Sample Report Card Comments

In response to changes to the elementary achievement chart and the need to work toward
greater consistency in assessment, evaluation and reporting procedures, a team of
GECDSB teachers constructed a collection of samples to serve as models for report card
comments. These samples illustrate the relation to the four achievement chart categories
and demonstrate the language of the new achievement chart.

Teachers are encouraged to examine these samples and consider the implications for use
as they build their own comment banks this term. In addition, while building comments it
is important to recall the System Memo sent out by Superintendent Lynn that includes the
following:

1. Are teachers required to use the four achievement chart categories in

their assessment/evaluation practice?

Yes. Developing assessments to gather evidence of four achievement chart

categories is not new. As a result of the SQC process, all curricula will now have
the same names for the four achievement chart categories (Thinking, Application,
Communication and Knowledge/Understanding).

2. Are teachers required to report on the four achievement chart categories

(T.A.C.K.) in their report card comments?

Yes. Comments should focus on student achievement in relation to the four

achievement chart categories. Refer to the Report Card Handbook page 18 for
information related to the construction of report card comments.

3. Are teachers required to use the qualifiers as they appear on the revised
achievement charts for Social Studies 1-6, History / Geography 7 & 8 (2004)
and Mathematics 1-8 (2005) (i.e. limited, some, considerable and high degree /
thorough).

Yes. The two curriculum policy documents listed above contain the revised
achievement chart language. It is the expectation that throughout the 2005-06
school year teachers will work towards the inclusion of this language in all
subject areas as noted in the Thumbnail Sketch.

It is suggested that teachers make changes gradually to the comment bank

while completing report cards for terms 1 & 2, with the expectation that all
changes will be completed for the 3rd term report card.
Arts - Music

Foci: Knowledge/Application

Name demonstrates (limited, some, considerable, a thorough) understanding of

the basic elements of music (beat, rhythm, pitch, melody, dynamics, tempo).
Name performs music with (limited, some, considerable, a high degree of)
accuracy. Name is encouraged to (insert next step).

Foci: Thinking/ Application

Name usess critical/creative thinking processes with (limited, some,

considerable, a high degree of) depth when explaining the effects of different
musical choices. Name applies expressive skills (dynamics, phrasing) with
(limited, some, considerable, a high degree of) effectiveness. Name should
continue to (insert next step).

Foci: Application/Communication

When creating and performing music with a variety of sound sources, Name
demonstrates (limited, some, considerable, a high degree of) precision. In
responding to the music they hear, create and perform, Name expresses his/her
thoughts and feelings with (limited, some, considerable, a high degree of) clarity.
Name is encouraged to (insert next step).

Arts - Visual Arts

Foci: Knowledge/Understanding/Application

Name identifies (colour, line, shape, form, space texture) with (limited, some,
considerable, thorough) understanding of the elements of design. Name uses
the elements of design in ways appropriate for this grade with (limited, some,
considerable, a high degree of) effectiveness. He/she is encouraged to (insert
next step).

Foci: Communication/ Thinking

Name expresses and organizes ideas and information in art forms, visual arts,
with (limited, some, considerable, a high degree of) clarity. Name uses
processing skills (analyzing, evaluating, inferring, interpreting, forming
conclusions) with (limited, some, considerable, a high degree of) depth. Name
should continue to (insert next step).
Arts - Drama and Dance

Foci: Knowledge/Understading/Communication

Name demonstrates (little, some, considerable, thorough) understanding of hte

principles involved in the structure of works in drama and dance ( eg. variety and
unity). With (limited, some, considerable, a high degree of) clarity can explain
their use of available technology to enhance their work in drama and dance.
Name is encouraged to (insert next step).

