These comments appeared in March 2001 as part of the structured written comments required in elementary report cards in B.C. The report cards also include specific comments on strengths, achievements, goals, and support plan in each curriculum area, and, at grades 4 and 5, letter grades for each subject.
Note: student names have been changed.
Grade 4 student
Social Responsibility
Chelsea is a friendly and kind girl who will often seek opportunities to help or include others in various activities. She uses some effective strategies for resolving minor conflicts. For example, Chelsea is able to consider the point of view of others when assisting with conflict resolution. Chelsea takes responsibility and shows good judgment about when to get adult help. She treats others fairly and respectfully, and shows interest in correcting any injustices she encounters. Chelsea demonstrates a growing sense of responsibility toward the classroom and school communities. She understands the interconnectedness of each person in our world and has identified some ways that children her age can act on various global issues. Chelsea fully meets expectations with respect to Social Responsibility.
Grade 2 student
Social Responsibility
Ryan continues to be an eager learner who listens attentively to lessons and participates enthusiastically and responsibly. He is considerate of others and is a helpful member of our classroom community. Ryan has achieved his goals from the last report as he has improved in both his written skills and additions skills. When asked the question, “What do you do that is socially responsible?” Ryan replied, “I help people when they get hurt.” When asked what he needs to work on, he responded, “give feedback to people who are rude to me.”
Grade 1 student
Social Responsibility
Natasha is fully meeting the expectations in Social Responsibility. She continues to be a kind, friendly, and helpful member of our community. She is able to work independently and puts forth her best effort at all times. Natasha eagerly participates in classroom and group activities, often taking on extra responsibilities. Her cheerful personality makes her a delight to have in the class. When Natasha was asked what she felt she shown the most improvement in, she wrote, I am on a lrning grnee I am on folle meting because reading is my fafrit” (I am on a learning journey. I am on fully meeting because reading is my favourite.”)