Beruflich Dokumente
Kultur Dokumente
If ______ will continue to put forth the effort he has shown in the past two
reporting periods, he will receive a great deal from his schooling.
The following suggestions might improve his ______.
I am hoping this recent interest and improvement will continue.
______ is making progress in all academic areas. She is having some
difficulty with ______, but if she continues to work hard she will see
improvement soon.
______ takes great pride in all of the work he does and always does a
neat job.
______ volunteers frequently and makes wonderful contributions to
class. She does tend to work too quickly, which results in many careless
errors. We can help her to correct this at home and at school.
______ is a very hard worker and has excellent vocabulary skills for his
age. He enjoys reading and writing.
______'s excellent attitude is reflected in the work she does. Thank you
for your efforts.
Although ______ tries to do his best, he often has difficulty keeping up
with the rest of the class. Can we meet to discuss this?
I am concerned about ______'s progress this year. She has shown some
improvement but her growth is not where it should be at this point in the
school year. Please call to schedule a conference so we can discuss
this.
As we discussed in our recent conference, _______'s work is below
grade standards. I am sure with that more effort and concentration he will
show rapid improvement.
______ has great enthusiasm for everything we do in class. However,
she is having some difficulty with _______. Please continue to review
this with her nightly.
Phrases
Academic Achievement
Phrases
_______ has matured nicely this year, both academically and socially.
_______'s friendly, sincere way has made him a very popular member of the ___
grade.
_______ would benefit from reading many library books this summer.
_______ needs to improve his reading speed and comprehension if he is to have
success in the ______ grade.
_______ continued to blossom as the year progressed.
_______ helped to make my year a pleasant one.
_______ takes a keen interest in all her work and is a most agreeable and willing
worker. It has been wonderful having her in my room.
Thank-you for the help I know you have given her.
Please continue during the summer with ______ review and as many reading
experiences as possible.
Thank-you for your interest in _______'s attitude.
I'm sorry I didn't get to meet you this year.
Thanks for your cooperation.
With _______'s friendly, cooperative attitude, she will always be a pleasant
addition to any class.
I have enjoyed the association I have had with _______.
I enjoyed having _______ in my class.
It has been a pleasure to have _______ in my class.
Personal Attributes
The student . . .
is an enthusiastic learner.
tackles new challenges seriously/eagerly and with a
positive attitude.
arrives at school each day with a smile, ready to learn.
is an active participant in small group discussions.
puts evident effort into his work as he completes
assignments with quality in mind.
shows perseverance in all he does.
has many insightful ideas to share with the class.
is kind, caring, and friendly character makes her a role
model for classmates.
has a cheery demeanor that has made her a friend to
many in our classroom.
uses common sense to problem solve independently
and in a positive manner.
is respectful of others.
adapts easily to new situations.
Behavior
The student . . .
Work Habits
The student . . .
Social Skills
The student . . .
Communication
The student . . .
Reading
The student . . .
Writing
The student . . .
Math
The student . . .
Closings
I always close on a positive note, giving a boost to my
students' confidence. I let them know how proud I am of what
they have been doing, and how I look forward to what is to
come:
Report cards provide parents with essential information concerning their childs progress in school. Various
formats are used including letter grades, numbers, checklists and teacher comments that indicate how a child is
performing in different areas. For each report card period, teachers usually write descriptive comments for every
student. These written remarks elaborate on the students strengths, and frequently offer ways the child could
improve his or her academic work and/or classroom behavior.
Writing unique and meaningful report card comments takes effort. If only negative statements are written, the
parent may feel overwhelmed and thus be unable to help their child. Examples of definitive words that should be
avoided are:
Parents are more willing to cooperate if a comment concerning a childs weakness follows a positive one. So it is
more productive to state a students strength first, then follow it with your concern but make sure that is written
in a constructive way. For example, you could write, Bill excels in science, and then add, He needs more
opportunities to develop his friendship skills. Or, write something like, Leslie is friendly and well-liked, and add,
She would benefit from practicing her reading fluency and comprehension skills. Teachers need to choose their
words carefully since the report card is part of the childs permanent record.
Since your comments need to be as specific as possible, avoid using ambiguous words alone such as wonderful,
good or great.
Is learning to ...
Has developed a positive attitude toward ...
Is becoming self-reliant.
Has advanced in ...
Is developing concentration skills
Has demonstrated a desire to ...
Is gaining self-confidence
Has shown steady progress in ...
Is becoming a good listener
Has shown noticeable improvement in ...
Is occupying his/her time constructively
Has demonstrated increased social skills, such
Is learning English speaking and/or writing
as ...
skills
Is showing enthusiasm for ...
