details.
5=#N adequately created a visual representation of a #litdevice from the song "You're a Mean One Mr. Grinch" that generally attended to assignment expectations and included some details that supported the literary device being represented.
6=#N was encouraged and supported to create a visual representation of a #litdevice from the song "You're a Mean One Mr. Grinch" that generally attended to assignment expectations and included some details that supported the literary device being represented.

COMMENTS: 2021 L.A.sec1 read intro
1=#N is an excellent overall reader and uses a variety of strategies to decode and comprehend unfamiliar texts. When reading #N can efficiently #2021cars, #2021cars, and #2021cars. Upcoming reading activities will emphasize collaboration between students as they explore a variety of different types of literature. Students will also practice a variety of new reading strategies.
2=#N is a strong overall reader and uses a variety of strategies to decode and comprehend unfamiliar texts. When reading #N can efficiently #2021cars, #2021cars, and #2021cars. Upcoming reading activities will emphasize collaboration between students as they explore a variety of different types of literature. Students will also practice a variety of new reading strategies.
3=#N is a strong overall reader and uses a variety of strategies to decode and comprehend unfamiliar texts. When reading #N can efficiently #2021cars, #2021cars, and #2021cars. Areas of reading comprehension improvement for #N are #2021cars, and #2021cars. #N will continue to practice using these comprehension strategies during upcoming reading activities. The activities will emphasize collaboration between students as they explore a variety of different types of literature together.
4=#N is a strong overall reader and uses a variety of strategies to decode and comprehend unfamiliar texts. When reading #N can efficiently #2021cars and #2021cars. Areas of reading comprehension improvement for #N are #2021cars, and #2021cars. #N will continue to practice using these comprehension strategies during upcoming reading activities. The activities will emphasize collaboration between students as they explore a variety of different types of literature together.
5=#N is reading at grade level and uses a variety of strategies to decode and comprehend unfamiliar texts. When reading, #N has demonstrated that #e can effectively #2021cars and #2021cars. Upcoming reading activities will emphasize collaboration between students as they explore a variety of different types of literature. Students will also practice a variety of new reading strategies.
6=#N is reading at grade level and uses a variety of strategies to decode and comprehend unfamiliar texts. #E has shown strengths at #2021cars, and #2021cars, when reading nonfiction texts. Areas of reading comprehension improvement for #N are #2021cars, and #2021cars. #N will continue to practice using these comprehension strategies during upcoming reading activities. The activities will emphasize collaboration between students as they explore a variety of different types of literature together.
7=#N is approaching reading at grade level. #N does use a variety of strategies to effectively decode unfamiliar texts. However, #N requires support in #h reading comprehension. While #e has shown adequate abilities at #2021cars and #2021cars in nonfiction texts, there are a number of areas where #e needs improvement. These include #2021cars, #2021cars, and effectively #2021cars what #e has read in texts.
8=#N received support for #h reading decoding, fluency, and comprehension this term. #N has somewhat improved #h ability to decode words that #e is unsure about how to pronounce. Decoding strategies will continue to be a focus during increasingly regular one-to-one and small group instruction.
9=Also, upcoming reading activities will emphasize collaboration between students as they explore a variety of different types of literature, and practice a variety of new reading comprehension strategies.

COMMENTS: 2021 LA sec 5 punctuation  good
1=#N uses punctuation including #punct, #punct, #punct, #punct and #punct excellently.
2=#N uses punctuation including #punct and #punct excellently.
3=#N uses punctuation including #punct excellently.
4=#N uses punctuation including #punct, #punct, #punct, #punct and #punct competently.
5=#N uses punctuation including #punct and #punct competently.
6=#N uses punctuation including #punct competently.
7=#N uses punctuation including #punct, #punct, #punct, #punct and #punct adequately.
8=#N uses punctuation including #punct and #punct adequately.
9=#N uses punctuation including #punct adequately.
10=#N is supported to use punctuation including #punct and #punct adequately.
11=#N is supported to use punctuation including #punct adequately.
12=#N uses punctuation including #punct and #punct appropriately.
13=#N uses punctuation including #punct appropriately most of the time.
14=#N uses punctuation including #punct and #punct appropriately most of the time.

COMMENTS: 2021 Math accom
1=#N is encouraged to advocate for #s more proactively during math explorations.
2=#N has access to multiple accommodations and one-to-one/small group math learning opportunities daily.
3=#N has been successful when #e explore math concepts using hands on math manipulatives such as pattern blocks.

COMMENTS: 2021L.A.sec 1.5 read support
1=#N receives support for #h reading decoding, fluency, and comprehension. #N will continue to receive regular small group and one-to-one reading instruction from #h classroom teachers as the year progresses.
2=#N receives support for #h reading decoding, fluency, and comprehension. #N received one-to-one reading instruction from #h classroom teacher and the resource teachers.

COMMENTS: 2021MATH learning evidence
1=Evidence for this was demonstrated in #mathEV.

COMMENTS: 2021punc
1=#N uses punctuation including #punct, #punct, #punct, #punct and #punct excellently.
2=#N uses punctuation including #punct and #punct excellently.
3=#N uses punctuation including #punct excellently.
4=#N uses punctuation including #punct, #punct, #punct, #punct and #punct competently.
5=#N uses punctuation including #punct and #punct competently.
6=#N uses punctuation including #punct competently.
7=#N uses punctuation including #punct, #punct, #punct, #punct and #punct adequately.
8=#N uses punctuation including #punct and #punct adequately.
9=#N uses punctuation including #punct adequately.
10=#N is supported to use punctuation including #punct and #punct adequately.
11=#N is supported to use punctuation including #punct adequately.

COMMENTS: 2023 Social Conclusion term 2
1=Great work #N!
2=Good work #N!
3=Have a great summer break #N
4=Have a great summer!
5=Amazing effort this year #N!
6=Thanks for being such an enthusiastic learner in social this year #N!
7=Your hard work and dedication to doing your best this year in social was inspiring #N! Way to go!

COMMENTS: 2023 Social Section 1 T2
1=In the assessment tasks focusing on the knowledge and understanding of social structure in Ancient Athens and the Iroquois Confederacy, #N demonstrated excellence.
2=In the assessments centered on understanding the social structure in Ancient Athens and the Iroquois Confederacy, #N demonstrated a strong grasp of the subject matter.
3=In the assessments relating to the social structure of Ancient Athens and the Iroquois Confederacy, #N demonstrated a grade level understanding of the subject matter.
4=In the assessments based on the social structure in Ancient Athens and the Iroquois Confederacy, #N exhibited a grade level understanding when #e was provided with occasional support.
5=In the assessments on the social structure in Ancient Athens and the Iroquois Confederacy, #N found it challenging to demonstrate grade level understanding at grade level.

COMMENTS: 2023 Social Section 2 T2
1=Specifically, through #h insightful writing, #h explored the perspectives of various societal classes, demonstrating a sophisticated and nuanced understanding of their roles and influences. #N's exceptional detail in describing how different classes of people in Ancient Athens participated in government decision-making showed an advanced comprehension of ancient democratic principles.
2=Through #h thoughtful writing, #e analyzed the perspectives of various societal classes, revealing a detailed understanding of their roles and influences. #N notably did well in explaining how different classes in Ancient Athens were engaged in their government. This showed a comprehensive understanding of ancient democratic principles.
3=Through #h writing, #e examined the perspectives of different societal classes, showing a reasonable understanding of their roles and influences. #N's description of how various classes in Ancient Athens engaged with their government displayed a satisfactory grasp of ancient democratic principles.
4=#H's writing examined the perspectives of different societal classes, but there is room for further clarity and depth in their roles and influences. #N's description of the engagement of various classes in Ancient Athens' government showed a basic grasp of ancient democratic principles.
5=Despite support, #N did not engage effectively or complete enough writing about the perspectives of different societal classes and their roles and influences. And therefor #N's explanation of how various classes engaged in Ancient Athens' government did not meet grade level requirements. #N was offered opportunities to express their learning in different ways including orally and by using available technology. Assignments also included opportunities to express learning artist
6=Despite support, #N did not engage effectively or complete enough writing about the perspectives of different societal classes and their roles and influences. And therefor #N's explanation of how various classes engaged in Ancient Athens' government did not meet grade level requirements. #N was offered opportunities to express their learning in different ways including orally.
7=During exploratory assignments focusing on the social structure of Ancient Athens and the Iroquois Confederacy, #N found it challenging to articulate #h understanding through writing. However, #h was able to convey #h understanding orally, demonstrating grade level comprehension. In verbal discussions, #h successfully expressed the perspectives of various societal classes and their roles and influences.

COMMENTS: 2023 Social Section 3 T2
1=Further, #N's comparison of these principles with those of the Iroquois Confederacy highlighted a strong cross-cultural understanding. This study has refined #N's historical inquiry skills and significantly deepened #h understanding of the roots of our modern democratic
2=Further, #N's comparison of these principles with the Iroquois Confederacy exhibited good cross-cultural understanding. This study has improved #N's historical inquiry skills and deepened #h understanding of the foundations of our modern democratic systems.
3=Further, #N's comparison with the Iroquois Confederacy demonstrated adequate cross-cultural understanding. This study has developed #N's historical inquiry skills and broadened #h understanding of the roots of our modern democratic systems.
4=Further, #N's comparison with the Iroquois Confederacy showed a basic cross-cultural understanding. When supported #N was able to demonstrate basic historical inquiry skills and an understanding of the roots of our modern democratic systems.
5=Additionally, #N's comparison with the Iroquois Confederacy showed a deficit of basic cross-cultural understanding. Even though #h was supported #N's was unable to demonstrate basic historical inquiry skills and an understanding of the roots of our modern democratic systems.

COMMENTS: 2023 Social Section 3.5 T2 next steps
1=As #N continues with future assignments, it could be beneficial to further develop their critical thinking skills. Particularly, #e could work on making deeper connections and identifying underlying themes across various historical periods or events. This practice will enable a more in-depth analysis and comprehensive understanding of the material.
2=In the course of #h future studies, #N could focus on enhancing #h skills in synthesizing and integrating information from diverse sources. The ability to effectively distill and combine information is essential for constructing well-founded arguments and narratives. By doing so, #e can more effectively engage with complex topics and contribute to insightful discussions.
3=Moving forward with future social studies assignments, #N could enhance their comparison skills, especially when drawing parallels between different societies or cultures. This would provide a more nuanced understanding of the social structures and democratic principles at play.
4=In upcoming tasks, #N might find it beneficial to strengthen their ability to extract and interpret key information from a variety of sources. This would assist in enriching #h historical inquiry skills, enabling a more comprehensive exploration of topics.

COMMENTS: 2023 Social section 4 Partic examplAthens Iroquois
1=#N demonstrated excellent character in learning this year in social studies! This was evident in #N's participation during in-class opportunities for hands on learning, such as when students explored the role social status played in a person's ability to engage in decision making in ancient Athens.
2=#N demonstrated excellent character in learning this year in social studies! This was evident in #N's participation during in-class opportunities for hands on learning. Examples include when students explored the role social status played in a person's ability to engage in decision making in ancient Athens.
3=#N demonstrated strong character in learning this year in social studies! This was evident in #N's participation during in-class opportunities for hands on learning, such as when students explored the role social status played in a person's ability to engage in decision making in ancient Athens.
4=#N demonstrated strong character in learning this year in social studies! This was evident in #N's participation during in-class opportunities for hands on learning. Examples include when students explored the role social status played in a person's ability to engage in decision making in ancient Athens.
5=#N demonstrated good character in learning this year in social studies! This was evident in #N's participation during in-class opportunities for hands on learning, such as when students explored the role social status played in a person's ability to engage in decision making in ancient Athens.
6=#N demonstrated good character in learning this year in social studies! This was evident in #N's participation during in-class opportunities for hands on learning. Examples include when students explored the role social status played in a person's ability to engage in decision making in ancient Athens.
7=#N demonstrated acceptable character in learning this year in social studies! This was evident in #N's appropriate participation during in-class opportunities for hands on learning, such as when students explored the role social status played in a person's ability to engage in decision making in ancient Athens.
8=#N demonstrated acceptable character in learning this year in social studies! This was evident in #N's good participation during in-class opportunities for hands on learning, such as when students explored the role social status played in a person's ability to engage in decision making in ancient Athens.

