Language Arts Term 1

Oral reading is fluent and expressive and reading responses consistently include a great deal more detail than is required. demonstrates a thorough understanding of main character and setting. Creative writing stories show a beginning that initiates interest for the rest of the story. uses punctuation marks and capital letters consistently and, for the most part, accurately in all areas of the language program. Spelling is almost all standardized, with unknown words being spelled phonetically correct. communicates with clarity, precision, confidence and participates in all class discussions.

Oral reading is fluent and reading responses often include some detail. demonstrates a good understanding of main character and setting. creative writing stories have a good beginning. uses punctuation marks and capital letters consistently and fairly accurately in most areas of the language program. Spelling is mostly standardized with unknown words being spelled phonetically correct. usually communicates with clarity, precision and confidence and usually participates in class discussions.

Oral reading is not fluent but is able to read most of the words in the reading material. Reading responses include little detail. Demonstrates some understanding of main character and setting. With assistance, creative writing stories somewhat of a beginning. With support uses punctuation marks and capital letters with some accuracy in the language program. Spelling is mostly phonetic with high frequency words being spelled correctly. With assistance can usually communicate with some clarity. only participates in class discussions when encouraged to do so.

is able to read many high frequency words, pattern books and predictable print. Reading responses lack detail and accuracy. shows a limited understanding of main character and setting. With a great deal of assistance is starting to use an appropriate beginning for creative writing stories. rarely uses punctuation marks or capital letters correctly in the language program. Spelling is phonetic and random letters with a few high frequency words being spelled correctly. requires a great deal of assistance and encouragement to communicate with clarity and participate in class discussion.

Math - Term 1

shows a thorough understanding of addition and subtraction of numbers to 10, as reviewed and is able to compare, order and represent whole numbers to 100. can count by 1's, 2's, 5's and 10's as reviewed and count backwards by one's from 20. can sort objects, recognizing that they can have more than one attribute and combine two attributes when creating or extending a pattern. can always select an appropriate standard unit (cm / m) to measure length and distance. almost always applies mathematical procedures independently, accurately and consistently uses appropriate terminology in explanations.

shows a general understanding of addition and subtraction of numbers to 10, as reviewed and is usually able to compare, order and represent whole numbers to 100. can count by 1's, 2's, 5's and 10's as reviewed and count backwards by ones from 20. can sort objects, recognizing that they can have more than one attribute and combine two attributes when creating or extending a pattern. can usually select an appropriate standard unit (cm / m) to measure length and distance. usually applies mathematical procedures independently, accurately and consistently uses appropriate terminology in explanations.

shows an understanding of some of the concepts of addition and subtraction of numbers to 10, as reviewed and is usually able to compare, order and represent whole numbers to 100 with assistance. can count by 1's, 2's, 5's and 10's as reviewed and count backwards by ones from 20 with assistance. can usually sort objects, recognizing that they can have more than one attribute and combine two attributes when creating or extending a pattern. can usually select an appropriate standard unit (cm / m) to measure length and distance. sometimes applies mathematical procedures, accurately and with assistance, uses appropriate terminology in some explanations.

shows a limited understanding of a few of the concepts of addition and subtraction of numbers to 10, as reviewed and is usually able to compare, order and represent whole numbers to 100 with assistance. can count to 100 by 1's, 2's, 5's and 10's and backwards from 20 only with assistance. with assistance, can sort objects, recognizing that they have only on attribute and can only use one attribute when creating or extending a pattern. can

usually select an appropriate standard of unit (cm / m) to measure length and distance.

rarely applies mathematical procedures accurately or gives complete explanations, without assistance.

