YRDSBSampleComments:

ElementaryProvincialReportCard

Thesesamplesareanillustrationofone waytomeetthecriteriaof
aneffectivereportcardcomment.
Thelanguageusedinwritingcommentsiscontextualandwillvary
dependingontheteacher,thestudentandthecommunity.

Teacherswillusetheirprofessionaljudgementtodecidewhich
aspectsoflearning,whichstudentstrengths,andwhichnextsteps
itismostimportanttocommentonforanygivenreporting
period.(p.7,ReportingStudentLearning:GuidelinesforEffectiveTeacherParent
StudentCommunications,2010)

ContextualInformation

Comment

JuniorDivision

(learned,strength&nextstep)
LanguageArts
Grade:4
READINGuseknowledgeofwordsand
cueingsystemstoreadfluently;

WRITINGuseediting,proofreading,and
publishingskillsandstrategies,and
knowledgeoflanguageconventions,to
correcterrors,refineexpression,and
presenttheirworkeffectively;

ORALreflectonandidentifytheir
strengthsaslistenersandspeakers,
areasforimprovement,andthe
strategiestheyfoundmosthelpfulin
oralcommunicationsituation;

MEDIAcreateavarietyofmediatexts
fordifferentpurposesandaudiences,
usingappropriateforms,conventions,
andtechniques;

NativeStudies
Grade6

(oral,reading,writing)

Reading:
Bruceusesstrategiessuchasfindingfamiliarwordswithinlargerwordsandcontext
cuestoreadunfamiliarwords.Tostrengthenhisfluencyandrate,Bruceneedsto
recordandlistentohimselfreading.Heisalsoencouragedtorereadphrasesashe
readsaloudtoanadult.

Writing:
Brucecombineshiscreativeideasandinterestingvocabularytocreatevoiceinhis
writtenwork.Usingstrategiessuchashighlightingwordsofwhichheisuncertain,and
referringtoavailableresources(e.g.wordwall,dictionary,spellchecker,etc.)willhelp
Bruceeditandrefinehiswrittenwork.

Oral:
Bruceislearninghowtoparticipateappropriatelyduringsmallgroupactivities.
Throughconversationswithadults,Brucecouldpractiselearningwhentospeak,listen
andshareinagrouptoimprovehisabilitytocommunicate.

Media:
Brucestravelbrochure,advertisingthevariousregionsofCanada,demonstrated
someunderstandingoftheelementsinvolvedwiththistypeofmediatext.Bruce
needstobetterselectinformationthatisrelevanttohistargetaudienceby
researchingthetopicusingavarietyofsources.
Kyleactivelyparticipatesinclassdiscussions,pronouncingwordsandphrasesasthey
mayhavebeenspokenbyaNativespeakerinthecommunity.Kyleisencouragedto
thinkabouthowwordorderandendingswillhelphimappreciatedetailsineachstory.
KyleclearlyshareshisunderstandingofOjibwaycultureinhiswriting(e.g.,hisschool
announcementaboutartistNorvalMorriseau).Heisencouragedtouseclassroom
wordwallstohelpensureheusestheappropriatenounsandpronouns.

Comment

ContextualInformation

JuniorDivision

(learned,strength&nextstep)

SubjectArea/Strand:LanguageArts
Grade:5

READINGrecognizeavarietyoftext
forms,textfeatures,andstylistic
elementsanddemonstrate
understandingofhowtheyhelp
communicatemeaning;

WRITINGdraftandrevisetheir
writing,usingavarietyof
informational,literary,andgraphic
formsandstylisticelements
appropriateforthepurposeand
audience;

ORALusespeakingskillsand
strategiesappropriatelyto
communicatewithdifferent
audiencesforavarietyofpurposes;

MEDIAidentifysomemediaforms
andexplainhowtheconventions
andtechniquesassociatedwith
themareusedtocreatemeaning;

Reading:

