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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
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.

Academic Achievement

______ is strong in _____.

______ has earned a very fine report card.
______ has a vast background knowledge of _______.
______ is a very fine and serious student and excels in ______.
______ is working well in all basic subjects.
______ is working above grade level in ______.
______ is especially good at ______.
______'s low rate of achievement makes it difficult for her to keep up with
the class.
______ is capable of achieving a higher average in the areas of ____.
______ has had difficulty with learning ______, so in the coming term we
will focus on ______.
______ is capable of much better work.
______ still needs guidance and support from both you and me.
______ has been most cooperative and only needs strengthening in
social studies skills to bring her up to ____ grade level.
______ has been receiving low quiz/test scores.
______ does not work up to her ability.
______ has difficulty understanding the material.
This subject is being modified to better match ______'s ability.

______ is continuing to grow in independence.

______ has improved steadily.
______ has been consistently progressing.
______ has shown a good attitude about trying to improve in ______.
______ seems eager to improve.
______ has shown strong growth in _______.
______ is making steady progress academically.
______'s quality of work is improving.
______ has strengthened her skills in ______.
______ has shown an encouraging desire to better herself in _______.
______ would improve if he developed a greater interest in _______.
______ has made nice progress this reporting period.
______ is maturing nicely, and I hope this continues.
______'s classroom attitude shows improvement.
There has been noticeable improvement in _______'s study habits this
year. Please continue to work on these skills over the summer.
Thank-you for your interest in _______'s schoolwork this year. With her
continued effort, she will receive much satisfaction from her work.
_______ is a fine citizen and a hard worker. I have thoroughly enjoyed
having him in my class this year. Have a wonderful summer.
_______ has matured nicely this year. His progress during this last
quarter was impressive. I hope this effort and attitude will carry over into
the next school year.
Thank you for your support and interest in our class this year. _______ is
a very hardworking boy and should have much success in the ____

_______ has matured nicely this year, both academically and socially.
_______'s friendly, sincere way has made him a very popular member of the ___
_______ 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.

I always begin each comment with a general statement letting

the parents know how happy I am to be teaching their child, or
how much their child is learning and growing:

It has truly been a pleasure getting to know your child

this quarter.
Your child has made great progress across the
curriculum since the beginning of the school year.
Your child has made very good academic and/or social
progress this quarter.
Your child has done a very nice job this quarter, taking
pride in her work and completing assignments with
quality in mind.
Your child continues to have a great year in 3rd grade.
It has been a pleasure having the opportunity to work
with (student) during his 3rd grade year.

Provide Specific Information Across

Several Different Areas
Next, include formative evidence that lets the parents know
how you view their child as a person, a classmate, and a
student. You may notice several of the reading, writing,
communication, and math stems come from the Common
Core State Standards.

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.

The student . . .

consistently makes good choices in all parts of the

school day.
demonstrates behavior that sets the standard for our
is able to separate work and social times.
is polite to adults and peers in and out of the classroom.
manages his feelings and emotions well in the
reacts appropriately in adverse situations.
is a role model for our class with his good behavior.

Work Habits
The student . . .

always completes daily assignments in a timely manner.

returns homework on time and well done.
stays focused on the task at hand.
uses class time constructively.
consistently uses personal best effort on a daily basis.
completes work with quality in mind.
is a self-motivated worker.
demonstrates hard work and produces quality results.
is an inquisitive learner who enjoys analyzing situations
and making new discoveries in all parts of the school
actively engages in working carefully and
pays attention to detail in daily work.
follows directions.
works independently and stays on task.
uses higher level thinking strategies to apply learned
skills to new situations.
has a passion for [subject area] that shows through the
resolve he puts into every single assignment.
works very well with others in a group.
shows perseverance on challenging assignments.
is able to transition easily from one activity to the next.

Social Skills
The student . . .

is always willing to help a classmate.

values what others have to say.
treats others fairly.
gets along well with others in the classroom and/or on
the playground.
is polite to peers and/or adults, in and out of the
takes the thoughts and feeling of others into account
before speaking or acting.
handles disagreements with peers appropriately and
makes friends easily.
enjoys spending time with friends.

