Summer BOOK-TIVITY #2
Welcome to Summer BOOK-TIVITIES #2. Education World and barnesandnoble.com share with you fun activities for kids and families -- activities connected to some of the best recent children's books around Check out Summer BOOK-TIVITIES! for summer projects that will entertain and educate.
Don't miss the other Summer BOOK-TIVITIES:
- BOOK-TIVITY #1: Photo fun, cooking, sharks, baseball, moving
- BOOK-TIVITY #2: Family trees, hide-and-seek, museums, information exploration
- BOOK-TIVITY #3: Lightning, teeth, masks, Mount Rushmore
- BOOK-TIVITY #4: Crocodiles, "look what came from ...," imagination, do's and don'ts
- BOOK-TIVITY #5: U.S. states, fossils, snakes, animal carnival
- BOOK-TIVITY #6: Mount Everest, Mother Goose, the ocean, math
CLIMBING YOUR FAMILY TREE
The day I was seven, my grandfather gave me an olive tree.
"Happy birthday, Sophia," he said.
"Where's the tree?" my brother Georgios asked.
"It is in Greece. On the island," Grandfather said.
Sophia is a bit puzzled by the odd gift she receives from her grandfather on her seventh birthday. She wanted a skateboard. A year later, Grandfather dies. Sophia and her mother travel from their California home to the little Greek island where Grandfather had lived for many years and Sophia's mother was born.
When Sophia finds her olive tree, she finds a gift far greater than she had imagined.
I Have an Olive Tree (Joanna Cotler Books/Harper Collins) is the latest book from acclaimed author Eve Bunting. A testimony to the wondrous ties of family and heritage, I Have an Olive Tree is an ideal lead-in to talking about family history with your children. Accompanying Bunting's heartfelt prose are the bold brush strokes of Karen Barbour's paintings, which bring life to the Greek culture that is foreign, yet familiar, to Sophia's eyes.
BOOK-TIVITY! A Family of Silhouettes
Before video cameras and cameras, silhouette portraits were all the rage! Although silhouette portraiture was a difficult skill to master, you and your children can create family silhouettes with some simple tools found in the home.
- Tape a sheet of white drawing paper to a wall.
- Seat one family member, facing sideways, on a chair in front of the sheet of paper.
- Shine a lamp on the seated person. The lamplight will cast a shadow in the shape of the person's profile on the drawing paper.
- While the seated person sits very still, use a pencil to trace the outline of his or her silhouette.
- Color or paint the silhouette. If you prefer, you could place a sheet of colored paper under the white drawing paper and use scissors to cut along the outline.
- Display a family silhouette collection.
Make this a yearly activity so children will have a collection of silhouettes that record their growth.
READ MORE:
More Family Tree Resources from barnesandnoble.com
If you decide to "grow" your own family tree after reading I Have an Olive Tree, you might want to check out two other new books. One is perfect for primary-age children; the other is a nice resource for students in the upper elementary grades and above.
 Me and My Family Tree (Crown Publishers) |
 Through the Eyes of Your Ancestors: A Step-by-Step Guide to Uncovering Your Family's History (Houghton Mifflin) |
NATURE'S GAME OF HIDE-AND-SEEK
Why do flower petals often grow in a circle? Why are toucans' beaks so brilliantly colored? With simple text and bright, jewel-like illustrations, Susan Stockdale explores the myriad ways in which patterns and colors are helpful to living things in Nature's Paintbrush: The Patterns and Colors Around You (Simon & Schuster). Those patterns and color provide camouflage, of course, but that's only the beginning
A pinwheel of flower petals draws bees to a flower's center where they can collect sweet nectar and drop off pollen. A toucan waves its colorful beak like a flag to attract a mate.
Why are cacti covered with sharp spines? Why is the poison dart frog so colorful? Why does the arctic fox's fur change color with the seasons? From the desert to the rainforest, from the icy tundra to your backyard, Nature's Paintbrush encourages youngsters to examine, think about, and enjoy the colorful world around them.
BOOK-TIVITY! Hide-and-Seek Art
In Nature's Paintbrush, author and illustrator Susan Stockdale shares with young readers how the colors of creatures such as the arctic fox, katydid, rattlesnake, and tiger blend in with their surroundings to help protect the animals. After they read the book, challenge children to create a scene showing how one of nature's creatures uses camouflage for protection. Ask children to
- find in a magazine a photograph or drawing of an animal.
- cut around the outline of that animal.