COMMENTS: 2023 Social section ? Partic examplAthens Iroquois
1=#N demonstrated excellent classroom citizenship this year in social studies! This was evident in #N's participation during in-class opportunities for hands on learning, such as when students explored the role social status played in a person's ability to engage in decision making in ancient Athens.
2=#N demonstrated excellent classroom citizenship this year in social studies! This was evident in #N's passionate work on #h Take Action project up until the cancellation of in-school classes.
3=#N demonstrated excellent classroom citizenship this year in social studies! This was evident in #N's participation during in-class opportunities for hands on learning. Examples include when students explored the role social status played in a person's ability to engage in decision making in ancient Athens, and in #N's work on #h Take Action project up until the cancellation of in-school classes.
4=#N demonstrated strong classroom citizenship this year in social studies! This was evident in #N's participation during in-class opportunities for hands on learning, such as when students explored the role social status played in a person's ability to engage in decision making in ancient Athens.
5=#N demonstrated strong classroom citizenship this year in social studies! This was evident in #N's enthusiastic work on #h Take Action project up until the cancellation of in-school classes.
6=#N demonstrated strong classroom citizenship this year in social studies! This was evident in #N's participation during in-class opportunities for hands on learning. Examples include when students explored the role social status played in a person's ability to engage in decision making in ancient Athens, and in #N's enthusiastic work on #h Take Action project up until the cancellation of in-school classes.
7=#N demonstrated good classroom citizenship this year in social studies! This was evident in #N's participation during in-class opportunities for hands on learning, such as when students explored the role social status played in a person's ability to engage in decision making in ancient Athens.
8=#N demonstrated good classroom citizenship this year in social studies! This was evident in #N's enthusiastic work on #h Take Action project up until the cancellation of in-school classes.
9=#N demonstrated good classroom citizenship this year in social studies! This was evident in #N's participation during in-class opportunities for hands on learning. Examples include when students explored the role social status played in a person's ability to engage in decision making in ancient Athens, and in #N's enthusiastic work on #h Take Action project up until the cancellation of in-school classes.
10=#N demonstrated adequate classroom citizenship this year in social studies! This was evident in #N's appropriate participation during in-class opportunities for hands on learning, such as when students explored the role social status played in a person's ability to engage in decision making in ancient Athens.
11=#N demonstrated adequate classroom citizenship this year in social studies! This was evident in #N's good participation during in-class opportunities for hands on learning, such as when students explored the role social status played in a person's ability to engage in decision making in ancient Athens.
12=#N demonstrated adequate classroom citizenship this year in social studies! This was evident in #N's work on #h Take Action project up until the cancellation of in-school classes.

COMMENTS: 2023 social Take Action Fair T2
1=#N demonstrated excellent citizenship and inquiry skills during the Take Action Project this term. #N showed concern for dignity and equality when representing and raising awareness for the #?.
2=#N demonstrated good citizenship and inquiry skills during the Take Action Project this term. #N showed concern for dignity and equality when representing and raising awareness for the #?.
3=#N demonstrated excellent citizenship and inquiry skills during the Take Action Project this term. #N showed concern for dignity and equality when representing and raising awareness for the #?. #N went above and beyond for #h project, demonstrating a genuine passion for #h chosen cause by engaging effectively with #h organization.
4=#N demonstrated excellent citizenship and inquiry skills during the Take Action Project this term. #N showed concern for dignity and equality when representing and raising awareness for the #? by engaging the school community creatively through bake sales, awareness campaigns, engaging cooperatively with their organization, and by raising awareness.
5=#N demonstrated good citizenship and inquiry skills during the Take Action Project this term. #N showed concern for dignity and equality when representing and raising awareness for the #? by engaging the school community creatively through bake sales, awareness campaigns, engaging cooperatively with their organization, and by raising awareness.
6=#N demonstrated excellent citizenship and inquiry skills during the Take Action Project this term. #N showed concern for dignity and equality when representing and raising awareness for #?. #N went above and beyond for #h project, demonstrating a genuine passion for their chosen cause by engaging with their school community by having bake sales and raising awareness.
7=#N was occasionally supported to demonstrate appropriate citizenship and inquiry skills during the Take Action Project this term. With occasional support, #N showed concern for dignity and equality when representing and raising awareness for #?.
8=#N was regularly supported to demonstrated appropriate citizenship and inquiry skills during the Take Action Project this term. With support #N showed concern for dignity and equality when representing and raising awareness for the #?.
9=Regular absences affected #N's ability to demonstrate appropriate citizenship and inquiry skills during the Take Action Project this term. #N's goal was to show concern for dignity and equality when representing and raising awareness for the #?.
10=#N demonstrated good citizenship and inquiry skills during the Take Action Project this term. #N showed concern for #h local and global community when representing and raising awareness for the #?.
11=#N demonstrated good citizenship and inquiry skills during the Take Action Project this term. #N showed concern for #h the well being of animals and the equitable treatment of the vulnerable when representing and raising awareness for the #?.

COMMENTS: Behavior comments
1=#N was occasionally distracted by friends and benefited from reminders to get #h work done.
2=#N was often distracted by friends and benefited from reminders to get #h work done.
3=#N requied regular reminders when completing assignments in class.
4=#N is consistently on task and puts forth #h best effort.
5=#N struggles to complete assignments in class. #E is encouraged to advocate for #h learning by asking questions and using #h class time wisely.
6=#N is helpful and compassionate. #E always treats others with respect.
7=#E is a wonderful addition to our classroom!
8=#N is often distracted by friends and benefits from reminders to get #h work done.
9=#N often shares #h ideas during class discussions.
10=#N has many great ideas. #E is encouraged to share them with the class more regularly.

COMMENTS: Book Club Comp
1=#N showed excellent reading comprehension during book club by regularly #compskills and #compskills on #h sticky notes. A good continuing focus for the upcoming school year would be to concentrate on #compskills more regularly when reading fiction texts.
2=#N showed good reading comprehension during book club by regularly #compskills and #compskills on #h sticky notes. A good continuing focus for the upcoming school year would be to concentrate on #compskills more regularly when reading fiction texts.
3=#N showed adequate reading comprehension during book club by regularly #compskills on #h sticky notes. A good continuing focus for the upcoming school year would be to concentrate on #compskills and #compskills more regularly when reading fiction texts.
4=#N was occasionally supported to show adequate reading comprehension during book club through regular check-ins and reminders. With support, #N was able to #compskills and #compskills on #h sticky notes. A good continuing focus for the upcoming school year would be to concentrate on #compskills and #compskills more regularly when reading fiction texts.
5=#N was occasionally supported to show #h reading comprehension during book club through regular check-ins and reminders. With support, #N was able to #compskills and #compskills on #h sticky notes. A good continuing focus for the upcoming school year would be to concentrate on #compskills and #compskills more regularly when reading fiction texts.
6=#N was supported to show adequate reading comprehension during book club through regular check-ins and reminders. With support, #N was able to #compskills and #compskills on #h sticky notes. A good continuing focus for the upcoming school year would be to concentrate on #compskills and #compskills more regularly when reading fiction texts.

COMMENTS: Book club Partic
1=excellent group participation during student book club meetings. #E came prepared with #h materials and shared thoughtful observations about the explored texts.
2=good group participation during student book club meetings. #E came prepared with #h materials and shared thoughtful observations about the explored texts.
3=good group participation during student book club meetings. #E usually came prepared with #h materials and shared observations about the explored texts.
4=excellent group participation during student book club meetings. #E usually came prepared with #h materials and shared thoughtful observations about the explored texts.
5=adequate group participation during student book club meetings. #E sometimes came prepared with #h materials and occasionally shared observations about the explored texts.
6=was supported to participate appropriately during student book club meetings. #N shared observations enthusiastically about the explored texts when comfortable, and was supported to be attentive to other students and respond appropriately.

COMMENTS: Farewell
1=It has been such a pleasure teaching and getting to know #N this school year. I have truly missed seeing #h face in class and look forward to students being able to return to school as soon as possible. Have a great summer break #N! You have earned it!
2=I have enjoyed getting to know #N this school year and #h presence in the classroom has been missed! I look forward to students being able to return to school as soon as possible. Have a great summer break #N!

COMMENTS: Grade 6 Social Studies
1=#N demonstrated a #understanding understanding of the concepts covered in Social Studies this term.
2=#N is able to research information #research. #E was able to identify and determine the roles and responsibilities of the Mayor, Councillor, CAO and Civil Servants.
3=#N demonstrated a #understanding understanding of the Charter of Rights and Freedoms, the roles and responsibilities of the municipal government, services and the election process as shown on #h Municipal Government Unit Test.
4=With support, #N demonstrated a basic understanding of the Charter of Rights and Freedoms, the roles and responsibilities of the municipal government, services and the election process.
5=#N is encouraged to continue to build subject and non-subject specific vocabulary to improve #h comprehension when taking tests.
6=#N demonstrated a #understanding understanding of the Municipal Government though class discussions and other classroom activities.
7=#N did not meet grade level on #h Municipal Government unit test.
8=#N needs to review Social Studies material regularly to improve #h understanding of the material.
9=When taking tests, #N is encouraged to slow down and make sure that #e is taking the time to read and understand each question.
10=#N is encouraged review Social Studies material regularly to improve test achievement.
11=#N has good ideas and is encouraged to share them in class more regularly.
12=When researching, #N is encouraged to take their time and read materials thoroughly.
13=#N demonstrated a thorough understanding of the 4 Pillars of Democracy in #h Pillars Flipbook by providing many specific examples for each pillar.
14=#N demonstrated a #understanding understanding of the 4 Pillars of Democracy in #h Pillars Flipbook. #E provided some good examples for each pillar.
15=#N is an active participant in class discussions.

COMMENTS: Grade 6 Social Studies Semester 2
1=#N has a #understanding grasp of the material covered throughout the second Social Studies term.
2=#N demonstrated a #understanding understanding of democracy in Ancient Athens.
3=#E understands how the three pillars of democracy allowed the citizens of Athens to have a voice in their government.
4=When exploring the court in Ancient Athens vs Canada, #N was able to provide #details details to support #h stance that the Canadian court system allows for accuracy and equality.
5=#N showed an accurate and knowledgeable description of the Athenian social roles through #h written exam.
6=#N understands that the role of men and women differs between the Iroquois and Athenian communities which lends to the structure and dynamic of the government.
7=#N displayed a #understanding ability to explore events and issues from different points of view through #h Canada vs. Ancient Athens paragraph. #E was able to #details explain #h stance and used #details examples to support #h view.
8=#N shows a #understanding ability to demonstrate #h understanding of class material through tests.
9=#E is encouraged to slow down and read each question carefully to ensure that #e understands what is being asked.
10=#N displayed a #understanding understanding of the role social structure played in the Athenian Government by describing what a day in the life would look like.
11=When writing from different perspectives, #N is encouraged to include as much detail as possible to show #h understanding.
12=#N demonstrated a #understanding understanding of Athenian government on #h unit test.
13=#E is encouraged to review regularly to improve test scores.
14=#N can identify the role of men and women in Athenian Society.
15=#N is beginning to communicate persuasively through a variety of forms including written and pictorial.
16=Good job #N! Have a great summer!
17=#N is working on developing research skills by identifying important information and putting it in #h own words.

COMMENTS: In school write intro
1=Before school cancellation, grade six students completed the narrative writing unit and started journalism. #N skillfully composed narrative passages of building suspense as well as main events that incorporated techniques practiced in-class effectively.
2=Before school cancellation, grade six students completed the narrative writing unit and started journalism. #N competently composed narrative passages of building suspense as well as main events that incorporated techniques practiced in-class generally effectively.
3=Before school cancellation, grade six students completed the narrative writing unit and started journalism. #N adequately composed narrative passages of building suspense as well as main events that incorporated techniques practiced in-class somewhat effectively.
4=Before school cancellation, grade six students completed the narrative writing unit and started journalism. #N composed narrative passages of building suspense as well as main events that incorporated techniques practiced in-class generally effectively.
5=Before school cancellation, grade six students completed the narrative writing unit and started journalism. #N was supported to compose narrative passages of building suspense as well as main events that incorporated techniques practiced in-class adequately.
6=Before school cancellation, grade six students completed the narrative writing unit and started journalism. #N adequately composed narrative passages of building suspense.
7=Before school cancellation, grade six students completed the narrative writing unit and started journalism. #N competently composed narrative passages of building suspense.
8=Before school cancellation, grade six students completed the narrative writing unit and started journalism. #N composed narrative main events that incorporated techniques practiced in-class generally effectively.
9=Before school cancellation, grade six students completed the narrative writing unit and started journalism. #N composed narrative main events that incorporated techniques practiced in-class somewhat effectively.