Is developing more positive ways to interact
Is gaining academic skills, such as ...
with others
Is developing consistent work habits, such as Is learning to be cooperative when working in
... groups
Some sample generic report card comments are given below. Remember, it is
more helpful and informative for parents if you can provide specific rather than
general comments whenever possible.
Speaking
Writing
uses punctuation correctly
is able to place periods and question marks correctly - uses
colorful words
uses (complex, simple) sentences
is now able to write a complete sentence independently -
participates in group story telling (composition) - can write an
original story of (one or two sentences, of a few sentences)
puts words in the appropriate order
is able to read his sentences back
shows self confidence in writing
can compose several related sentences
Spelling
Printing
often reverses letters, such as __, __, etc. - has good (poor) fine-
motor skills
is able to print on the lines
spaces letters and words correctly
some printing is excellent but is often untidy in daily assignments -
enjoys doing neat careful work
Math
For listening
Phonics
Reading
General Remarks
Anna handles reading tasks exceptionally well and her recent work shows substantial
development of her ability. She is able to skim-read quickly and effectively. Anna skilfully
extracts relevant points from passages and she shows impressive insight when interpreting
what she reads.
Anna's writing has been particularly impressive in recent weeks and she has advanced her
skill in this area admirably. She constructs readable, coherent English sentences and she
keeps her English largely free from spelling inaccuracies. She makes excellent use of
punctuation in her work.
Listening is one of Anna's real strengths and she has taken full advantage of every chance
to practise. She picks up the gist of listening texts successfully and she pays excellent
attention to specific details. Anna can handle many different types of content during
listening activities.
Anna is an outstanding oral communicator and she has improved very quickly since the
beginning of the course. She takes great care to minimise errors in her speaking and
maintains a beautifully fluent style at the same time. Her pronunciation is clear and precise.
During the course, Anna has demonstrated a strong command of grammar and she has
improved greatly in recent lessons. She has an in-depth knowledge of many grammatical
rules and constructions. She also incorporates the structures she has learnt into her writing
and speaking with excellent accuracy.
Anna has an outstanding vocabulary for her level of English and she is adding new words
to it every day. Her vocabulary covers a very broad range of different topics and contexts.
She is also able to deploy words accurately and appropriately when communicating.
Anna has been an enthusiastic member of the class and she worked extremely hard during
lessons. She took advantage of homework to consolidate her learning and she was a lively
participant in activities with other students.
Gustavo reads well at this level and he is gradually developing his understanding of English
text. However, he will need to work on skim-reading texts more effectively in his future
studies. That said, Gustavo can pinpoint important areas of text by scanning and he
analyses texts with a degree of insight.
Gustavo's writing is competent and he has worked hard to extend and improve his writing
skills. His written English sometimes flows quite naturally and his spelling skills are well
developed. He now needs to consider punctuation rules in more detail.
Gustavo finds spoken communication hard but he is progressing at a good rate. He speaks
with a moderate level of accuracy and now needs to work on communicating with greater
fluency. He should also pay close attention to pronunciation when learning vocabulary.
Gustavo has a good command of grammar and he has obviously learnt from the material
presented in class. His knowledge and understanding of different structures is adequate.
He also uses the structures he knows correctly in conversation and on paper.
Gustavo has developed a fair-sized vocabulary for this level and he has learnt many new
words during lessons. Nevertheless, his vocabulary needs to cover a bigger range of
different topics and contexts. On the other hand, he understands quite well how to deploy
words naturally and accurately.
Gustavo has been a reasonably active member of the class and he worked moderately
hard during lessons. He completed his homework to a satisfactory standard and he made
helpful contributions during class activities.
Tom's reading skills are not yet secure and he has made little progress in his understanding
of English text. In spite of this, he can sometimes use skim-reading to pick up the main
ideas of a text. Tom currently finds scanning for detail challenging and he ought to practise
reading texts carefully to understand their meaning.
Tom has been writing to a reasonable standard during this course but he has made limited
progress in this area. He must practise in order to make his writing more coherent but he
spells familiar words with reasonable accuracy. He now needs to ensure his work is
properly punctuated.
Listening is an area in which Tom is not yet confident and he must try to make more
progress in order to maximise his ability. However, he can understand the basic meaning of
easier listening scripts and he must now pay more attention to important details.
Furthermore, Tom would benefit from expanding the range of audio material he can handle.
