Grade One Class

Grade one and two Language and Math comments have now been edited to fit 450 characters in the new ONTARIO Report card platform Easily copy and paste these Language and Math Grade One /Two Progress Report Card comments (differentiated) into your personal report card bank. They can be possibly be edited for other grades. They indicate how the student is performing and some next steps. I believe that that the comments reflect the skills typical of this point in the year, as well as next steps f

This exit tickets / assessments and conferences ask the students to 1. identify uses of energy in people, objects and other living things and to define energy. 2. summarize results from a plant experiment in which one plant was kept in the dark and the other in the dark 3.identify the sun's uses and importance in the energy chain 4. demonstrate an understanding of being responsible with energy, by choosing which of 2 pictures shows more responsibility and then asks the student to think of othe

A package that contains individual tasks for the following curriculum: -food as energy for people ...which comes from plants and animals that get energy from the sun (energy chains) -plant experiment in which students predict what will happen to a plant in the sun and in the absence of the sun and then record what they observed (to explore sun as energy that makes plants grow) -the sun as the principal source of energy -humans get energy from the world around them

I have created 4 differentiated reading and writing comments for the last term, using Ontario Expectations. They are suitable for grades one and two. I use them for both grades and tweak as needed. They are in a word document so that you can copy/paste to your own personal bank and edit /revise. Example of LEVEL 2 COMMENT Language Level 2 Language Level 2  Give own “level” in bracket (e.g., mid year-end of year, or leave out if their iss

I have a variety of phrases and sample whole comments that can be easily copied and pasted, as you create your progress report learning skills comments! I will leave it as a Word Document so that you can delete, edit or add your own personal comments. The comments for first term, mostly focus on Responsibility, Collaboration, Independent Work and Self-Regulation. They also link to the Grade one and other Ontario Social Studies curriculum by starting with a phrase about adjusting to their new g

I will leave this as a word document so that you can make changes or personalize. In grade one, students have to solve addition and subtraction problems involving whole numbers to 20. There are three main sections: Students have to solve an addition and subtraction problem (using models, pictures or any other tool/ strategy they choose), and then share their tool and strategy. In grade one, this may require conferencing and scribing for students who model the problem/solutions, but are unable

I have included a collection of tasks that can be used as Assessments/Exit Tickets, small group investigations, homework to support in-class work, independent/paired tasks while investigating the various concepts, conference questions. I have also included a rubric that can be used to send home, outlining the level of understanding and ability to apply information. Many of the Ontario Curriculum expectations are covered, including: *identifying materials and fasteners used to make things as we

This organizer has 3 boxes for the students to draw the beginning middle and end of a story before writing about the characters, setting, beginning, middle and end. There are 3 different organizers for differentiation, one has sentence starters, one has large boxes for drawing and one just allows for writing.

LARGE AND SCAFFOLDED OPINION WRITING TEMPLATES FOR EARLY LEARNING or for students requiring ORGANIZERS. AND a RUBRIC I will leave this as a word document so that you can make changes or personalize (ADD TOPICS/QUESTIONS). It is comprised of two sheets with landscaped layouts, so that you can photocopy these two sheets onto an 11X17 for early learners These BLMS scaffold and enable students to record * opinion sentence * 3 reason sentences (supporting detail sentences) *closing opinion sentence

This is an editable product for you to revise as you see fit and add to your personal report card comment bank. I have also used these comments for my grade two students with minor tweaking. I have been teaching grade one for many years and feel that these comments best reflect where students are, at this point in the school year. I also include several next steps. Sample Comments: Level 1 D SIMPLE TEXTS BEYOND PATTERNED READING Fountas and Pinnell LEVEL 3-7 books Reading: *N* has further d

Number Sense Assessments and Rubric Overall Expectations: read, represent, compare, and order whole numbers to 50 counting forward to 50, by 1s, 2’s, 5’s, 10’s Specific Expectations Students will: -select a strategy to solve a counting problem and compare numbers -order numbers on a number line and justify why they were placed there -order numbers by telling what comes before and after a number -represent a number on a tens frame, then relate to the anchor of 5 and 10 and also tell how they k

After much discussion, these tasks can be used as assessment. The students are to cut and paste the events. One task is the cutting and pasting of Likely and Unlikely Events and the other is cutting and pasting of Certain and Impossible Events. There is also a probability coin flipping/graphing activity where the student predict the outcome, flip 20 times, tally, graph results and interpret results. In addition, there is a two-sided coloured counter activity. Students can apply what they ha

I have been a primary teacher for over 25 years and feel that these capture typical profiles. I also have included my previous 3 years’ comments.  The approx. 700 character Power School LANGUGE comments are the same for both Grades 1/2 and I wrote differentiated comments for 4 Levels  PVW, PW, PWD (Levels 1/2). These comments are in line with the new Ontario LANGUAGE Curriculum and primarily focus on foundational skills that aide reading and writing of unknown words. In addition, I mention an ap

I have over 25 years of experience and feel that these comments reflect expectations/demonstrations at this point in the year and for differentiated levels. I have updated my 4 LEVELS of DIFFERENTIATED Language comments to focus on foundational language skills as well as use wording from the new Language Curriculum. I am using these comments for my Grade one and Grade two students. My focus this term was oral phonemic awareness, phonics skills as well as application of these skills when speaking

After modelling personal narrative planning and writing, help students plan their writing and write their personal narrative with the organizers provided. You can gradually release the task with the organizers and /or differentiate for those who still need the structure at the end of the unit. Part way through, you can inform parents of what requires further practice, with the checklist/feedback list, before marking with the final rubric.

I have over 25 years of experience and feel that these comments reflect expectations/demonstrations at this point in the year and for differentiated levels. I have updated my 4 LEVELS of DIFFERENTIATED Language comments to focus on foundational language skills, reading and comprehension, writing (you can change the genres), revising, editing. in addition, there are IEP comments as well as comments for students who receive Special Ed. Support. They received EMPOWER support, but you can alter the

There are culminating tasks about living things for grade one. in addition there is a research project that is suitable for both grades 1/2. They always thoroughly enjoy it. It will be modifiable.

I will leave this as an editable Word Document. You can pick and choose some or all tasks. Included: One Summative Rubric for these tasks and whole inquiry process (rather than all separate rubrics). (BIG IDEAS). I think/wonder/learned sheet. Animal research template *1st draft and final draft (complete sentence starters e.g., It lives____ It eats______). Conference note sheet for teacher. Application task: list three things that are non-living and why. Comparing living things. How living thing

There is a graphic organizer and rubric for procedural writing (Categories : Knowledge, Thinking and Planning and Communication) . The leveled rubric boxes are large enough that you can include some feedback. Example of some of the criteria included in the rubrics: Knowledge/Communication ____there is a “How To” title ____lists materials ____text is sequenced ____there are sequencing words/numbers ____each step starts on its own line ____each step starts with an action word ____instructions a

Patterning Test /Tasks The first task asks the children to use a certain number of manipulatives to make a very complex, or simple pattern, depending on their level of skill and understanding. It allows for differentiation. So if a child is only able to use some of the manipulatives and makes a simple AB pattern, but another uses all of them to make a complex pattern, this can be indicated on the rubric or feedback checklist to parents. The students will also have to explain how they know what