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After two years at school

Reporting in plain language helps parents and whānau to be well informed, to make sense of their child’s progress and achievement, and to be 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.

  • In reading, a written report is likely to cover the student’s ability to read text and their ability to respond to, understand and use what they have read.
  • In writing, a written report comment is likely to cover 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 we focus reporting on 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 two years at school   

            

Curriculum Area

Some examples of

education language

Educational language rephrased as plain language

Reading

 

Makes appropriate choices of text for independent reading

 

Uses intonation and phrasing

 

Locates information that is explicitly stated in the text

 

Notices  complex punctuation and phrasing

 

Responds to ideas in the text

Simon:

  • has made very good progress. He enjoys choosing and reading  picture books and reading these to his friends.
  • varies  his voice to make his reading sound interesting, and knows to take a breath at a full stop. His next step is to pause at commas.
  • is now close to the expected standard for after two years at school.

Well done for reading to Mum, and for learning your words.

  • Kelly recognises the main ideas in stories or articles. She confidently explains her ideas about characters or events. She listens well to the views of others and can change her opinion if necessary.  She has decided that her next step is to work on answering questions by finding information from more than one place in the book. She could show you how she does this at home.  Kelly continues to make great progress and has achieved above the expected standard. 
Writing

Uses planning strategies to organise ideas and turn ideas

 

 

into connected sentences

 

 

Uses simple sentences, and some ideas that relate to our curriculum topic

 

 

Uses appropriate structural features

Peaches:

  • can put her ideas into order before she writes
  • thinks carefully about her choice of words  to make her writing interesting
  • is making sound progress with writing, especially with using joining words (e.g. and, then, because)
  • has met the expected National Standard.

Her next step is to give some extra information about her ideas.

Hazel:

  • is making good progress and is able to draw a picture including her ideas. Her next step is working on making a plan with words.
  • is working with the teacher on varying the beginning of sentences using time language like ‘next’, ‘after’, and ‘later’
  • has nearly met the National Standard for after two years at school.

Maths and

Statistics

 

Applies skip-counting and simple partitioning of whole numbers

 

Uses simple grouping strategies to combine and partition numbers

 

Uses equal sharing to find fractions of sets, and measure duration

  • Susie is working at the standard for her year. She counts in 2s (i.e. 2, 4, 6, 8) and is learning to count in 5s.  She can use halving of objects as a way to share evenly. Susie enjoys copying and also making new patterns, using shapes and other objects.  Susie can add 53+ 3 by counting on (i.e. 53 then 54, 55, 56).

Luke:

  • has  exceeded  the standard for after two years at school
  • quickly understands new ideas, and enjoys helping and sharing learning with the class
  • has made strong  progress with counting to and from 100
  • can  say the time to quarter and half hours
  • makes good guesses about the numbers on the dice when we roll these in class.