COMMENTS: in-school journalism lead
1=Additionally, #N practiced skills associated with crafting cohesive news articles such as creating catchy headlines, lead sentences as well as following the inverted pyramid format of news article writing.

COMMENTS: In-school lead
1=When learning was occurring at school, #N demonstrated
2=When learning was occurring at school, #N

COMMENTS: in-school write example
1=This was evident in how #e used #narrwriteskills in #h building suspense paragraph when #e wrote, "#?."
2=This was evident in how #e used #narrwriteskills in #h main event paragraph when #e wrote, "#?."
3=With some initial support #N was able to show #h understanding of how #e can use #narrwriteskills when #e wrote, "#?", in #h building suspense paragraph.
4=With some initial support #N was able to show #h understanding of how #e can use #narrwriteskills when #e wrote, "#?", in #h main event paragraph.
5=With appropriate accommodations and support #N was able to show #h understanding of how #e can use #narrwriteskills when #e wrote, "#?", in #h building suspense paragraph.
6=With appropriate accommodations and support #N was able to show #h understanding of how #e can use #narrwriteskills when #e wrote, "#?", in #h main event paragraph.

COMMENTS: Intro sentences
1=Due to the COVID-19 pandemic, classes were cancelled on March 15, 2020. This reporting period included time spent learning at school and time spent learning remotely. Assessment of student learning has been impacted by the cancellation of classes.

COMMENTS: Intro Social 2021 t2
1=#N has demonstrated an excellent understanding of the material covered throughout the second Social Studies term.
2=#N has demonstrated a strong understanding of the material covered throughout the second Social Studies term.
3=#N has demonstrated a grade level understanding of the material covered throughout the second Social Studies term.
4=#N, with occasional support, demonstrated a grade level understanding of the material covered throughout the second Social Studies term.
5=#N, with regular small group and one-to-one support, demonstrated a grade level understanding of the material covered throughout the second Social Studies term.

COMMENTS: L.A 2021 sec 7 article write example
1=This was evident in how #N #articlewriteskills in #h #articletype when #e wrote, "#?."
2=This was evident in how #N #articlewriteskills and #articlewriteskills in #h #articletype when #e wrote, "#?."
3=This was evident in how #N #articlewriteskills in #h #articletype.
4=This was evident in how #N #articlewriteskills and #articlewriteskills in #h #articletype.

COMMENTS: L.A. 2021 Article Writing sec 5
1=During the article writing unit #N was able to plan and compose expository compositions which contained well developed ideas, complete information enhanced by appropriate details, and which maintained a consistent appropriate tone as it relates to this type of expository writing.
2=During the article writing unit #N was able to plan and compose expository compositions which contained generally well developed ideas, complete information enhanced by appropriate detail, and which maintained a mostly consistent tone as it relates to this type of expository writing.
3=During the article writing unit #N was able to plan and compose expository compositions which contained adequately developed ideas, some information and supporting details, and which maintained a mostly consistent tone as it relates to this type of expository writing which occasionally faltered due to tense or perspective.
4=During the article writing unit #N was able to, with support, plan and compose expository compositions which contained adequately developed ideas, some information and supporting details, and which maintained a mostly consistent tone as it relates to this type of expository writing.
5=In their #articletype, #N used accurate and effective words and expressions, excellent and consistent control of sentence structure, and attended carefully to editing their work to avoid unnecessary errors.
6=In their article writing, #N used accurate and effective words and expressions, excellent and consistent control of sentence structure, and attended carefully to editing their work to avoid unnecessary errors.
7=In their #articletype, #N used usually accurate and effective words and expressions, showed appropriate and generally consistent control of sentence structure, and attended adequately to editing their work to avoid unnecessary errors.
8=In their article writing, #N used usually accurate and effective words and expressions, showed appropriate and generally consistent control of sentence structure, and attended adequately to editing their work to avoid unnecessary errors.
9=In their #articletype, #N showed appropriate and generally consistent control of sentence structure, and attended adequately to editing their work to avoid unnecessary errors.
10=In their article writing, #N showed appropriate and generally consistent control of sentence structure, and attended adequately to editing their work to avoid unnecessary errors.
11=In their article writing, #N showed consistent enough control of sentence structure, and attended, with some support, to editing their work to avoid unnecessary errors.
12=In their article writing, #N used some accurate and effective words and expressions, showed basic control of sentence structure, and attended adequately to editing their work to avoid unnecessary errors.

COMMENTS: L.A. 2021 Book club  participation section 2
1=#E showed excellent group participation during student book club meetings. #E came prepared with #h materials, shared thoughtful observations about the explored texts, and responded to peer contributions respectfully.
2=#E showed excellent group participation during student book club meetings. #E shared thoughtful observations about the explored texts and responded to peer contributions respectfully.
3=#E demonstrated good group participation during student book club meetings. #E came prepared with #h materials and shared thoughtful observations about the explored texts.
4=#E demonstrated good group participation during student book club meetings. #E shared thoughtful observations about the explored texts and responded to peer contributions respectfully..
5=#E demonstrated good group participation during student book club meetings. #E usually came prepared with #h materials and shared observations about the explored texts.
6=#E demonstrated excellent group participation during student book club meetings. #E usually came prepared with #h materials and shared thoughtful observations about the explored texts.
7=#E demonstrated adequate group participation during student book club meetings. #E sometimes came prepared with #h materials and occasionally shared observations about the explored texts.
8=#E demonstrated was supported to participate appropriately during student book club meetings. #N shared observations enthusiastically about the explored texts when comfortable, and was supported to be attentive to other students and respond appropriately.
9=With occasional support to cooperate collaboratively #e demonstrated adequate group participation during student book club meetings. #E sometimes came prepared with #h materials and occasionally shared observations about the explored texts.
10=With occasional support to cooperate collaboratively, #e demonstrated adequate group participation during student book club meetings. #E sometimes came prepared with #h materials and often shared observations about the explored texts regardless of if they were written down as expected or not.

COMMENTS: L.A. 2021 Class Part and Farewell section 6
1=It has been such a pleasure teaching and getting to know #N this school year. Have a great summer break #N! You have earned it!
2=I have enjoyed getting to know #N this school year and #h presence in the classroom has been missed! I look forward to students being able to return to school as soon as possible. Have a great summer break #N!
3=#N has a great sense of humor and treats others with kindness and understanding.
4=#N has consistently put #h best effort into assignments that #e is passionate about. #E is a great advocate for #h learning and I have enjoyed our discussions. Have a great summer break #N! You have earned it!
5=#N has consistently put #h best effort into assignments. #E is a great advocate for #h learning and I have enjoyed our discussions. It has been such a pleasure teaching and getting to know #N this school year. Have a great summer break #N!

COMMENTS: L.A. 2021 Explore Lit devices in poem/song sec 4
1=While exploring various forms of poetry, songs and literature, #N was able to effectively locate, categorize and interpret literary devices in multiple contexts.
2=While exploring various forms of poetry, songs and literature, #N was able to appropriately locate, categorize and interpret literary devices in multiple contexts.
3=With occasional support, when exploring various forms of poetry, songs and literature, #N was able to appropriately locate, categorize and interpret literary devices in multiple contexts.
4=With support, when exploring various forms of poetry, songs and literature, #N was able to adequately locate, categorize and interpret literary devices in familiar contexts.
5=With one-to-one support, when exploring various forms of poetry, songs and literature, #N was able to adequately locate, categorize and interpret literary devices in familiar contexts.

COMMENTS: L.A. 2021 Monster Calls R.A.P. section 3
1=During the Monster Calls class novel study, #N used R.A.P. consistently and with skill when demonstrating their comprehension of the book. #N's desire to go above and beyond expectations was obvious. They especially used the #rapskills part of the R.A.P. question answering method effectively.
2=During the Monster Calls class novel study, #N used R.A.P. consistently and with skill when demonstrating their comprehension of the book. #N's desire to go above and beyond expectations was obvious. They especially improved at the #rapskills part of the R.A.P. question answering method.
3=During the Monster Calls class novel study, #N used R.A.P. appropriately when demonstrating their comprehension of the book.
4=During the Monster Calls class novel study, #N used R.A.P. appropriately when demonstrating their comprehension of the book. However, #e could have put in more effort towards #rapskills.
5=During the Monster Calls class novel study, #N used R.A.P. appropriately when demonstrating their comprehension of the book. #N especially used the #rapskills part of the R.A.P. question answering method more effectively this term..
6=During the Monster Calls class novel study, #N used R.A.P. appropriately when demonstrating their comprehension of the book. #N especially improved at the #rapskills part of the R.A.P. question answering method.
7=During the Monster Calls class novel study, #N used R.A.P. appropriately when demonstrating their comprehension of the book. #N, with occasional support, used the #rapskills part of the R.A.P. question answering method more effectively this term..
8=During the Monster Calls class novel study, #N used R.A.P. appropriately when demonstrating their comprehension of the book. #N, with support, used the #rapskills part of the R.A.P. question answering method more effectively this term..
9=During the Monster Calls class novel study, #N used R.A.P. appropriately when demonstrating their comprehension of the book. #N, when supported, used the #rapskills part of the R.A.P. question answering method more effectively this term..
10=During the Monster Calls class novel study, #N found focussing on using R.A.P. when demonstrating their comprehension of the book challenging. #N was supported in small groups, one-to-one, and received regular reminders complete their work using this method.
11=During the Monster Calls class novel study, #N used R.A.P. appropriately when demonstrating their comprehension of the book. #N especially improved at the #rapskills.
12=During the Monster Calls class novel study, #N used R.A.P. appropriately when demonstrating their comprehension of the book. #N, with support, used the #rapskills.
13=During the Monster Calls class novel study, #N used R.A.P. appropriately when demonstrating their comprehension of the book. #N especially used the #rapskills.
14=During the Monster Calls class novel study, #N used R.A.P. consistently and with skill when demonstrating their comprehension of the book. #N's desire to go above and beyond expectations was obvious. They especially improved at the #rapskills.

COMMENTS: L.A. 2021 Narrative Writing section 5.5
1=In the narrative story writing unit, #N crafted stories with basic plots and character development, demonstrating a grade-appropriate skill level. #E was able to apply some narrative techniques from the first term's practice. Furthermore, #N managed to maintain a mostly consistent flow throughout #h stories, displaying an understanding of narrative structure. #H narratives showed signs of effort in controlling the details and development of the story.
2=In the narrative story writing unit, #N exhibited remarkable talent in crafting stories, adeptly developing complex plots and dynamic characters, displaying mastery in #h narrative skills. #E seamlessly integrated a variety of narrative techniques learned from the first term's practice. Throughout #h stories, #N maintained an excellent consistency and flow, indicative of a sophisticated understanding of narrative structure. #H narratives were consistently rich in detail and balanced.
3=Throughout the narrative story writing unit, #N demonstrated solid skills in story construction, generating engaging plots and well-rounded characters, signifying strong narrative skills. #E successfully applied a number of narrative techniques practiced during the first term. In #h stories, #N managed a consistent flow, indicating a commendable understanding of narrative structure. #H narratives showed a thoughtful effort in managing the details and progression of the story.
4=In the narrative story writing unit, #N crafted stories with basic plots and character development, demonstrating a grade-appropriate skill level. #E was able to apply some narrative techniques from the first term's practice. Furthermore, #N managed to maintain a mostly consistent flow throughout #h stories, displaying an understanding of narrative structure. #H narratives showed signs of effort in controlling the details and development of the story.
5=In the narrative story writing unit, #N found crafting cohesive narratives with clear plots and character arcs challenging. However, with guidance and support, #e was able to incorporate some narrative techniques practiced during the first term. Despite some struggles, #N showed improvement in maintaining consistency and flow in #h stories when provided with support. Continued guidance will be beneficial for #N in further developing #h skills in controlling story details and progression.
6=Throughout the narrative story writing unit, despite ongoing support and encouragement, #N encountered significant challenges in crafting cohesive narratives. The development of clear plots and characters was difficult for #N, and the application of narrative techniques from the first term was largely unsuccessful. Maintaining consistency in the story flow and managing story details posed considerable challenges for #N.
7=Throughout the narrative story writing unit, #N demonstrated decent skills in story construction, generating appropriate plots and well-described characters, signifying emerging strong narrative skills. #E successfully applied a number of narrative techniques practiced during the first term. In #h stories, #N managed a mostly consistent flow, indicating an appropriate understanding of narrative structure.
8=Throughout the narrative story writing unit, #N demonstrated solid skills in story construction, generating vivid story imagery and well-rounded characters, signifying strong narrative skills. #E successfully applied a number of narrative techniques practiced during the first term. In #h stories, #N managed a mostly consistent flow, indicating a commendable understanding of narrative structure. #H narratives showed a thoughtful effort in managing the details and progression of the story.
9=In #h stories, #N managed a mostly consistent flow, indicating a commendable understanding of narrative structure. #H narratives showed a thoughtful effort in managing the details and progression of the story.
10=#N could focus on composing main events that drag out the action more along with conclusions that more effectively wrap up #h narrative compositions.

