Pine Street School
Term 1 Progress Report Prepared: October 30, 2015
Student Name: Celestine Sterling Grade:
Grade 5
Dear Parents, An education at Pine Street School is about actively combining challenging, engaging, significant and relevant experiences with academic rigor and creative opportunities. Assessment at Pine Street School is varied and continuous; informing our planning and design of learning experiences. Reports are one way of communicating how the learners are progressing along the learning continuum of the International Baccalaureate Primary Years Program. Reports are shared with families in November, March and June each year. The purpose of this report is to communicate your child’s progress in acquiring skills, knowledge and understanding. We consider each student as an individual with their own background of experiences, abilities, skills, knowledge and language proficiencies. While our curriculum includes age level expectations in the various areas we adjust our expectations for each individual student in light of the differences they bring to the learning tasks. However, when we rate a student in the report we are describing, as best we can, how they are doing against our specific expectations for the year level. We invite parents to work with us to differentiate for, challenge and support all learners in multiple ways. Kind regards, Eileen Baker Head of School
Assessment Explanation IB Learner Profile: The development of the student in regards to the attributes of the learner profile includes the personal, social and emotional progress made, as well as the work habits displayed. The development of these attributes is reported on in the form of a narrative comment related to our observations of student behavior and attitudes. Reporting on Subject Areas: Language, Mathematics, Spanish, The Arts and PE specify grade level specific outcomes for the students. The Pine Street School’s progress reports describe the student’s progress in relation to grade level learning outcomes using the following scale: Rating Scale: E - Exceeding expectations M - Meeting expectations P - Progressing towards expectations N - Needs support meeting expectations N/A - Not (yet) assessed The learning outcomes are our expectations for the end of the school year. Students are not expected to fully meet these expectations until June. Unit of Inquiry: In this comment we refer to the students’ conceptual understanding, the acquisition of knowledge, as well as, the subject specific learning that has taken place within the unit of inquiry. In addition, we report on the development of social, communication, self-management, thinking and research skills addressed in each unit.
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IB Learner Profile
Inquirers
We nurture our curiosity, developing skills for inquiry and research. We know how to learn independently and with others. We learn with enthusiasm and sustain our love of learning throughout life.
Knowledgeable We develop and use conceptual understanding, exploring knowledge across a range of disciplines. We engage with issues and ideas that have local and global significance. Thinkers
We use critical and creative thinking skills to analyse and take responsible action on complex problems. We exercise initiative in making reasoned, ethical decisions.
Communicators We express ourselves confidently and creatively in more than one language and in many ways. We collaborate effectively, listening carefully to the perspectives of other individuals and groups. Principled
We act with integrity and honesty, with a strong sense of fairness and justice, and with respect for the dignity and rights of people everywhere. We take responsibility for our actions and their consequences.
Open-minded
We critically appreciate our own cultures and personal histories, as well as the values and traditions of others. We seek and evaluate a range of points of view, and we are willing to grow from the experience.
Caring
We show empathy, compassion and respect. We have a commitment to service, and we act to make a positive difference in the lives of others and in the world around us.
Risk-takers
We approach uncertainty with forethought and determination; we work independently and cooperatively to explore new ideas and innovative strategies. We are resourceful and resilient in the face of challenges and change.
Balanced
We understand the importance of balancing different aspects of our lives — intellectual, physical, (spiritual) and emotional — to achieve well-being for ourselves and others. We recognize our interdependence with other people and with the world in which we live.
Reflective
We thoughtfully consider the world and our own ideas and experience. We work to understand our strengths and weaknesses in order to support our learning and personal development.
Comments
Cissi has shown great growth in her ability to express herself in an open-minded way. She stretches herself to take the point of view of others and to imagine what their perspectives may be. While debating, she presents all points of view, and manages to use them to substantiate her own argument. Cissi is improving in her ability to communicate with active listening and well-chosen words. She is challenging herself as a thinker to analyze and synthesize.
