Show-Biz Science
Show-Biz Science
Show-Biz Science is scripted by popular children's book writer Vicki Cobb. Click to learn more about her philosophy of teaching science.
Be sure to visit Vicki's Kids' Science Page for more great science fun, a complete list of her books, and information about how you can invite Vicki to come to your school!
Click on a link below to see related Show-Biz Science showstoppers from Vicki Cobb:
Recent Showstoppers
Physical Science
Chemistry
Life Science
Earth and Space Science
Science and Technology
Human Body
Nutrition
Weather
Even More Topics
Yeast Buster
Discover how (and why) anti-dandruff shampoos inhibit yeast production.
Yeast Alive!
Bring yeast to life, and discover how they ferment.
Yes, We Have Ripe Bananas
How can you speed up (and slow down) the way bananas ripen?
A Touch of Deception
Use the sense of touch to teach students about the nervous system.
Diet Coke Geyser
Make a harmless, spectacular explosion with candy and soda.
Unexpected Mirrors
You can turn many different objects into mirrors. It all depends on how you look at them.
A Popping Good Time
Vicki Cobb shares the science lessons in popcorn.
One Sweet Reaction
Discover how chemists test for sugar.
Go Fly a Kite!
Learn a little about aerodynamics by flying a kite and a flying saucer.
Mystery Twist
Use strips of newspaper to create experiments that explore a mystery of mathematics.
Science in a Bag of Potato Chips
Discover how packaging keeps potato chips fresh.
Looney Tuner
Make a tuning fork appear to wiggle weirdly.
A Hard-Surface Cleaner Contest
Which of those cleaners on TV ads is really best?
A Way with Curds and Whey
Teach chemistry and nutrition by making cheese in the classroom.
Breathing Is Nothing to Sniff At
Two amazing experiments teach students about breathing.
Candy Glass Is the Solution
What has candy got to do with a movie actor flying through a glass window?
A Field Trip Fast Forward
A helium-filled balloon moves oddly in a moving vehicle.
To Love Her Is to Smell Her
Kids use their noses to recognize their mothers; learn how the sense of smell is associated with happiness and security.
Where's the Rub?
Discover invisible ridges on a refrigerator magnet.
A Polarizing (Sunglasses) Situation
Discover how polarized sunglasses reduce glare.
A No-Brainer for the Eye
Discover the pupil reflex.
Shaky Odds
A simple experiment teaches about the body's muscles.
See How You Run
Can measurements help you predict a race winner?
A Mystifying Drag Race
A coin and a stamp are tied in a drag race.
Fruitography
Develop a photograph on an apple!
TV Upside Down
Watch TV upside down on a piece of paper.
Swing Time
A playground swing is really a timing device.
Magic Drop Shot
Teach about properties by passing a coin through a solid.
Ants on a Diet?
See if ants can tell a diet drink from the real thing.
State Secrets
Discover secret markings on license plates.
Diet Coke Geyser
Make a harmless, spectacular explosion with candy and soda.
Unexpected Mirrors
You can turn many different objects into mirrors. It all depends on how you look at them.
A Popping Good Time
Vicki Cobb shares the science lessons in popcorn.
One Sweet Reaction
Discover how chemists test for sugar.
Go Fly a Kite!
Learn a little about aerodynamics by flying a kite and a flying saucer.
Looney Tuner
Make a tuning fork appear to wiggle weirdly.
A Hard-Surface Cleaner Contest
Which of those cleaners on TV ads is really best?
A Field Trip Fast Forward
A helium-filled balloon moves oddly in a moving vehicle.
Where's the Rub?
Discover invisible ridges on a refrigerator magnet.
A Polarizing (Sunglasses) Situation
Discover how polarized sunglasses reduce glare.
A Mystifying Drag Race
A coin and a stamp are tied in a drag race.
TV Upside Down
Watch TV upside down on a piece of paper.
Swing Time
A playground swing is really a timing device.
Magic Drop Shot
Teach about properties by passing a coin through a solid.
State Secrets
Discover secret markings on license plates.
Strong-Arm Tactics
Discover an arm with bionic strength.
String Along with Me
Discover where string gets its strength.
Karate Payoff
A karate chop with a dollar bill breaks a pencil!
Snow Job
Make snow from a cup of water on a very cold, dry day.
I'm Forever Freezing Bubbles
Bubbles show a few new wrinkles when it's frigid outside.
A Dramatic Easing of (Surface) Tension
Watch a battle as two liquids struggle for supremacy.
Strong Stuff
Balance a sheet of paper on its end , and stand on a soda can without crushing it!
Sweetness and Lite
Discover how "lite" diet drinks live up to their names.
A Matter of Gravity
Discover gravity -- the force that’s always with us.
All Charged Up
Play with static electricity.
Strength of Attraction
Discover the power of magnetic attraction.
I'm Dreaming of a Bright Holiday
Create a "properties of light" holiday display.
Show-Stopping Dropping
Stop keys from falling to the floor in this amazing feat.
As the World Turns
Discover why we don't feel the earth move.
Super Ears
Use paper cups to improve your hearing.