- paste the animal to a sheet of colored paper. (Remind children to choose a color that closely mimics the colors of the animal and its natural habitat.)
- draw the details of a nature scene that will further hide, or camouflage, the animal from predators.
- blend colors and surroundings with the colors of the animal.
MUSEUM ADVENTURE
It is Grandma's birthday, and for a special treat, she decides to take Katie to the art museum. Katie looks at the dabs of color on the first painting, but she sees only spots. With Grandma's encouragement, Katie steps back and sees that those dabs of paint make a picture.
Next, Katie steps back to admire The Luncheon, the colorful masterpiece by Claude Monet. She closes her eyes and sniffs. She is sure she can smell the flowers. When she opens her eyes, she is inside the painting, among the daisies, hollyhocks, roses, and sunflowers!
As Katie climbs back through the frame into the museum, she realizes she's been gone so long that the flowers she picked for Grandma are now wilting. Not to worry! The next painting on her museum tour is Girl with a Watering Can, by Renoir. Before her adventure is over, Katie will pop in and out of several more paintings. So it is that Katie Meets the Impressionists (Orchard Books).
Author James Mayhew has created a wonderful introduction to the beauty of Impressionist masterpieces by Monet, Renoir, and Degas. This delightful little adventure is sure to make an "impression" on readers young and old!
BOOK-TIVITY! Museum Treasure Hunt
Why not take a group of kids on a summertime tour of a nearby museum? (An art museum would be great, but any kind of museum would be fine.) Before you start your museum tour, make a quick stop in the museum store to purchase a selection of postcards that show items from the museum's collection. Then divide the postcards among the children and challenge them to find all the exhibits (paintings, fossils, items from history) they hold in their hands. This little treasure hunt might help keep kids focused, even those with short attention spans, and it's sure to make your museum adventure interesting and fun!
INFORMATION PLEASE!
No home should be without an up-to-date almanac. Make that two almanacs -- one for adults and one for children!
If you're searching for an almanac written expressly for youngsters, one of the best out there is the Information Please Kids' Almanac (Houghton Mifflin). Infinite bits of information are catalogued under high-interest headlines such as Animals, The Body and Food, Mythical Creatures, The Environment and Natural Disasters, Sports, Stars and Planets, and World News. Find the answers to all those questions kids pose and learn fun facts that you'll never find in an encyclopedia. Do you know How many muscles it takes to smile? When the first video was game invented? How much rain falls in a rain forest? and How far the sun is from Earth? The answers to those and thousands of other questions are packed into this almanac's 350 pages.
BOOK-TIVITY! Scavenger Hunt for Facts
Looking for some follow-up fun using the Information Please Kids' Almanac? Why not send kids off on a fun- and fact-filled scavenger hunt? An indoor scavenger hunt for facts is a great rainy day -- or any day -- activity. You'll keep the kids out of your hair while you keep their study skills (using an index, skimming for information, and more) from getting rusty! Create a simple ten-question quiz that builds on your children's interests, or try the questions we've written for you below.
- How fast can a giraffe run? (A giraffe can run 30 miles per hour.)
- How many bones does a baby have at birth? How many bones does an adult have? (At birth, a baby has 300 bones. An adult has 206 bones because some bones fuse together as humans grow.)
- Encyclopedia Brown is a favorite book character of many children. What is Encyclopedia's real first name? (Leroy.)
- Where in the world did the most destructive hailstorm happen? (An 1888 hailstorm in Moradabad, India, killed 246 people.)
- How do you say "Thank you" in Japanese? (arigato, pronounced ah-ree-GAH-toh)
- The Bill of Rights sets forth in writing the rights of people in the United States. What right did the 19th Amendment to the Bill of Rights grant? (In 1920, the 19th Amendment gave women the right to vote.)
- On the Chinese calendar, 1999 is known as the Year of the Cat. What was the year 2000? (The Year of the Dragon)
- Whose face is on the U.S. $100 bill? (Benjamin Franklin's)
- In karate, which person is more skilled -- a person wearing a green belt or a person wearing a purple belt? (the person wearing a purple belt)
- On Earth, a day lasts 24 hours. How long is a day on the planet Mars? (24 hours, 37 minutes)
Return to Education World's Summer Reading Ideas page.
Article by Gary Hopkins
Education World® Editor in Chief
Copyright © 1999, 2002 Education World
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You've reached the end of another grading period, and what could be more daunting than the task of composing insightful, original, and unique comments about every child in your class? The following positive statements will help you tailor your comments to specific children and highlight their strengths.