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Attitudes Demonstration of: Attitude
Rating Scale
Attitude
Rating Scale
Attitude
Rating Scale
Appreciation
M
Curiosity
M
Empathy
E
Respect
E
Tolerance
M
Comments: Cissi has exhibited very positive attitudes toward others and the environment this term. She is interested in learning new things and has a particular interest in the plight of Syrian refugees. She keeps the class up to date on the developments as they occur. She shows great empathy for their situation, and is researching ways in which we can help.
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Transdisciplinary Skills Social Skills
Rating Scale
Rating Scale
Accepting Responsibility
M
Respecting Others
M
Cooperating
M
Resolving Conflict
E
Group Decision Making
E
Adopting a Variety of Group Roles
P
Formulating Questions
M
Observing
M
Planning
P
Collecting Data
M
Recording Data
P
Organizing Data
P
Interpreting Data
M
Presenting Research
M
Listening
E
Speaking
E
Reading
E
Writing
E
Non-verbal
M
Viewing
M
Presenting
M
Codes of Behaviour
M
Research Skills
Communication Skills
Self-Management Skills Time Management
M
Informed Choices
M
Thinking Skills Acquisition of Knowledge
M
Comprehension
M
Application
M
Analysis
P
Synthesis
P
Evaluation
P
Dialectical Thought
P
Metacognition
P
Rating Scale E Exceeding Expectations
M Meeting Expectations
P Progressing towards expectations
N Needs support meeting expectations
N/A
Not (yet) assessed
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Summary of Achievement Units of Inquiry Who we are: Movement of people Central Idea: Throughout history our world has been shaped and reshaped by the regular movement of people, away from the known and into the unknown. Lines of Inquiry: • • •
Migration over time Reasons for migration How migration shapes and reshapes the world
Subject Focus: English, Spanish, Social Studies, Science. Key Concepts: Causation, Connection, Reflection. Transdisciplinary Skills: Formulating Questions, Observing, Planning, Collecting Data, Recording Data, Organizing Data, Interpreting Data, Presenting Research, Time Management, Codes of Behaviour, Informed Choices, Acquisition of Knowledge, Comprehension, Application, Analysis, Synthesis, Evaluation, Dialectical Thought, Metacognition, Accepting Responsibility, Respecting Others, Cooperating, Resolving Conflict, Group Decision Making, Adopting a Variety of Group Roles, Listening, Speaking, Reading, Writing, Non-verbal, Viewing, Presenting. Comments: Cissi was very involved in this unit, and took a great interest in the recent migrations of people across the globe. She has learned about the impact of past migrations on places today. She speculated about possible future impact resulting from the migration of people today. Her color coded migration map is informative, and the impact of various migrations is well-documented.
Where we are in place and time: The Earth's resources Central Idea: The geographical position, natural resources and potential for development have an impact on the past, present and future of places. Lines of Inquiry: • • • • •
Physical geography Natural environment The impact of humans Resources and development Conflicts and resolutions
Subject Focus: Science. Key Concepts: Change, Connection, Reflection. Comments: Cissi enjoyed learning about geography and natural resources in this unit. She made excellent connections between the history of places and their geographical location and resources. She did case studies of countries in different continents and compared and contrasted them in her summative assessment. Her literature selections were well-chosen and her personal connections were quite sophisticated. Her data collection and analysis was very powerful to support her hypotheses.
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Subjects English
Rating Scale
Oral language - listening and speaking Phase 5 understand and use figurative language such as simile, personification and metaphor
M
use oral language to formulate and communicate possibilities and theories
E
use standard grammatical structures competently in appropriate situations
M
use register, tone, voice level and intonation to enhance meaning
P
appreciate that people speak and respond according to personal and cultural perspectives
M
participate appropriately as listener and speaker, in discussions, conversations, debates and group presentations
M
generate, develop and modify ideas and opinions through discussion
E
listen and respond appropriately to instructions, questions and explanations
P
use speech responsibly to inform, entertain and influence others
P
reflect on communication to monitor and assess their own learning.
P
Visual language - viewing and presenting Phase 5 reflect on ways in which understanding the intention of a visual message can influence personal responses.