Whenreadingnonfictioninformation,Alexindependentlyusesvarioustextfeatures(e.g.
tableofcontents,indexesandsubheadings)tolocateandunderstandinformation.Using
agraphicorganizer,suchasaVenndiagram,tocomparetheinformationfoundfrom
varioussourceswillhelpAlextobetterorganizeherwrittenresponsestothematerial.
Writing:
AlexsbiographyaboutKingTutdemonstratedthatshecaneffectivelyapplytheelements
ofwritinginacreativeway.Usingstrategiestoreviseherwork,suchaspeereditingand
readinghermaterialsaloudtoanadult,willhelpAlextocreatemorepolishedfinaldrafts.
Oral:
InAlexsspeechontheGulfoilspill,sheeffectivelyappliedtheskillsofeyecontactand
expressionwhencommunicatingherpointofview.Alexisencouragedtopractisevarying
thepaceofherpresentationsinordertokeeptheaudiencesinterest.
Media:
Whenanalyzingreportsregardingtheoilspill,Alexusedherknowledgeofdifferentmedia
formstoevaluatetheaccuracyoftheinformation.Forcontinuedimprovement,Alex
couldproducedifferentmediatexts(e.g.podcast,website,poster,etc.)thatcommunicate
heropinions,asshetendstofocusonwrittenreports.

ContextualInformation

Comment

JuniorDivision

(learned,strength&nextstep)
LanguageArts
Grade:6

READINGreadanddemonstratean
understandingofavarietyofliterary,
graphic,andinformationaltexts,usinga
rangeofstrategiestoconstructmeaning;

WRITINGgenerate,gather,andorganize
ideasandinformationtowriteforan
intendedpurposeandaudience;

ORALlisteninordertounderstandand
respondappropriatelyinavarietyof
situationsforavarietyofpurposes;

MEDIAdemonstrateanunderstandingofa
varietyofmediatexts;

Reading:
Whenreadingaboriginallegends,Markuseshisbackgroundknowledgeofanimals
tohelphimunderstandandrelatetothestory.Heisencouragedtousesticky
notestorecordimportantideaswhilehereads.

Writing:
WhenwritinghisreportonJupiter,Markusedacharttohelphimorganizehisideas
sequentiallyandsupportthemwithrelevantdetails.Toimprovethevoiceofhis
writing,hewillbesupportedinclassthroughsmallgroupinstructionandwillbe
encouragedtouseourclasswordwallwhenchoosingdescriptivewords.

Oral:
Whenworkingingroups,Markdemonstratesactivelisteningskillssuchasasking
questionsforclarificationandusingappropriatebodylanguage.Anextstepfor
Markistobegintopractisetakingnotesusinganoutlinewhenlisteningto
presentationsinordertorecordtheimportantideas.

Media:
Markaccuratelyidentifiesthesimilaritiesanddifferencesbetweenonlineand
printednewsreports.Heneedstoexaminehowbiasispresentineverydaymedia
sources(e.g.commercials,websitesandmagazines)byanalyzingmediatextsfrom
otherpointsofview.

HealthandPhys.Ed.
Grade:4

StartingPoint(OverallExpectation):

PHYS.ED.participateactivelyandregularly
inawidevarietyofphysicalactivities,and
demonstrateanunderstandingoffactors
thatencouragelifelongparticipationin
physicalactivity;participateinsustained
moderatetovigorousphysicalactivityfor
aminimumoftwentyminuteseachday;
performmovementskills,demonstratingan
understandingofthebasicrequirementsof
theskillsandapplyingmovementconcepts
asappropriate,astheyengageinavariety
ofphysicalactivities;

Phys.Ed
Oliviasemphasisonfairplayandinclusionallowhertobeapositiveandactive
participantinallclassphysicalactivities.Shedemonstratesgreatbalanceina
varietyofsettings,bothindividuallyandwithapartner.Settingandtracking
personalphysicalfitnessgoalswillhelpOliviatoimproveheroverallfitnesslevel
andallowhertoparticipateinDailyPhysicalActivity(DPA)forthefulltwenty
minutes.