Foci: Application/Communication

Name can identify and apply solutions to problems presented through drama and
dance with (limited, some, considerable, a high degree of) effectiveness. With
(limited, some, considerable, a high degree of) appropriateness, Name can make
decsions in large and small groups. Name communicates with (limited, some,
considerable, a high degree of) clarity responses to their own and others’ work in
drama and dance. Name should continue to (insert next step).
French as a Second Language

Foci: Thinking/Communication

Name uses planning skills with (limited, some, considerable, a high degree of)
effectiveness (insert overall expectation). Name expresses and organizes ideas
and information with (limited, some, considerable, a high degree of) clarity.
Name is encouraged to (insert next step).

Foci: Knowledge/Understanding/Application

Name demonstrates (limited, some, considerable, thorough) knowledge of

content (insert overall expectation). Name transfers knowledge and skills to new
contexts with (limited, some, considerable, a high degree of) effectiveness.
Name should continue to (insert next step).

Foci: Communication/Thinking

Name uses conventions, vocabulary, and terminology of the discipline with

(limited, some, considerable, a high degree of) effectiveness. Name uses
critical/creative thinking processes with (limited, some, considerable, a high
degree of) accuracy.
He/she is encouraged to (insert next step).

Foci: Knowledge/Thinking

Name demonstrates (limited, some, considerable, thorough) knowledge of

content. (insert overall expectation). Name uses processing skills with (limited,
some, considerable, a high degree of) accuracy. Name should continue to
(insert next step).
Health and Physical Education

Foci: Knowledge/Application
Name demonstrates (little/some/considerable/thorough) knowledge of the
content studied this term. He transfers knowledge and skills to new contexts in
(fundamental movement skills or principals of movement, sports strategies or
interpersonal skills (teamwork, fair play, leadership) or health concepts) with
(little/some/considerable/ a high degree of) effectiveness. Name is encouraged
to (insert next step).

Foci: Thinking/Communication
Name uses critical/creative thinking processes in (goal setting or decision making
or problem solving or conflict resolution) with (limited/some/considerable/ a high
degree of) effectiveness. He expresses and organizes ideas and information
relating to
(insert overall expectation) in oral, visual and written forms with
(limited/some/considerable/ a high degree of) clarity. Name would benefit from
(insert next step).

Foci: Knowledge/Communication
Name demonstrates understanding of ( ideas or processes or relationships or
techniques or strategies or principals or patterns or concepts) with
(limited/some/considerable/ a high degree of) effectiveness. He communicates
for different audiences and purposes in oral, visual and written forms with
(limited/some/considerable/ a high degree of) clarity. Name is encouraged to
(insert next step).

Foci: Thinking/Application
Name uses planning skills when (focusing research or gathering information or
organizing an inquiry) wtih (limited/some/considerable/ a high degree of)
accuracy. He makes connections within and between various contexts relating to
( insert overall expectation) with (limited/some/considerable/ a high degree of)
relevance. He would benefit from (insert next step).

Foci: Thinking/Application/Communication
Name uses processing skills with (limited/some/considerable/ a high degree of)
effectiveness when applying knowledge and skills in familiar contexts. When
communicating in oral, visual or written forms, he uses conventions, vocabulary,
and terminology, with (limited/some/considerable/ a high degree of) clarity.
Name is encouraged to (insert next step).
Language

Foci: Knowledge/Thinking

Name demonstrates (limited, some, considerable, a thorough) knowledge of the

writing strategies presented this term. He can (insert overall expectation). Name
uses the writing process with (limited, some, considerable, a high degree of)
effectiveness. He is encouraged to (insert next steps).

Foci: Thinking/Communication

Name uses the reading strategies taught this term with (limited, some,
considerable, a high degree of) flexibility. He can (insert overall expectation).
Name expresses and organizes his thoughts about what he has read with
(limited, some, considerable, a high degree of) effectiveness. He should (insert
next step).

