Language Arts Grade 5 Progress Report: Maplewood Powerschool Eteacher
Language Arts Grade 5 Progress Report: Maplewood Powerschool Eteacher
Language Arts Grade 5 Progress Report: Maplewood Powerschool Eteacher
Name is developing stronger reading (e.g. using context clues), writing (e.g.
W (L 2 creating a captivating opening), speaking (e.g. developing rapport), and listening
(e.g. summarizing) strategies. He is working toward consistently making effective
use of the elements of style (e.g. word choice, sentence fluency, and voice) and
conventions (e.g. spelling, grammar, and punctuation).
D Name struggles to use reading (e.g. using context clues), writing (e.g. creating a
captivating opening), speaking (e.g. developing rapport), and listening (e.g.
summarizing) strategies which often result in an incomplete understanding of
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material. He has difficulty when required to use of the elements of style (e.g. word
banks for individual
choice, sentence fluency, and voice) and conventions (e.g. spelling, grammar,
and punctuation).
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W (L 3) <first name> consistently makes use of effective reading (e.g. using context
clues), writing (e.g. creating a captivating opening), speaking (e.g. developing
rapport), and listening (e.g. summarizing) strategies <He/She> has a strong
understanding of the elements of style (e.g. word choice, sentence fluency, and
r reading (e.g. us
voice) and conventions (e.g. spelling, grammar, and punctuation).
2 Expectations
Name identifies some different forms of writing by recognizing specific characteristics
(e.g. narratives have characters, plot, conflict, setting, and point of view). He has
started to understand how opinions and themes affect a piece of work.
4 Name has successfully transferred his strengths in language to other subjects as well
as situations outside of the classroom. He makes insightful connections to literature
and media which extend far beyond personal experience.
3 Name has successfully transferred his strengths in language to some other subjects
as well as situations outside of the classroom. He makes connections to literature and
media which extend beyond personal experience.
2 Name has transferred some of his language skills to some other subjects and
situations outside of the classroom. He is beginning to make connections to literature
and media which extend beyond personal experience.
1 Name has not transferred many language skills to other subjects and situations
outside of the classroom. When he makes connections to literature and media, they
rarely extend beyond personal experience.
Progress Report (KATC) Term 1 KATC Term 1 (Expectations)
Name chooses text that is both suitable for the situation and challenging for his
4 reading level. As he reads “Holes”, he uses strong comprehension strategies
(e.g. activating prior knowledge and visualization) to identify important ideas that
support the main idea. He analyses a variety of text forms and identifies the point
of view that has been presented. He recognizes how the text could be presented
differently and suggests alternatives by identifying missing points of view.
Name chooses text that is both suitable for the situation and challenging for his
3 reading level. As he reads “Holes”, he uses strong comprehension strategies
(e.g. activating prior knowledge and visualization) to identify important ideas that
support the main idea. He analyses a variety of text forms and identifies the point
of view that has been presented. He recognizes how the text could be presented
differently and suggests alternative points of view.
2 During reading activities, Name chooses text that is easily accessible rather than
searching for text that is both suitable for the situation and challenging for his
level. While reading “Holes”, he has shown that his comprehension strategies
(e.g. activating prior knowledge and visualization) are improving. He is becoming
more effective at analyzing text forms and identifying the point of view that has
been presented. He should consider how the text could be presented differently
and suggest alternative points of view.
1 During reading activities, Name chooses text that is easily accessible rather than
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searching for text that is both suitable for the situation and challenging for his
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