Science - - Term 1

demonstrates an excellent understanding of almost all of the basic concepts, vocabulary, skills and knowledge as related to our unit on pumpkins. Topics included properties of liquids and solids, dissolving and states of liquids and solids and how plants are necessary for animal growth. Tools, equipment and materials were used correctly with little or no assistance.

demonstrates a good understanding of most of the concepts, vocabulary, skills and knowledge related to our unit on pumpkins. Topics included properties of liquids and solids, dissolving and states of liquids and solids and how plants are necessary for animal growth. Tools, equipment and materials were used correctly with little assistance.

demonstrated a fair understanding of some of the basic concepts, vocabulary, skills and knowledge related to our unit on pumpkins. Topics included properties of liquids and solids, dissolving and states of liquids and solids and how plants are necessary for animal growth. Tools, equipment and materials were used correctly with assistance.

Social Studies - - Term 1

shows a complete understanding of the basic concepts, vocabulary, skills and knowledge as demonstrated in unit on Canada and World Connections entitled, "All About Me." These included the concept of many countries, similarities and differences between communities and research. always participated and contributed relevant information to class discussions and assignments.

shows a good understanding of the basic concepts, vocabulary, skills and knowledge as demonstrated in the unit on Canada and World Connections entitled, "All About Me." These included the concept of many countries, similarities and differences between communities and research. usually participated and contributed relevant information to class discussions and assignments.

shows a fair understanding of the basic concepts, vocabulary, skills and knowledge as demonstrated in the unit on Canada and World Connections entitled, "All About Me." These included the concept of many countries, similarities and differences between communities and research. With prompting, participated and contributed information to class discussions. Assignments were completed with assistance.

Art - - Term 1

Creative work almost always demonstrated the application of the skills and techniques taught.

This terms concentration was on cutting, pasting, colours and types of lines. used tools, equipment, materials and instruments correctly, with limited assistance. Finished work almost always reflected a developing sense of visual communication and self-expression.

Creative work usually demonstrated the application of the skills and techniques taught.

This terms concentration was on cutting, pasting, colours and types of lines. used tools, equipment, materials and instruments correctly, with some assistance. Finished work almost always reflected a developing sense of visual communication and self-expression.

Creative work sometimes demonstrated the application of the skills and techniques taught.

This terms concentration was on cutting, pasting, colours and types of lines. used tools, equipment, materials and instruments correctly, with assistance. Finished work reflected a developing sense of visual communication and self-expression.

Creative work rarely demonstrated the application of the skills and techniques taught.

This terms concentration was on cutting, pasting, colours and types of lines. used tools, equipment, materials and instruments correctly, only with assistance. Needs to develop and overall sense of visual communication and self-expression in finished art work.

Language Arts - Term 1

Raht, Haarem

Oral reading is not fluent but Haarem is able to recognize most of the words in the reading material. Reading responses include little detail but demonstrates some understanding of main character and setting. With assistance, the beginning of her creative writing stories are showing improvement. With support, Haarem uses punctuation marks and capital letters with some accuracy in the language program. There is some phonetic spelling interspersed with random letters and some high frequency words are usually spelled correctly. With assistance, Haarem can usually communicate with some clarity. She only takes part in class discussions when encouraged to do so. In the next term we will continue to work on Haarem's spelling and phonics in order that she hears the sounds of all the letters.

Belran, Becca

Oral reading is fluent, reading responses often include some detail and Becca demonstrates a good understanding of main character and setting. With assistance, her creative writing stories show somewhat of a beginning. With support, Becca uses punctuation marks and capital letters with some accuracy in the language program. Daily practice, both at home, within the homework and at school, will help to develop more accuracy. Spelling is mostly standardized with unknown words being spelled phonetically correct. She usually communicates with clarity, precision and confidence and usually participates in class discussions.

Brow, Rastus

Oral reading is fluent and reading responses often include some detail. Rastus demonstrates a good understanding of main character and setting. With assistance, her creative writing stories show somewhat of a beginning and with support, Rastus uses punctuation marks and capital letters with some accuracy in the language program. Daily practice, both at home ( homework) and at school, will help to develop more accuracy. Spelling is mostly standardized with unknown words being spelled phonetically correct. She usually communicates with clarity, precision and confidence and usually participates in class discussions.

