Transition Report Comments

Transition Report Comments
Communication, Language and Literacy
Achieving Progressing Not Yet

• enjoyed participating in • began to participate in Consider the reason
conversations and discussions conversations and discussions Shyness / lack of
with other children and familiar with other children and familiar confidence
adults adults Non-English speaker
• engaged in lively, focused • participated in Non-compliant with group
conversations with other conversations and discussion expectations
children with other children and familiar
• initiated conversations with adults with teacher / peer • remained shy before
other children and familiar encouragement others
adults • quietly engaged in • found it difficult to
• enthusiastically looked for conversation with selected participate in group
opportunities to speak before, children discussions
or with, others • began to develop • preferred to remain a
• spoke clearly and confidence in speaking before, passive participant in group
confidently or with, others discussions
• took turns when speaking • would take opportunities to • found it challenging to
in whole group sessions and speak before or with others but engage others in conversation
listened courteously to others required encouragement to • lacked confidence when
• was able to wait for his / speak clearly / audibly speaking before, or with,
her turn to speak during whole • enjoyed speaking in whole others
group discussions group sessions but required
• demonstrate awareness of encouragement to await his /
individual sounds and sound her turn
patterns in language such as
rhyme
• used new vocabulary and
Speaking
language in his / her own

speech
• demonstrated a willingness
to be an active participant in
oral activities
• presented relevant ideas
during class discussions
1
K. Honey
TEMIS Early Learning Centre
Report Comments 2009

• always listened • began to listen more • required teacher
courteously and attentively courteously and attentively encouragement to listen
• was able to maintain his / • showed a developing attentively
her attention until the end of a interest in • found it challenging to
discussion / story listening to stories and maintain his / her attention
• listened carefully to discussions when listening to a story or
stories / discussions and was • was able to respond to group discussion
able to make relevant stories and discussions with • required teacher
comments and ask questions teacher encouragement assistance to follow directions
• listened carefully to • was unsure when following to complete set tasks
instructions teacher instructions and • was unable to follow
Listening
• listened carefully and was sought clarification to complete directions without teacher
able to follow teacher set tasks support
directions to complete set • required teacher
tasks assurance when following
• listened and responded to instructions
language patterns in stories
and poems by joining in with
repeated parts of a story or by
echoing words and phrases
• listened appropriately with
others in the group
• respectfully took turns
when listening and speaking
2
K. Honey

• demonstrated an • began to demonstrate an • as yet showed little interest
enthusiasm for books and interest in books and reading in books and reading
reading • began to choose to read • remained apart from
• chose to read as an as an independent activity shared reading sessions
independent activity • enjoyed being read to in a • preferred not to join in with
• was able to sustain interest one-to-one situation with a shared reading sessions
in a book for prolonged period familiar adult
of time • enjoyed looking at
• enjoyed sharing their illustrations in books
interest in books with others • began to join in with
• joined in enthusiastically shared reading sessions
with shared reading sessions • began to show an
• demonstrated a knowledge awareness of print on a page
of the parts of books and their • began to recognise his /
functions her own name
Reading
• was able to follow print on • could make predictions

a page from illustrations in a story with
• displayed an increasing teacher support
bank of sight words
• could recognise some
words by sight
• recognised some names
and familiar words in print
• could recognise some
frequently used words
• was able to use pictures to
tell a story
• was able to tell a story by
looking at the pictures
• was able to use pictures to
make predictions about stories
3
K. Honey

• recognised the letter- • began to demonstrate an • as yet was unable to
sound associations treated this understanding of letter-sound identify letters of the alphabet
semester associations • found it challenging to
• demonstrated an • was able to identify some associate known letters with
awareness that letters letters of the alphabet their sounds
represented sounds • was beginning to associate
• was able to identify all / some letters of the alphabet
most letters of the alphabet with their common sounds
and associate them with their • began to enjoy games and
common sounds activities that developed letter-
Letters & Sounds
• was able to match the sound awareness

beginning sounds of pictures to
known letters
• began to use known letter-
sound associations to decode
unfamiliar words
• beginning to blend letter
sounds into words
• enjoyed participating in
games and activities that
developed letter-sound
awareness
4
K. Honey