The student . . .

effectively participates in a range of conversations with

diverse partners.
builds on others ideas and expresses her own clearly
and persuasively.
is an active participant in small and/or large group
is an active listener and important member of group
asks and answers questions that demonstrate
asks questions or seeks clarification when needed.
listens well and shares ideas frequently.
shares appropriate and relevant information.
listens to the ideas, opinions, and comments of others
without interrupting.
responds appropriately to others comments during
partner/turn-and-talk time.

The student . . .

retells events from a story in a sequential manner.

reads closely to determine what the text says explicitly
and makes logical inferences from it.
goes back to the text and cites evidence to support
conclusions drawn from the text.
has a good sense of story structure. She's able to
identify the setting, characters, problem, and solution.
describes characters in a story and explains how they
impact the story.
analyzes how two or more texts are similar.
uses taught reading strategies well to gain meaning,
especially . . .
uses strategies such as making connections, asking
questions about the text, and inferencing to aid their
has very good fluency and intonation.
reads dialogue with expression.
uses text features and search tools to efficiently locate
information relevant to a given topic.
uses information gained from illustrations to
demonstrate understanding of the text.
reads and comprehends informational texts, including
those for science and social studies.
chooses books that are at her just right reading level.
has very good reading stamina. The student is able to
read for ___ consecutive minutes.
works well and participates in small, guided reading

The student . . .

shows strong knowledge and application of writing

conventions such as capitalization and punctuation.
has shown very good/great improvement in spelling and
word work over the past several weeks.
produces writing that has been a joy to read over the
past few weeks. I especially liked [examples of what the
student wrote that you felt was well done].
has language arts skills that continue to blossom,
especially in the areas of . . .
conveys her thoughts and ideas clearly.
writes sentences that are complete thoughts.
writes opinion pieces with well thought-out, supportive
shows a strong grasp of organization in her writing. She
stays on topic and uses relevant details.
uses details to expand upon the great written thoughts
she is already putting on paper.
uses strong descriptive language, allowing the audience
to clearly visualize what is being described.
uses an appropriate voice in her writing that allows her
personality to come through in her written pieces.

The student . . .

knows basic math facts (addition, subtraction,

multiplication, and division).
uses various strategies to solve one- and two-step word
identifies and extends mathematical patterns.
understands place value and uses it to round numbers
to the nearest . . .
solves real-world mathematical problems involving
perimeter and area.
understands the relationship between addition and
subtraction, and multiplication and division.
can identify the attributes of two- and three-dimensional
uses measurement tools well to determine
uses data to create charts and graphs.
uses data from charts and graphs to solve problems.
Set a Goal
While the students may be learning and growing, there is
always room for improvement. Provide at least one specific
goal that you will be working on with the student the following
quarter. Use all of the comments above to help you set your
goals. Simply add beginnings such as:

Your child would benefit from . . .

This quarter we will be working on . . .
I would like to see your child work on . . .
Your child needs to pay closer attention to . . .
One area for improvement is . . .

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

I am so proud of all you have accomplished. Keep up

the wonderful things you are doing!
You are an amazing student, and you truly shine!
I can hardly wait to see how you impress me during the
next quarter!
You have had a terrific quarter, and I am confident the
next one will be even better!

Teacher Comments on Report Cards

By Leah Davies, M.Ed.

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:

the child will never;

the child will not;
the child cannot; and
the child will always.

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.

Examples of Positive Adjectives that Describe Children

Considerate Intelligent Hard-working

Well-mannered Cooperative Dependable
Responsible Helpful Creative
Fair Honest Generous
Friendly Respectful Kindhearted
Brave Efficient Mature
Thoughtful Talented Curious
Thorough Self-disciplined Artistic
Self-confident Sincere Enthusiastic

Here's a phrase: A positive role model for classmates

Since your comments need to be as specific as possible, avoid using ambiguous words alone such as wonderful,
good or great.

Examples of Statements Concerning a Students Strengths

Has an expansive knowledge of ...

Writes fascinating stories
Enthusiastically participates in ...
Exhibits organizational skills
Demonstrates superior work in ...
Does neat, thorough work
Comprehends quickly
Seeks information independently
Takes pride in his/her work
Enjoys dramatization
Demonstrates initiative
Uses English correctly
Listens and follows directions well
Has a delightful sense of humor
Asks for responsibilities and follows
Is well-liked by peers
Demonstrates leadership skills
Expresses ideas clearly

Examples of Encouraging Comments (to use when a student is making progress)

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 ...
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

Examples To Use When Concerns Are Evident and

A Student Is in Need of Assistance

Needs help to increase academic skills, such as ...