Turns, Naley

Oral reading is fluent and reading responses often include some detail. Naley demonstrates a good understanding of main character and setting. With assistance, his creative writing stories show somewhat of a beginning. With support, Naley uses punctuation marks and capital letters with some accuracy in the language program. Daily practice, both at home, within the homework and at school, will help to develop more accuracy. Spelling is mostly standardized with unknown words being spelled phonetically correct. He usually communicates with clarity, precision and confidence and usually participates in class discussions.

Wente, Lis

Oral reading is not fluent but Lis is able to recognize most of the words in the reading material. Reading responses include little detail as she often does not understand the directions but she does demonstrates some understanding of main character and setting. Creative writing stories have a good beginning and develop in an interesting way. Lis uses punctuation marks and capital letters with some accuracy in the language program. Spelling is mostly phonetic with high frequency words being spelled correctly. With assistance, she can usually communicate with some clarity. Lis only takes part in class discussions when encouraged to do so. Continuous reading practice both at home and at school will help develop her reading skills.

Late, Fael

Oral reading is not fluent but Fael is able to recognize most of the words in the reading material. Reading responses include little detail but he does demonstrate and understanding of main character and setting . Practice at home and school will help develop fluency. It would also be beneficial to Fael to listen to, and read directions carefully. Spelling is mostly standardized with unknown words being spelled phonetically correct. He usually communicates with clarity, precision and confidence and always participates in class discussions.

Po, Isha

Oral reading is fluent and expressive and reading responses sometimes include more detail than is required. She demonstrates a good understanding of main character and setting. Her creative writing stories have a good beginning and she uses punctuation marks and capital letters consistently and fairly accurately in most areas of the language program. She makes good use of her spelling and phonetic skills in her daily work. She usually communicates with clarity, precision and confidence and participation in class activities and discussions is good.

Elson, Aly

Oral reading is fluent and expressive and reading responses usually include a

more detail than is required. Aly demonstrates a thorough understanding of main character and setting. Creative writing stories show a beginning that initiates interest for the rest of the story. She uses punctuation marks and capital letters consistently and, for the most part, accurately in all areas of the language program. Spelling is almost all standardized, and she is able to make good use of her phonetic skills for unknown words. Aly communicates with clarity, precision, confidence and participates in all class discussions and activities.

Mun, James

Oral reading is not fluent but James is able to read most of the words in the reading material.

Reading responses are beginning to include a little more detail and he demonstrates some understanding of main character and setting. With assistance, creative writing stories show somewhat of a beginning. With support, James can use punctuation marks and capital letters with some accuracy in the language program. Spelling is mostly phonetic with high frequency words being spelled correctly. He can usually communicate with clarity and confidence and participates in class discussions.

Singer, Hannah

Oral reading is fluent and expressive and reading responses consistently include more detail than is required. Hannah demonstrates a thorough understanding of main character and setting. Creative writing stories have a good beginning. She uses punctuation marks and capital letters consistently and fairly accurately in all areas of the language program. Spelling is almost all standardized, with unknown words being spelled phonetically correct. Hannah communicates with clarity, precision, and confidence and participates in all class discussions.

Won, Emma

Oral reading is fluent and expressive and reading responses consistently include more detail than is required. Emma demonstrates a thorough understanding of main character and setting. Creative writing stories have a good beginning. She uses punctuation marks and capital letters consistently and fairly accurately in all areas of the language program. Spelling is almost all standardized, with unknown words being spelled phonetically correct. Emma communicates with clarity, precision, and confidence and participates in all class discussions.

Hemphill, Gasha

Oral reading is fluent and reading responses often include some detail. Gasha demonstrates a good understanding of main character and setting. Her creative writing stories have a good beginning but do not always follow through. Gasha uses punctuation marks and capital letters fairly accurately in most areas of the language program. Spelling is mostly standardized with unknown words being spelled phonetically correct. She usually communicates with clarity, precision and confidence and usually participates in class discussions.

