Book Adventure: Online Reading Program
Rewards Young Bookworms
An online reading incentive program is promoting reading for pleasure among students in a new way. Book Adventure has students selecting books they want to read based on their interests, reading the books, and wanting to take quizzes that measure their comprehension. Too good to be true? Not so! Immediate rewards and interactive games are just the enticement kids need to get them reading, and this program is putting them to work through the Internet.
The creation of an online reading program brought together an unusual combination of companies in a fight against a national problem -- illiteracy. The program, called Book Adventure, has attracted tens of thousands of users.
Book Adventure is supported by many educational partners, including Reading Is Fundamental, and is sponsored by Sylvan Learning Centers, Sylvan Learning Foundation, BarnesandNoble.com, R.R. Bowker Company, Houghton Mifflin, and Lycos, Inc.
What about Book Adventure has students excited about reading? The Web site combines the interactive, immediate nature of the Internet, the resources of the public or school library, and the reward system. Two colorful characters -- Bailey Bookmark, an adorable dog, and Rex Reader, a lovable dinosaur -- guide students on their explorations of the site. Both characters encourage students to join in their reading adventure!
Students access the Book Adventure Web site from home, at school, or in the library and use it to create lists of books they want to read based on their own preferences. They take those lists to their school, public, or home library (or other book source), and they read the selections. When they have finished, the students go back online to the Web site and take quizzes that test their knowledge of the material. If they do well, they may earn incentives. Some of those prizes, such as interactive games and printable bookmarks, can be downloaded to the computer.
Book Adventure is so unique because not only is it online, not only does it offer students free rewards for reading, but it also can be a tool for parents as well as teachers! Parents may visit the library to access the Web site or reach it through their home computers to allow their children to make reading lists, take comprehension tests, and earn rewards. The site is a powerful weapon in the fight against illiteracy, and it is put directly in the hands of parents through the Internet.
'ADVENTURE' IN THE LIBRARY
The librarian is another individual who may help students access Book Adventure and use its many capabilities. Maria Salvadore is the coordinator of children's services for the Washington (D.C.) Public Library System, and she has seen the program in action in the children's rooms of the system's libraries.
"Book Adventure was used at the 22 full-service libraries in the D.C. Public Library System as a part of the summer reading programs," Salvadore told Education World. "The programs serve hundreds of children in the D.C. area. Book Adventure served as a motivational tool to encourage reading for pleasure. Children developed their own bibliographies, or book lists, printed them, and went to the shelves to find the books. Their choices reflected their interests."
Salvadore believes that the implementation of Book Adventure in libraries is an ideal arrangement. "Unlike the home setting, in the library the program offers immediate gratification," she said. "Students get their book lists and can go right to the shelves to obtain the books. It is a different use of the library's resources."
She recalls watching students waiting excitedly for their lists to print and eagerly answering questions when they completed their books. They were particularly excited by the printable prizes -- an instantaneous reward!
"One of the best features of Book Adventure is how it allows parents to be involved in their child's reading experiences," Salvadore said. "They can go online with their children to help them select books and help them find the selections on the shelves. Then the books go home with the families to be read. The program is unique in that it flows from online, to offline, to online again. Students create their book lists, find the books and read them, and then go back to the computer to take related quizzes.
In addition to providing students with the opportunity and resources to use the online program, the libraries also distributed Book Adventure packets to the schools. Those packets were a means for teachers to encourage parents and children to take advantage of the resources of their local libraries.
According to Salvadore, Book Adventure's use in the library helps bridge the "digital divide" for students who do not have home computers, and it enhances the reading experience. She looks forward to working more with the program in the future.
USING THE INTERNET TO INCREASE LITERACY?
No one knows the possibilities and benefits of Book Adventure better than its director, Brent McCallister. She feels that the most unique aspect of the program is that it brings together new technology and the use of the Internet with reading.
"The combination of technology and reading in an incentive program is one that can appeal to and benefit a large number of students," said McCallister. "For those students who already love to read and use technology, Book Adventure is a program that recognizes their achievements. For those students who are more interested in technology and computer games than reading, Book Adventure is a kind of reading game that ties technology to reading, making reading and taking quizzes something fun to do during school or after school instead of Nintendo. And for those students who love to read, but have not had very much exposure to technology, Book Adventure is a fun, safe, and productive introduction to the Internet and technology."
The success of an online program designed to encourage offline reading could be viewed as ironic. Many educators have expressed worry in the past about the Internet's possible negative effect on literacy, but Book Adventure appears to have exploited the best qualities of it for a valuable purpose -- to encourage children not just to read, but to read for pleasure!