• was able to write his / her • beginning to write his / her • as yet showed little interest
own name independently own name using upper and in attempting to write
• was able to write his / her lower case letters • as yet showed little
own name with appropriate • was able to copy his / her interest in putting his / her
upper and lower case letters own name thoughts on paper through
• was able to write his / her • began to from some either pictures or attempts at
own name in upper case letters recognisable letter shapes in writing
only his / her writing attempts • lacked confidence to
• was able to form • began to write using attempt to write
recognisable letters random marks / geometric
• used recognisable letters shapes
in their writing attempts • required teacher
• chose to write as an encouragement to choose
independent activity writing as an independent
• was able to attribute activity but once started, was
Writing
meaning to their attempts at able to express his / her ideas

writing on paper through pictures / a
• could read back their series of random marks
attempts at writing to others • began to show an interest
• showed pride in his / her in using pencils, pens and
achievements as a writer markers to attempt to write
• would attempt to write to • could attribute meaning to
label his / her illustrations their marks on paper
• would choose to write in
imaginary play situations
5
K. Honey

• demonstrated an • required reminders to use • as yet was unable to hold a
appropriate pencil grip an appropriate pencil grip pencil appropriately
• was able to use a pencil / • began to make more • as yet demonstrated little
marker with control and controlled marks with pens and interest in the use of pens or
purpose pencils pencils
• was able to form • began to form shapes and • was reluctant to engage in
appropriate letter shapes marks with more purpose activities that required the
• was able to cut on a • began to cut with more development of fine motor
straight or curved line holding precision on straight / curved skills such as cutting and
both scissors and paper lines pasting
correctly • required teacher
• enjoyed activities that assistance to use a pen or
promoted the development of pencil with some control
fine motor skills • required teacher
assistance to cut on a straight /
curved line
• as yet ‘snipped’ at random
when using scissors
Fine Motor
6
K. Honey
Mathematical
Communication, Development
Language and Literacy

• was able to recite number • was becoming more • recited number names to
names in sequence up to __ confident in reciting number __ with teacher assistance
• could count to / names in sequence up to __ • could count to / backwards
backwards from __ (or • could count to / from __ with teacher support
whichever number is backwards from __ (or • found it challenging to
applicable) whichever number is count beyond __ (Numbers
• consistently recognised applicable less than 10) lower than 10)
numerals to __ in a range of • could recognise numerals • continued to work on
contexts to __ in a range of contexts developing reliable 1:1
• was beginning to more correspondence
• counted up to __ objects • had difficulty in recognising
reliably recognise numerals to
• counted out or took a __ numerals beyond __
specified number of objects / • could count up to __ • worked with teacher
__ objects showing reliable 1:1 objects assistance to solve problems
correspondence
• was developing reliable
• was able to arrange a 1:1 correspondence with
complete set of numbers from teacher support
1 to __ in the correct order • with assistance, could
• solved problems by arrange numbers from 1 to __
applying mathematical ideas in the correct order
and methods • was able to order numbers
• explored problems such to __
as missing numbers, grouping, • with encouragement, was
sharing and estimation able to solve problems by
• responded appropriately applying mathematical ideas
and methods
to questions such as ‘How shall
we do it?’ • began to show more
confidence in responding to
• demonstrated a secure questions such as ‘How shall
understanding of numbers to
Number
we do it?’
__
• with support, could find
• counted objects to __ and how many there were in two
recognised and wrote the groups by combing and
corresponding numbers counting
accurately
• was able to order numbers
to __
• demonstrated an
understanding of numbers up
to __ by using and applying
them in practical contexts
• was able to find one more
or less in practical contexts
with everyday objects
• could find how many there
were in two groups by
combining and counting
• showed confidence in
responding to questions such
as ‘How shall we do it?
7
K. Honey
Mathematical
Communication, Development
Language and Literacy