Tom expresses himself adequately when speaking and he has improved steadily since the
beginning of the course. Despite that, he must start to minimise errors in his speaking while
practising to develop a more natural pace and rhythm. A little more study of pronunciation
would also be worthwhile
Tom does not yet have sufficient command of grammar and he has not absorbed new
material effectively. He needs to increase his understanding of grammatical rules and
constructions. He should also practise using the structures he knows correctly in
conversation and on paper.
Tom's English is currently limited by his weak vocabulary but he is progressively adding
new words to it. Nevertheless, he needs to broaden his vocabulary to enable him to cope in
a greater variety of contexts. He also ought to practise using the words he knows in an
appropriate and natural way.
Tom has approached parts of the course with enthusiasm and he made an effort to
advance his skills. Unfortunately, he did not take advantage of homework to revise new
language and he would benefit from involving himself more in whole-class exercises.
ENGLISH ~ enjoys discussing texts in the English and ~ general written work is now better
organised, and structured more thoughtfully.
~ has been encouraged to take an active part in shared reading and writing activities as well
as independent work.
~ has recently made good progress in this area of the curriculum, and now shows greater
confidence in
~ listens attentively. When asked to talk about ~ work, ~ reports back clearly and concisely.
~'s spoken comments are often perceptive and reflect ~ well-developed listening skills. When
asked to talk about Literacy texts, ~ speaks in front of an audience with confidence, and shows
a super understanding of the ideas under discussion.
~ listens attentively, responds well to the ideas of others and can report back clearly and
concisely. ~ listens attentively and responds well to the suggestions and ideas of others. ~
listens attentively in class. ~ listens extremely well, and invariably makes perceptive
comments during discussions. ~ contributes well to class discussions, offering quite
perceptive comments. ~ contributes well to class discussions, often injecting some humour,
and is willing to justify ~ opinions and feelings to others. ~ is not afraid to express ~ feelings
and opinions to others during class discussions; and speaks with greater clarity and thought.
~ is well informed, and quietly puts ~ point of view over in class discussions. ~ listens with
interest during these sessions. ~ is well informed. ~ listens with interest during class
discussions and is very composed when answering questions. ~ acting skills are super, and ~
can deliver ~ lines with aplomb. ~ listens superbly, and can put forward ~ own points of view
clearly and articulately. ~ contributes well to discussions, usually paying close attention to
what is being said. ~ is quite shy in a class situation and must learn to value, and put forward, ~
own opinions. ~ contributes well to class discussions, offering quite perceptive comments,
and always listens attentively. ~ makes excellent responses to stories and poems. ~ is a good
contributor to class discussions, and latterly is thinking more carefully about the point ~ is
trying to make. ~ is quite shy in a class situation but has learned to value, and put forward, ~
own opinions. ~ listens well to others and comments sensibly on what has been said when
asked to do so. When asked to talk about ~ work in a group, ~ is beginning to participate
more readily and can express ~ point of view sensibly. ~ is able to discuss a book's plot,
demonstrating a good understanding of the material read. ~ generally listens attentively and
makes good responses to stories and poems. ~ can be self-conscious about speaking in front of
others. ~ listens well in discussions and is joining in with more enthusiasm. ~ generally thinks
carefully about the point ~ is trying to get over to others. ~ is not a confident speaker, but
enjoys listening to stories. ~ is beginning to take part in discussions, and give ~ point of view.
~ must curb ~ tendency to daydream when involved in class discussions. ~ joins in quite well
during class discussions. ~ listens well in class, and is not afraid to express ~ feelings and
opinions to others. ~ needs to remember to indicate when ~ is unclear about an idea under
discussion. ~ is beginning to take part in discussions, but usually has to be encouraged to do
so. ~ is beginning to participate more readily during discussions and can express ~ point of
view sensibly. When asked to talk about ~ work in groups, ~ will quietly offer ~ views and
opinions. During class discussions, ~ contributes ~ views confidently but becomes distracted
when listening to others. During class discussions, ~'s verbal contribution is not as high as it
could be. ~ responds more confidently in a small group situation.
Reading ~ has achieved full fluency in ~ reading and has good expression when reading
aloud. ~ is expected to read a variety of materials. ~ can create atmosphere when reading
aloud, by varying pace and intonation and is deriving more pleasure from ~ books. ~ reads
independently showing good expression and understanding. ~ has an affinity with books and
enjoys silent reading. ~ is starting to use very descriptive words in ~ own writing; often picking
them up from the books ~ has read. ~'s reading has shown good progress this year. ~ reads a
variety of books with growing expression and good fluency. ~ has achieved full fluency in ~
reading and has good expression when reading aloud. ~ can select and evaluate information
from a wide range of reference materials.