You can also use our statements to indicate a need for improvement. Turn the words around a bit, and you will transform each into a goal for a child to work toward. Sam cooperates consistently with others becomes Sam needs to cooperate more consistently with others, and Sally uses vivid language in writing may instead read With practice, Sally will learn to use vivid language in her writing. Make Jan seeks new challenges into a request for parental support by changing it to read Please encourage Jan to seek new challenges.
Whether you are tweaking statements from this page or creating original ones, check out our Report Card Thesaurus [see bottom of the page] that contains a list of appropriate adjectives and adverbs. There you will find the right words to keep your comments fresh and accurate.
We have organized our 125 report card comments by category. Read the entire list or click one of the category links below to jump to that list.
AttitudeBehaviorCharacterCommunication SkillsGroup WorkInterests and TalentsParticipationSocial SkillsTime ManagementWork Habits
Attitude
The student:
is an enthusiastic learner who seems to enjoy school.
exhibits a positive outlook and attitude in the classroom.
appears well rested and ready for each day's activities.
shows enthusiasm for classroom activities.
shows initiative and looks for new ways to get involved.
uses instincts to deal with matters independently and in a positive way.
strives to reach their full potential.
is committed to doing their best.
seeks new challenges.
takes responsibility for their learning.
Behavior
The student:
cooperates consistently with the teacher and other students.
transitions easily between classroom activities without distraction.
is courteous and shows good manners in the classroom.
follows classroom rules.
conducts themselves with maturity.
responds appropriately when corrected.
remains focused on the activity at hand.
resists the urge to be distracted by other students.
is kind and helpful to everyone in the classroom.
sets an example of excellence in behavior and cooperation.
Character
The student:
shows respect for teachers and peers.
treats school property and the belongings of others with care and respect.
is honest and trustworthy in dealings with others.
displays good citizenship by assisting other students.
joins in school community projects.
is concerned about the feelings of peers.
faithfully performs classroom tasks.
can be depended on to do what they are asked to do.
seeks responsibilities and follows through.
is thoughtful in interactions with others.
is kind, respectful and helpful when interacting with his/her peers
is respectful of other students in our classroom and the school community
demonstrates responsibility daily by caring for the materials in our classroom carefully and thoughtfully
takes his/her classroom jobs seriously and demonstrates responsibility when completing them
is always honest and can be counted on to recount information when asked
is considerate when interacting with his/her teachers
demonstrates his/her manners on a daily basis and is always respectful
has incredible self-discipline and always gets his/her work done in a timely manner
can be counted on to be one of the first students to begin working on the task that is given
perseveres when faced with difficulty by asking questions and trying his/her best
does not give up when facing a task that is difficult and always does his/her best
is such a caring boy/girl and demonstrates concern for his/her peers
demonstrates his/her caring nature when helping his/her peers when they need the assistance
is a model citizen in our classroom
is demonstrates his/her citizenship in our classroom by helping to keep it clean and taking care of the materials in it
can always be counted on to cooperate with his/her peers
is able to cooperate and work well with any of the other students in the class
is exceptionally organized and takes care of his/her things
is always enthusiastic when completing his/her work
is agreeable and polite when working with others
is thoughtful and kind in his/her interactions with others
is creative when problem solving
is very hardworking and always completes all of his/her work
is patient and kind when working with his/her peers who need extra assistance
trustworthy and can always be counted on to step in and help where needed
Communication Skills
The student:
has a well-developed vocabulary.
chooses words with care.
expresses ideas clearly, both verbally and through writing.
has a vibrant imagination and excels in creative writing.
has found their voice through poetry writing.
uses vivid language in writing.
writes clearly and with purpose.
writes with depth and insight.
can make a logical and persuasive argument.
listens to the comments and ideas of others without interrupting.
Group Work
The student:
offers constructive suggestions to peers to enhance their work.
accepts the recommendations of peers and acts on them when appropriate.
is sensitive to the thoughts and opinions of others in the group.
takes on various roles in the work group as needed or assigned.
welcomes leadership roles in groups.
shows fairness in distributing group tasks.
plans and carries out group activities carefully.
works democratically with peers.
encourages other members of the group.
helps to keep the work group focused and on task.
Interests and Talents
The student:
has a well-developed sense of humor.
holds many varied interests.
has a keen interest that has been shared with the class.
displays and talks about personal items from home when they relate to topics of study.
provides background knowledge about topics of particular interest to them.
has an impressive understanding and depth of knowledge about their interests.
seeks additional information independently about classroom topics that pique interest.
reads extensively for enjoyment.
frequently discusses concepts about which they have read.
is a gifted performer.
is a talented artist.
has a flair for dramatic reading and acting.
enjoys sharing their musical talent with the class.