JuniorDivision

ContextualInformation

Comment
(learned,strength&nextstep)

French
Grade:4
StartingPoint(OverallExpectations):
ORALexpressideas,feelings,and
opinionsonfamiliartopics,using
correctpronunciationand
appropriateintonation;
READINGreadavarietyofshort,
simplewrittenmaterialsand
demonstrateunderstandingthrough
oralandbriefwrittenresponses;
WRITINGproduceshortpiecesof
writinginavarietyofforms

Oral
Whencommunicatingorally,Peterusescompletesentencestocommunicatehisideas,
feelingsandopinionsaboutfamiliartopics.Withpromptingfromtheteacher,Peterwill
begintocorrectbasicerrorsinhisspokenFrenchsuchasthecorrectuseofmasculineand
femininewords.
Reading
Whenreadingsimpletexts,Peterisabletoidentifythemainideaandsomesupporting
details.HeisencouragedtocontinuetousehisFrenchEnglishdictionarytodetermine
unfamiliarvocabularyandexpandhisvocabulary.
Writing
Petercanwriteinawaythatwillcommunicateaclearmessage,asshownthroughhis
biographyofNelsonMandela.Heisencouragedtouseteacherandpeerfeedbackwhen
editingandrevisinghiswork.

Arts(VisualArts,DanceandMusic)
Grade:6

StartingPoint(OverallExpectation):

VISUALARTSdemonstratean
understandingofavarietyofart
forms,styles,andtechniquesfrom
thepastandpresent,andtheir
socioculturalandhistoricalcontexts;

DANCEapplythecreativeprocess
tothecompositionofshortdance
pieces,usingtheelementsofdance
tocommunicatefeelingsandideas;

MUSICapplythecreativeprocessto
createandperformmusicfora
varietyofpurposes,usingthe
elementsandtechniquesofmusic;

VisualArts
Throughthecreationofhertotempole,Kisanawasabletoeffectivelycommunicatean
awarenessofwaysinwhichthisformofartreflectsthebeliefsandtraditionsofvarious
aboriginalgroups.Sheisencouragedtoreflectuponhowheruseofcolourcanbetter
communicatetheintendedmoodofherartwork.

Dance
KisanasAboriginaldancedemonstratedcreativeuseoftheelements(e.g.,body
awarenessandenergy)asameansofportrayingtheculturalidentityandheritageofthe
dancers.Sheisencouragedtouseappropriatedancevocabulary(e.g.,space,time,
relationship)whenreflectinguponherdanceskills.

Music
Kisanaaccuratelyreadsandplaysmusiconherclarinet.Withcontinuedpracticeathome
andatschool,Kisanawillimproveuponheroverallpitchandtone.

ContextualInformation

Comment

JuniorDivision

(learned,strength&nextstep)
French
Grade:5

StartingPoint(OverallExpectations):
ORALexpressideasandopinionson
avarietyoffamiliartopics,using
correctpronunciationand
appropriateintonation;

READINGreadavarietyofsimple
textsandmediaworksand
demonstrateunderstandingthrough
oralandbriefwrittenresponses;
WRITINGproduceshortpiecesof
writinginavarietyofformsfor
specificpurposes

Oral
Quintoneffectivelycommunicateshisideasandopinionsusingsimpleandcompound
sentencesasdemonstratedinhisreportaboutAncientRome.Tofurtherstrengthenhis
oralcommunication,heisencouragedtoexploretheuseofdifferentsentencetypes(e.g.,
declarative,interrogative,exclamatory).

Reading
Quintonisbeginningtotransferhisstrongresearchskills,whenformulatingquestions,
locatinginformation,andclarifyinghisunderstandingthroughdiscussionswithothers.As
hebecomesmoreproficientwithwrittentext,hewillcontinuetoaddexpressionand
intonationwhenreadingaloud.

Writing
InhisFrenchjournal,Quintonconsistentlyorganizeshisideasintoshortparagraphs,
expresseshispointofviewandreflectsonhisownexperiences.Usingavarietyof
resources(e.g.,FrenchEnglishdictionary,thesaurus,wordwall,andpersonaldictionary),
Quintoncancontinuetoreviseandcorrecthiswriting,focusingonspellingandword
choice.

