Winter 2012
Dear families,
Report Card 2012-2013 Child’s Name: Grade:
At the Battery Park City School we work to align our academic program with the rigorous academic standards as defined by the Common Core Learning Standards levels of achievement. In order to better help parents understand where their children are on the goal towards meeting these standards, we look at two main criteria. Students receive marks in relation to progress made and where they are in meeting standards. Students meeting standard are demonstrating high levels of academic proficiency. You will see the following codes used to communicate your child’s progress:
Teacher: Term:
Attendance Fall Number of Days Late Number of Days Absent
Strong partnerships between home and school are a critical part of your child’s learning. Being well informed allows you to better support your child’s continued growth. This report card is one tool we use to help you understand your child’s progress. The indicators on this report are drawn from New York State and Common Core Learning Standards for your child’s grade. The marks given help you know the progress your child has made this term and how your child is doing in regards to achieving the standards. Equally important are the comments that accompany the marks. Regularly scheduled parent teacher conferences take place to provide an even richer picture of your child’s progress.
Spring
P1 – Progress maintained P2 – Support needed to maintain progress S1 – Meets grade standard S2 – Development needed to meet grade standard Please read the entire report carefully. As always, if you have any questions, do not hesitate to contact your child’s teachers. We look forward to continuing to support your child’s education.
PS/IS 276 Second Grade Report of Progress Student:
Teacher:
Academic Year: 2012 – 2013
Winter 2012
Spring 2013
Social-emotional growth: Third grade is a time when children are becoming increasingly independent. Their social emotional needs are addressed in everyday discussion and classroom management. Their identity is cultivated both as an individual and member in a community. Social / Emotional School-Appropriate Development Needed Respects Peers
Social-emotional growth: Third grade is a time when children are becoming increasingly independent. Their social emotional needs are addressed in everyday discussion and classroom management. Their identity is cultivated both as an individual and member in a community. Social / Emotional School-Appropriate Development Needed Respects Peers
Respects Adults
Respects Adults
Abides by School Rules
Abides by School Rules
Resolves Conflicts
Resolves Conflicts
Maintains Self-Control
Maintains Self-Control
Work habits: Developing strong and independent work habits is a school-wide goal integrated within the daily classroom routine. Exceeds Consistent Inconsistent Minimal Work Habits Expectations Works well independently
Work habits: Developing strong and independent work habits is a school-wide goal integrated within the daily classroom routine. Exceeds Consistent Inconsistent Minimal Work Habits Expectations Works well independently
Works well in groups
Works well in groups
Puts forth good effort Participates in discussions
Puts forth good effort Participates in discussions
Demonstrates Active Listening Keeps focus during learning Completes school work on time and with care Completes homework on time and with care
Demonstrates Active Listening Keeps focus during learning Completes school work on time and with care Completes homework on time and with care
2
PS/IS 276 Second Grade Report of Progress Student:
Teacher:
Winter 2012
Academic Year: 2012 – 2013
Spring 2013
Reading: Over the course of the year, students will gain skills and strategies to deepen comprehension in order to read both fiction and non-fiction texts that have increasing complexity. Along with this goal, there is an emphasis on fluency, reading with expression, asking questions while reading and citing evidence from the text to support developing ideas. Progress Standards Reading P1 P2 S1 S2 Know and applies grade level phonics and word analysis skills in decoding words
Reading: Over the course of the year, students will gain skills and strategies to deepen comprehension in order to read both fiction and non-fiction texts that have increasing complexity. Along with this goal, there is an emphasis on fluency, reading with expression, asking questions while reading and citing evidence from the text to support developing ideas. Progress Standards Reading P1 P2 S1 S2 Know and applies grade level phonics and word analysis skills in decoding words
Reads with phrasing, expression, and appropriate pacing
Reads with phrasing, expression, and appropriate pacing
Identifies and demonstrates understanding of key ideas, including central themes and important details Using evidence from text, draws accurate conclusions to consolidate understanding
Identifies and demonstrates understanding of key ideas, including central themes and important details Using evidence from text, draws accurate conclusions to consolidate understanding
Writing: Over the course of the year, students will be able to express themselves across various genres using the writing process with increasing sophistication. Students will be expected to apply spelling and grammatical skills so that their audiences can clearly understand their thinking. Progress Standards Writing P1 P2 S1 S2 Generates ideas and writes independently across genres
Writing: Over the course of the year, students will be able to express themselves across various genres using the writing process with increasing sophistication. Students will be expected to apply spelling and grammatical skills so that their audiences can clearly understand their thinking. Progress Standards Writing P1 P2 S1 S2 Generates ideas and writes independently across genres
Organizes and expresses ideas clearly
Organizes and expresses ideas clearly
Utilizes spelling patterns in writing (i.e. blends, digraphs, vowel teams, endings, rhymes)
Utilizes spelling patterns in writing (i.e. blends, digraphs, vowel teams, endings, rhymes)
Uses editing skills to recognize and/or correct errors: grammar, punctuation, capitalization, etc.
