This document appears to be a student report card containing assessments of a student's progress in various subject areas. It includes sections on intellectual development, physical development, social/emotional development, numeracy, writing, and reading. For each subject, the student's performance is rated against expectations and standards for their grade level. Overall, the student is reported to be meeting widely held expectations for their age in most subject areas.

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
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
Topics covered this The student may be Most parts of the In familiar situations, The student completes
term 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
The student may be Most parts of the basic In familiar situations, The student completes
unable to complete the task are correct; some the student completes all parts of the task
task in a reasonable errors or omissions. The all parts of the basic accurately and
amount of time without student may have task accurately and efficiently and explains
one-to-one help. difficulty explaining the can explain the result. the result. May develop
result. May need some May need occasional an extension or
assistance. consultation. alternative method
The student may be Most parts of the basic In familiar situations, The student completes
unable to complete the task are correct; some the student completes all parts of the task
task in a reasonable errors or omissions. The all parts of the basic accurately and
amount of time without student may have task accurately and efficiently and explains
one-to-one help. difficulty explaining the can explain the result. the result. May develop
result. May need some May need occasional an extension or
assistance. consultation. alternative method
The student may be Most parts of the basic In familiar situations, The student completes
unable to complete the task are correct; some the student completes all parts of the task
task in a reasonable errors or omissions. The all parts of the basic accurately and
amount of time without student may have task accurately and efficiently and explains
one-to-one help. difficulty explaining the can explain the result. the result. May develop
result. May need some May need occasional an extension or
assistance. consultation. alternative method
In relation to other children of a similar age range your child iswithinthe widely held expectations for numeracy.
Personal Writing
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4. A snapshot of your Not Yet Within Meets Expectation Fully Meets Expectations Exceeds Expectations
child’s progress Expectations (Minimal Level)
Topics covered this May attempt to tell a Clearly sets out to tell a The story has a
term: 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 withinthe widely held expectations for writing.
Writing to Communicate Ideas and Information
A snapshot of your Not Yet Within Meets Expectation Fully Meets Expectations Exceeds Expectations
child’s progress Expectations (Minimal Level)
Topics covered this The writing is hard to The writing offers some The writing is clear, The writing is purposeful;
term: 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 withinthe widely held expectations for writing.
Writing Stories
A snapshot of your Not Yet Within Meets Expectation Fully Meets Expectations Exceeds Expectations
child’s progress Expectations (Minimal Level)
Topics covered this May attempt to tell a Clearly sets out to tell a Clearly sets out to tell a The story develops
term: 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
In relation to other children of a similar age range your child is withinthe widely held expectations for writing.
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5. Reading Literature
A snapshot of your Not Yet Within Meets Expectation Fully Meets Expectations Exceeds Expectations
child’s progress Expectations (Minimal Level)
Topics covered this The student needs one- The student reads a The student reads a The student reads an
term: 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
A snapshot of your Not Yet Within Meets Expectation Fully Meets Exceeds Expectations
child’s progress Expectations (Minimal Level) Expectations
Topics covered this The student needs one- The student is able to The student is able to The student reads an
term: 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 withinthe widely held expectations for reading.
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