SocialStudies(MedievalTimes)
Grade:4

StartingPoint(OverallExpectation):

MEDIEVALTIMESidentifyand
describemajorfeaturesofdailylife
andsocialorganizationinmedieval
Europeansocietiesfromabout500
to1500C.E.(CommonEra);

ThroughhisoralpresentationusingPrezi,Hermanidentifiedanddescribedsomefeatures
ofdailylifeinMedievalEuropeansocietiesincludingfood,housing,religionand
organizationofpower.Hermanneedstousegraphicorganizerstohelphimorganizehis
researchwhenwritingreports.

Comment

ContextualInformation

JuniorDivision

(learned,strength&nextstep)
French
Grade:6

StartingPoint(OverallExpectations)

ORALexpressideas,feelings,and
opinionsonfamiliartopics,using
correctpronunciationand
appropriateintonation;

READINGreadavarietyofshort,
simplewrittenmaterialsand
demonstrateunderstandingthrough
oralandbriefwrittenresponses;
WRITINGproduceshortpiecesof
writinginavarietyofforms

Oral
Sashausesvisualinformation,gesturesandtoneofvoicetohelpherunderstandwhatshe
hears.Whenworkingcooperativelywithherpeers,Sashawouldbenefitfromactively
sharingheropinions,askingquestionstoclarifyherunderstandingandcommentingonthe
ideasofothers.
Reading
Sashaisabletomakesimplepredictionswhenreadingshortstories.Tostrengthenher
understandingofwrittentext,sheneedstorereadwordsandphrasesthatshefinds
challenginganduseaFrenchEnglishdictionarytodeterminethemeaningofunfamiliar
words.

Writing
Sashawritessimplesentencestoexpressheropinionsonfamiliartopics.Throughwriting
conferenceswithherteacherandpeers,Sashaneedstorevise,editandproofreadher
workwithrespecttospelling,grammar,andpunctuation.
SocialStudies(Aspectsof
CitizenshipandGovernmentin
Canada)
Grade:5

StartingPoint(Overall
Expectation):useavarietyof
resourcesandtoolstogatherand
analyzeinformationabout
governmentprocesses,therightsof
groupsandindividuals,andthe
responsibilitiesofcitizenshipin
Canada,includingparticipationin
theelectoralprocess;

Inpreparationforourmockelections,Georgiaeffectivelyusedchartsandgraphsto
organizeherlearningregardingthevariouslevelsandbranchesofCanadiangovernment.
Tostrengthenfutureinquiryassignments,
Georgiawillcontinuetoworkoncreatingopenendedquestionsusingthe5Ws(who,
what,when,where,why)inordertohelpguideherresearch.

Comment

ContextualInformation

JuniorDivision

(learned,strength&nextstep)
Science(PulleysandGears/Light
andSound)

Grade:4

StartingPoint(OverallExpectation):
GEARSANDPULLEYSinvestigate
waysinwhichpulleysandgears
modifythespeedanddirectionof,
andtheforceexertedon,moving
objects;
LIGHTANDSOUNDinvestigatethe
characteristicsandpropertiesof
lightandsound;

Science(PropertiesofandChanges
inMatter/ConservationofEnergy
andResources)
Grade:5
StartingPoint(OverallExpectation):
PROPERTIESOFANDCHANGESIN
MATTERdemonstratean
understandingofthepropertiesof
matter,changesofstate,and
physicalandchemicalchange;

CONVERSATIONOFENERGYAND
RESOURCESdemonstratean
understandingofthevariousforms
andsourcesofenergyandtheways
inwhichenergycanbetransformed
andconserved.