COMMENTS: L.A. 2021 Next Steps section 6.5
1=#N might find it beneficial to diversify genres of reading material. This could include biographies, historical fiction, or science fiction to broaden understanding and exposure to different writing styles.
2=A goal for #N could be to take on leadership roles within group discussions, thereby developing public speaking and critical thinking abilities.
3=#N can focus on deepening understanding of literary devices, not only identifying them but also analyzing their impact on the text.
4=#N is encouraged to work on maintaining a consistent tone and perspective in writing over the summer. This could be practiced through daily journal entries or writing short opinion pieces.
5=#N should aim to develop narrative writing skills further, focusing on creating more complex plots and dynamic characters.
6=#N could practice structuring paragraphs more effectively, especially focusing on the use of transitions to improve the flow of writing.
7=#N could focus on integrating more sophisticated vocabulary into writing, which could be cultivated over the summer through reading a wide variety of texts.
8=#N might benefit from setting a goal of reading a certain number of books over the summer. This will help to maintain and potentially enhance reading comprehension skills.
9=#N could challenge themselves by setting a summer reading goal. This could be a set number of books or hours spent reading each week. This regular practice would help to maintain and further develop their reading comprehension skills.
10=A good focus for #N would be to concentrate on improving narrative and expository writing skills. For narrative writing, this might involve focusing on developing richer characters, constructing more complex plots, and using descriptive language to create vivid scenes. In terms of expository writing, #N should aim to effectively present information and ideas, maintaining a consistent tone, and organizing their writing to support the reader's understanding.
11=Regular practice, utilizing graphic organizers, and peer or teacher feedback can be instrumental in achieving progress in these areas. Continued guidance will be beneficial for #N in further developing #h skills in controlling story details and progression.

COMMENTS: L.A. 2021 Punc year end growth
1=Continuing to practice using #punct and #punct effectively are areas for growth for the upcoming school year.
2=Continuing to practice using #punct is an area for growth for the upcoming school year.
3=#N will continue to be supported as they practice using #punct and #punct effectively during the upcoming school year.
4=#N will continue to be supported as they practice using #punct effectively during the upcoming school year.

COMMENTS: L.A. 2021 Punctuation Year End
1=#N has greatly improved at using #punct in their narrative compositions.
2=#N has greatly improved at using #punct and #punct in their narrative compositions.
3=#N has improved at using #punct in their narrative compositions.
4=#N has improved at using #punct and #punct in their narrative compositions.
5=#N has greatly improved at using #punct in their narrative and expository compositions.
6=#N has greatly improved at using #punct and #punct in their narrative and expository compositions.
7=#N has improved at using #punct in their narrative and expository compositions.
8=#N has improved at using #punct and #punct in their narrative and expository compositions.

COMMENTS: L.A. 2021 reading comp section 1.5
1=#N demonstrated a high level of reading comprehension this term successfully understanding and interpreting a range of texts such as poems, novels, and informative pieces. #E showed a keen ability to identify literary techniques and concepts like theme, conflict, and various story elements.
2=#N exhibited outstanding proficiency in reading comprehension this term adeptly interpreting various texts like poems, novels, and expository materials. #E displayed an impressive understanding of literary devices and terms, including theme, conflict, and different story elements.
3=#N required additional support in reading comprehension this term finding it challenging to interpret varied texts like poems, novels, and expository materials. #E is developing an understanding of literary devices and terms like theme, conflict, and various story elements, and would benefit from consistent guidance.
4=#N displayed good comprehension skills in reading this term, interpreting different kinds of texts including poems, novels, and informational materials with ease. #E demonstrated a strong grasp of literary elements like theme, conflict, and various story aspects.
5=#N showed grade appropriate understanding in reading comprehension this term, interpreting different forms of text like poems, novels, and informative pieces. #E exhibited understanding of literary devices and terms such as theme, conflict, and different story components.
6=#N needs additional support in reading comprehension this term, finding it challenging to interpret varied texts like poems, novels, and expository materials. #E is developing an understanding of literary devices and terms like theme, conflict, and various story elements, and would benefit from consistent guidance.
7=#N also demonstrated a high level of reading comprehension this term, successfully understanding and interpreting a range of texts such as poems, novels, and informative pieces. #E showed a keen ability to identify literary techniques and concepts like theme, conflict, and various story elements.
8=#N also exhibited outstanding proficiency in reading comprehension this term, adeptly interpreting various texts like poems, novels, and expository materials. #E displayed an impressive understanding of literary devices and terms, including theme, conflict, and different story elements.
9=#N also displayed good comprehension skills in reading this term when interpreting different kinds of texts including poems, novels, and informational materials with ease. #E demonstrated a strong grasp of literary elements like theme, conflict, and various story aspects.
10=#N also showed grade appropriate understanding in reading comprehension this term interpreting different forms of text like poems, novels, and informative pieces. #E exhibited understanding of literary devices and terms such as theme, conflict, and different story components.

COMMENTS: L.A. 2021 T2 Book Club Comp section 1
1=#N showed excellent reading comprehension during book club by regularly #compskills and #compskills on #h sticky notes. A good continuing focus for the upcoming school year would be to concentrate on #compskills more regularly when reading fiction texts.
2=#N showed good reading comprehension during book club by regularly #compskills and #compskills on #h sticky notes. A good continuing focus for the upcoming school year would be to concentrate on #compskills more regularly when reading fiction texts.
3=#N showed good reading comprehension during book club by #compskills on #h sticky notes. However, #e did not fully embrace the opportunity to record #h observations according to book club expectations. A good continuing focus for the upcoming school year would be to concentrate on #compskills and #compskills more regularly when reading fiction texts.
4=#N showed excellent reading comprehension during book club by regularly #compskills on #h sticky notes. A good continuing focus for the upcoming school year would be to concentrate on #compskills more regularly when reading fiction texts.
5=#N showed good reading comprehension during book club by regularly #compskills on #h sticky notes. A good continuing focus for the upcoming school year would be to concentrate on #compskills more regularly when reading fiction texts.
6=#N showed adequate reading comprehension during book club by regularly #compskills on #h sticky notes. A good continuing focus for the upcoming school year would be to concentrate on #compskills and #compskills more regularly when reading fiction texts.
7=#N was occasionally supported to show adequate reading comprehension during book club through regular check-ins and reminders. With support, #N was able to #compskills and #compskills on #h sticky notes. A good continuing focus for the upcoming school year would be to concentrate on #compskills and #compskills more regularly when reading fiction texts.
8=#N was occasionally supported to show #h reading comprehension during book club through regular check-ins and reminders. With support, #N was able to #compskills and #compskills on #h sticky notes. A good continuing focus for the upcoming school year would be to concentrate on #compskills and #compskills more regularly when reading fiction texts.
9=#N was supported to show adequate reading comprehension during book club through regular check-ins and reminders. With support, #N was able to #compskills and #compskills on #h sticky notes. A good continuing focus for the upcoming school year would be to concentrate on #compskills and #compskills more regularly when reading fiction texts.
10=#N was occasionally supported to show #h reading comprehension during book club through regular check-ins and reminders. With support, #N was able to #compskills on #h sticky notes. A good continuing focus for the upcoming school year would be to concentrate on #compskills and #compskills more regularly when reading fiction texts.
11=#N was supported to show adequate reading comprehension during book club through regular check-ins and reminders. With support, #N was able to #compskills on #h sticky notes. A good continuing focus for the upcoming school year would be to concentrate on #compskills and #compskills more regularly when reading fiction texts.

COMMENTS: L.A. 2021 Write next year focus
1=Because the in-school learning period was shortened this year, an ongoing area of focus next year for #N should continue to be #?.

COMMENTS: Math 2021 accom
1=#N is encouraged to advocate for #s more proactively during math explorations.
2=#N has access to multiple accommodations and one-to-one/small group math learning opportunities daily.
3=#N has been successful when #e explore math concepts using hands on math manipulatives such as pattern blocks.
4=#N found attending to detail during this unit challenging and benefited from a reduction in the number of steps #e was required to focus on in #h transformation problems.
5=Attending carefully to detail was challenging for #N during graphing.
6=#N often needs reminders to stay on task during math class.
7=#N is an excellent and focused participant during math class.
8=#N is an engaged and focused participant during math class.
9=#N is helpful to other students during math class.
10=#N in an excellent participant in classroom conversations during math class.
11=#N in a good participant in classroom conversations during math class.
12=#N attends carefully to detail in #h math work and advocates for #s when #e needs help.
13=#N frequently seeks assistance from the teacher when asked to apply math concepts in an unfamiliar way. An area for development for #N is to try to have the confidence to tackle new math tasks #e finds challenging before seeking help.

COMMENTS: Math2020 sec 2 Transformations
1=#E was effective at naming, labeling, plotting and communicating the coordinates of a variety of vertices, line segments and two-dimensional polygons. Additionally #e was successful at modeling flips, rotations, and slides when manipulating various shapes in both single and successive transformations.
2=With occasional support #N was effective at naming, labeling, plotting and communicating the coordinates of a variety of vertices, line segments and two-dimensional polygons. Additionally #e was successful at modeling flips, rotations, and slides when manipulating various shapes in both single and successive transformations.
3=With occasional support #N was effective at naming, labeling, plotting and communicating the coordinates of a variety of vertices, line segments and two-dimensional polygons. Additionally #e was successful at modeling flips, rotations, and slides when manipulating various shapes in single transformations. Without direct support #e found applying this understanding to successive transformations challenging.
4=#N was effective at naming, labeling, plotting and communicating the coordinates of a variety of vertices, line segments and two-dimensional polygons. Additionally #e was adequately successful at modeling flips and slides when manipulating various shapes.
5=With support #N was adequately effective at naming, labeling, plotting and communicating the coordinates of a variety of vertices, line segments and two-dimensional polygons. Additionally, with support, #e was successful at modeling flips, rotations, and slides when manipulating various shapes in single transformations. Without direct support #e found applying this understanding to successive transformations challenging.

COMMENTS: Math2021 Intro
1=#N has demonstrated overall excellence so far this year in #h mathematical pursuits during class work and during assessment opportunities.
2=#N has demonstrated multiple areas of strength so far this year in #h mathematical pursuits during class work and during assessment opportunities.
3=So far this year #N has demonstrated a consistent good effort during class exploration of math concepts.
4=So far this year in math, #N has demonstrated strong character in learning by carefully and diligently applying new math concepts correctly in familiar situations, and as a proactive advocate for #s when feeling confused.
5=#N has performed best this year in math when #e is provided with short single step questions that include familiar vocabulary and one-to-one support to answer multiple step questions or questions addressing new concepts.
6=This year in math #N has demonstrated strong character in learning by being a proactive advocate for #s when feeling confused, participating actively in classroom math activities, and by showing resilience and perseverance when challenged.
7=#N has performed best this year in math when #e is provided with short single step questions that include familiar vocabulary, and one-to-one support to answer multiple step questions or questions addressing new concepts. #N has demonstrated improved character in learning by being a more proactive advocate for #s when feeling confused, participating more actively in classroom math activities, and by showing improved resilience and perseverance when challenged.
8=#N has demonstrated grade level achievement so far this year in #h mathematical pursuits during class work and during assessment opportunities.

COMMENTS: MATH2021 learning evidence
1=Evidence for this was demonstrated #mathEV.
2=#N demonstrated evidence of this #mathEV.