• used the appropriate • began to use the • had difficulty in discussing
language when talking about appropriate language when the properties and features of
and comparing solid objects talking about and comparing solid objects and flat shapes
and flat shapes solid objects and flat shapes • found it challenging to
• recognised and was able • recognised and described recognise and describe simple
to describe simple patterns simple patterns with teacher patterns
support • experienced difficulty in
• used a range of media and • copied simple patterns copying / continuing / creating
resources to create simple
• created simple patterns simple patterns
patterns.
with assistance • as yet, was unable to
• could recognise patterns • was beginning to identify / describe objects using
experienced in the environment comparative language
reproduce / extend / create /
• was able to identify / compare / discuss patterns • as yet, was unable to
reproduce / extend / create / using actions / manipulatives / identify or describe specific
compare / discuss patterns diagrams / spoken terms two-dimensional shapes such
using actions / manipulatives / as circles, triangles or
• began to classify / arrange
diagrams / spoken terms rectangles
objects using comparative
• could classify / arrange language to describe length / • experienced difficulty in
objects using comparative size / mass / volume using directional terms to
language to describe length / describe the position of an
• identified and described object
size / mass / volume
specific two-dimensional • was unable to apply a
• identified and described
Shape Space & Measurement
shapes such as circles, reliable criteria when sorting

specific two-dimensional squares, triangles or rectangles
shapes such as circles, objects into separate
with encouragement collections
squares, triangles or rectangles
• began to use directional
• used directional terms terms such as over, under,
such as over, under, beside, beside, near, far, left and right
near, far, left and right to to describe the relative position
describe the relative position of of objects
objects
• began to sort objects by
• sorted objects by one one attribute chosen by
attribute chosen by themselves themselves or the teacher
or the teacher
• became more confident in
• could justify how he / she discussing how he / she had
had sorted objects into sorted objects into separate
separate collections collections
8
K. Honey
Personal, Social andLanguage
Communication, Emotionaland
Development
Literacy

• showed high levels of • showed a willingness to • reluctant to seek help
involvement in independently seek help when necessary when necessary
chosen activities • began to show • at this stage, displayed low
• he / she persevered to increasingly high levels of levels of involvement in
complete activities involvement in activities activities
• persevered to complete • needed teacher support in
• displayed high levels of activities with encouragement broadening his / her selection
involvement in self-chosen
• dressed and undressed of independent activities
activities
with some teacher assistance • found it challenging in
• dressed and undressed
• managed his / her own persevering to complete
independently activities
personal hygiene with some
• managed his / her own reminders and encouragement • required assistance with
personal hygiene
• required minimal his / her personal hygiene
• showed personal assistance with toileting • required reminders /
independence in putting on • sometimes required assistance to wash his / her
swimming gear, role play and reminders to wash his /her hands at appropriate times
protective clothing hands at appropriate times • tended to limit his / her
• showed personal • selected and used selection of activities to one or
independence in toileting and activities and resources with two favourite options
washing their hands some support
appropriately • began to show increasing
• selected and used interest / motivation /
activities and resources excitement in learning
independently • began to broaden his / her
• selected tools and selection of independent
resources independently when activities
taking part in self-initiated or
Self-help
• began to engage in a
adult-directed activities broader range of activities
• selected tools and • started to show more
resources independently to attentiveness and
support or extend an idea or perseverance in completing
project activities
• continued to be interested /
motivated / excited to learn
• with encouragement,
followed expectations for
• engaged in a range of
hygiene in the classroom such
activities
as washing hands, using the
• displayed motivation to toilet and using a tissue
learn through attentiveness
and perseverance
• demonstrated high
involvement in a range of
activities
• followed expectations for
hygiene in the classroom such
as washing hands, using the
toilet and using a tissue
9
K. Honey
Communication,
Personal, Language
Social and andDevelopment
Emotional Literacy