~ has a generally accurate grasp of sentence punctuation; writing fluently, with considerable
thought and inventiveness. However, ~ still needs to check through ~ work before handing it in
to eliminate preventable errors. ~ writes with confidence, and ~ stories are now more
detailed and descriptive. ~ tends to set ~ ideas down in a colloquial fashion, but is becoming
more aware of when to use formal language. ~ writes imaginatively, though ~ work is usually
concise. ~ needs to introduce more descriptive phrases in order to hold the reader's attention.
~'s handwriting is much neater, and more legible. ~ must remember to join. ~ has a lively
writing style and is often quite imaginative. ~ use of more advanced punctuation can, at times,
be erratic. ~ has tried hard to grasp the basics of sentence punctuation. While ~ still has
difficulties with commas and quotation marks, ~ seems generally secure about full stops and
the use of capitals. ~ story writing needs greater use of descriptive words and phrases. When
writing, ~ uses sentence punctuation accurately, and is beginning to introduce descriptive
phrases. When asked to present ~ thoughts on paper, ~ is less expressive, though the
amount ~ writes has increased dramatically over the year. ~ is very slow when writing stories,
and although ~ has good ideas, ~ stories are never very long. ~ handwriting is invariably neat,
though it can become untidy during creative writing. ~ is starting to use descriptive words in
~ own writing, picking them up from the books has read, and the Literacy Hour. Though ~ still
needs to develop ~ stories further, by adding greater detail. This year in story writing, ~ has
developed imaginative plots, but they do occasionally lack a clear structure. ~'s written work
is becoming more organised, showing greater attention to detail. ~ produces work that is
accurately punctuated, and has been encouraged to redraft ~ writing in order to develop ~
thoughts. ~ is developing a better understanding of the rules of grammar and punctuation,
and has clear handwriting. ~'s written work is now better organised and structured more
thoughtfully. ~ use of punctuation is good, but further work on apostrophes is required. ~'s
handwriting is clear, and ~ has made a good start with cursive script. ~ is able to write
independently, and use full stops and capital letters but not always accurately. Therefore, ~
needs to spend more time revising and redrafting ~ work. ~ has tried hard to grasp the basics
of sentence punctuation. Though ~ still has difficulties using commas and quotation marks, ~
seems generally secure about full stops and capitals. ~ is starting to produce writing that uses
complete sentences, and ~ spellings are more accurate. However, ~ must read ~ work through
to check that the grammar and punctuation makes sense. ~ produces writing that is generally
well punctuated. ~'s handwriting has shown some recent improvement but ~ needs to
continue to practise ~ letter joins. ~'s handwriting has recently improved but ~ will need to
practise ~ letter joins. ~'s handwriting has made some progress but ~ must practise ~ letter
formation. ~ is beginning to join ~ handwriting, but still requires further practice. ~'s
handwriting has improved recently. ~ has made a good attempt to form ~ handwriting
correctly and now takes a lot more care with ~ presentation of work. ~ is often keen to write ~
thoughts and ideas down on paper, and is starting to organise ~ writing more effectively. ~
grasp of basic punctuation is not yet secure, but ~ is making good progress. ~ wrote a super
newspaper article, after listening very carefully during the Literacy Hour. ~ improved
handwriting has led to ~ feeling more confident about ~ own writing; and resulted in longer,
more detailed pieces of work. ~ is writing more, and is keener to express ~ point of view on
paper, but it does take a long time for him to work through a task. ~ has a good use of
sentence punctuation, though more work is needed, especially on the use of speech marks. ~
handwriting is clear, and ~ has made a good start with cursive script. ~ has tried hard to
master the basics of sentence punctuation, though ~ tends to write slowly, and sometimes
does not finish ~ work in the time available. At times, ~ will lack control over ~ handwriting and
this means ~ letter formation is poor. ~'s handwriting is more controlled, and ~ makes a good
attempt to spell simple words correctly. ~ writes in basic, often short, sentences. Longer
sentences with more detail should be ~'s aim next year. ~ imaginative work has some good
ideas but ~ needs to develop ~ vocabulary. ~ handwriting is gradually improving and ~
generally presents ~ work well. Though ~ will need further practise joining letters. ~'s
handwriting has improved though it is still over-large and uncontrolled at times. ~'s
handwriting has improved, but ~ must join more. ~ stories show a better use of punctuation
and a greater awareness of setting and plot. ~ has made some progress in written English
this year. ~ is now writing stories of greater length, but still without consistent punctuation. ~
presentation has improved over the year, and ~ writing is more legible. ~ handwriting is
neater and less inconsistent.