This document appears to be a student report card summarizing a student's performance and development across various subject areas. It finds the student is below grade-level expectations in numeracy, writing, and reading based on benchmarks. Support is recommended to help the student improve their skills and meet grade-level standards by the next academic year.

1. School Logo
School Name
Address
School District
Principal:
Vice Principal:
Student Name
Grade :
Date:
Teacher:
Picture of student
Teacher Signatures: _________________________________
Principal Signature:__________________________________
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2. Student Profile for Final Report
Student Comments:
Teacher Comments:
Intellectual Development:
Math Reading Writing
Physical Development Social/Emotional Responsibility Aesthetic & Artistic Development
Next Steps Ways to Support Learning at School Ways to Support Learning at Home
In relation to other children of a similar age range is meeting the expectations of the
Primary Program.
Grade Placement for September 2013: Assigned to
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3. Numeracy
Grade 2 Not Yet Within Meets Expectation Fully Meets Expectations Exceeds Expectations
B.C. Performance Expectations (Minimal Level)
Standards
Asnapshot of your The student may be Most parts of the In familiar situations, The student completes
child’s progress unable to complete the basictask are correct; the student completes all parts of the
task in a someerrors or omissions. all parts of the basic taskaccurately and
reasonableamount of The student may have task accurately and efficiently and explains
time withoutone-to-one difficulty explaining the can explain the result. the result. May
help. result. May need some Mayneed occasional developan extension
assistance. consultation. oralternative method
Topics Covered This Term
MONEY TASKS CHANCE TASKS DATA ANALYSIS MEASUREMENT OTHER APPLICATIONS
Typical money tasks at this with support, describe contribute questions estimate, measure, OF SHAPE
level involve the likeliness of an modelled on those compare, and order AND SPACE
manipulatives (stampers, outcome and make suggested by the shapes, objects, and describe, compare,
paper cut-outs, or real predictions teacher or containers, using and sort shapesand
coins). when observing or previously investigated standard and non- objects
• skip count replicating simple by class standard units length, construct designs
• use coins and bills to probability experiments suggest attributes or mass, volume time
solve simple use terms such as likely, categories for temperature use basic
money problems unlikely, fair collecting or sorting measurement and
• use dollars and cents chance, probably data collect and comparison terms (e.g.,
signs record first-hand data more than, less than,
using a recording equal, length, width)
format provided by the
teacher sort data
construct bar graphs
and pictographs using
a template provided
In relation to other children of a similar age range your child isbelowthe widely held expectations for numeracy.
Personal Writing
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4. Not Yet Within Meets Expectation Fully Meets Expectations Exceeds Expectations
Expectations (Minimal Level)
A snapshot of your May attempt to tell a Clearly sets out to tell a The story has a
child’s progress story, but problems with story. Beginning is beginning, middle, and
logic,organization, and usuallystronger than end; easy tofollow.
conventions obscure middle, andending may Includes most elements
meaning. be illogical or (setting,
May be very short. missing. Little story characters,problem,
language. solution) andsome story
language.
In relation to other children of a similar age range your child is belowthe widely held expectations for writing.
Writing to Communicate Ideas and Information
Grade 2 Not Yet Within Meets Expectation Fully Meets Expectations Exceeds Expectations
B.C. Performance Expectations (Minimal Level)
Standards
A snapshot of your The writing is hard to The writing offers some The writing is clear, The writing is purposeful;
child’s progress understand. The student accurate information mostly in the student’s provides accurate
is unable to provide (usually from class ownwords; provides information with some
clear written discussion); parts are accurate information specific detail on
informationwithout illogical or inaccurate on simpletopics and specific topics and
intensive,ongoing help. and may be difficult to procedures.Includes procedures. Shows
follow. some detail. sense of control.
In relation to other children of a similar age range your child is belowthe widely held expectations for writing.
Writing Stories
Grade 2 Not Yet Within Meets Expectation Fully Meets Expectations Exceeds Expectations
B.C. Performance Expectations (Minimal Level)
Standards
A snapshot of your May attempt to tell a Clearly sets out to tell a Clearly sets out to tell a The story develops
child’s progress story, but problems with story. Beginning is story. Beginning is logically from a
logic, organization, and usually stronger than usually stronger than problem to a solution.
conventions obscure middle, andending may middle, andending may Consistently uses story
meaning. be illogical ormissing. be illogical ormissing. language and shows a
May be very short. Little storylanguage. Little storylanguage. sense of individuality
and control
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5. In relation to other children of a similar age range your child is belowthe widely held expectations for writing.
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6. Reading Literature
Not Yet Within Meets Expectation Fully Meets Expectations Exceeds Expectations
Expectations (Minimal Level)
A snapshot of your The student needs one- The student reads a The student reads a The student reads an
child’s progress to-one support to read variety of short, variety of short, increasing variety of
short, simple stories and simple stories with simple stories with simple stories
to attempt comprehen- understanding if given understanding if given independently and with
sion activities. some support. Work is some support. Work is understanding. Work is
partially accurate. partially accurate. clear accurate and
complete.
Reading for Information
Not Yet Within Meets Expectation Fully Meets Exceeds Expectations
Expectations (Minimal Level) Expectations
A snapshot of your The student needs one- The student is able to The student is able to The student reads an
child’s progress to-one support to read reada variety of short, reada variety of short, increasing variety of
short,simple materials simple materials with simplematerials simple material
and toattempt understanding if given independentlyand with independently and with
comprehensionactivities. somesupport. Work is understanding. understanding. Work is
partiallyaccurate. Work is generally clear accurate and
accurate. complete.
As indicated on the PM Benchmark Reading Assessment your child is independently reading at
level .
Your child is belowthe widely held expectations for reading.
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