Participation
The student:
listens attentively to the responses of others.
follows directions.
takes an active role in discussions.
enhances group discussion through insightful comments.
shares personal experiences and opinions with peers.
responds to what has been read or discussed in class and as homework.
asks for clarification when needed.
regularly volunteers to assist in classroom activities.
remains an active learner throughout the school day.
Social Skills
The student:
makes friends quickly in the classroom.
is well-liked by classmates.
handles disagreements with peers appropriately.
treats other students with fairness and understanding.
is a valued member of the class.
has compassion for peers and others.
seems comfortable in new situations.
enjoys conversation with friends during free periods.
chooses to spend free time with friends.
Time Management
The student:
tackles classroom assignments, tasks, and group work in an organized manner.
uses class time wisely.
arrives on time for school (and/or class) every day.
is well-prepared for class each day.
works at an appropriate pace, neither too quickly or slowly.
completes assignments in the time allotted.
paces work on long-term assignments.
sets achievable goals with respect to time.
completes make-up work in a timely fashion.
Work Habits
The student:
is a conscientious, hard-working student.
works independently.
is a self-motivated student.
consistently completes homework assignments.
puts forth their best effort into homework assignments.
exceeds expectations with the quality of their work.
readily grasps new concepts and ideas.
generates neat and careful work.
checks work thoroughly before submitting it.
stays on task with little supervision.
displays self-discipline.
avoids careless errors through attention to detail.
uses free minutes of class time constructively.
creates impressive home projects.
Related: Needs Improvement Report Card Comments for even more comments!
Student Certificates!
Recognize positive attitudes and achievements with personalized student award certificates!
Report Card Thesaurus
Looking for some great adverbs and adjectives to bring to life the comments that you put on report cards? Go beyond the stale and repetitive With this list, your notes will always be creative and unique.
Adjectives
attentive, capable, careful, cheerful, confident, cooperative, courteous, creative, dynamic, eager, energetic, generous, hard-working, helpful, honest, imaginative, independent, industrious, motivated, organized, outgoing, pleasant, polite, resourceful, sincere, unique
Adverbs
always, commonly, consistently, daily, frequently, monthly, never, occasionally, often, rarely, regularly, typically, usually, weekly
Copyright© 2022 Education World
Back to Geography Lesson Plan
Where Did Foods Originate?
(Foods of the New World and Old World)
Subjects
Arts & Humanities
--Language Arts
Educational Technology
Science
--Agriculture
Social Studies
--Economics
--Geography
--History
----U.S. History
----World History
--Regions/Cultures
Grade
K-2
3-5
6-8
9-12
Advanced
Brief Description
Students explore how New World explorers helped change the Old World's diet (and vice versa).
Objectives
Students will
learn about changes that occurred in the New World and Old World as a result of early exploration.
use library and Internet sources to research food origins. (Older students only.)
create a bulletin-board map illustrating the many foods that were shared as a result of exploration.
Keywords
Columbus, explorers, origin, food, timeline, plants, map, New World, Old World, colonies, colonial, crops, media literacy, products, consumer
Materials Needed:
library and/or Internet access (older students only)
outline map of the world (You might print the map on a transparency; then use an overhead projector to project and trace a large outline map of the world onto white paper on a bulletin board.)
magazines (optional)
Lesson Plan
The early explorers to the Americas were exposed to many things they had never seen before. Besides strange people and animals, they were exposed to many foods that were unknown in the Old World. In this lesson, you might post an outline map of the continents on a bulletin board. Have students use library and/or Internet resources (provided below) to research some of the edible items the first explorers saw for the first time in the New World. On the bulletin board, draw an arrow from the New World (the Americas) to the Old World (Europe, Asia, Africa) and post around it drawings or images (from magazines or clip art) of products discovered in the New World and taken back to the Old World.
Soon, the explorers would introduce plants/foods from the Old World to the Americas. You might draw a second arrow on the board -- from the Old World to the New World -- and post appropriate drawings or images around it.
Adapt the Lesson for Younger Students
Younger students will not have the ability to research foods that originated in the New and Old World. You might adapt the lesson by sharing some of the food items in the Food Lists section below. Have students collect or draw pictures of those items for the bulletin board display.
