Reading:
NAME reads above grade level.
HE/SHE solves unfamiliar words using HIS/HER understanding of morphology.
For example, when reading unknown words (i.e. undoing), HE/SHE knows to “peel off” the affixes (prefixes/suffixes), find, read, and understand the base, then reread the entire word.
HE/SHE understands that affixes can change the meaning of a base word.
NAME is learning different strategies for why written words are spelled certain ways.
For example, the word horse has an ‘e’ at the end because it is not a plural word.
Through understanding the meaning behind words, NAME is able to further comprehend what he/she is reading.

Writing:
NAME perseveres when writing, and does so with increasingly accurate spelling.
HE/SHE has learned about free writing, narrative, and informative this term.
NAME is beginning to add detail such as adjectives to HIS/HER sentences.
HE/SHE is experimenting by using different forms of punctuation on a more regular basis.
NAME should continue to examine the success criteria or checklist for each writing task to ensure HE/SHE continues to not only meet the expectations, but go beyond what is expected of him/her.



Reading:
NAME solves unfamiliar words using HIS/HER knowledge of reading strategies.
These include touching each grapheme (written letters), blending the sounds, identifying syllables in bigger words, “peeling off” suffix(es) from the base and re-reading the entire word to make sure that the word makes sense.
HE/SHE is learning different strategies for why written words are spelled certain ways.
For example, the word horse has an ‘e’ at the end because it is not a plural word.
Through understanding the meaning behind words, NAME is able to further comprehend what she is reading.
NAME should continue reading this summer to continue to be provided with opportunities to learn to blend sounds.

Writing:
NAME comfortably writes for a variety of purposes and audiences.
HE/SHE has learned about free writing, narrative, and informative this term.
NAME perseveres when writing, and does so with increasingly accurate spelling.
HE/SHE should pay close attention to punctuation, capitalization and spelling.
NAME is encouraged to write on a regular basis over the summer, practicing spelling generalizations learned in class this year.

Oral Language:
NAME uses stated and implied information and ideas in oral texts to make simple inferences and predictions.
In Media, NAME is learning how to navigate Google Classroom and Google Slides. HE/SHE learned how to create text boxes, change font size and colour and insert images.

Next Steps:
-continue to develop HIS/HER knowledge of the relationship between sounds and written symbols with a focus on (beginning sounds, vowel teams/pairs of letters…)
-continue to reread familiar texts to develop fluency and reading prosody
-use punctuation as intended by the author (e.g., stopping at periods)
-identify the location of answers to literal questions
-review vowel teams(two or more consecutive letters that represent one long vowel sound)
-learn to blend 4 phonemes (sounds)
-continue to be provided with opportunities to learn to blend sounds


Reading:
NAME has shown growth this year in HIS/HER foundational literacy skills.
HE/SHE has become an emergent writer and reader, having now consolidated HIS/HER knowledge of letters and an increased number of sounds.

Writing:
NAME often wrote short sentences when completing writing tasks and used HIS/HER knowledge of sounds and spelling generalizations to write unknown words.
HE/SHE learned about free writing, narrative, and informative writing this term.
HE/SHE could read and write most/many CVC words correctly and sometimes needed support with (blends (sl, pl, dr, tw), marker ‘e’, long vowels).
NAME is encouraged to continue practicing writing and reading (preferably decodable texts) to build HIS/HER fluency. When writing, pay close attention to punctuation, capitalization, and spelling.
Automaticity in reading will improve HIS/HER comprehension of increasingly complex texts.



Reading:
NAME reads with increasing fluency and phrasing.
HE/SHE shows an understanding of morphology as HE/SHE constructs and deconstructs words from their affixes (prefixes and suffixes).
For example, the word undoing can be split into un+do+ing.
NAME is learning how to use retelling and determining importance to gain a deeper understanding of informational texts, looking for key words to help HIM/HER understand non-fiction texts.
HE/SHE would benefit from continuing to investigate words: spelling patterns, bases and affixes, and phoneme to grapheme connections.