"In the past few years, there has been a lot of concern that computers and technology will push children away from books and reading. But in Book Adventure, we have sought to create a program that is appropriate for and will captivate the interest of the technology-savvy students of today -- a program that will generate a technology-based interest and enthusiasm for reading that will keep kids reading even as technology, computers, and the Internet continue to play an increasingly significant role in our lives," McCallister stated.
What are kids reading with the help of Book Adventure? The preferences of young readers are recorded by the program, and it generates a list of the most popular selections.
BOOK ADVENTURE'S TOP 10 KID PICKS
- Charlotte's Web, by E. B. White
- Charlie and the Chocolate Factory, by Roald Dahl
- Alexander and the Terrible, Horrible, No Good, Very Bad Day, by Judith Viorst
- Arthur Babysits, by Marc T. Brown
- Arthur's Chickenpox, by Marc T. Brown
- Matilda, by Roald Dahl
- Clifford the Big Red Dog, by Norman Bridwell
- Arthur's Teacher Trouble, by Marc T. Brown
- Arthur Meets the President, by Marc T. Brown
- James and the Giant Peach, by Roald Dahl
BIG PLANS FOR BOOK ADVENTURE
Book Adventure is a growing resource with many exciting events on the horizon. McCallister encourages teachers and parents to watch the site as some new incentives appear, particularly in the coming year.
"Right now we are in the middle of our first Book Bonanza, which is a two-month, merit-based contest designed to recognize those students who are getting a perfect score on the most books," she said. "We hope to launch another contest with similar larger scale prizes at the beginning of 2000. Throughout the course of 2000, we also hope to partner with a number of organizations to create national events centered around Book Adventure, because we feel that Book Adventure has the potential to serve as the foundation of a national level literacy program."
Book Adventure was designed to be used in many situations. "If a school or organization already has a reading incentive program and needs an accountability piece that demonstrates that students are reading their books, then Book Adventure can be a component of that program," said McCallister. "If a school or library wants to create an incentive program, Book Adventure can stand alone as that program. If a school already has a similar program, then Book Adventure can be used as a supplement to that program or as something to encourage parents to do with their students at home. Book Adventure is a program that can be used by students at home or at school, so it can benefit students as well as both parents and teachers."
Schools and teachers will appreciate the practical applications offered by a computerized, linked reading program. Through the Web site, supervisors can monitor the number of books the children are reading and how well they are doing on the associated quizzes. Book Adventure can serve as an up-to-date indication of the literacy of a class of students, an individual child, or a student body.
"Not only is the program a unique combination of technology and reading, but it is also able to track the number of books students are reading and quizzing on, as well as the average scores of those quizzes," McCallister explained. "Along with the incentives that exist on the site, this is another unique feature of the Book Adventure program, and one we hope will benefit schools, libraries, parents, teachers, students and literacy organizations across the country."
McCallister is pleased to be a part of this beneficial reading program. "It is so rewarding to be able to inform a parent or teacher about this wonderful free resource and see or hear his or her reaction when he or she looks at the site and sees what a tremendous resource is being offered for free," she said. "It is also a great experience being able to harness the power and reach of the Internet for such a great cause. In light of the boom in e-commerce sites, it is really wonderful to exploit the potential of the Internet not as a for-profit company, but as a nonprofit program providing a reading program that can be accessed by any student, parent, or teacher in the world."
CHECK OUT BOOK ADVENTURE'S PARTNERS
Reading is Fundamental (RIF)
This organization promotes literacy, especially among the country's neediest children from birth to 11 years of age. It provides programs, volunteers, and books to encourage children to read.
International Reading Association
Made up of teachers, reading specialists, and others, this association holds conferences, is involved in research, and distributes publications on reading and related topics. Its goal is to build high levels of literacy through improvements in reading instruction.
National Association of Elementary School Principals
An organization of principals, the NAESP is dedicated to providing the best education to every elementary and middle school child. It designs programs that help principals succeed in their roles.
National Catholic Educational Association (NCEA)
The NCEA is an organization devoted to the service of Catholic education. It is "is the largest private, professional education association in the world."
National Center for Family Literacy (NCFL)
Focusing on family literacy, this organization assists in the creation of policies, promotes development of literacy programs, supports research, provides training, and encourages the exchange of information about this important subject.
National Alliance of Black School Educators (NABSE)
The largest network of African American educators, the NABSE promotes and facilitates the education of all students, serves as a coalition for African American educators, and operates as a forum for the exchange of ideas to improve the opportunities of people of African descent.
Article by Cara Bafile
Education World®
Copyright © 2007 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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