Demonstrates a need for consistent effort and motivation, especially in ...
Requires help with organizational skills, such as ...
Could benefit from ...
Needs to be encouraged to comply with school rules, such as ...
Demonstrates a need for improved social interaction skills, such as ...
Could benefit from improving his/her work habits, such as ...
Needs to be encouraged to listen and pay attention in class
Needs help to understand instructions
Requires repetition to retain information
Needs encouragement to do work on his/her own
Demonstrates a need for direct supervision to complete work
Needs to be encouraged to work more slowly and accurately
Would benefit from supervision of homework
Requires support to interact with classmates in a positive way
Would benefit from learning self-control skills
Needs to be encouraged to accept responsibility for his/her errors and/or misbehavior
Needs to demonstrate improvement in academic work if he/she is to gain the fundamentals needed for this grade

Report Card Comments

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.

Here are words that are useful...

able, accurate, active, aggressive, ambitious, anxious, attentive, capable,
cheerful, confident, cooperative, conscientious, courteous, dependable,
determined, eager, energy, energetic, friendly, generous, happy, helpful,
imaginative, industrious, initiative, interested, keen, neat, nervous, observant,
orderly, pleasant, polite, prompt, quiet, receptive, reliant, resourceful, studious


speaks in good sentences

speaks clearly
has difficulty using (pronouns, verbs) correctly - enjoys
enjoys participation in conversation and discussion - expresses
ideas clearly
has a good oral vocabulary
takes turns talking
speaks with confidence to the group

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


is building a good spelling vocabulary - uses his individual

dictionary to find unfamiliar words - enjoys learning to spell new
is able to learn to spell words easily - sometimes reverses letters
in a word
has difficulty remembering the spelling of non-phonetic words - is
helped by using hand or body motions to remember spelling


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


can work with numbers to 10 (?) with understanding - understands

the signs +, -, = and uses them to make number statements -
understands and uses basic facts of addition and subtraction to
____ - reverses some numbers still
understands place value to _____
can use manipulatives to add and subtract - can use
manipulatives to show place value to _____ - understands money
(pennies, dimes, nickels) - relies heavily on concrete objects
knows the basic shapes
can count to ______
is able to create graphs using simple data - understands several
methods of graphing - is beginning to memorize the number facts

For listening

can follow directions

enjoys listening to poetry
enjoys listening to stories
listens carefully
evaluates what he hears


(is able to distinguish, has difficulty distinguishing) sounds in

now knows and is able to use _____ consonant and vowel sounds
- confuses the sounds ___ and ___
is able to blend short words using the vowel(s) _____ with
(without) assistance
is learning to attack words independently - uses the phonics skills
to attack new words


reading is (smooth, jerky, hesitant, rapid, irregular, fluent) -

comprehends what he reads
is interested in books and reading
can read to follow directions
can now recognize ____ sight words
reads for pleasure
needs lots of repetition and practice in order to retain reading
is still confusing words which look alike - is beginning to read
words in groups (phrases) - reading is becoming (not yet
becoming) automatic - enjoys discussing the stories
has had difficulty with learning (phonics, sight vocabulary) so in
the coming term we will focus on (sight vocabulary, phonics)

General Remarks

is friendly and cooperative

cooperates well
helps others
has a sense of humor
has a good attitude towards school
is working well in all subjects
lacks independence, is gaining independence - is too easily
is becoming more self-reliant
is an attentive student
all work is neatly and accurately done - is a polite conscientious
works too slowly
does not complete assignments in the allotted time. - seems
unable to finish required work
does colorful and interesting art work - is especially good at
requires too much supervision. Please encourage him to do things
on his own.
should be encouraged to _____
needs frequent encouragement
is maturing
is learning to concentrate
is learning to listen carefully
is gaining self-confidence
is very thoughtful
takes pride in work well done
is eager to learn
makes little effort when not under direct supervision - often seems
tired at school
is not very appreciative of the value of ( time, courtesy, sharing,
neatness, accuracy)
shows initiative; thinks things through for himself ! Here's a