Writing:
NAME pays attention to spelling and phrasing when writing.
HE/SHE should continue to think about how suffixes change in words, such as doubling the final letter, replacing marker <e> with <ing>, or another suffix. As the speed and efficiency of NAME’s writing increases, HE/SHE will be able to focus more on the content of HIS/HER work.
Remember to double check your writing to ensure that it makes sense, and that you have included a variety of punctuation in all of your sentences.

Media:
NAME learned how to navigate Google Classroom and Google Slides this year.
She can create text boxes, change font size and colour, insert images, and draw using a scribble tool.
NAME should continue exploring these tools as they progress through school.

Next Steps:
NAME would benefit from authentic everyday opportunities to write (e.g. email, birthday cards).
NAME is encouraged to look at the samples of strong work co-created together in class. This will help him gather and organize ideas for his writing.
NAME should seek advice from a friend or teacher about his topic before writing to help develop his ideas.
NAME should add more detail to his ideas when planning them using a graphic organizer.
NAME will be supported in reviewing the descriptive feedback given to him to ensure he knows how to improve next time.
As a next step, NAME should continue to look for areas of improvement in his writing to strengthen the quality of his written work.
Over the summer vacation, NAME is encouraged practise writing reports to enhance his research skills.
As a next step, it would be beneficial for NAME to review and practise the forms of writing taught throughout the year (e.g. narrative, report, poetry, etc.).
During guided writing, NAME will be supported in refining his conventions (punctuation, capitalization, spelling, etc.).
At school, NAME will be provided with many more opportunities to strengthen his editing and revising skills.
During the summer, NAME is encouraged to write short narratives to help strengthen his creative writing skills and add voice to his work.
NAME needs to focus on using correct punctuation and spelling when writing. It would be beneficial for him to use websites or apps to practise over the summer.
When writing at home, NAME is encouraged to brainstorm ideas on an organizer first, to ensure they are relevant and appropriate for the writing task.
At home, NAME might enjoy writing in a journal to recount important experiences.
At home, NAME is encouraged to talk about a topic before writing and draw pictures to help plan his ideas.
When writing at home, NAME should continue to practise using the writing process, especially revising and editing, to become a better writer.
At home, NAME can practise printing more neatly and legibly.



Grade 1 A:
 
READING:
NAME reads and writes above grade level.
HE/SHE solves unfamiliar words using his/her understanding of morphology.
For example, when reading unknown words, (i.e., undoing) he/she knows to "peel off" the affixes (prefixes/suffixes), find/read/understand the base, and then reread the entire word.
HE/SHE understands that affixes can “shift” the meaning of a base.
Through our study of grammar, HE/SHE is beginning to consistently identify the subject and predicate of a sentence which increases his/her reading comprehension.

WRITING:
NAME perseveres when writing, and does so with increasingly accurate spelling.
HE/SHE is beginning to consistently add detail (i.e., adjectives) to his/her sentences.

ORAL:
NAME uses stated and implied information and ideas in oral texts to make simple inferences and predictions.

NEXT STEPS:
NAME is encouraged to ask questions and participate on a more regular basis in classroom lessons and discussions in order to deepen his/her understanding of a lesson/task.

Grade 1 B:  

READING:
NAME solves unfamiliar words using his/her understanding of morphology.
For example, when reading unknown words, (i.e., picking) NAME knows to "peel off" the suffix(es), find/read/understand the base, and then reread the entire word.
NAME understands that affixes (prefixes and suffixes) can “shift” the meaning of a base.
Through our study of grammar, NAME is beginning to consistently identify the subject and predicate of a sentence which increases his/her reading comprehension.

WRITING:
NAME perseveres when writing, and does so with increasingly accurate spelling.
NAME is beginning to consistently add detail (i.e., adjectives) to his/her sentences.

ORAL:
NAME uses stated and implied information and ideas in oral texts to make simple inferences and predictions.

NEXT STEPS:
NAME would benefit from practicing cursive writing over the summer.
HE/SHE will be able to focus more on the content of HIS/HER work as the speed and efficiency of her writing increases.
NAME solves unfamiliar words using his/her knowledge of reading strategies.
These include touching each grapheme (written letters), blending the sounds, identifying syllables in different words, “peeling off” suffix(es) from the base and re-reading the entire word to make sure that it makes sense.
HE/SHE is learning different strategies for why written words are written certain ways.
For example, the word horse has an ‘e’ at the end so it is not a plural word.
NAME should continue reading during the summer to improve his/her fluency when reading more difficult texts.

