Progress Report Card Comments
Today I am feeling liberated! This week our school had it's District Review. Principals and the superintendent visit every single teacher to check out what is happening in the classrooms. They ask the students questions (What are you learning? How do you know when you are successful?) and watch a bit of a lesson. This was a 15 minute visit but a lot of preparation goes into it. I will share my lesson later on this week.
I also just finished my report cards! Yay! These are the comments I came up with for the Progress Reports:
(By the way, *N* = name of student, *4* = He/She, *2* = his/her, *1* = he/she)
Grade 8
Grade 5 & 6
Grade 4
In Music, *N* is beginning to keep a steady
beat. *4* has difficulty clapping a rhythm pattern while another student claps
a different pattern. Next Steps: *N* will be working in a small group to
practise clapping simple rhythms.
Grade 2
Kindergarten
Click here for a Monthly Reflection resource I created to use with my students. It addresses all the Learning Skills for the Ontario Report Card and is a great tool to use to help come up with personal comments about each student.
I also just finished my report cards! Yay! These are the comments I came up with for the Progress Reports:
(By the way, *N* = name of student, *4* = He/She, *2* = his/her, *1* = he/she)
Grade 8
In
Music, *N* performs a variety of simple and complex pieces, sets specific goals
for improvement, and responds to music *1* listens to with detail.
In
Music, *N* performs a variety of simple pieces, sets goals for improvement and
responds to music *1* listens to.
In
Music, *N* is experiencing difficulty performing a variety of simple pieces,
setting goals for improvement and responding to music *1* listens to. As a next
step, *1* should practise three times a week at home or at school.
Grade 7
In
Music, *N* is able to assemble *2* instrument, play with correct posture, and
can apply the steps needed to play the first three notes. *4* can produce a
clear sound and has demonstrated great initiative so far this term.
In Music, *N* is able to assemble *2* instrument, play with correct posture, and can apply the steps needed to play the first three notes.
In
Music, *N* is able to create and perform a rhythm composition through clapping
and playing on rhythm instruments. *4* participates with enthusiasm in all of
our activities and thoroughly reflects on *2* learning.
In
Music, *N* is able to create and perform a rhythm composition through clapping
and playing on rhythm instruments. *4* actively participates in all of our
activities.
In
Music, *N* is experiencing some difficulty creating and performing a variety of
rhythm patterns by clapping and playing them on rhythm instruments. As a next
step, *1* is encouraged to use a variety of internet tools and games to
reinforce *2* learning of rhythm symbols.
Grade 4
In
Music, *N* consistently keep a steady beat and is able to compose and clap a
rhythm pattern while another student claps a different pattern.
In
Music, *N* keeps a steady beat and is able to compose and clap a rhythm pattern
while another student claps a different pattern.
Grade 2
In
Music, *N* can consistently keep a steady beat using rhythm instruments and
accurately uses rhythm symbols to represent one and two sounds per beat.
In
Music, *N* can keep a steady beat using rhythm instruments and can use rhythm symbols
to represent one and two sounds per beat.
In
Music, *N* is beginning to keep a steady beat using rhythm instruments. *4* has
difficulty using rhythm symbols to represent one and two sounds per beat. As a
next step, *N* can work on maintaining focus during class lessons and
discussions.
*N* explores the elements of music (e.g., beat, volume, pitch)
through singing songs, clapping, and moving in different ways. *1*can
accurately make a “music map” to show the pattern of high and low sounds in a
familiar song. *N* always follows instructions and joins all our musical
activities with confidence and enthusiasm.
*N* explores the elements of music (e.g., beat, volume, pitch)
through singing songs, clapping, and moving in different ways. *1* is learning
how to make a “music map” to show the pattern of high and low sounds in a familiar
song. *N* follows instructions and joins all our musical activities.
Click here for a Monthly Reflection resource I created to use with my students. It addresses all the Learning Skills for the Ontario Report Card and is a great tool to use to help come up with personal comments about each student.
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