Foci: Application/Communication

Name applies the oral communication strategies taught this term with (limited,
some, considerable, a high degree of) accuracy. Name expresses and organizes
ideas and information in large group discussions with (limited, some,
considerable, a high degree of) effectiveness. He can (insert overall
expectation). Name would benefit from (insert next step).
Math

Foci: Knowledge/Understanding/Application
Name shows (limited, some, considerable, a thorough) understanding of
mathematical concepts and applies knowledge and skills in familiar contexts with
(limited, some, considerable, a high degree of) effectiveness. He can (possibly
insert overall expectation). Name should continue to (insert next step)

Foci: Communication/Knowledge
Name expresses and organizes his mathematical thinking with (limited, some,
considerable, a high degree of) effectiveness. Name demonstrates a (limited,
some, considerable, thorough) understanding of the mathematical concepts
studied this term. He/she can (possibly insert overall expectation). Name should
continue to (insert next steps).

Foci: Thinking/Application
Name uses processing skills to carry out a plan with some flexibility. He
connects data, questions, and tests his solution to evaluate reasonableness. He
is beginning to make connections within and between various contexts with
(limited, some, considerable, a high degree of) effectiveness. Name is
encouraged to (insert next steps).

Foci: Thinking/Communication
Name uses critical thinking processes to (insert overall expectation) with (limited,
some, considerable, a high degree of) effectiveness. He/she expresses and
organizes mathematical thinking with (limited, some, considerable, a high degree
of) clarity. He is encouraged to (insert next step).
Science

Foci: Knowledge / Application

Name demonstrates (little/some/considerable/thorough) understanding of the
(insert overall expectation). She uses tools, equipment and materials with
(limited,some,considerable, a high degree of) precision. Name is encouraged to
(insert next step).

Foci: Thinking /Communication

Name uses planning skills and strategies with (little/some/considerable/a high
degree of) effectivness. She expresses and organizes information with
(little/some/considerable/thorough) clarity when (insert overall)in oral, visual
and/or written forms. Name is encouraged to (insert next step).

Foci: Knowledge /Communication

Name demonstrates (little/some/considerable/thorough) knowledge of (insert
overall expectation). She uses conventions, vocabulary, and terminology in oral,
visual and/or written forms with ( little/some/considerable/ a high degree of)
accuracy. Name would benefit from (insert next step).

Foci: Thinking/ Application

Name uses processing skills and strategies with (little/some/considerable/ a high
degree of ) effectiveness when analysing, interpreting, evaluating and forming
conclusions. She makes connections among science, technology, society and
the environment with (little/some/considerable/ a high degree of ) relevance.
Name is encouraged to (insert next step).

Foci: Thinking/ Application/Communication

Name uses critical/creative thinking processes when problem solving and
communicating for different audiences and purposes with
(little/some/considerable/ a high degree of ) effectiveness. She proposes
courses of practical action to deal with problems involving science with
(little/some/considerable/ a high degree of ) appropriateness. Using a greater
variety of strategies will improve her critical thinking skills.
Social Studies

Foci: Knowledge/Understanding Communication

Name shows (limited, some, considerable, thorough) understanding of (insert

overall expectation). Name communicated information during discussion, with
(limited, some, considerable, a high degree of) effectiveness. Name is
encouraged to (insert next step).

Foci: Thinking/Application

Name makes use of planning skills to gather information, ask questions and sets
goals, with (limited, some, considerable, high degree of) effectiveness, (possibly
insert overall expectation). Jason transfers knowledge and skills to new contexts
with (limited, some, considerable, high degree of) accuracy. He/she would
benefit from (insert next step).

Foci: Knowledge/Understanding/Application

Name demonstrates (limited, some, considerable, thorough) knowledge of the

content presented this term (possibly insert overall expectation). He makes
connections within and between various contexts with (limited, some,
considerable, high degree of) effectiveness. Name should work towards (insert
next step).

Foci: Thinking/Application
Name uses planning skills with (limited, some, considerable, a high degree of)
appropriateness (possibly insert overall expectation). With (limited, some,
considerable, a high degree of) accuracy, he/she makes connections between
various contexts (possibly insert overall expectation). Name should (insert next
step).