1. ECS 410 January 30 th

2. Case Study Have a look at the description of this child and draft what you would put in the report card comments. Put comments under these categories: Reading Mathematics Social and Growth Development Other

3. Description: grade 2 student Child’s name: Tara Reads at level 4- Can count to 20 by 2’s and 5’s Does not have many friend- Can’t tell time Is not organized - Does not do transitions well Does not comprehend all of what she reads Learns best through tactile Takes instructions well- Has difficulty with number equations Comes to school with an unkept ‘look’- Tries hard Helps in the classroom- Doesn’t complete all her work Loves art- Difficulty with fine motor skills Copying is a problem- Writing is really large Talks a lot about her dog, Sally- Has one good friend – Kayla

4. RPS report cards Have a look at the report cards What elements do you need to pay attention to? What do you see that you like? That you don’t like? How would looking at this report card affect your planning?

5. RAD Have a look at the RAD assessment. The actual reading is not there. Please DO NOT write on these – as they are copyright protected and I cannot give these to you. Notice the reading strategy listed above each question. Look at the marking key Now look at the potential answer key We mark out of 4 – 1 being the lowest, 4 – being the highest We mark in partners/groups What else do you notice about this test? There is also an oral reading component that tells you if the student is reading at: frustration, independent or

6. RAD and outcomes See handout.

7. SMART goals

8. Report Card SMART Goals All the grade 4 classes wrote a reading comprehension assessment this fall. We set this goal for our class (or grade): All grade 4 students will improve one reading level by February 28 th in the reading comprehension skill of ‘predicting’. There are four levels and your child is at level 2. The majority of the class is at level 2. 75% of the grade 4 classes will reach level 3 by the end of this school year. We anticipate that all students will improve at least one level in the skill of ‘reading for detail’.

9. Concepts to remember from parents’ perspectives Share with parents RAD results and other major assessments. Parents want to know how their child did compared to others. You can tell parents the averages, means or percentiles. Make sure they understand what each one means. When writing comments, don’t use ‘teacher jargon’ that parents don’t understand. When finding the right words, be kind in your words but not vague. Look at previous report cards and try not to duplicate same messages. Think of new ways to explore issues that have been common through a child’s history.