GearsandPulleys
Throughhercreationofacrane,Carlettasuccessfullydemonstratedwaysinwhichpulleys
andgearschangethespeed,direction,andmotionofamovingobject.Sheshould
considerusinginclasssupports,suchaswordwallandanchorcharts,andtocreatea
sciencejournalofnewandinterestingvocabularytouseasaresourcewhen
communicatingherknowledge.
LightandSound
Throughvariousexperiments,Carlettacomparedanddescribedthecharacteristicsofa
varietyofnaturalandartificiallightandsoundsources.Carlettaisencouragedtoapply
herunderstandingofthecharacteristicsofsoundwithherloveofmusictocreatean
originalmusicalinstrument.
PropertiesofandChangesinMatter
Withthesupportofawordbank,Domenicuseswordssuchassolids,liquidsandgasesto
describedifferentsubstances.Throughfurtherexperimentation(i.e.meltingice,freezing
juice,etc.),Domenicwillcontinuetodevelophisunderstandingofchangesofstateof
matter.
ConservationofEnergyandResources
Whenlookingatimages,Domenicisabletoclassifysourcesofenergyasrenewableand
nonrenewable.Athome,Domeniccouldexaminecommondeviceswithinthecommunity
(i.e.bicycle,winduptoys,yoyo,etc.)todeterminewaysinwhichenergyistransformed
fromoneformtoanother.

Comment

ContextualInformation

JuniorDivision

(learned,strength&nextstep)

TheArts(Drama,VisualArtsand
Dance)
Grade:4

StartingPoint(OverallExpectation):
DRAMAapplythecreativeprocess
todramaticplayandprocessdrama,
usingtheelementsandconventions
ofdramatocommunicatefeelings,
ideas,andstories;

VISUALARTapplythecreative
processtoproduceavarietyoftwo
andthreedimensionalartworks,
usingelements,principles,and
techniquesofvisualartsto
communicatefeelings,ideas,and
understandings;

DANCEapplythecriticalanalysis
processtocommunicatetheir
feelings,ideas,andunderstandings
inresponsetoavarietyofdance
piecesandexperiences;

Drama
Ingridstableauandskitpresentationsonmedievalculturedemonstratedhercreativityin
usingbodymovementsandvocalchangestocommunicateacharacterstraitsandchoices.
Ingridcouldfurtherheranalyticalskillsbycomparingandcontrastingtheelementsof
traditionaltheatredramatomoderndaytelevision/film.
VisualArts
Ingridspapermachcomiccharacterandcharcoalcharactersketchesdemonstratedher
creativeuseoftheelementsofdesignincludinglineandcolourtocreateemotionand
intensity.TosupportIngridsinterestinvisualarts,sheisencouragedtovisitartgalleries
eitherinpersonorvirtuallytobegintoexploretheartisticcreationsofvariouscultures.
Dance
Ingridsknowledgeoftheelementsofdancewereclearlycommunicatedinherresponses
tobothherownandothers'contemporarycompositions.Forcontinuedimprovement,
sheisencouragedtocreateavideojournalofherreflectionsonherowndanceabilities.

Comment

ContextualInformation

JuniorDivision

(learned,strength&nextstep)
Science(FlightandSpace)
Grade:6

StartingPoint(OverallExpectation):
FLIGHTinvestigatewaysinwhich
flyingdevicesmakeuseofproperties
ofair;
SPACEinvestigatecharacteristicsof
thesystemsofwhichtheearthisa
partandtherelationshipbetween
theearth,thesun,andthemoon

TheArts(Music,VisualArtsand
Drama)Grade5

StartingPoint(OverallExpectation):
MUSICapplythecreativeprocessto
createandperformmusicfora
varietyofpurposes,usingthe
elementsofmusic;
VISUALARTSapplythecreative
processtoproduceavarietyoftwo
andthreedimensionalartworks,
usingelements,principalsand
techniquesofvisualartsto
communicatefeelings,ideasand
understandings;
DRAMAapplythecreativeprocess

