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After one year at school

Reporting in plain language helps parents and whānau be well informed, to make sense of their child’s progress and achievement, and more able to support learning at home.  Plain language written reporting is free of specific education language, as it is language that is understood easily.  It is language that helps support respectful and trusting relationships between students, parents and whānau.

A written report is likely to cover:

  • In reading, the student’s ability to read text and their ability to respond to, understand and use what they have read.
  • In writing, the student’s ability to write (including planning, revising, publishing) and their ability to use writing for a variety of purposes across the curriculum.
  • In mathematics, the student’s ability to solve number problems and their ability in a non-number related aspect of mathematics (geometry, measurement or statistics).

Written Report Comments                 Reading, Writing, Mathematics and Statistics                  After one year at school   

            

Curriculum Area

Some examples of

education language

Educational language rephrased as plain language

Reading

 

 

Developing early concepts about print

 

Learning to decode unfamiliar words

 

Recognises high frequency words

 

Uses comprehension strategies to clarify new information

 

Makes connections with prior knowledge

 Dane

  • knows a few basic words, and is working hard to learn more
  • uses the pictures to help him understand the story
  • reads to Mrs Small each morning before school and this is helping him make more progress when reading out loud
  • has just about reached the standard for after one year at school
  • likes when Aunty reads to him at home
  • Sally has made good progress in using the pictures in the stories and her knowledge of what makes sense. She often reads a sentence again to make sure she understands the meaning.  Sally asks a lot of questions about the stories she reads and often links these to her experiences. When reading aloud a next step for Sally is to pause and take a breath when she comes to a full stop. She could continue to practise this at home.  Sally is working above the expected standard.

Writing

 

Creates texts in a range of contexts

 

Writes an explanation and a recount of an event.

 

Rereads what is written to maintain meaning

 

Encodes words using a developing knowledge of morphology

 

Levi:

  • can write several sentences following his plan, and reads his sentences to check that his writing makes sense
  • likes to use words that are interesting and he chooses these carefully
  • confidently reads his writing to the class
  • has made great progress with forming letters; the pencil grip has helped greatly
  • is working above the expected National Standard
Rosie always settles to her writing tasks quickly and is making good progress getting her ideas planned before she starts writing.  She can say what she is going to write about.  She enjoys writing about class events, and was very proud that her science writing was used on the class blog. Her next step is to start using simple joining words like ‘and’ and ‘but’.  As we discussed at our meeting, she has not yet reached the standard for after one year at school, but we are working hard together to improve that.

Maths and

Statistics

 

Sorts objects and shapes by a single feature and describes the feature

 

Applies counting-all strategies

 

Investigates questions using the statistical inquiry cycle

 

Creates and continues sequential patterns

 

Applies counting-all strategies

  • Te Kokoru is always keen to discuss his learning and enjoys telling his group about the patterns he makes and why he has sorted objects.  He loves making patterns with the Lego blocks.  He has made very good progress and can now add two groups of fewer than ten objects together using counters. Te Kokoru can count numbers and confidently helps teach the class in te reo Māori.   He is achieving above the expected National Standard. 

Joy:

  • could measure ingredients accurately when we made vegetable soup in class
  • is able to say and write numbers up to 5. A next step is learning to say and write numbers up to 10.
  • is learning to join two small groups together and then count these from 1. She could show you how she does this at home.
  • has not yet reached the standard for after one year at school