Lee , Melanie

Oral reading is fluent and expressive and reading responses are beginning to include more detail. Melanie demonstrates a thorough understanding of main character and setting. Creative writing stories have a good beginning. She uses punctuation marks and capital letters consistently and fairly accurately in all areas of the language program. Spelling is almost all standardized, with unknown words being spelled phonetically correct. Melanie communicates with clarity, precision, and confidence and participates in all class discussions.

Hirb, Aly

Aly is able to recognize many of the high frequency words. She is able to read pattern books and predictable print once the pattern is established. Reading responses lack detail and accuracy usually because she cannot focus on the work or understand the directions. Within the last two weeks, Aly has show improvement in both areas. Aly will continue with LRT support as well as extra help from the parent volunteers. She needs to read at home to help develop her abilities in this area. Written work consists of mainly random letters although she has just begun to spell some words correctly and use phonetic skills to sound out words. Punctuation marks are now being used randomly but she rarely uses capital letters. Continued daily practice may help develop this skill.

Tutte, Cion

Oral reading is not fluent but Cion is able to recognize most of the words in the reading material. Reading responses are often inaccurate and include little detail. He demonstrates some understanding of main character and setting. With assistance, Cion's creative writing stories show somewhat of a beginning. With support, he uses punctuation marks and capital letters with some accuracy in the language program. Spelling is mainly standardized with unknown words being spelled phonetically. With assistance, Cion can usually communicate with some clarity. He only participates in class discussions when encouraged to do so.

Pickford, Justin

Oral reading is fluent and reading responses often include some detail. Justin demonstrates a good understanding of main character and setting. His creative writing stories have a good beginning and he uses punctuation marks and capital letters consistently and fairly accurately in most areas of the language program. Spelling is mostly standardized with unknown words being spelled phonetically correct. Justin usually communicates with clarity, precision and confidence and usually participates in class discussions.

Saxton, William

Oral reading is fluent and reading responses often include some detail. Billy demonstrates a good understanding of main character and setting. With assistance, his creative writing stories

show somewhat of a beginning. He uses punctuation marks and capital letters consistently and fairly accurately in most areas of the language program. Spelling is mostly standardized with unknown words being spelled phonetically correct. Billy usually communicates with clarity, precision and confidence and usually participates in class discussions.

Tuull, Jennifer

Oral reading is fluent and expressive and reading responses often include more detail than is required. Jenny demonstrates a thorough understanding of main character and setting. Creative writing stories have a good beginning. She uses punctuation marks and capital letters consistently and fairly accurately in all areas of the language program. Spelling is almost all standardized, with unknown words being spelled phonetically correct. Jenny communicates with clarity, precision, and confidence and participates in all class discussions.

Wils, Ryl

Oral reading is fluent and expressive and reading responses often include more detail than is required. Ryl demonstrates a thorough understanding of main character and setting. Her creative writing stories have a good beginning. Ryl uses punctuation marks and capital letters consistently and fairly accurately in most areas of the language program. Spelling is mostly standardized with unknown words being spelled phonetically correct She usually communicates with clarity, precision and confidence and usually participates in class discussions.

Math - Term 1

Akhtar, Haarem

Haarem shows a general understanding of addition and subtraction of numbers to 10, as reviewed and is usually able to compare, order and represent whole numbers to 100. She can count by 1's, and 10's to 100 as reviewed but still needs practice in counting by 2's and 5's to 100. She can count backwards by ones from 20. Haarem can sort objects, recognizing that they can have more than one attribute and combine two attributes when creating or extending a pattern. She can usually select an appropriate standard unit (cm / m) to measure length and distance. Haarem usually applies mathematical procedures, accurately and consistently uses appropriate terminology in explanations.