COMMENTS: Math2021 sec 2 Transformations
1=#E was effective at naming, labeling, plotting and communicating the coordinates of a variety of vertices, line segments and two-dimensional polygons. Additionally #e was successful at modeling flips, rotations, and slides when manipulating various shapes in both single and successive transformations.
2=With occasional support #N was effective at naming, labeling, plotting and communicating the coordinates of a variety of vertices, line segments and two-dimensional polygons. Additionally #e was successful at modeling flips, rotations, and slides when manipulating various shapes in both single and successive transformations.
3=With occasional support #N adequately named, labeled, plotted and communicated the coordinates of a variety of vertices, line segments and two-dimensional polygons. Additionally #e was successful at modeling flips, rotations, and slides when manipulating various shapes in both single and successive transformations.
4=With occasional support #N adequately named, labeled, plotted and communicated the coordinates of a variety of vertices, line segments and two-dimensional polygons. Additionally #e was, in familiar contexts, successful at modeling flips, rotations, and slides when manipulating various shapes in both single and successive transformations.
5=With occasional support #N was effective at naming, labeling, plotting and communicating the coordinates of a variety of vertices, line segments and two-dimensional polygons. Additionally #e was successful at modeling flips, rotations, and slides when manipulating various shapes in single transformations. Without direct support #e found applying this understanding to successive transformations challenging.
6=#N was effective at naming, labeling, plotting and communicating the coordinates of a variety of vertices, line segments and two-dimensional polygons. Additionally #e was adequately successful at modeling flips and slides when manipulating various shapes.
7=With support #N was adequately effective at naming, labeling, plotting and communicating the coordinates of a variety of vertices, line segments and two-dimensional polygons. Additionally, with support, #e was successful at modeling flips, rotations, and slides when manipulating various shapes in single transformations. Without direct support #e found applying this understanding to successive transformations challenging.

COMMENTS: Math2021 sec 3 prime, comp, mult, factors
1=#N used excellent mathematical reasoning when solving problems related to prime numbers, composite numbers, factors and multiples.
2=#N used competent mathematical reasoning when solving problems related to prime numbers, composite numbers, factors and multiples.
3=#N used adequate mathematical reasoning when solving problems related to prime numbers, composite numbers, factors and multiples.
4=#N required occasional support when solving problems related to prime numbers, composite numbers, factors and multiples.
5=#N required regular one-to-one support when solving problems related to prime numbers, composite numbers, factors and multiples.
6=#N was supported often when solving problems related to prime numbers, composite numbers, factors and multiples.

COMMENTS: Math2021 sec 4 pos neg integer
1=Kailem showed a strong understanding of the relationship between positive and negative integers, effectively ordering them and categorizing them into greatest, least, equal and opposite.
2=Maya showed a good understanding of the relationship between positive and negative integers, effectively ordering them and categorizing them into greatest, least, equal and opposite.
3=Jayda showed a good understanding of the relationship between positive and negative integers, effectively ordering them and categorizing them into greatest, least, equal and opposite.
4=Lukas showed appropriate understanding of the relationship between positive and negative integers, effectively ordering them and categorizing them into greatest, least, equal and opposite.
5=#N showed an adequate grasp of the relationship between angles and the internal/external angles of triangles and quadrilaterals. #N, with occasional support in familiar contexts, was able to identify, draw, measure and compare angles of different types. #N also used #h knowledge of the sum of the internal angles in triangles and quadrilaterals to solve problems involving unknown internal or external angles.
6=With occasional support in familiar contexts, #N showed an adequate grasp of the relationship between angles and the internal/external angles of triangles and quadrilaterals. #N was able to identify, draw, measure and compare angles of different types. #N also used #h knowledge of the sum of internal angles in triangles and quadrilaterals to solve problems involving unknown internal or external angles.
7=With occasional support, #N showed an adequate grasp of the relationship between angles and the internal/external angles of triangles and quadrilaterals. #N was able to identify, draw, measure and compare angles of different types. #N also used #h knowledge of the sum of the internal angles in triangles and quadrilaterals to solve problems involving unknown internal or external angles.
8=With one-to-one support, #N was able to show an adequate grasp of the relationship between angles and the internal/external angles of triangles and quadrilaterals. #N was able to identify, draw, measure and compare angles of different types. #N also used #h knowledge of the sum of the internal angles in triangles and quadrilaterals to solve problems involving unknown internal or external angles.
9=With one-to-one support, #N able to identify, draw, measure and compare angles of different types. #N found using this knowledge to solve problems regarding the internal/external angles of triangles and quadrilaterals very challenging.

COMMENTS: Math2021 sec 5 frac, ratio, percent
1=#N showed that #e has an excellent understanding of the relationship between fractions, percent, decimals and ratios, along with the important roles each have in representing mathematical information. #E was able to apply this understanding in unfamiliar contexts successfully.
2=#N showed that #e has a strong understanding of the relationship between fractions, percent, decimals and ratios, along with the important roles each have in representing mathematical information.
3=#N showed that #e has an adequate understanding of the relationship between fractions, percent, decimals and ratios, along with the important roles each have in representing mathematical information.
4=With occasional support #N showed that #e has a grade level understanding of the relationship between fractions, percent, decimals and ratios, along with the important roles each have in representing mathematical information.
5=#N showed that #e has a grade level understanding of the relationship between fractions, percent, decimals and ratios, along with the important roles each have in representing mathematical information.
6=When supported #N showed that #e has a basic grasp of the relationship between fractions, percent, decimals and ratios, along with the important roles each have in representing mathematical information. #E was not successful in applying these concepts in unfamiliar classroom activities.

COMMENTS: MATH2021 sec 6 graphing
1=#N successfully organized and represented data during a variety of math graphing activities.
2=#N competently organized and represented data during a variety of math graphing activities.
3=#N adequately organized and represented data during a variety of math graphing activities.
4=#N was supported to organize and represent data during a variety of math graphing activities.
5=With support #N was able to appropriately organize and represent data during a variety of math graphing activities.

COMMENTS: MATH2021 sec 7 CUBES
1=#N used the C.U.B.E.S. method of annotating math word problems consistently in practice activities and, more importantly, independently during their math work. Great job!
2=#N used the C.U.B.E.S. method of annotating math word problems appropriately in practice activities and, with occasional reminders, independently during their math work. Good job!
3=#N used the C.U.B.E.S. method of annotating math word problems appropriately in practice activities but, even with reminders, rarely does so independently during their math work. This is an area for growth.
4=#N used the C.U.B.E.S. method of annotating math word problems appropriately in practice activities but requires one-to-one support to do so during their daily math work. This is an area for growth.
5=#N used the C.U.B.E.S. method of annotating math word problems appropriately in practice activities and sometimes independently during their math work. Good job!
6=#N used the C.U.B.E.S. method of annotating math word problems appropriately in practice activities but does not consistently during their daily math work. This is an area for growth.

COMMENTS: OLD-Grade 6 Social Studies Semester 2
1=This past term, assessment of student learning was impacted by the cancellation of classes on March 15. When learning at school, students focused on the Athenian Government structure and began their unit on the Iroquois Confederacy.
2=#N demonstrated a #understanding understanding of Athenian Government.
3=#E understands how the three pillars of democracy allowed the citizens of Athens to have a voice in their government.
4=#N displayed a #understanding ability to explore events and issues from different points of view through #h Canada vs. Ancient Athens paragraph. #E was able to #details explain #h stance and used #details examples to support #h view.
5=#N displayed a #understanding understanding of the role social structure played in the Athenian Government by describing what a day in the life would look like.
6=When writing from different perspectives, #N is encouraged to include as much detail as possible to show #h understanding.
7=#N demonstrated a #understanding understanding of Athenian government on #h unit test.
8=#E is encouraged to review regularly to improve test scores.
9=#N can identify the role of men and women in Athenian Society.
10=#N is beginning to communicate persuasively through a variety of forms including written and pictorial.
11=Good job #N! Have a great summer!

COMMENTS: out-school write lead
1=While learning remotely, #N demonstrated an excellent understanding of the different types of poetry introduced online. #H #poetrytypes poem was particularly well-executed.
2=While learning remotely, #N demonstrated a strong understanding of the different types of poetry introduced online. #H #poetrytypes poem was particularly well-executed.
3=While learning remotely, #N demonstrated an adequate understanding of the different types of poetry introduced online. #H #poetrytypes poem was particularly well-executed.
4=While learning remotely, #N demonstrated an appropriate understanding of the different types of poetry introduced online. #H #poetrytypes poem was particularly well-executed.

COMMENTS: read support
1=Before school cancellation due to Covid-19, #N received regular support for #h reading decoding, fluency, and comprehension. #N received one-to-one reading instruction from #h classroom teacher and the resource teachers.
2=Before school cancellation, #N received regular support for #h reading decoding, fluency, and comprehension. #N received one-to-one reading instruction from #h classroom teacher and the resource teachers.

COMMENTS: Science 2021 Intro
1=This term #N has demonstrated an excellent understanding of the concepts addressed during both the Trees and Forests and Sky Science units.
2=This term #N demonstrated a grade level understanding of the concepts addressed during both the Trees and Forests and Sky Science units.
3=This term #N has demonstrated an overall excellent understanding of the concepts addressed during both the Trees and Forests and Sky Science units.
4=This term, during assessment and class discussion, #N demonstrated a strong understanding of the concepts addressed during the Trees and Forests and Sky Science unit.
5=This term #N demonstrated a grade level understanding of the concepts addressed during the Trees and Forests unit but found it challenging to do so during the Sky Science unit.
6=This term #N demonstrated a grade level understanding of the concepts addressed during the Sky Science unit but found it challenging to do so during the Trees and Forests unit.
7=This term #N has demonstrated a good understanding of the concepts addressed during both the Trees and Forests and Sky Science units.
8=This term, during assessments and class discussions, #N has demonstrated an overall excellent understanding of the concepts addressed during both the Trees and Forests and Sky Science units.

COMMENTS: Science 2021 Intro t2
1=This term #N has demonstrated an excellent understanding of the concepts addressed during both the Evidence and Investigation and Air, Aerodynamics and Flight science units.
2=This term #N demonstrated a grade level understanding of the concepts addressed during both the Evidence and Investigation and Air, Aerodynamics and Flight science units.
3=This term #N has demonstrated an overall excellent understanding of the concepts addressed during both the Evidence and Investigation and Air, Aerodynamics and Flight science units.
4=This term, during assessment and class discussion, #N demonstrated a strong understanding of the concepts addressed during the Evidence and Investigation and Air, Aerodynamics and Flight science units.
5=This term #N demonstrated a grade level understanding of the concepts addressed during the Evidence and Investigation unit but found it challenging to do so during the Air, Aerodynamics and Flight unit.
6=This term #N demonstrated a grade level understanding of the concepts addressed during the Evidence and Investigation unit but found it challenging to do so during the Trees Air, Aerodynamics and Flight unit.
7=This term #N has demonstrated a good understanding of the concepts addressed during both the Evidence and Investigation and Air, Aerodynamics and Flight science units.
8=This term, during assessments and class discussions, #N has demonstrated an overall excellent understanding of the concepts addressed during both the Evidence and Investigation and Air, Aerodynamics and Flight science units.

COMMENTS: Science 2021 Sec 1
1=#E has kept neat and organized notes during science lessons and #e demonstrated a strong effort on both #h #Sciencepro and #Sciencepro.
2=#E has kept neat and organized notes during science lessons and #e demonstrated a strong effort on #h #Sciencepro.
3=#N has demonstrated that #e is able to appropriately apply scientific reasoning to analyze and solve scientific problems.
4=#N is supported to take adequately neat and organized notes in class through regular prompting to have #h learning tools out and prepared, one-to-one assistance where possible to help #m catch up, and by way of modified information sheets/assignment sheets.
5=#E has kept adequately neat and organized notes notes during science lessons and #e demonstrated a strong effort on #h #Sciencepro.
6=#E has kept adequately neat and organized notes notes during science lessons and #e demonstrated a good effort on #h #Sciencepro
7=#E has kept adequately neat and organized notes notes during science lessons and #e demonstrated an adequate effort on #h #Sciencepro
8=#E has kept adequately neat and organized notes notes during science lessons and #e demonstrated an adequate effort on #h #Sciencepro and #Sciencepro
9=#E has kept adequately neat and organized notes notes during science lessons and #e demonstrated a good effort on #h #Sciencepro and #Sciencepro
10=With support, #e, has been able to maintain neat and organized notes notes during science lessons and #e demonstrated a good effort on #h #Sciencepro and #Sciencepro.
11=When supported, #e has been able to maintain neat and organized notes notes during science lessons and #e demonstrated a good effort on #h #Sciencepro and #Sciencepro.
12=#N has not fully completed multiple projects. #E is encouraged to attend more effectively to deadlines and submit #h science work on time.