Flight
Ellaaccuratelyidentifiesanddescribestheeffectsofthefourforcesofflight(i.e.lift,
weight,dragandthrust).Toimprovehercommunicationandanalysis,Ellaisencouraged
tokeepamoreorganizedsciencelogthatdocumentsherlearningwithdiagrams,
observationsandreflectionsofherexperiments.
Space
Throughherspacemindmap,Ellaclearlycommunicatedherlearningregardingthebasic
characteristicsoftheobjectsinoursolarsystem.Sheshouldcontinuereadingnonfiction
resourcestofurtherdevelopherabilitytodescribetheplanetsandotherpartsofthesolar
systemwithgreaterdetail.
Music
Usingaudioeditingsoftware(e.g.,Garageband),Jaycreatedamusicalaccompanimentfor
hisconservationofenergyslideshow.Heisencouragedtothinkabouthowhecanapply
hisunderstandingofrepeatingpatterns,melodyandvolumetointentionallycreatea
moodthatisconsistentwithhismeaning.
VisualArts
Jaycreatedavarietyoftwoandthreedimensionalpiecesofartthatreflectedhis
understandingoftheelementsofdesign(e.g.,line,shape,colourandtexture).Jayis
encouragedtousesubjectspecificvocabularywhendiscussinghisartandtheworkof
others.
Drama
JaysroleplayaboutthedifferentcreaturesinancientGreekmythologycommunicated

toprocessdramaandthe
developmentofdramaworks,using
theelementsandconventionsof
dramatocommunicatefeelings.

themood,messageandcharacters'feelingswithinthestories.Heisencouragedto
contributehisideas,considerthefeedbackofothers,anddevelopastrongerawarenessof
hisaudiencewhenworkingwithhispeers.

Comment

JuniorDivision

ContextualInformation

(learned,strength&nextstep)
Mathematics(AllStrands)
Grade:5
StartingPoint(OverallExpectation):

NUMBERSENSEread,represent,
compare,andorderwholenumbersto
100000,decimalnumberstohundredths,
properandimproperfractions,andmixed
numbers;
solveproblemsinvolvingthe
multiplicationanddivisionofmultidigit
wholenumbers,andinvolvingthe
additionandsubtractionofdecimal

NumberSense
Liaccuratelysolvesmathematicalproblemsusingmultiplicationanddivision,
comparesfractionswithcommondenominatorsandconvertscommonlyused
fractionstodecimals.Hewasabletoapplytheseskillstoreallifesituationssuchas
hisgroceryshoppinglistassignment.Licouldpractisemultiplicationanddivisionin
ordertobecomemoreefficientwhensolvingproblems.
Measurement
Hewasabletodeterminetheformulasforbothareaandvolumethrough
investigation,suchasconstructingathreedimensionalproductpackage.Licould

numberstohundredths,usingavarietyof
strategies;

MEASUREMENTestimate,measure,and
recordperimeter,area,temperature
change,andelapsedtime,usingavariety
ofstrategies;

GEOMETRYdeterminetherelationships
amongunitsandmeasurableattributes,
includingtheareaofarectangleandthe
volumeofarectangularprism;identify
andconstructnetsofprismsand
pyramids;

PATTERNINGdetermine,through
investigationusingatableofvalues,
relationshipsingrowingandshrinking
patterns,andinvestigaterepeating
patternsinvolvingtranslations;

DATArepresentasafractionthe
probabilitythataspecificoutcomewill
occurinasimpleprobabilityexperiment,
usingsystematiclistsandareamodels.

practisedeterminingelapsedtimebycalculatinghowlongittakesforeveryday
eventstooccur(e.g.,lengthofT.V.shows,preparationofdinner,etc.).
Geometry
Licanskillfullyidentifyandconstructvariousthreedimensionalsolidsincluding
prismsandpyramidsasdemonstratedthroughhispackageredesigningproject.He
couldcontinuetodevelophisunderstandingofcardinaldirections(i.e.,north,south,
east,west)byparticipatinginneighbourhoodwalksandusinginteractivemapping
tools(e.g.,GoogleEarth).
Patterning
Liisabletoidentifyandextendpatternsinvolvingshapes.Continuingtoworkonhis
basicmathskills(e.g.,multiplicationfacts)wouldalsohelphimtobetteridentifyand
solvenumericpatterns.
Data
Whenconductingsimpleprobabilityexperiments,Liisabletousehisknowledgeof
fractionstodescribetheresults.Asanextstep,heisencouragedtoexaminereallife
applicationsofprobabilitysuchassimpleboardgames.