Hralrun, Becca

Becca shows a thorough understanding of addition and subtraction of numbers to 10, as reviewed and is able to compare, order and represent whole numbers to 100. She can count by 1's, 2's, 5's and 10's to 100, as reviewed and count backwards by ones from 20. She can sort objects, recognizing that they can have more than one attribute and combine two attributes when creating or extending a pattern. Becca can always select an appropriate standard unit (cm / m) to measure length and distance. She almost always applies mathematical procedures independently, accurately and consistently uses appropriate terminology in explanations.

Down, Rastus

Rastus shows a general understanding of addition and subtraction of numbers to 10, as reviewed and is usually able to compare, order and represent whole numbers to 100. She continues to require practice counting by 1's, 2's, and 5's to 100. Please practice with her at home to help her internalize this skill. She can count backwards by ones from 20. She can sort

objects, recognizing that they can have more than one attribute and combine two attributes when creating or extending a pattern. Rastus can always select an appropriate standard unit (cm / m) to measure length and distance. She usually applies mathematical procedures independently, accurately and consistently uses appropriate terminology in explanations.

Huns, Aley

Aley shows a thorough understanding of addition and subtraction of numbers to 10, as reviewed and is able to compare, order and represent whole numbers to 100. He can count by 1's, 2's, 5's and 10's to 100 as reviewed and count backwards by ones from 20. He can sort objects, recognizing that they can have more than one attribute and combine two attributes when creating or extending a pattern. Aley can always select an appropriate standard unit (cm / m) to measure length and distance. He almost always applies mathematical procedures independently, accurately and consistently uses appropriate terminology in explanations.

Bonter, Lis

Lis shows an understanding of some of the concepts of addition and subtraction of numbers to 10, as reviewed. Comparing and ordering numbers gave her some difficulty in the beginning but with assistance she was able to complete assignments. We will continue to review in order that she consolidate this skill. She can represent whole numbers to 100. Lis can count by 1's, 5's and 10's to 100 but requires more practice counting by 2's to 100. She count backwards by ones from 20. Lis can sort objects, recognizing that they can have more than one attribute and combine two attributes when creating or extending a pattern. She can usually select an appropriate standard unit (cm / m) to measure length and distance. Lis usually applies mathematical procedures, accurately and uses appropriate terminology in explanations.

Ates, Fael

Fael shows a thorough understanding of addition and subtraction of numbers to 10, as reviewed and is able to compare, order and represent whole numbers to 100. He can count by 1's, 2's, 5's and 10's to 100, as reviewed and count backwards by ones from 20. He can sort objects, recognizing that they can have more than one attribute and combine two attributes when creating or extending a pattern. Fael can always select an appropriate standard unit (cm / m) to measure length and distance. He almost always applies mathematical procedures independently, accurately and consistently uses appropriate terminology in explanations.

Gram, Trisha

Trisha shows a thorough understanding of addition and subtraction of numbers to 10, as reviewed and is able to compare, order and represent whole numbers to 100. She can count

by 1's, 2's, 5's and 10's to 100, as reviewed and count backwards by ones from 20. She can sort

objects, recognizing that they can have more than one attribute and combine two attributes when creating or extending a pattern. Trisha can always select an appropriate standard unit (cm / m) to measure length and distance. She almost always applies mathematical procedures independently, accurately and consistently uses appropriate terminology in explanations.

Elson, Aly

Aly shows a thorough understanding of addition and subtraction of numbers to 10, as reviewed and is able to compare, order and represent whole numbers to 100. She can count by 1's, 2's, 5's and 10's to 100, as reviewed and count backwards by ones from 20. She can sort objects, recognizing that they can have more than one attribute and combine two attributes when creating or extending a pattern. Aly can always select an appropriate standard unit (cm / m) to measure length and distance. She almost always applies mathematical procedures independently, accurately and consistently uses appropriate terminology in explanations.