Uses editing skills to recognize and/or correct errors: grammar, punctuation, capitalization, etc.
3
PS/IS 276 Second Grade Report of Progress Student:
Teacher:
Winter 2012
Academic Year: 2012 – 2013
Spring 2013
Social Studies: Over the course of the year, students study the development of New York City over time using a variety of historical sources. Second graders begin to work with more complex ideas of change over time and are introduced to primary and secondary sources of historical information. Progress Standards Social Studies P1 P2 S1 S2 Organize and interpret data presented in timelines.
Social Studies: Over the course of the year, students study the development of New York City over time using a variety of historical sources. Second graders begin to work with more complex ideas of change over time and are introduced to primary and secondary sources of historical information. Progress Standards Social Studies P1 P2 S1 S2 Organize and interpret data presented in timelines.
Hypothesize about the influence of the past (cause and effect)
Hypothesize about the influence of the past (cause and effect)
Obtain historical data from a variety of sources including primary sources, images, texts, and field experiences. Identify issues and problems in the past and analyze point of view of those involved in situation.
Obtain historical data from a variety of sources including primary sources, images, texts, and field experiences. Identify issues and problems in the past and analyze point of view of those involved in situation.
Math: Over the course of the year, students will gain skills to: represent and solve gradeappropriate problems with accuracy and efficiency; explain and compare numeric quantities using multiple strategies; generate, measure, and interpret data in various forms; identify and describe attributes (including parts and whole) of geometric shapes. Progress Standards Math P1 P2 S1 S2 Can solve addition and subtraction one- and twostep word problems within 100 by using a variety of strategies. Explain why addition and subtraction strategies work, using place value and the properties of operations Tell and write time accurately to the half hour
Math: Over the course of the year, students will gain skills to: represent and solve gradeappropriate problems with accuracy and efficiency; explain and compare numeric quantities using multiple strategies; generate, measure, and interpret data in various forms; identify and describe attributes (including parts and whole) of geometric shapes. Progress Standards Math P1 P2 S1 S2 Can solve addition and subtraction one- and twostep word problems within 100 by using a variety of strategies. Explain why addition and subtraction strategies work, using place value and the properties of operations Tell and write time accurately to five minute intervals
Can describe and indentify attributes of geometric shapes
Can describe and indentify attributes of geometric shapes
Understands the value of coins and can determine the value of combinations up to $1
Understands the value of coins and can determine the value of combinations up to $1
4
PS/IS 276 Second Grade Report of Progress Student:
Comments Winter 2012
Teacher:
Academic Year: 2012 – 2013
Comments Spring 2013
5
Report Card 2012-2013 Child’s Name: Grade:
At the Battery Park City School we work to align our academic program with the rigorous academic standards as defined by the Common Core Learning Standards levels of achievement. In order to better help parents understand where their children are on the goal towards meeting these standards, we look at two main criteria. Students receive marks in relation to progress made and where they are in meeting standards. Students meeting standard are demonstrating high levels of academic proficiency. You will see the following codes used to communicate your child’s progress:
Teacher: Term:
Attendance Fall Number of Days Late Number of Days Absent
Strong partnerships between home and school are a critical part of your child’s learning. Being well informed allows you to better support your child’s continued growth. This report card is one tool we use to help you understand your child’s progress. The indicators on this report are drawn from New York State and Common Core Learning Standards for your child’s grade. The marks given help you know the progress your child has made this term and how your child is doing in regards to achieving the standards. Equally important are the comments that accompany the marks. Regularly scheduled parent teacher conferences take place to provide an even richer picture of your child’s progress.
Spring
P1 – Progress maintained P2 – Support needed to maintain progress S1 – Meets grade standard S2 – Development needed to meet grade standard Please read the entire report carefully. As always, if you have any questions, do not hesitate to contact your child’s teachers. We look forward to continuing to support your child’s education.