Here are words and phrases that are useful...

able, accurate, active, aggressive, ambitious, anxious, attentive, capable,

cheerful, confident, cooperative, conscientious, courteous, dependable,
determined, eager, energy, energetic, friendly, generous, happy, helpful,
imaginative, industrious, initiative, interested, keen, neat, nervous, observant,
orderly, pleasant, polite, prompt, quiet, receptive, reliant, resourceful, studious
Is a good citizen
Is learning to share and listen.
Is becoming more dependable during work periods.
Is developing a better attitude toward ___ grade.
Is showing interest and enthusiasm for the things we do.
Is learning to occupy his time constructively.
Wants responsibilities and follows through.
Can be very helpful and dependable in the classroom.
Always uses her time wisely.
Has strengthened her skills in ___.
Has great potential and works toward achieving it.
Working to full capability.
Is strong in _____.
Is learning to be a better listener.
Is learning to be careful, cooperative, and fair.
Is continuing to grow in independence.
Enthusiastic about participating.
Gaining more self-confidence.
Has a pleasant personality.
Has earned a very fine report card.
Has improved steadily.
Is learning to listen to directions more carefully.
Now accepts responsibility well.
_____'s work habits are improving.
Has been consistently progressing.
Has shown a good attitude about trying to improve in ___.
The following suggestions might improve his ____.
I am hoping this recent interest and improvement will continue.
Seems eager to improve.
Has shown strong growth in ____.
Is cooperative and happy.
Volunteers often.
Is willing to take part in all classroom activities.
Works well with her neighbors.
_____'s attitude toward school is excellent.
Has the ability to follow directions.
Handwork is beautifully done.
Learns new vocabulary quickly.
Has a sense of humor and enjoys the stories we read.
Is a steadfast, conscientious worker.
Is very helpful about clean-up work around the room.
Anxious to please.
Brings fine contributions.
Has a pleasant disposition.
Works well.
Is hard working.
Is pleasant and friendly.
Needs to increase speed and comprehension in reading.
Needs to apply skills to all written work.
Gets along well with other children.
Your constant cooperation and help are appreciated.
Has shown an encouraging desire to better herself in ___.
Making steady progress academically.
Quality of work is improving.
Responds well.
Is maintaining grade-level achievements.
Works well in groups, planning and carrying out activities.
Seems to be more aware of activities in the classroom.
Takes an active part in discussions pertinent to ___.
Accepts responsibility.
Extremely conscientious.
Bubbles over with enthusiasm.
Has a sense of humor we all enjoy.
Has an excellent attitude.
Work in the areas of ____ has been extremely good.
Is an enthusiastic worker during the ____ period.
Needs to work democratically with others in groups.
Possible for ___ to exceed grade expectations.
Grasps new ideas readily.
Needs to develop a better sense of responsibility.
Enthusiastic about work in general.
Performs well in everything he undertakes.
Unusually mature.
Seeks information.
Mature vocabulary.
Doing strong work in all areas.
Is a clear thinker.
Excels in writing original stories and poems.
Is a good student who appears to be a deep thinker.
Reads extensively.
Has good organization of thoughts.
Has a vast background knowledge of ___.
Is a very fine and serious student and excels in ___.
Rate of achievement makes it difficult for ___ to keep up with the class.
Must improve work habits if ___ is to gain the fundamentals needed for ___
grade work.
_____'s academic success leaves much to be desired.
Handwriting needs to be improved.
Cooperative, well mannered.
Is a very happy, well-adjusted child, but ___.
Makes friends quickly and is well liked by classmates.
Cries easily.
Good worker and attentive listener.
Good adjustment.
Good attitude.
Capable of achieving a higher average in areas of ____.
Has difficulty retaining process of addition, etc.
Is inconsistent in his efforts, especially in ___.
Sacrificing accuracy for unnecessary speed in his written work.
Needs to listen to directions.
Never completes assignments in the allotted time.
Fails to finish independent assignments.
Would improve if he developed a greater interest in ___.
Comprehends well, but needs to work more quickly.
Needs to be urged.

Anna (an excellent student in all areas)

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.