Jacob, James

James shows a thorough understanding of addition and subtraction of numbers to 10, as reviewed and is able to compare, order and represent whole numbers to 100. He can count by 1's, 2's, 5's and 10's to 100, as reviewed and count backwards by ones from 20. He can sort objects, recognizing that they can have more than one attribute and combine two attributes when creating or extending a pattern. James can always select an appropriate standard unit (cm / m) to measure length and distance. He almost always applies mathematical procedures independently, accurately and consistently uses appropriate terminology in explanations.

Ginger, Hannah

Hannah shows a thorough understanding of addition and subtraction of numbers to 10, as reviewed and is able to compare, order and represent whole numbers to 100. She can count

by 1's, 2's, 5's and 10's to 100, as reviewed and count backwards by ones from 20. She can sort

objects, recognizing that they can have more than one attribute and combine two attributes when creating or extending a pattern. Hannah can always select an appropriate standard unit (cm / m) to measure length and distance. She almost always applies mathematical procedures independently, accurately and consistently uses appropriate terminology in explanations.

Wun, Emma

Emma shows a thorough understanding of addition and subtraction of numbers to 10, as reviewed and is able to compare, order and represent whole numbers to 100. She can count

by 1's, 2's, 5's and 10's to 100, as reviewed and count backwards by ones from 20. She can sort

objects, recognizing that they can have more than one attribute and combine two attributes when creating or extending a pattern. Emma can always select an appropriate standard unit (cm / m) to measure length and distance. She almost always applies mathematical procedures independently, accurately and consistently uses appropriate terminology in explanations.

Hesp, Gasha

Gasha shows a thorough understanding of addition and subtraction of numbers to 10, as reviewed and is able to compare, order and represent whole numbers to 100. She can count

by 1's, 2's, 5's and 10's to 100, as reviewed and count backwards by ones from 20. She can sort

objects, recognizing that they can have more than one attribute and combine two attributes when creating or extending a pattern. Gasha can always select an appropriate standard unit (cm / m) to measure length and distance. She almost always applies mathematical procedures independently, accurately and consistently uses appropriate terminology in explanations.

Kees, Anie

Anie shows a good understanding of addition and subtraction of numbers to 10, as reviewed and is able to compare, order and represent whole numbers to 100. She can count by 5's and 10's to 100 but requires practice counting by 1's and 2's to 100. She can count backwards by ones from 20. She can sort objects, recognizing that they can have more than one attribute and combine two attributes when creating or extending a pattern. Anie can always select an appropriate standard unit (cm / m) to measure length and distance. She almost always applies mathematical procedures independently, accurately and consistently uses appropriate terminology in explanations.

Teby, Aly

Aly shows a limited understanding of a few of the concepts of addition and subtraction of numbers to 10, as reviewed and has difficulty comparing, ordering and representing whole numbers to 100 without assistance. She can count to 100 by 1's, and 10's but requires a great deal of practice to count to 100 by 2's and 5's. She can count backwards from 20 only with assistance. With assistance, Aly can sort objects, recognizing that they have only one attribute and can use only one attribute when creating or extending a pattern. She can usually select an appropriate standard of unit (cm / m) to measure length and distance. Aly rarely applies mathematical procedures accurately or gives complete explanations, without assistance. Aly will continue to receive support from the LRT and parent volunteers to help review and work with numbers. Practice at home in counting will help consolidate this skill.

Ette, Cion

Cion shows a general understanding of addition and subtraction of numbers to 10, as reviewed and is usually able to compare, order and represent whole numbers to 100. Cion can count by 1's, 5's and 10's as reviewed but requires more practice in counting by 2' to 100. He can count backwards by ones from 20. Cion can sort objects, recognizing that they can have more than one attribute and combine two attributes when creating or extending a pattern. He can usually select an appropriate standard unit (cm / m) to measure length and distance. Cion usually applies mathematical procedures independently, accurately and consistently uses appropriate terminology in explanations.

