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 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

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 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

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

These sheets can guide you and your students through the steps of opinion writing / paragraph writing. It ensures that your students choose appropriate sentence starters (AND TRANSITION WORDS FOR REASONS). I will leave it as a word document so that you can go in and add other examples as needed.

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 product will be left as a Word Document so that you can edit it for a range of student needs. I have already created two scaffolded letters that can be used. Happy letter writing.

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