2) Gustavo (a student of mixed abilities)

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.

Listening is an area in which Gustavo is confident but he is capable of better progress if he

applies himself. He sometimes listens for the gist of a script successfully and he notes
specific details competently. Gustavo can listen equally well to a range of audio material.

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.

3) Tom (a weak student)

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

~ ability to express himself on paper. Speaking & Listening

~ 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.

~ reads independently showing good expression and understanding. ~ shows obvious

enjoyment in reading, choosing a good range of appropriate texts. ~ reading is increasingly
fluent, and ~ uses ~ voice well to bring the characters and plot to life. ~ reads fluently, with
appropriate expression, deriving pleasure from an increasingly wide range of books. ~
demonstrates a good level of fluency when reading. ~ reads with understanding and enjoys
using reference books. In poetry lessons, ~ can comment critically on the overall impact of a
poem, showing how the language and themes have been developed. ~ can find and select
information and use it effectively. ~ is becoming a competent reader and is starting to enjoy
more demanding books. ~ is able to read silently, with sustained concentration. ~
demonstrates a good level of reading fluency, and ~ puts expression into ~ voice. ~ is now
reading a wider range of texts and has a growing enthusiasm for books. ~ reads
independently showing good understanding, and is starting to use 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 and styles with growing expression and increasing
fluency. ~ shows a developing interest in reading; and is reading a range of more testing
books. ~ now enjoys reading more demanding books. ~ has really improved ~ reading this
year. ~ is choosing a range of more demanding and interesting texts. This variety of styles will
lead to a consequent maturity in ~'s story writing. ~'s reading is gaining in fluency. ~ is more
willing to share a book with an adult during the Literacy Hour and senses that ~ is making some
improvement this year. ~ is now reading with greater fluency as a result of more regular
practice; and is certainly deriving pleasure from ~ books. ~ is reading more fluently as a result
of regular practice, and enjoys reading more demanding books. ~ can talk about what ~ has
read, showing a depth of understanding. ~ is expected to read a variety of materials and
reads fluently, with appropriate expression. ~ improvement in reading has been excellent
and ~ is now more confident and enjoying books. ~ is beginning to introduce expression into
the way ~ reads. ~ prefers reference books to story books, and particularly enjoys silent
reading. ~ has really tried hard with ~ reading, and seems to be much more confident. ~ is
developing good library skills and becoming increasingly self-reliant when searching for
information. ~, at times, can be a reluctant reader and therefore has been encouraged to
look for books which interest him. ~ is now more willing to talk about the texts ~ reads. ~ is
now more confident about ~ ability in English and enjoys reading a wider range of books. ~'s
reading has improved and ~ is more aware of the value of books. In ~ reading, ~ shows
increasing fluency but should try to take more notice of punctuation. This will help to improve
~ understanding of the text. Generally, ~ is beginning to make good progress but ~ now needs
to read more challenging books. ~ is a reluctant reader and needs encouragement to become
interested in books. If ~ is to improve ~ must read more regularly at home. ~ reads books and
poems with an increased confidence in ~ abilities. Writing ~ writes well-structured stories; ~
use of interesting detail and expressive words means that ~ creative writing involves the
reader. ~ writes stories with feeling and expression, and is willing to draft and redraft them,
when appropriate. ~ has a lively imagination. ~ forms ~ handwriting joins correctly, and ~
work is invariably well presented. ~ general written work is coherently structured and well
executed. ~ is developing a solid understanding of the rules of grammar and punctuation. ~
stories are usually nicely planned and imaginative. ~ has made good progress during the
Literacy Hour; ~ story writing is more descriptive and increasingly well plotted. ~ is able to
write independently, in complete sentences, using capital letters, full stops and question
marks; and can spell most common words. ~ produced a beautifully presented and well
crafted letter during Literacy work. ~ can revise and redraft ~ own work, using a dictionary as
necessary. ~ reads fluently and with appropriate expression. ~ imaginative writing has some
interesting ideas and ~ gives careful thought to making the meaning clear. ~ is willing to
listen to advice and this has led to a wider use of adjectives and descriptive phrases in ~ work.
~'s imaginative story work is full of original ideas and ~ uses a good range of vocabulary. ~'s
handwriting is well-formed and accurately joined.

~ 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.