COMMENTS: Science 2021 Sec 1 t2
1=#E attended carefully to assignment expectations and #e demonstrated a strong effort on both #h #Sciencepro and #Sciencepro projects.
2=#E attended carefully to assignment expectations and #e demonstrated a strong effort on #h #Sciencepro project.
3=#N has demonstrated that #e is able to appropriately identify different experimental variables and apply basic scientific methodology in a variety of investigative contexts.
4=#N is supported to attend adequately to science assignment expectations/checklists and #e continued to receive regular prompting to have #h learning tools out and prepared. #N continued to receive one-to-one assistance where possible.
5=#E attended adequately to assignment expectations/checklists and #e demonstrated a strong effort on #h #Sciencepro project.
6=#E attended adequately to assignment expectations/checklists and #e demonstrated a good effort on #h #Sciencepro and #Sciencepro projects.
7=#E attended adequately to expectations/checklists and #e demonstrated an adequate effort on #h #Sciencepro project.
8=#E attended adequately to assignment expectations and checklists. Also, #e demonstrated an adequate effort on #h #Sciencepro and #Sciencepro projects.
9=With support, #e, been able to attended adequately to assignmentexpectations/checklists and #e demonstrated a good effort on #h #Sciencepro and #Sciencepro projects.
10=When supported, #e has been able to maintain neat and organized notes notes during science lessons and #e demonstrated a good effort on #h #Sciencepro and #Sciencepro projects.
11=#N has not fully completed multiple projects. #E is encouraged to attend more effectively to deadlines and submit #h science work on time.

COMMENTS: Science 2021 sec 3
1=#N will be afforded plenty of opportunity to practice this during upcoming science units.
2=#N will continue to be afforded plenty of opportunity to apply this scientific reasoning during the upcoming units.
3=#N will be afforded plenty of opportunity to practice this during upcoming science units. #N receives some one-to-one support with new science concepts and receives regular check-ins. #N in encouraged, and will be supported to, organize #h notes and keep them more adequately neat and organized.
4=This was evident during #h trees and forests exam which included a variety of questions related to interpreting charts and graphs.

COMMENTS: Science 2021 Sec 3 t2
1=#N has demonstrated that #e is able to appropriately identify different experimental variables and apply basic scientific methodology in a variety of investigative contexts.
2=#N has demonstrated that they were able to adequately identify different experimental variables and apply basic scientific methodology in a variety of investigative contexts.
3=With occasional support, #N has demonstrated that #e is able to adequately identify different experimental variables and apply basic scientific methodology in a variety of investigative contexts.
4=With one-to-one support, #N has demonstrated that #e is able to adequately identify different experimental variables and apply basic scientific methodology in a variety of investigative contexts.

COMMENTS: Science 2021 Sec 4
1=#N has demonstrated that #e is able to appropriately identify different experimental variables and apply basic scientific methodology in a variety of investigative contexts.
2=#N has demonstrated that they were able to adequately identify different experimental variables and apply basic scientific methodology in a variety of investigative contexts.
3=With occasional support, #N has demonstrated that #e is able to adequately identify different experimental variables and apply basic scientific methodology in a variety of investigative contexts.
4=With one-to-one support, #N has demonstrated that #e is able to adequately identify different experimental variables and apply basic scientific methodology in a variety of investigative contexts.

COMMENTS: Science 2021 Sec 4 t2
1=#N participated excellently during classroom science activities and discussions this term. #H contributions and enthusiasm are appreciated.
2=#N participated well during classroom science activities and discussions this term. #H contributions and enthusiasm are appreciated.
3=#N participated adequately during classroom science activities and discussions this term. #H contributions are appreciated.
4=#N was supported to participate adequately during classroom science activities and discussions this term. #H contributions are appreciated.

COMMENTS: Science 2021 Sec2
1=An area of development for #N is attending to detail and expectations during assessments to ensure #e is not losing marks unnecessarily.
2=An area of development for #N is using conceptual scientific knowledge towards analyzing and solving scientific problems involving unfamiliar data.
3=This was evident during #h trees and forests exam which included a variety of questions related to interpreting charts and graphs.
4=#N has successfully used conceptual scientific knowledge towards analyzing and solving scientific problems involving unfamiliar data.
5=In science in particular #N has not fully completed multiple projects. #E is encouraged to attend more effectively to deadlines and submit #h science work on time.
6=#N’s English language reading ability still plays a role in making it challenging for #m to use conceptual scientific knowledge towards analyzing and solving scientific problems involving unfamiliar data. This was evident during #h trees and forests exam which included a variety of questions related to interpreting charts and graphs.

COMMENTS: Science 2021 Sec2 t2
1=While completing these projects, #N demonstrated that they were able to effectively, using available resources, search for, locate, and summarize in their own words scientific concepts and vocabulary relevant to curricular outcomes.
2=While completing this project, #N demonstrated that they were able to effectively, using available resources, search for, locate, and summarize in their own words scientific concepts and vocabulary relevant to curricular outcomes.
3=While completing these projects, #N demonstrated that they were able to appropriately, using available resources, search for, locate, and summarize in their own words scientific concepts and vocabulary relevant to curricular outcomes.
4=While completing this project, #N demonstrated that they were able to appropriately, using available resources, search for, locate, and summarize in their own words scientific concepts and vocabulary relevant to curricular outcomes.
5=While completing this project, #N demonstrated that they were able to adequately, using available resources, search for, locate, and summarize in their own words scientific concepts and vocabulary relevant to curricular outcomes.
6=While completing these projects, #N demonstrated that they were able to adequately, using available resources, search for, locate, and summarize in their own words scientific concepts and vocabulary relevant to curricular outcomes.
7=While completing these projects, #N demonstrated that they were able to, with occasional support using available resources, search for, locate, and summarize in their own words scientific concepts and vocabulary relevant to curricular outcomes.
8=While completing this project, #N demonstrated that they were able to, with occasional support using available resources, search for, locate, and summarize in their own words scientific concepts and vocabulary relevant to curricular outcomes.
9=While completing these projects, #N demonstrated that they were able to, with one-to-one support to stay on task and to use available resources, search for, locate, and summarize in their own words scientific concepts and vocabulary relevant to curricular outcomes.
10=While completing this project, #N demonstrated that they were able to, with one-to-one support to stay on task and to use available resources, search for, locate, and summarize in their own words scientific concepts and vocabulary relevant to curricular outcomes.

COMMENTS: Section 1 Social 2021 t2
1=#N understands how the three pillars of democracy allowed the citizens of Ancient Athens to have a voice in their government.
2=When assessed for knowledge and through #h writing which explored the perspectives of different classes of people living in Ancient Athens, #N was able to demonstrate #h excellent understanding of how the different classes of people living in Ancient Athens were able to have a voice in their government.
3=When assessed for knowledge and through #h writing which explored the perspectives of different classes of people living in Ancient Athens, #N was able to demonstrate #h strong understanding of how the different classes of people living in Ancient Athens were able to have a voice in their government.
4=When assessed for knowledge and through #h writing which explored the perspectives of different classes of people living in Ancient Athens, #N was able to demonstrate #h grade level understanding of how the different classes of people living in Ancient Athens were able to have a voice in their government.
5=When assessed for knowledge and through #h writing which explored the perspectives of different classes of people living in Ancient Athens, #N was able to demonstrate #h excellent understanding of how the different classes of people living in Ancient Athens were able to have a voice in their government.
6=When assessed for knowledge and through #h writing which explored the perspectives of different classes of people living in Ancient Athens, #N was able to demonstrate #h strong understanding of how the different classes of people living in Ancient Athens were able to have a voice in their government.
7=#N did not complete #h major project about the social structure and decision making processes in Ancient Athens and therefore did not demonstrate grade level learning in this area of study. #N received reminders, accommodations and one-to-one support during this work.
8=Through #h writing which explored the perspectives of different classes of people living in Ancient Athens, #N was able to demonstrate #h understanding of how the different classes of people living in Ancient Athens were able to have a voice in their government.
9=Through #h writing which explored the perspectives of different classes of people living in Ancient Athens, #N was able to demonstrate #h excellent understanding of how the different classes of people living in Ancient Athens were able to have a voice in their government.
10=Through #h writing which explored the perspectives of different classes of people living in Ancient Athens, #N was able to demonstrate #h strong understanding of how the different classes of people living in Ancient Athens were able to have a voice in their government.
11=Through #h writing which explored the perspectives of different classes of people living in Ancient Athens, #N was able to demonstrate #h grade level understanding of how the different classes of people living in Ancient Athens were able to have a voice in their government.
12=When assessed for knowledge #N was able to demonstrate #h excellent understanding of how the different classes of people living in Ancient Athens were able to have a voice in their government.
13=When assessed for knowledge #N was able to demonstrate #h strong understanding of how the different classes of people living in Ancient Athens were able to have a voice in their government.
14=Through #h writing which explored the perspectives of different classes of people living in Ancient Athens, #N, with occasional support, was able to demonstrate #h understanding of how the different classes of people living in Ancient Athens were able to have a voice in their government.
15=Through #h writing which explored the perspectives of different classes of people living in Ancient Athens, #N, with support, was able to demonstrate #h understanding of how the different classes of people living in Ancient Athens were able to have a voice in their government.
16=When assessed for knowledge and through #h writing which explored the perspectives of different classes of people living in Ancient Athens, #N, with support, was able to demonstrate #h understanding of how the different classes of people living in Ancient Athens were able to have a voice in their government.
17=When assessed for knowledge and through #h writing which explored the perspectives of different classes of people living in Ancient Athens, #N, with occasional support, was able to demonstrate #h understanding of how the different classes of people living in Ancient Athens were able to have a voice in their government.
18=When assessed for knowledge and through #h writing which explored the perspectives of different classes of people living in Ancient Athens, #N, with one-to-one support, was able to demonstrate #h understanding of how the different classes of people living in Ancient Athens were able to have a voice in their government.
19=When assessed for knowledge #N, with the support of a reader, was able to demonstrate #h understanding of how the different classes of people living in Ancient Athens were able to have a voice in their government.

COMMENTS: Section 2 Social 2021 t2
1=#E also demonstrated an excellent understanding of the ideas that brought about the formation of the Iroquois Confederacy, plus how the social structure and decision making processes worked to protect and encourage consensus among it's peoples.
2=#E also demonstrated a strong understanding of the ideas that brought about the formation of the Iroquois Confederacy, plus how the social structure and decision making processes worked to protect and encourage consensus among it's peoples.
3=#E also demonstrated a grade level understanding of the ideas that brought about the formation of the Iroquois Confederacy, plus how the social structure and decision making processes worked to protect and encourage consensus among it's peoples.
4=With the accommodation of a reader, #N demonstrated a grade level understanding of the ideas that brought about the formation of the Iroquois Confederacy, plus how the social structure and decision making processes worked to protect and encourage consensus among it's peoples.
5=#E found it challenging to demonstrate a grade level understanding of the ideas that brought about the formation of the Iroquois Confederacy, plus how the social structure and decision making processes worked to protect and encourage consensus among it's peoples.
6=In their comic strip, #e demonstrated an excellent understanding of the ideas that brought about the formation of the Iroquois Confederacy, plus how the social structure and decision making processes worked to protect and encourage consensus among it's peoples.
7=In their comic strip, #e demonstrated a strong understanding of the ideas that brought about the formation of the Iroquois Confederacy, plus how the social structure and decision making processes worked to protect and encourage consensus among it's peoples.
8=In their comic strip, #e demonstrated a grade level understanding of the ideas that brought about the formation of the Iroquois Confederacy, plus how the social structure and decision making processes worked to protect and encourage consensus among it's peoples.

COMMENTS: Section 3 Social 2021 t2
1=#N was always an active participant during class role play activities and engaged often in class discussions by sharing their opinions and insights. I appreciate #h willingness to take risks and try new things to help make the learning richer and more fun!
2=#N was generally an active participant during class role play activities and would occasionally share their opinions and insights during class discussions. I appreciate #h willingness to take risks and try new things to help make the learning richer and more fun!
3=#N participated during class role play activities and would share their opinions and insights during class discussions when prompted. #N was encouraged to take risks and try new things to help make the learning richer and more fun!

COMMENTS: Section 4 Social Social 2021 t2
1=Great work #N!
2=Good work #N!
3=Have a great summer break #N
4=Have a great summer!
5=Amazing effort this year #N!
6=Thanks for being such an enthusiastic learner in social this year #N!
7=Your hard work and dedication to doing your best this year in social was inspiring #N! Way to go!