Resources
In addition to library resources, students might use the following Internet sites as they research the geographic origins of some foods:
Curry, Spice, and All Things Nice: Food Origins
The Food Timeline
Native Foods of the Americas
A Harvest Gathered: Food in the New World
We Are What We Eat Timeline (Note: This resource is an archived resource; the original page is no longer live and updated.)
Food Lists Our research uncovered the Old and New World foods below. Students might find many of those and add them to the bulletin board display. Notice that some items appear on both lists -- beans, for example. There are many varieties of beans, some with New World origins and others with their origins in the Old World. In our research, we found sources that indicate onions originated in the New and sources that indicate onions originated in the Old World. Students might create a special question mark symbol to post next to any item for which contradictory sources can be found
Note: The Food Timeline is a resource that documents many Old World products. This resource sets up a number of contradictions. For example:
Many sources note that tomatoes originated in the New World; The Food Timeline indicates that tomatoes were introduced to the New World in 1781.
The Food Timeline indicates that strawberries and raspberries were available in the 1st century in Europe; other sources identify them as New World commodities.
Foods That Originated in the New World: artichokes, avocados, beans (kidney and lima), black walnuts, blueberries, cacao (cocoa/chocolate), cashews, cassava, chestnuts, corn (maize), crab apples, cranberries, gourds, hickory nuts, onions, papayas, peanuts, pecans, peppers (bell peppers, chili peppers), pineapples, plums, potatoes, pumpkins, raspberries, squash, strawberries, sunflowers, sweet potatoes, tobacco, tomatoes, turkey, vanilla, wild cherries, wild rice.
Foods That Originated in the Old World: apples, bananas, beans (some varieties), beets, broccoli, carrots, cattle (beef), cauliflower, celery, cheese, cherries, chickens, chickpeas, cinnamon, coffee, cows, cucumbers, eggplant, garlic, ginger, grapes, honey (honey bees), lemons, lettuce, limes, mangos, oats, okra, olives, onions, oranges, pasta, peaches, pears, peas, pigs, radishes, rice, sheep, spinach, tea, watermelon, wheat, yams.
Extension Activities
Home-school connection. Have students and their parents search their food cupboards at home; ask each student to bring in two food items whose origin can be traced to a specific place (foreign if possible, domestic if not). Labels from those products will be sufficient, especially if the products are in breakable containers. Place those labels/items around a world map; use yarn to connect each label to the location of its origin on the map.
Media literacy. Because students will research many sources, have them list the sources for the information they find about each food item. Have them place an asterisk or checkmark next to the food item each time they find that item in a different source. If students find a food in multiple sources, they might consider it "verified"; those foods they find in only one source might require additional research to verify.
Assessment
Invite students to agree or disagree with the following statement:The early explorers were surprised by many of the foods they saw in the New World.
Have students write a paragraph in support of their opinion.
Lesson Plan Source
Education World
Submitted By
Gary Hopkins
National Standards
LANGUAGE ARTS: EnglishGRADES K - 12NL-ENG.K-12.2 Reading for UnderstandingNL-ENG.K-12.8 Developing Research SkillsNL-ENG.K-12.9 Multicultural UnderstandingNL-ENG.K-12.12 Applying Language Skills
SOCIAL SCIENCES: EconomicsGRADES K - 4NSS-EC.K-4.1 Productive ResourcesNSS-EC.K-4.6 Gain from TradeGRADES 5 - 8NSS-EC.5-8.1 Productive ResourcesNSS-EC.5-8.6 Gain from TradeGRADES 9 - 12NSS-EC.9-12.1 Productive ResourcesNSS-EC.9-12.6 Gain from Trade
SOCIAL SCIENCES: GeographyGRADES K - 12NSS-G.K-12.1 The World in Spatial TermsNSS-G.K-12.2 Places and Regions
SOCIAL SCIENCES: U.S. HistoryGRADES K - 4NSS-USH.K-4.1 Living and Working together in Families and Communities, Now and Long AgoNSS-USH.K-4.3 The History of the United States: Democratic Principles and Values and the People from Many Cultures Who Contributed to Its Cultural, Economic, and Political HeritageNSS-USH.K-4.4 The History of Peoples of Many Cultures Around the WorldGRADES 5 - 12NSS-USH.5-12.1 Era 1: Three Worlds Meet (Beginnings to 1620)NSS-USH.5-12.2 Era 2: Colonization and Settlement (1585-1763)NSS-WH.5-12.6 Global Expansion and Encounter, 1450-1770
TECHNOLOGYGRADES K - 12NT.K-12.1 Basic Operations and ConceptsNT.K-12.5 Technology Research Tools
Find many more great geography lesson ideas and resources in Education World's Geography Center.
