You've reached the end of another grading period, and what could be more daunting than the task of composing insightful, original, and unique comments about every child in your class? The following positive statements will help you tailor your comments to specific children and highlight their strengths.
You can also use our statements to indicate a need for improvement. Turn the words around a bit, and you will transform each into a goal for a child to work toward. Sam cooperates consistently with others becomes Sam needs to cooperate more consistently with others, and Sally uses vivid language in writing may instead read With practice, Sally will learn to use vivid language in her writing.
Make Jan seeks new challenges into a request for parental support by changing it to read Please encourage Jan to seek new challenges. Whether you are tweaking statements from this page or creating original ones, check out our Report Card Thesaurus [see bottom of the page] that contains a list of appropriate adjectives and adverbs.
There you will find the right words to keep your comments fresh and accurate. We have organized our report card comments by category. Read the entire list or click one of the category links below to jump to that list. Behavior The student: cooperates consistently with the teacher and other students. Character The student: shows respect for teachers and peers. Group Work The student: offers constructive suggestions to peers to enhance their work.
Interests and Talents The student: has a well-developed sense of humor. Participation The student: listens attentively to the responses of others. Social Skills The student: makes friends quickly in the classroom. Time Management The student: tackles classroom assignments, tasks, and group work in an organized manner.
Work Habits The student: is a conscientious, hard-working student. Student Certificates! Recognize positive attitudes and achievements with personalized student award certificates! Report Card Thesaurus Looking for some great adverbs and adjectives to bring to life the comments that you put on report cards?
Go beyond the stale and repetitive With this list, your notes will always be creative and unique. Adjectives attentive, capable, careful, cheerful, confident, cooperative, courteous, creative, dynamic, eager, energetic, generous, hard-working, helpful, honest, imaginative, independent, industrious, motivated, organized, outgoing, pleasant, polite, resourceful, sincere, unique Adverbs always, commonly, consistently, daily, frequently, monthly, never, occasionally, often, rarely, regularly, typically, usually, weekly.
Objectives Students will learn about changes that occurred in the New World and Old World as a result of early exploration. Older students only. Besides strange people and animals, they were exposed to many foods that were unknown in the Old World. In this lesson, you might post an outline map of the continents on a bulletin board. On the bulletin board, draw an arrow from the New World the Americas to the Old World Europe, Asia, Africa and post around it drawings or images from magazines or clip art of products discovered in the New World and taken back to the Old World.
You might draw a second arrow on the board -- from the Old World to the New World -- and post appropriate drawings or images around it. Adapt the Lesson for Younger Students Younger students will not have the ability to research foods that originated in the New and Old World. You might adapt the lesson by sharing some of the food items in the Food Lists section below.
Have students collect or draw pictures of those items for the bulletin board display. Students might find many of those and add them to the bulletin board display. Notice that some items appear on both lists -- beans, for example. There are many varieties of beans, some with New World origins and others with their origins in the Old World. In our research, we found sources that indicate onions originated in the New and sources that indicate onions originated in the Old World.
Students might create a special question mark symbol to post next to any item for which contradictory sources can be found Note: The Food Timeline is a resource that documents many Old World products. Whole language reading instruction requires that students memorize words so that they can recognize them on sight. In explicit phonics instruction, children learn the rules as well as the exceptions to them, and they are not taught to memorize words.
Reading researchers have verified that memorization of sight words has not been proved to increase reading fluency the speed with which a reader can read and comprehend text. Horace Mann argued that phonics should not be used at all.
The Dick and Jane readers that many parents may remember fondly were an outgrowth of the anti-phonics movement of the middle twentieth century. The debate has shifted over time since the introduction of the whole language philosophy of teaching reading. Whole language also puts a great deal of emphasis upon rich oral language experiences e.
To focus entirely, or mostly, on phonemic awareness skills to help kids decode words, reduces the act of reading to a bleak science. Kids may spend overmuch time with phonics booklets, phonemic awareness activities, tests, and programs, without actually doing much reading. On the other hand, to focus exclusively, or mostly, on a whole language approach to beginning reading, deprives kids of what science seems to tell us is the core of learning to read, and that is the ability to sound out phonemes, digraphs, blends, and other components that are crucial in being able to sound out words.
This lack is probably even more pronounced with kids who have been diagnosed with dyslexia, since research suggests that they often have difficulty discriminating between different phonemes, and in combining phonemes to make words. So, here we have it: both of these approaches are necessary. As a result, they learn to pronounce unfamiliar words that look intimidating to them.
Whole Language learning programs focus on less rigid tactics for literacy. Generally, less time is focused on repetition learning. In fact, it focuses on the flow and theme of the text, emphasizing meaning and relating to young students. Students do not sound out words as they do in phonics. However, at times, they use creative writing to make stories. While most of the spelling is completely incorrect, it helps the student learn the process of writing and reading.
Students are then encouraged to decode each word through the larger context of the story they wrote. Phonics Programs tend to help students with better word recognition, spelling, and pronunciation.
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