COMMENTS: Section Intro Social Intro Athen Iroquois t2
1=#E understands how the three pillars of democracy allowed the citizens of Ancient Athens to have a voice in their government.
2=When assessed for knowledge and through #h writing which explored the perspectives of different classes of people living in Ancient Athens, #N was able to demonstrate #h understanding of how the different classes of people living in Ancient Athens were able to have a voice in their government.
3=Through #h writing which explored the perspectives of different classes of people living in Ancient Athens, #N was able to demonstrate #h understanding of how the different classes of people living in Ancient Athens were able to have a voice in their government.
4=When assessed for knowledge #N was able to demonstrate #h understanding of how the different classes of people living in Ancient Athens were able to have a voice in their government.
5=Through #h writing which explored the perspectives of different classes of people living in Ancient Athens, #N, with support, was able to demonstrate #h understanding of how the different classes of people living in Ancient Athens were able to have a voice in their government.
6=Through #h writing which explored the perspectives of different classes of people living in Ancient Athens, #N, with occasional support, was able to demonstrate #h understanding of how the different classes of people living in Ancient Athens were able to have a voice in their government.
7=Through #h writing which explored the perspectives of different classes of people living in Ancient Athens, #N, with one-to -one support, was able to demonstrate #h understanding of how the different classes of people living in Ancient Athens were able to have a voice in their government.
8=When assessed for knowledge and through #h writing which explored the perspectives of different classes of people living in Ancient Athens, #N, with support, was able to demonstrate #h understanding of how the different classes of people living in Ancient Athens were able to have a voice in their government.
9=When assessed for knowledge and through #h writing which explored the perspectives of different classes of people living in Ancient Athens, #N, with occasional support, was able to demonstrate #h understanding of how the different classes of people living in Ancient Athens were able to have a voice in their government.
10=When assessed for knowledge and through #h writing which explored the perspectives of different classes of people living in Ancient Athens, #N, with one-to-one support, was able to demonstrate #h understanding of how the different classes of people living in Ancient Athens were able to have a voice in their government.
11=When assessed for knowledge #N, with the support of a reader, was able to demonstrate #h understanding of how the different classes of people living in Ancient Athens were able to have a voice in their government.

COMMENTS: Social 2023 Take Action Journal
1=#N did a good job meeting the expectations for #h take action journaling when assessed term one.
2=#N did an excellent job meeting the expectations for #h take action journaling when assessed term one.
3=#N did an adequate job meeting the expectations for #h take action journaling when assessed term one.
4=#N did an appropriate job meeting the expectations for #h take action journaling when assessed term one.
5=Unfortunately, #N did not complete basic expectations for take action journaling when assessed term one. #N was provided with reminders, checklists, computer availability and class time in which to complete the basic elements for the take action journal.

COMMENTS: Social Conclusion
1=Great work #N!
2=Good work #N!
3=Have a great summer break #N
4=Have a great summer!
5=Amazing effort this year #N!
6=Thanks for being such an enthusiastic learner in social this year #N!
7=Your hard work and dedication to doing your best this year in social was inspiring #N! Way to go!

COMMENTS: Social Intro
1=When learning in school #N demonstrated an excellent understanding of the social structure and model of governance practiced in ancient Athens.
2=When learning in school #N demonstrated a strong understanding of the social structure and model of governance practiced in ancient Athens.
3=When learning in school #N demonstrated an acceptable understanding of the social structure and model of governance practiced in ancient Athens.
4=When learning in school #N was occasionally supported, in teacher led small groups and one-to-one lessons, to develop their understanding of the social structure and model of governance practiced ancient Athen
5=When learning in school #N was regularly supported, in teacher led small groups and one-to-one lessons, to develop their understanding of the social structure and model of governance practiced ancient Athens.

COMMENTS: Social Intro Athen Iroquois
1=When learning in school #N demonstrated an excellent understanding of the social structure and model of governance practiced in ancient Athens and the Iroquois Confederacy.
2=When learning in school #N demonstrated a strong understanding of the social structure and model of governance practiced in ancient Athens and the Iroquois Confederacy.
3=When learning in school #N demonstrated an acceptable understanding of the social structure and model of governance practiced in ancient Athens and the Iroquois Confederacy.
4=When learning in school #N was occasionally supported, in teacher led small groups and one-to-one lessons, to develop #h understanding of the social structure and model of governance practiced ancient Athens and the Iroquois Confederacy.
5=When learning in school #N was regularly supported, in teacher led small groups and one-to-one lessons, to develop #h understanding of the social structure and model of governance practiced ancient Athens and the Iroquois Confederacy.

COMMENTS: Social Partic Athens Iroquois
1=#N demonstrated excellent classroom citizenship this year in social studies! This was evident in #N's participation during in-class opportunities for hands on learning, such as when students explored the role social status played in a person's ability to engage in decision making in ancient Athens.
2=#N demonstrated excellent classroom citizenship this year in social studies! This was evident in #N's passionate work on #h Take Action project up until the cancellation of in-school classes.
3=#N demonstrated excellent classroom citizenship this year in social studies! This was evident in #N's participation during in-class opportunities for hands on learning. Examples include when students explored the role social status played in a person's ability to engage in decision making in ancient Athens, and in #N's work on #h Take Action project up until the cancellation of in-school classes.
4=#N demonstrated strong classroom citizenship this year in social studies! This was evident in #N's participation during in-class opportunities for hands on learning, such as when students explored the role social status played in a person's ability to engage in decision making in ancient Athens.
5=#N demonstrated strong classroom citizenship this year in social studies! This was evident in #N's enthusiastic work on #h Take Action project up until the cancellation of in-school classes.
6=#N demonstrated strong classroom citizenship this year in social studies! This was evident in #N's participation during in-class opportunities for hands on learning. Examples include when students explored the role social status played in a person's ability to engage in decision making in ancient Athens, and in #N's enthusiastic work on #h Take Action project up until the cancellation of in-school classes.
7=#N demonstrated good classroom citizenship this year in social studies! This was evident in #N's participation during in-class opportunities for hands on learning, such as when students explored the role social status played in a person's ability to engage in decision making in ancient Athens.
8=#N demonstrated good classroom citizenship this year in social studies! This was evident in #N's enthusiastic work on #h Take Action project up until the cancellation of in-school classes.
9=#N demonstrated good classroom citizenship this year in social studies! This was evident in #N's participation during in-class opportunities for hands on learning. Examples include when students explored the role social status played in a person's ability to engage in decision making in ancient Athens, and in #N's enthusiastic work on #h Take Action project up until the cancellation of in-school classes.
10=#N demonstrated adequate classroom citizenship this year in social studies! This was evident in #N's appropriate participation during in-class opportunities for hands on learning, such as when students explored the role social status played in a person's ability to engage in decision making in ancient Athens.
11=#N demonstrated adequate classroom citizenship this year in social studies! This was evident in #N's good participation during in-class opportunities for hands on learning, such as when students explored the role social status played in a person's ability to engage in decision making in ancient Athens.
12=#N demonstrated adequate classroom citizenship this year in social studies! This was evident in #N's work on #h Take Action project up until the cancellation of in-school classes.

COMMENTS: Social research
1=#N was able to research information #research. #E was able to locate and identify the roles and responsibilities of ancient Athenians utilizing text features such as bold words, the index, table of contents, chapter focus questions, diagrams and section headings.
2=#N was able to research information #research. #E was occasionally supported to use text features such as bold words, the index, table of contents, chapter focus questions, diagrams and section headings to locate and identify the roles and responsibilities of ancient Athenians.
3=#N was able to research information #research. #E was supported to use text features such as bold words, the index, table of contents, chapter focus questions, diagrams and section headings to locate and identify the roles and responsibilities of ancient Athenians.
4=#N was able to research information #research. With support #N was able to use text features such as bold words, the index, table of contents, chapter focus questions, diagrams and section headings to locate and identify the roles and responsibilities of ancient Athenians.
5=With support #N was able to use text features such as bold words, the index, table of contents, chapter focus questions, diagrams and section headings to locate and identify the roles and responsibilities of ancient Athenians.
6=#N was able to #research use text features such as bold words, the index, table of contents, chapter focus questions, diagrams and section headings to locate and identify the roles and responsibilities of ancient Athenians.
7=#N was able to, #research, use text features such as bold words, the index, table of contents, chapter focus questions, diagrams and section headings to locate and identify the roles and responsibilities of ancient Athenians.

COMMENTS: SOCIAL2021 INTRO
1=#N demonstrated a strong understanding in Social Studies this term when inquiring about the pillars of Canadian democracy, the structures of different types of local government, and the Canadian Charter of Rights and Freedoms.
2=#N demonstrated an excellent understanding when assessed in social studies this term on the pillars of Canadian democracy, the structures of different types of local government, and the Canadian Charter of Rights and Freedoms.
3=#N demonstrated adequate understanding in Social Studies this term when inquiring about the pillars of Canadian democracy, the structures of different types of local government, and the Canadian Charter of Rights and Freedoms.
4=#Nvwas assessed orally and with simplified knowledge expectations during #h last test. #E was able to show basic understandings of fundamental freedoms, the four pillars of democracy, and interpret basic data related to social studies concepts.

COMMENTS: SOCIAL2021 Sec 1
1=#E spearheaded #h group city plan presentation which was well rehearsed, produced and carefully thought out.
2=#N collaborated well with group members and communicated #h ideas competently during their city plan presentation.
3=#N collaborated with classmates and communicated #h ideas appropriately during their city plan presentation.
4=#N worked with classmates cooperatively and communicated #h ideas appropriately during the group city plan presentation.
5=With some initial support, #N collaborated with classmates and communicated #h ideas appropriately during their city plan presentation.
6=With some initial support, #N collaborated well with group members and communicated #h ideas competently during their city plan presentation.
7=With ongoing support, #N collaborated with classmates and communicated #h ideas appropriately during their city plan presentation.
8=With ongoing support, #N collaborated well with group members and communicated #h ideas competently during their city plan presentation.

COMMENTS: SOCIAL2021 sec 2
1=As a candidate running for mock local government #N explored issues from different points of view while participating in various models for decision making.
2=#N also explored issues from different points of view when #e assumed the role of media professional during mock local elections.
3=#N also explored issues from different points of view when #e assumed the role of campaign manager during mock local elections.
4=#N also explored issues from different points of view when #e assumed the role of media professional during mock local elections. #E competently produced footage of interviews of aspiring class politicians.
5=#N also explored issues from different points of view when #e assumed the role of media professional during mock local elections. #E skillfully conducted interviews of aspiring class politicians.

COMMENTS: SOCIAL2021 sec 3
1=#N's cooperative engagement in social is a large contributor to #h success and #e demonstrates excellent classroom citizenship daily.
2=#N is an excellent participant during social studies discussions and shares #h related thoughts and opinions often.
3=#N’s cooperative engagement in social during group activities is a large contributor to #h success and #e is an good participant during classroom discussions and activities.
4=#N is encouraged to be more of a risk taker during social studies and seek/accept opportunities for leadership in class projects and democratic explorations. #N's generally good engagement in social is a large contributor to #h success.
5=#N is encouraged to be more of a risk taker during social studies and seek/accept opportunities for leadership in democratic explorations. #N has participated adequately during classroom discussions and activities.
6=#N has participated well during classroom discussions and activities. #H consistent hard work is much appreciated.
7=#N is encouraged to be more of a risk taker during social studies and seek opportunities to engage more proactively during classroom discussions and activities. When #e does feel confident though, #N does periodically volunteer #h opinions and thoughts on social studies related concepts without being called upon. #H generally good participation during social studies is appreciated.
8=I encourage #N to participate more often in classroom discussion related to social studies topics.
9=#N demonstrates good classroom citizenship daily.

COMMENTS: T2 MATH 2021 learning evidence
1=Evidence for this was demonstrated #mathEV.
2=#N demonstrated evidence of this #mathEV.

COMMENTS: T2 Math 2021 Order of Operations section 2
1=#N used excellent mathematical reasoning when solving expressions requiring the application of order of operations. #N attended effectively to the step-by-step details required to maintain accuracy in their work.
2=#N used good mathematical reasoning when solving expressions requiring the application of order of operations. #N attended appropriately to the step-by-step details required to maintain accuracy in their work.
3=#N used grade appropriate mathematical reasoning when solving expressions requiring the application of order of operations. With occasional reminders to attend adequately to the step-by-step details required to maintain accuracy in their work, #N was able to make fewer unnecessary mistakes.
4=#N used grade appropriate mathematical reasoning when solving expressions requiring the application of order of operations. However, they required regular reminders to attend adequately to the step-by-step details required to maintain accuracy in their work. #E often made mistakes by not attending to procedure.
5=#N required support in order to demonstrate grade appropriate mathematical reasoning when solving expressions requiring the application of order of operations. They required regular reminders to attend adequately to the step-by-step details required to maintain accuracy in their work. #E often made mistakes by not attending to procedure.
6=#N required one-to-one support in order to demonstrate grade appropriate mathematical reasoning when solving expressions requiring the application of order of operations. They required regular reminders to attend adequately to the step-by-step details required to maintain accuracy in their work. #E often made mistakes by not attending to procedure or trying to do it all in their head.

