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

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

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

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

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

There are worksheets for each of the five three-dimensional figures (cone, cube, sphere, cylinder and rectangular prism) that involve: printing the name, drawing the solid, tracing the faces, filling in the blanks about the solid's features and what it can do, and a section that allows the student to draw and label 4 more things that look like the solid. These can be done as reinforcement at home or at school. There are also three summative tasks that involve labelling the solids and identify

Students count/order, represent and compare (comparing may have to be done as a conference, due to limited reading skills, but its a great time to ask "how do you know"). Tasks: Represent as pictures, tallies, on a number line, on a tens frame, tens blocks, print numerals to 30 and compare numbers (up to 19). I will include an editable word document version of the quiz

25+ Tickets (Tasks) that have expectation as well as a criteria checklist, which can be sent home and inform parents about their child’s progress (e.g. _____✅selects tools ____✅explains strategy) and what they can further practice, through your feedback. Processes: Solving counting problems. Selecting tools (e.g., drawing pictures or using cubes) and explaining strategies (e.g., “I counted by ones). Expectations, concepts and skills: Comparing numbers to 10 : More/less Counting by 1’s,

This rubric allows lets parents know if their child is meeting expectations or some/not. It does not include grades. It takes more of a feedback approach to grading/evaluation.

For this EXIT TICKET, have your students count out manipulatives, represent on ten frames, conference with them and provide descriptive feedback!