Elementary Grades 4, 5 and 6 Progress Report Name: Grade: Teacher: Year 2014/2015 Principal: School: Address: Term: Phone: Fax: English Program Intensive Core French French Immersion Social and Behavioural Indicators C Consistently U - Usually P With Prompting R - Rarely Self-Regulation (e.g., understands one s strengths, needs and interests, changes behaviour to suit different situations, cooperates with others) Social Contribution (e.g., understands concept of fairness; celebrates individual, family and cultural differences; demonstrates care for environment) Responsibility (e.g., positive attitude towards learning, participates in activities, works well independently, uses time well, takes responsibility for own belongings and actions) Relationships (e.g., shows respect for others, positive relationships with peers, interacts appropriately with peers and adults) Months Sept. Oct. Nov. Dec. Jan. Feb. Mar. Apr. May June Total Days Open 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0 Days Absent 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0 Student Programming Code/Options: P Prescribed Curriculum Following prescribed curriculum PA Prescribed with Accommodation Following prescribed curriculum with accommodations for a diagnosed exceptionality M Modified Prescribed Diagnosed exceptionality requires changes (modifications) to the prescribed curriculum as noted in the Individual Education Plan (IEP). Outcomes may be changed, deleted, added or extended MA Modified with Accommodations Student requires accommodations to access the modified curriculum
Prerequisite Alternate Program(s) Non-Curricular Alternate Program(s) Additional Programming Hearing Program Alternate Course / Program Name(s) Term 1: Vision Program Non-Curricular Alternate Course(s) Alternate Curriculum English Second Language Other Term 2: Speech Language Program Term 3: Please refer to Report Card Insert(s) for student progress notes. Number of inserts included: Indicators of Achievement (based on evidence gathered to date) 4 Achieving curriculum outcomes 3 Developing an understanding of curriculum outcomes 2 Beginning understanding of curriculum outcomes 1 Not yet demonstrating an understanding of the curriculum outcomes IE Insufficient evidence to evaluate achievement of curriculum outcomes NA Instruction in this area has not yet begun Language Arts English Immersion/ICF 1 2 3 Listening Speaking Reading Viewing Writing Representing Listens with skill and understanding (e.g., class presentations, group discussions, follows instructions, listens respectfully to others ideas, listens for information) Speaks with skill and understanding (e.g., asks questions, talks about experiences, expresses opinions, presents orally, uses social conventions, recognizes the effects of word choice) Uses strategies (e.g., predicting, evaluating, making connections) to read/view a variety of texts with understanding (e.g., informational, narrative, poetry, videos, websites) Responds personally and critically to a range of texts (e.g., relates to own experiences, different perspectives, concept of fair and unfair, intended message, real versus imaginary) Writes/Represents using a variety of text forms (e.g., stories, instructions, letters, drawings, drama, blogs, multi-media presentations) Communicates effectively using a variety of strategies (e.g., word choice, conventions, features of text)to write and represent for different audiences and purposes (e.g., persuade, describe, entertain, explain, report) Culture Demonstrates knowledge of French speaking cultures and communities (Immersion or ICF) Recognizes and respects the importance of cultural diversity Mathematics Number (e.g., number sense, place value, operations, reading and comparing numbers (whole, decimal and/or fractional), estimation, mental math, problem solving) Patterns and Relations (e.g., identifying, describing, extending, reproducing, creating and recording patterns in a variety of ways; meaning of equality and inequality, mental math, estimation, problem solving) Shape and Space (e.g., measurement, time, geometric shapes and objects, transformations, estimation, mental math, problem solving) Statistics and Probability (e.g., gathering data, constructing and interpreting graphs, estimation, mental math, problem solving, comparing probability (grade 5 and 6 only))
Science Uses scientific processes: inquiry, decision making and problem solving Core French Communicates in oral and written French Demonstrates use of language learning skills Demonstrates knowledge of French-speaking cultures Social Studies Uses social studies processes: communication, participation and inquiry Health Demonstrates an understanding of concepts that promote healthy living Religious Education Music Demonstrates an understanding of concepts and skills Listens and responds to music Physical Education Actively participates and demonstrates movement skills in a variety of physical activities and environments Demonstrates an understanding of movement concepts/skills and applies them to healthy active living Demonstrates cooperation and responsibility in a variety of physical activities and environments Art Demonstrates an understanding of concepts and skills Views and responds to art work
Term 1 Term 2 Term 3 Placement for September Teacher s Signature Date Principal s Signature Date November 2014 November 2014