Ord, Justin

Justin shows a thorough understanding of addition and subtraction of numbers to 10, as reviewed and is able to compare, order and represent whole numbers to 100. He can count by 1's, 2's, 5's and 10's to 100, as reviewed and count backwards by ones from 20. He can sort objects, recognizing that they can have more than one attribute and combine two attributes when creating or extending a pattern. Justin can always select an appropriate standard unit (cm / m) to measure length and distance. He almost always applies mathematical procedures independently, accurately and consistently uses appropriate terminology in explanations.

San, Billy

Billy shows a thorough understanding of addition and subtraction of numbers to 10, as reviewed and is able to compare, order and represent whole numbers to 100. He can count by 1's, 2's, 5's and 10's to 100, as reviewed and count backwards by ones from 20. He can sort objects, recognizing that they can have more than one attribute and combine two attributes when creating or extending a pattern. Billy can always select an appropriate standard unit (cm / m) to measure length and distance. He almost always applies mathematical procedures independently, accurately and consistently uses appropriate terminology in explanations.

Tuull, Jenny

Jenny shows a thorough understanding of addition and subtraction of numbers to 10, as reviewed and is able to compare, order and represent whole numbers to 100. She can count by 1's, 2's, 5's and 10's to 100, as reviewed and count backwards by ones from 20. She can sort objects, recognizing that they can have more than one attribute and combine two attributes when creating or extending a pattern. Jenny can always select an appropriate standard unit (cm / m) to measure length and distance. She almost always applies mathematical procedures independently, accurately and consistently uses appropriate terminology in explanations.

Elms, Rly

Rly shows a thorough understanding of addition and subtraction of numbers to 10, as reviewed and is able to compare, order and represent whole numbers to 100. She can count by 1's, 2's, 5's and 10's to 100, as reviewed and count backwards by ones from 20. She can sort objects, recognizing that they can have more than one attribute and combine two attributes when creating or extending a pattern. Rly can always select an appropriate standard unit (cm / m) to measure length and distance. She almost always applies mathematical procedures independently, accurately and consistently uses appropriate terminology in explanations.

Learning Skills - Term 1

Tar, Haarem

S N S

S E S

S G S

Haarem has made the adjustment to her new school and class with ease. She is very outgoing

and gets along well with her peers. Haarem completes assignments with some teacher assistance within the allotted time. Learning is not carried over from one subject to another.

She is able to understand a problem and devise a solution. Haarem listens attentively and always shows respect for the rights and opinions of others. Responsibility for appropriate behaviour is usually evident.

Sun, Becca

G G G

G E G

E G G

Becca usually completes assignments independently and within the allotted time. Learning from various subject areas is usually integrated and problems are solved independently.

Becca listens attentively and shows respect for the rights and opinions of others. Responsibility for appropriate behaviour is usually apparent.

Bown, Rastus

S N S

S G S

E G S

Rastus completes assignments with some teacher assistance within the allotted time. Learning is not carried over from one subject to another. She is able to understood a problem and devise a solution. Rastus listens attentively and always shows respect for the rights and opinions of others. Responsibility for appropriate behaviour is usually evident. Gaining confidence in her abilities will help Rastus approach new learning situations more independently.

Bearns, Aley

G G G

S E G

E E G

Aley consistently completes assignments independently and within the allotted time. Learning from various subjects is generally integrated and problems are usually solved independently. Aley listens attentively and always shows respect for the rights and opinions of others. Responsibility for appropriate behaviour is always evident.

Center, Lis

N S S

S S G

G S S

Lis requires a great deal of encouragement to adapt to new situations. As she gains confidence in her own abilities, she will become more independent and not have to rely on others. Learning from various subject areas is not always integrated. Lis usually listens attentively and shows respect for the rights and opinions of others.

Lates, Fael

N S G

S G S

E S S

Fael enjoys the social aspect of school very much. He requires teacher intervention to use his time wisely and to good purpose. Learning from various subject areas is not always transferred.