Odd Ways To Cut It
Learn about Isaac Newton by cutting an apple midair.
A De-Mist-ifying Event
This experiment will help students understand fog "clearly."
Two For The "See Thaw" (Some Cool Science)
A "sweet" experiment teaches about heat.
Rising in the Sun: Stage a "Current" Event
Use the sun to launch a hot-air balloon made from a garbage bag.
Yeast Buster
Discover how (and why) anti-dandruff shampoos inhibit yeast production.
Yeast Alive!
Bring yeast to life, and discover how they ferment.
One Sweet Reaction
Discover how chemists test for sugar.
Science in a Bag of Potato Chips
Discover how packaging keeps potato chips fresh.
A Hard-Surface Cleaner Contest
Which of those cleaners on TV ads is really best?
A Way with Curds and Whey
Teach chemistry and nutrition by making cheese in the classroom.
Breathing Is Nothing to Sniff At
Two amazing experiments teach students about breathing.
Magic Drop Shot
Teach about properties by passing a coin through a solid.
Ants on a Diet?
See if ants can tell a diet drink from the real thing.
A Mysterious Concoction
Do some chemistry magic with cabbage juice.
Sweetness and Lite
Discover how "lite" diet drinks live up to their names.
A Cola By Any Other Name Would Taste
Results of a blindfolded cola vs. un-cola taste test may surprise you.
Churn, Churn, Churn
Make butter, with science in mind.
Mayonnaise Have Seen the Glory
Discover the science in mayonnaise.
Spheres of Influence
Oil and water: a mix for learning.
Yeast Buster
Discover how (and why) anti-dandruff shampoos inhibit yeast production.
Yeast Alive!
Bring yeast to life, and discover how they ferment.
Yes, We Have Ripe Bananas
How can you speed up (and slow down) the way bananas ripen?
Fruitography
Develop a photograph on an apple!
Ants on a Diet?
See if ants can tell a diet drink from the real thing.
No Pain, No Gain
Kids use their tongues to test pain endurance.
Dirty, Rotten Play
Discover the true meaning of "biodegradable."
Out! Out! Oh Sprout!
Grow baby plants from all kinds of supermarket seeds.
Now You Smell It, Now You Don't
Learn why you shouldn't hold your nose around garbage.
Measure For Measure (Not By Shakespeare)
You can tell a person's shoe size without looking at his or her foot!
A Matter of Gravity
Discover gravity -- the force that’s always with us.
Spheres of Influence
Oil and water: a mix for learning.
Dirty, Rotten Play
Discover the true meaning of "biodegradable."
As the World Turns
Discover why we don't feel the earth move.
A Polarizing (Sunglasses) Situation
Discover how polarized sunglasses reduce glare.
Strong Stuff
Balance a sheet of paper on its end , and stand on a soda can without crushing it!
I'm Dreaming of a Bright Holiday
Create a "properties of light" holiday display.
Guiding Light
A diamond's sparkle and cable TV have something in common.
More Science Topics
A Touch of Deception
Use the sense of touch to teach students about the nervous system.
Looney Tuner
Make a tuning fork appear to wiggle weirdly.
Breathing Is Nothing to Sniff At
Two amazing experiments teach students about breathing.
To Love Her Is to Smell Her
Kids use their noses to recognize their mothers; learn how the sense of smell is associated with happiness and security.
A No-Brainer for the Eye
Discover the pupil reflex.
Shaky Odds
A simple experiment teaches about the body's muscles.
See How You Run
Can measurements help you predict a race winner?
No Pain, No Gain
Kids use their tongues to test pain endurance.
A Cola By Any Other Name Would Taste
Results of a blindfolded cola vs. un-cola taste test may surprise you.
Super Ears
Use paper cups to improve your hearing.
Yeast Buster
Discover how (and why) anti-dandruff shampoos inhibit yeast production.
Yeast Alive!
Bring yeast to life, and discover how they ferment.
One Sweet Reaction
Discover how chemists test for sugar.
Science in a Bag of Potato Chips
Discover how packaging keeps potato chips fresh.
A Way with Curds and Whey
Teach chemistry and nutrition by making cheese in the classroom.
Ants on a Diet?
See if ants can tell a diet drink from the real thing.
Sweetness and Lite
Discover how "lite" diet drinks live up to their names.
A Cola By Any Other Name Would Taste
Results of a blindfolded cola vs. un-cola taste test may surprise you.
Churn, Churn, Churn
Make butter, with science in mind.
Mayonnaise Have Seen the Glory
Discover the science in mayonnaise.
Out! Out! Oh Sprout!
Grow baby plants from all kinds of supermarket seeds.
Snow Job
Make snow from a cup of water on a very cold, dry day.
I'm Forever Freezing Bubbles
Bubbles show a few new wrinkles when it's frigid outside.
Rising in the Sun: Stage a "Current" Event
Use the sun to launch a hot-air balloon made from a garbage bag.
Even More Topics
Mystery Twist
Use strips of newspaper to create experiments that explore a mystery of mathematics.
EW Lesson Plans
EW Professional Development
Chatter
Trending
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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