Click here to return to this week's World of Learning lesson plan page.
Updated 10/11/12
Having a tough time finding the right words to come up with "areas for improvement" comments on your students' report cards? Check out our helpful suggestions to find just the right one!
The following statements will help you tailor your comments to specific children and highlight their areas for improvement.
Be sure to check out our 125 Report Card Comments for positive comments!
Needs Improvement- all topics
is a hard worker, but has difficulty staying on task.
has a difficult time staying on task and completing his/her work.
needs to be more respectful and courteous to his/her classmates.
needs to listen to directions fully so that he/she can learn to work more independently.
is not demonstrating responsibility and needs to be consistently reminded of how to perform daily classroom tasks.
works well alone, but needs to learn how to work better cooperatively with peers.
does not have a positive attitude about school and the work that needs to be completed.
struggles with completing his/her work in a timely manner.
gives up easily when something is difficult and needs extensive encouragement to attempt the task.
gets along with his/her classmates well, but is very disruptive during full group instruction.
has a difficult time using the materials in the classroom in a respectful and appropriate manner.
has a difficult time concentrating and gets distracted easily.
is having a difficult time with math. Going over _____ at home would help considerably.
is having a very difficult time understanding math concepts for his/her grade level. He/she would benefit from extra assistance.
could benefit from spending time reading with an adult every day.
is enthusiastic, but is not understanding ____. Additional work on these topics would be incredibly helpful.
is having difficulty concentrating during math lessons and is not learning the material that is being taught because of that.
understands math concepts when using manipulatives, but is having a difficult time learning to ____ without them.
is a very enthusiastic reader. He/she needs to continue to work on _____ to make him/her a better reader.
needs to practice reading at home every day to help make him/her a stronger reader.
needs to practice his/her sight words so that he/she knows them on sight and can spell them.
needs to work on his/her spelling. Practicing at home would be very beneficial.
can read words fluently, but has a difficult time with comprehension. Reading with ______ every day would be helpful.
could benefit from working on his/her handwriting. Slowing down and taking more time would help with this.
is having difficulty writing stories. Encouraging him/her to tell stories at home would help with this.
has a difficult time knowing when it is appropriate to share his/her thoughts. We are working on learning when it is a good time to share and when it is a good time to listen.
needs to work on his/her time management skills. _______is able to complete his/her work, but spends too much time on other tasks and rarely completes his/her work.
needs reminders about the daily classroom routine. Talking through the classroom routine at home would be helpful.
is having a difficult time remembering the difference between short and long vowel sounds. Practicing these at home would be very helpful.
is struggling with reading. He/she does not seem to enjoy it and does not want to do it. Choosing books that he/she like and reading them with him/her at home will help build a love of reading.
frequently turns in incomplete homework or does not hand in any homework. Encouraging _______to complete his/her homework would be very helpful.
does not take pride in his/her work. We are working to help him/her feel good about what he/she accomplishes.
does not actively participate in small group activities. Active participation would be beneficial.
has a difficult time remembering to go back and check his/her work. Because of this, there are often spelling and grammar mistakes in his/her work.
does not much effort into his/her writing. As a result, his/her work is often messy and incomplete.
is struggling to understand new concepts in science. Paying closer attention to the class discussions and the readings that we are doing would be beneficial.
is reading significantly below grade level. Intervention is required.
does not write a clear beginning, middle and end when writing a story. We are working to identify the parts of the stories that he/she is writing.
is struggling to use new reading strategies to help him/her read higher level books.
is wonderful at writing creative stories, but needs to work on writing nonfiction and using facts.
has a difficult time understanding how to solve word problems.
needs to slow down and go back and check his/her work to make sure that all answers are correct.
is not completing math work that is on grade level. Intervention is required.
is struggling to understand place value.
is very enthusiastic about math, but struggles to understand basic concepts.
has a difficult time remembering the value of different coins and how to count them. Practicing this at home would be helpful.
would benefit from practicing math facts at home.
is very engaged during whole group math instruction, but struggles to work independently.
is able to correctly answer word problems, but is unable to explain how he/she got the answer.
is having a difficult time comparing numbers.
Related: 125 Report Card Comments for positive comments!
Student Award Certificates!
Recognize positive attitudes and achievements with personalized student award certificates!
Copyright© 2020 Education World
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