Fael does not always listen carefully and thus he misinterprets directions or becomes confused. He always shows respect for the rights and opinions of others and responsibility for appropriate behaviour is always evident.

Cruok, Trisha

G G G

E G G

Trisha completes assignments independently with little teacher intervention. Learning from various subject areas is integrated and problems are solved with only occasional assistance. Trisha usually listens carefully and follows direction and instructions very well. Responsibility for appropriate behaviour is evident.

Eleson, Aly

E E E

Aly consistently completes assignments independently and well within the allotted time. Learning from various subjects areas is always integrated and problems are solved independently. She listens attentively and always shows respect for the rights and opinions of others. Aly has been a great help both to myself and other teachers. She displays many good leadership qualities.

Tun, James

S S S

E S S

James is able to complete most assignments with only occasional teacher intervention. He needs to integrate learning from various subject areas and devise alternate solutions to solve problems.

If James were to listen more carefully, it would help him react to situations in a more positive manner. He is well-liked by his peers and enjoys interaction and socialization with them.

Ginger, Hannah

G G G

E G G

Hannah completes assignments independently with little teacher intervention. Learning from various subject areas is integrated and problems are solved independently. Hannah listens carefully and follows direction and instructions very well. She always show respect for the rights and opinions of others and responsibility for appropriate behaviour is always evident.

Suon, Emma

G G G

E G G

Emma completes assignments independently with little teacher intervention. Learning from various subject areas is integrated and problems are solved independently. Emma listens carefully and follows direction and instructions very well. She always show respect for the rights and opinions of others and responsibility for appropriate behaviour is always evident.

Wesp, Gasha

Gasha completes assignments independently with little teacher intervention. Learning from various subject areas is integrated and problems are solved independently. Gasha listens carefully and follows direction and instructions very well. She always show respect for the rights and opinions of others and responsibility for appropriate behaviour is always evident.

Lee, Menie

S G S

S N N

E S S

Menie can complete her work independently but requires reassurance that what she does is acceptable. Learning from various subject areas is always integrated. She continues to develop the ability to solve problems independently. Menie needs to develop a more positive attitude when dealing with her peers and teachers and take more responsibility for her actions.

Kiby, Aly

N N S

N E S

E G N

Aly requires a great deal of assistance to complete her assignments. Currently she is receiving help from the LRT and will continue to do so. Learning from various subject areas is not integrated. She enjoys the social aspect of school and is well liked by her peers. She respects the rights and opinions of others and responsibility for appropriate behaviour is always evident.

Lette, Cion

S N S

S S S

E S N

Cion always completes his assignments within the allotted time but often many careless errors are present. If he were to focus more closely on the task at hand, it might help eliminate some of these errors. He does not always integrate learning form the various subject areas. Cion continues to develop the ability to listen attentively during instructional time in order that directions can be followed correctly.

Piford, Justin

G G G

E G G

Justin completes assignments independently with little teacher intervention. Learning from various subject areas is integrated and problems are solved independently. Justin listens carefully and follows direction and instructions very well. He always show respect for the rights and opinions of others and responsibility for appropriate behaviour is always evident.

Son, William

G G G

E G G

Billy completes assignments independently with little teacher intervention. Learning from various subject areas is integrated and problems are solved independently. Billy listens carefully and follows direction and instructions very well. He always show respect for the rights and opinions of others and responsibility for appropriate behaviour is always evident.

Tuull, Jennifer

N S G

S G S

E S S

Jenny continues to develop the ability to use her time wisely and to good purpose. Learning form various subject areas is usually integrated. Because she often loses focus on the task at hand, her work contains many careless errors. Jenny truly enjoys socialization and interaction with her peers.

Wims, Rly

G G G

E G G

Rly completes assignments independently with little teacher intervention. Learning from various subject areas is integrated and problems are solved independently. Rly listens carefully and follows direction and instructions very well. She always show respect for the rights and opinions of others and responsibility for appropriate behaviour is always evident.