PS/IS 276 Second Grade Report of Progress Student:
Teacher:
Academic Year: 2012 – 2013
Winter 2012
Spring 2013
Social-emotional growth: Third grade is a time when children are becoming increasingly independent. Their social emotional needs are addressed in everyday discussion and classroom management. Their identity is cultivated both as an individual and member in a community. Social / Emotional School-Appropriate Development Needed Respects Peers
Social-emotional growth: Third grade is a time when children are becoming increasingly independent. Their social emotional needs are addressed in everyday discussion and classroom management. Their identity is cultivated both as an individual and member in a community. Social / Emotional School-Appropriate Development Needed Respects Peers
Respects Adults
Respects Adults
Abides by School Rules
Abides by School Rules
Resolves Conflicts
Resolves Conflicts
Maintains Self-Control
Maintains Self-Control
Work habits: Developing strong and independent work habits is a school-wide goal integrated within the daily classroom routine. Exceeds Consistent Inconsistent Minimal Work Habits Expectations Works well independently
Work habits: Developing strong and independent work habits is a school-wide goal integrated within the daily classroom routine. Exceeds Consistent Inconsistent Minimal Work Habits Expectations Works well independently
Works well in groups
Works well in groups
Puts forth good effort Participates in discussions
Puts forth good effort Participates in discussions
Demonstrates Active Listening Keeps focus during learning Completes school work on time and with care Completes homework on time and with care
Demonstrates Active Listening Keeps focus during learning Completes school work on time and with care Completes homework on time and with care
2
PS/IS 276 Second Grade Report of Progress Student:
Teacher:
Winter 2012
Academic Year: 2012 – 2013
Spring 2013
Reading: Over the course of the year, students will gain skills and strategies to deepen comprehension in order to read both fiction and non-fiction texts that have increasing complexity. Along with this goal, there is an emphasis on fluency, reading with expression, asking questions while reading and citing evidence from the text to support developing ideas. Progress Standards Reading P1 P2 S1 S2 Know and applies grade level phonics and word analysis skills in decoding words
Reading: Over the course of the year, students will gain skills and strategies to deepen comprehension in order to read both fiction and non-fiction texts that have increasing complexity. Along with this goal, there is an emphasis on fluency, reading with expression, asking questions while reading and citing evidence from the text to support developing ideas. Progress Standards Reading P1 P2 S1 S2 Know and applies grade level phonics and word analysis skills in decoding words
Reads with phrasing, expression, and appropriate pacing
Reads with phrasing, expression, and appropriate pacing
Identifies and demonstrates understanding of key ideas, including central themes and important details Using evidence from text, draws accurate conclusions to consolidate understanding
Identifies and demonstrates understanding of key ideas, including central themes and important details Using evidence from text, draws accurate conclusions to consolidate understanding
Writing: Over the course of the year, students will be able to express themselves across various genres using the writing process with increasing sophistication. Students will be expected to apply spelling and grammatical skills so that their audiences can clearly understand their thinking. Progress Standards Writing P1 P2 S1 S2 Generates ideas and writes independently across genres
Writing: Over the course of the year, students will be able to express themselves across various genres using the writing process with increasing sophistication. Students will be expected to apply spelling and grammatical skills so that their audiences can clearly understand their thinking. Progress Standards Writing P1 P2 S1 S2 Generates ideas and writes independently across genres
Organizes and expresses ideas clearly
Organizes and expresses ideas clearly
Utilizes spelling patterns in writing (i.e. blends, digraphs, vowel teams, endings, rhymes)
Utilizes spelling patterns in writing (i.e. blends, digraphs, vowel teams, endings, rhymes)
Uses editing skills to recognize and/or correct errors: grammar, punctuation, capitalization, etc.
Uses editing skills to recognize and/or correct errors: grammar, punctuation, capitalization, etc.
3
PS/IS 276 Second Grade Report of Progress Student:
Teacher:
Winter 2012
Academic Year: 2012 – 2013
Spring 2013
Social Studies: Over the course of the year, students study the development of New York City over time using a variety of historical sources. Second graders begin to work with more complex ideas of change over time and are introduced to primary and secondary sources of historical information. Progress Standards Social Studies P1 P2 S1 S2 Organize and interpret data presented in timelines.
Social Studies: Over the course of the year, students study the development of New York City over time using a variety of historical sources. Second graders begin to work with more complex ideas of change over time and are introduced to primary and secondary sources of historical information. Progress Standards Social Studies P1 P2 S1 S2 Organize and interpret data presented in timelines.
Hypothesize about the influence of the past (cause and effect)
Hypothesize about the influence of the past (cause and effect)
Obtain historical data from a variety of sources including primary sources, images, texts, and field experiences. Identify issues and problems in the past and analyze point of view of those involved in situation.
Obtain historical data from a variety of sources including primary sources, images, texts, and field experiences. Identify issues and problems in the past and analyze point of view of those involved in situation.
Math: Over the course of the year, students will gain skills to: represent and solve gradeappropriate problems with accuracy and efficiency; explain and compare numeric quantities using multiple strategies; generate, measure, and interpret data in various forms; identify and describe attributes (including parts and whole) of geometric shapes. Progress Standards Math P1 P2 S1 S2 Can solve addition and subtraction one- and twostep word problems within 100 by using a variety of strategies. Explain why addition and subtraction strategies work, using place value and the properties of operations Tell and write time accurately to the half hour
Math: Over the course of the year, students will gain skills to: represent and solve gradeappropriate problems with accuracy and efficiency; explain and compare numeric quantities using multiple strategies; generate, measure, and interpret data in various forms; identify and describe attributes (including parts and whole) of geometric shapes. Progress Standards Math P1 P2 S1 S2 Can solve addition and subtraction one- and twostep word problems within 100 by using a variety of strategies. Explain why addition and subtraction strategies work, using place value and the properties of operations Tell and write time accurately to five minute intervals
Can describe and indentify attributes of geometric shapes
Can describe and indentify attributes of geometric shapes
Understands the value of coins and can determine the value of combinations up to $1
Understands the value of coins and can determine the value of combinations up to $1
4
PS/IS 276 Second Grade Report of Progress Student:
Comments Winter 2012
Teacher:
Academic Year: 2012 – 2013
Comments Spring 2013
5