Grade 1 C:  

READING:
NAME is approaching grade level in both reading and writing.
HE/SHE continues to work on blending 3 letter words using various supports (i.e., pulling down counters, "tapping it out").
HE/SHE is beginning to solve unfamiliar words using her/his understanding of morphology.
For example, when reading unknown words, (i.e., picking) he/she is practicing "peeling off" the suffix(es), find/read/understand the base, and then reread the entire word.
HE/SHE understands that affixes (prefixes and suffixes) can “shift” the meaning of a base.
NAME is a very hard worker and always tries her/his best when working one-on-one with her/his teacher on a daily basis.

WRITING:
NAME is beginning to spell three letter words with accuracy.
HE/SHE is working towards writing stories with two sentences.

ORAL:
NAME uses stated and implied information and ideas in oral texts to make simple inferences and predictions.

NEXT STEPS:
NAME would benefit from practicing cursive writing over the summer.
HE/SHE will be able to focus more on the content of her/his work as the speed and efficiency of his writing increases.


Grade 2 A:  

READING:
NAME reads at grade level with increasing fluency and phrasing.
As NAME deepens her/his understanding of grammar (i.e., types of phrases/sentences, prepositions, conjunctions, etc.), her/his ability to comprehend text increases.
NAME shows an understanding of morphology as he/she constructs and deconstructs words into word sums (i.e., unknowingly = un+know+ing+ly).

WRITING:
NAME pays close attention to spelling and phrasing when writing.
NAME is increasingly using prepositional phrases in her/his work.
NAME  should continue to think about the three suffixing changes that can occur: doubling, replacing marker <e> and changing <y> to <i>).

ORAL:
NAME demonstrates an understanding of appropriate listening behaviour by using active listening strategies in a variety of situations.

NEXT STEPS:
NAME is encouraged to continue to read and draw conclusions from challenging material for pleasure, information, and vocabulary building.
Working with NAME to increase her/his vocabulary through word sum investigations (i.e., recreation --> re+create+ion) this summer would greatly benefit her/him.

Grade 2 B:  

READING:
NAME reads with increasing fluency and phrasing.
As NAME deepens his/her understanding of grammar (i.e., types of phrases/sentences, prepositions, conjunctions, etc.), his/her ability to comprehend text increases.
NAME shows an understanding of morphology as HE/SHE constructs and deconstructs words into word sums (i.e., undoing --> un+do+ing).

WRITING:
NAME pays attention to spelling and phrasing when writing.
NAME is increasingly using prepositional phrases in his/her work.
NAME should continue to think about the three suffixing changes that can occur: doubling, replacing marker <e> and changing <y> to <i>).

ORAL:
NAME demonstrates an understanding of appropriate listening behaviour by using active listening strategies in a variety of situations.

NEXT STEPS:
NAMEwould benefit from practicing cursive writing over the summer.
NAME will be able to focus more on the content of his/her work as the speed and efficiency of her writing increases.
NAME would also benefit from continuing to investigate words: spelling patterns, bases and affixes and phoneme to grapheme connections.

Grade 2 C:
 
READING:
NAME's reading and writing is approaching grade level.
NAME reads word by word and is gaining a bank of sight words.
NAME shows an understanding of morphology as HE/SHE constructs and deconstructs words into word sums (i.e., undoing --> un+do+ing).

WRITING:
NAME pays close attention to spelling when writing.
NAME is increasingly using prepositional phrases in her/his work.
NAME should continue to think about what is happening in her/his mouth, as opposed to what he/she hears, when he/she taps out the phonemes in words.
This is especially useful when he/she writes words with consonant clusters.

ORAL:
NAME demonstrates an understanding of appropriate listening behaviour by using active listening strategies.

NEXT STEPS:
NAME would benefit from continuing to investigate words: spelling patterns, bases and affixes and phoneme to grapheme connections.