COMMENTS: T2 Math 2021 PAtterning section 1
1=#N was effective at representing and describing patterns and relationships using graphs/tables. Also, they were able to describe pattern rules using basic equations that used variables to represent and unknown number.
2=With occasional support, #N was effective at representing and describing patterns and relationships using graphs/tables. Also, they were able to describe pattern rules using basic equations that used variables to represent and unknown number
3=With occasional support, #N was effective at representing and describing patterns and relationships using graphs/tables. They found describing pattern rules using basic equations that used variables to represent and unknown number challenging.
4=With support, #N was effective at representing and describing patterns and relationships using graphs/tables. Also, they were able to describe pattern rules using basic equations that used variables to represent and unknown number.

COMMENTS: T2 Math 2021 sec 3 angles,tri,quad
1=#N showed a strong grasp of the relationship between angles and the internal/external angles of triangles and quadrilaterals. #N was able to identify, draw, measure and compare angles of different types. #N also used #h knowledge of the sum of the internal angles in triangles and quadrilaterals to solve problems involving unknown internal or external angles.
2=#N showed an adequate grasp of the relationship between angles and the internal/external angles of triangles and quadrilaterals. #N, with occasional support, was able to identify, draw, measure and compare angles of different types. #N also used #h knowledge of the sum of the internal angles in triangles and quadrilaterals to solve problems involving unknown internal or external angles.
3=#N showed an adequate grasp of the relationship between angles and the internal/external angles of triangles and quadrilaterals. #N, with occasional support in familiar contexts, was able to identify, draw, measure and compare angles of different types. #N also used #h knowledge of the sum of the internal angles in triangles and quadrilaterals to solve problems involving unknown internal or external angles.
4=#N showed a strong grasp of the relationship between angles and the internal/external angles of triangles and quadrilaterals. #N was able to identify, draw, measure and compare angles of different types. #N also, with occasional support, used #h knowledge of the sum of the internal angles in triangles and quadrilaterals to solve problems involving unknown internal or external angles.
5=#N showed an adequate grasp of the relationship between angles and the internal/external angles of triangles and quadrilaterals. #N, with occasional support in familiar contexts, was able to identify, draw, measure and compare angles of different types. #N also used #h knowledge of the sum of the internal angles in triangles and quadrilaterals to solve problems involving unknown internal or external angles.
6=With occasional support in familiar contexts, #N showed an adequate grasp of the relationship between angles and the internal/external angles of triangles and quadrilaterals. #N was able to identify, draw, measure and compare angles of different types. #N also used #h knowledge of the sum of internal angles in triangles and quadrilaterals to solve problems involving unknown internal or external angles.
7=With occasional support, #N showed an adequate grasp of the relationship between angles and the internal/external angles of triangles and quadrilaterals. #N was able to identify, draw, measure and compare angles of different types. #N also used #h knowledge of the sum of the internal angles in triangles and quadrilaterals to solve problems involving unknown internal or external angles.
8=With one-to-one support, #N was able to show an adequate grasp of the relationship between angles and the internal/external angles of triangles and quadrilaterals. #N was able to identify, draw, measure and compare angles of different types. #N also used #h knowledge of the sum of the internal angles in triangles and quadrilaterals to solve problems involving unknown internal or external angles.
9=With one-to-one support, #N able to identify, draw, measure and compare angles of different types. #N found using this knowledge to solve problems regarding the internal/external angles of triangles and quadrilaterals very challenging.

COMMENTS: T2 MATH2021 conclusion
1=#N always did their best during class explorations of mathematical concepts and their excellent participation is appreciated. Thanks #N!
2=#N persevered in math by being a good advocate for themselves while exploring mathematical concepts this year. They asked questions when they needed assistance and helped those around them when thy had knowledge to share. Great job #N!
3=Thanks for being a good participant in during math lessons #N!
4=Thanks for always being helpful to your classmates during math #N!
5=Your hard work and perseverance this year in math has been impressive #N! Great job!

COMMENTS: T2 Math2021 Intro
1=During this second term #N continued to demonstrate excellence in #h mathematical pursuits.
2=During this second term #N continued to demonstrate multiple areas of strength in #h mathematical pursuits.
3=During this second term #N demonstrated a consistent good effort during class exploration of math concepts.
4=During this second term, #N has demonstrated strong character in learning by carefully and diligently applying new math concepts correctly in familiar situations, and as a proactive advocate for #s when feeling confused.
5=During this second term, #N has continued to be supported with modified options for math work and access to the Learning and Literacy program for math support. #N has regularly made the choice to access these resources has improved in advocating for themselves. Modified work continued to include questions that include familiar vocabulary and contexts.
6=----------- start here------This year in math #N has demonstrated strong character in learning by being a proactive advocate for #s when feeling confused, participating actively in classroom math activities, and by showing resilience and perseverance when challenged.
7=#N has required persistent ongoing refocusing during math lessons and work this term. Due to this #e has likely not demonstrated the level of achievement in #h mathematical pursuits that #e might have otherwise. #E has been provided with one-to-one support when possible. #N has also been provided opportunities to join the learning and literacy program for extra attention and support. Unless specifically directed to do so though, #N has not chosen to access this resource. Regardless,
8=Regardless, #N has demonstrated a grade level knowledge in many of the math concepts addressed in class especially when accommodated with one-to-one support to help #m maintain focus.
9=#N has demonstrated grade level achievement so far this year in #h mathematical pursuits during class work and during assessment opportunities.

COMMENTS: T2 Math2021 sec 4 per area vol
1=#N showed that #e has an excellent understanding of area, perimeter and volume. #E has been able to flexibly apply these concepts to measure unusually shaped polygons on paper and in real world contexts.
2=#N showed that #e has a strong understanding of area, perimeter and volume. #E has been able to apply these concepts to measure familiar shapes and, with occasional support, unusually shaped polygons on paper and in real world contexts.
3=#N showed that #e has a grade level understanding of area, perimeter and volume. #E has been able to apply these concepts to measure familiar shapes using standard and nonstandard units. #E has also utilized basic formulas, with occasional support, to measure a variety of polygons on paper and in real world contexts.
4=When supported #N that #e has a grade level understanding of area, perimeter and volume. #E has been able to apply these concepts to measure familiar shapes using standard and nonstandard units. #E has also utilized basic formulas, with regular support, to measure a variety of polygons on paper and in real world contexts.

COMMENTS: Take Action Fair 2023 T2
1=#N demonstrated #achievement citizenship and inquiry skills during the Take Action Project this term. #N showed concern for dignity and equality when representing and raising awareness for #?
2=#N was supported to demonstrated #achievement citizenship and inquiry skills during the Take Action Project this term. With support #N showed concern for dignity and equality when representing and raising awareness for #?
3=#N demonstrated #achievement citizenship and inquiry skills during the Take Action Project this term. #N showed concern for dignity and equality when representing and raising awareness for #? By engaging their school community creatively through bake sales and awareness campaigns , engaging cooperatively with their organization and
4=#N demonstrated #achievement citizenship and inquiry skills during the Take Action Project this term. #N showed concern for dignity and equality when representing and raising awareness for #? #N went above and beyond for their project, demonstrating a genuine passion for their chosen cause by engaging with their organization.
5=#N demonstrated #achievement citizenship and inquiry skills during the Take Action Project this term. #N showed concern for dignity and equality when representing and raising awareness for #? #N went above and beyond for their project, demonstrating a genuine passion for their chosen cause by engaging with their school community by having bake sales and raising awareness

COMMENTS: Write next year focus
1=Because the in-school learning period was shortened this year, an ongoing area of focus next year for #N should continue to be #?.

LIST: 2021cars
1=find the main idea
2=finding the main idea
3=recall facts and details
4=recalling facts and details
5=understand sequence of events
6=understanding sequence of events
7=recognize cause and effect
8=compare and contrast
9=comparing and contrasting
10=make predictions
11=identify the author's purpose
12=find word meanings in context
13=finding word meanings in context
14=draw conclusions/makes inferences
15=drawing conclusions/making inferences
16=distinguish fact from opinion
17=distinguishing fact from opinion
18=interpret figurative language
19=summarize text
20=summarizing texts

LIST: 2021decode
1=flipping the vowel sound
2=cross checking
3=going back and reread after sounding out a word
4=chunking letters and sounds together

LIST: achievement
1=excellent
2=strong
3=exceptional
4=good
5=commendable
6=appropriate

LIST: articletype
1=First Nations Artist article
2=Newfoundland school trip article
3=recreation center construction article
4=national forest week article

LIST: articlewriteskills
1=shifted perspectives
2=created thoughtful supporting details
3=used quotation marks effectively 
4=used the inverted pyramid format effectively 
5=created the interesting headline
6=communicated the five w's of the news story effectively
7=communicated the five w's of the news story appropriately
8=lead sentence
9=connected multiple ideas eloquently 

LIST: compskills
1=asking questions
2=making inferences
3=making personal connections
4=drawing visualizations
5=making predictions
6=ask questions
7=make inferences
8=make personal connections
9=draw visualizations
10=make predictions

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: lacompskills
1=asking questions
2=making inferences
3=making personal connections
4=drawing visualizations
5=making predictions
6=ask questions
7=make inferences
8=make personal connections
9=draw visualizations
10=make predictions
11=asks questions
12=makes inferences
13=makes personal connections
14=finds the main idea

LIST: litdevice
1=metaphor
2=simile 
3=hyperbole
4=visual description
5=personification
6=alliteration

LIST: mathEV
1=in their holiday cookie recipe assignment
2=through excellent assessment results
3=by detailed in-class graphing work
4=through their strong participation in classroom discussions
5=by their in-class bar chart work about sharks
6=by their excellent and engaging  integers board game 
7=by their fun integers board game 
8=by their detailed and organized homework on the subject
9=through their strong participation in classroom discussions
10=through grade level achievement assessment results
11=by their fun integers board game 
12=by their appropriately detailed homework on the subject
13=through grade level achievement assessment results
14=through their excellent input output quiz assessment results
15=through their excellent input output quiz assessment results
16=through their excellent angles and shapes assessment results
17=through their strong input output quiz assessment results
18=through their strong input output quiz assessment results
19=through their strong angles and shapes assessment results

LIST: narrwriteskills
1=the rule of three
2=red flag words
3=description of character senses
4=description of character internal dialogue
5=description of character emotions
6=the technique of dragging out events in slow motion
7=word referents
8=descriptive words to describe a key character's appearance  
9=descriptive words to describe a key character's movement
10=descriptive words to describe a key character's smell
11=descriptive words to describe a key object's appearance  
12=creatively described the appearance of a key setting
13=creatively described the appearance of a key character
14=creatively described the appearance of a key object

LIST: poetrytypes
1=haiku
2=limerick
3=cinquain
4=biography
5=5W 
6=acrostic
7=fact or fiction 
8=roll the dice

LIST: punct
1=capitals
2=periods
3=capitals, periods
4=quotation marks
5=commas
6=new paragraphs to show a new speaker, topic or time
7=question marks

LIST: rapskills
1=restating the question
2=answering the question
3=providing proof for their answers
4=providing proof for his answers
5=providing proof for her answers
6=answering the question part of the R.A.P. process
7=restating the question part of the R.A.P. process

LIST: research
1=independently and efficiently
2=independently and in groups
3=independently 
4=somewhat independently with occasional support
5=with occasional support 
6=with support from #h peer group
7=with one-to-one support led by the teacher
8=with small group support led by the teacher
9=mostly independently 
10=with occasional guidance 

LIST: Science-topics
1=Heating and Cooling
2=Light and Sound
3=Exploring Magnetism
4=Changing Earth

LIST: Sciencepro
1=forest levels project
2=planet trading cards project
3=constellation project
4=forest levels 
5=planet trading cards 
6=constellation
7=forest levels projects
8=planet trading cards projects
9=constellation projects
10=tilted Earth
11=tilted Earth project
12=tilted Earth projects
13=adaptations of flying animals
14=aircrafts verses spacecrafts  
15=evidence and investigation crime booklet
16=evidence and investigation exploratory activities
17=paper airplanes engineering

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

LIST: understanding
1=limited
2=basic
3=good
4=excellent



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