• was confident in trying new • began to show an increase • lacked confidence in trying
activities in confidence in trying new new activities
• initiated ideas and activities • sought teacher support
encouraged the involvement of • began to develop his / her and reassurance when trying
others own ideas for projects new activities
• displayed confidence in • began to display • relied on others to initiate
speaking before a familiar confidence in speaking before activities
group a familiar group • lacked confidence in
• was confident in exploring • explored new experiences speaking before a familiar
new experiences with the support and group
encouragement of a familiar • was reluctant to explore
• could talk confidently about adult
his / her experiences with new experiences
• could talk with increasing • found new experiences
adults and his / her peers confidence about his / her
• could identify and talk overwhelming
experiences with adults / other • found it challenging to talk
about what he / she was proud children
of in a project about his / her experiences
• made approprate choices with adults / other children
during independent activity
times
Self-confidence & Self-esteem
10
K. Honey
Communication,
Personal, Language
Emotional Literacy

• worked as part of a large • could work as part of a • preferred to work alone
or small group small group of familiar children • required teacher
• worked as part of a group, • began to take turns and encouragement to take turns
taking turns and sharing fairly share fairly and share fairly
• formed good relationships • began to form good • had yet to form
with both adults and children relationships with both adults relationships with either adults
within the setting and children within the setting or children within the setting
• was helpful and friendly • began to show a • had limited interaction with
• showed preferences in the preference in the company of either his peers or adults in the
company of others others setting
• sought to share his / her • began to seek out others • was reluctant to change or
experiences with others to share experiences adapt his / her plans at the
• maintained positive • showed some suggestion of others
relationships with his / her consideration of change or
peers adapting his / her plans at the
• interacted well with both suggestion of others
his / her peers and adults in the • began to show an
setting awareness and respect for the
contributions of others
• showed a willingness to
• showed a developing
change or adapt plans in
willingness to work
response to constructive
collaboratively with others
suggestions from other children
• showed a developing
• demonstrated a respect for
Making Relationships
willingness to listen and

and non-judgemental respond to the ideas of other
acceptance of others’ children
contributions
• worked collaboratively with
others, listening and
responding to their ideas
11
K. Honey
Communication,
Personal, Language
Emotional Literacy

• waited patiently for a turn • waited for a turn to use • asked for adult assistance
to use popular resources popular resources with adult in having turn to use popular
• demonstrated the encouragement resources
understanding that there needs • began to show awareness • at this stage, was unaware
to be agreed values and codes that there needs to be agreed of the need for agreed values
of behaviour for children and values and codes of behaviour and codes of behaviour in
adults to work together for children and adults to work order for children and adults to
harmoniously together harmoniously work together harmoniously
• demonstrated awareness • with encouragement, • required teacher support to
of the expectations and demonstrated an awareness of meet the expectations and
routines of the Early Learning the expectations and routines routines of the Early Learning
Centre of the Early Learning Centre Centre
• could offer explanations • demonstrated a • required support and
about why rules are necessary developing understanding of encouragement to challenge
and important why rules are necessary and his / her energies in a more
• applied the rules, ‘Be important productive manner
Safe’, ‘Be Kind’, ‘Be Fair’ and • began to demonstrate an • tested the behavioural
‘Be Respectful’, to his / her understanding of the ELC expectations of the Early
involvement in the Early rules, ‘Be Safe’, ‘Be Kind’, ‘Be Learning Centre
Learning Centre program Fair’ and ‘Be Respectful’
& Self-controlBehaviour
12
K. Honey

Transition Report Comments

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Transition Report Comments

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Transition Report Comments

Communication, Language and Literacy

Achieving Progressing Not Yet

language in his / her own

Achieving Progressing Not Yet

Achieving Progressing Not Yet

• was able to follow print on • could make predictions

Achieving Progressing Not Yet

• was able to match the sound awareness

Achieving Progressing Not Yet

meaning to their attempts at able to express his / her ideas

Achieving Progressing Not Yet

Achieving Progressing Not Yet

Achieving Progressing Not Yet

shapes such as circles, reliable criteria when sorting

Achieving Progressing Not Yet

Achieving Progressing Not Yet

Achieving Progressing Not Yet

willingness to listen and

Achieving Progressing Not Yet

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