M
view and critically analyse a range of visual texts, communicating understanding through oral, written and visual media
M
identify factors that influence personal reactions to visual texts; design visual texts with the intention of influencing the way people think and feel
E
analyse and interpret the ways in which visual effects are used to establish context
P
identify elements and techniques that make advertisements, logos and symbols effective and draw on this knowledge to create their own visual effects
E
realize that cultural influences affect the way we respond to visual effects and explain how this affects our interpretation, for example, the use of particular colours or symbols
M
realize that individuals interpret visual information according to their personal experiences and different perspectives
E
show how body language, for example, facial expression, gesture and movement, posture and orientation, eye contact and touch, can be used to achieve effects and influence meaning
M
apply knowledge of presentation techniques in original and innovative ways; explain their own ideas for achieving desired effects
M
Written language - reading Phase 5 make inferences and be able to justify them
E
identify and describe elements of a story - plot, setting, characters, theme - and explain how they contribute to its effectiveness
M
compare and contrast the plots of two different but similar novels, commenting on effectiveness and impact
M
distinguish between fact and opinion, and reach their own conclusions about what represents valid information
E
use a range of strategies to solve comprehension problems and deepen their understanding of a text
M
consistently and confidently use a range of resources to find information and support their inquiries
M
participate in collaborative learning, considering multiple perspectives and working with peers to co-construct new understanding
M
Written language - writing Phase 5 write independently and with confidence, showing the development of their own voice and style
M
choose to publish written work in handwritten form or in digital format independently
M
use written language as a means of reflecting on their own learning
M
recognize and use figurative language to enhance writing, for example, similes, metaphors, idioms, alliteration
M
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identify and describe elements of a story - setting, plot, character, theme
M
locate, organize, synthesize and present written information obtained from a variety of valid sources
M
use a range of tools and techniques to produce written work that is attractively and effectively presented.
E
write using a range of text types in order to communicate effectively, for example, narrative, instructional, persuasive
P
Comments: Cissi has really challenged herself with her language work this term. She really strives to improve her writing; seeking feedback from others and by enriching and extending her own vocabulary. Her oral presentations have been articulate and passionate, and her ability to present effectively has improved considerably. Cissi has excellent language skills and applies them artfully.
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Spanish
Rating Scale
Oral language - listening and speaking Phase 4 verbalize their thinking and explain their reasoning
P
recognize that different forms of grammar are used in different contexts
M
appreciate that language is not always used literally; understand and use the figurative language of their own culture.
M
listen appreciatively and responsively, presenting their own point of view and respecting the views of others
M
listen for a specific purpose in a variety of situations
E
identify and expand on main ideas in familiar oral texts
M
listen reflectively to stories read aloud in order to identify story structures and ideas
M
understand that ideas and opinions can be generated, developed and presented through talk; they work in pairs and groups to develop oral presentations
M
explain and discuss their own writing with peers and adults
M
Visual language - viewing and presenting Phase 4 view, respond to and describe visual information, communicating understanding in oral, written and visual form
M
experience a range of different visual language formats; appreciate and describe why particular formats are selected to achieve particular effects
M
observe and discuss the choice and composition of visual presentations and explain how they contribute to meaning and impact, for example, facial expressions, speech bubbles, word images to convey sound effects
M
realize that visual presentations have been created to reach out to a particular audience and influence the audience in some way; discuss the effects used and how they might influence the audience.
M
describe personal reactions to visual messages; reflect on why others may perceive the images differently
M
understand and explain how visual effects can be used to reflect a particular context
M
Written language - reading Phase 4 read a variety of books for pleasure, instruction and information; reflect regularly on reading and set future goals
M
distinguish between fiction and non-fiction and select books appropriate to specific purposes
M
understand and respond to the ideas, feelings and attitudes expressed in various texts, showing empathy for characters
M
recognize the author's purpose, for example, to inform, entertain, persuade, instruct
M
understand that stories have a plot; identify the main idea; discuss and outline the sequence of events leading to the final outcome
M
Written language - writing Phase 4 organize ideas in a logical sequence
M
reread, edit and revise to improve their own writing, for example, content, language, organization
E
respond to the writing of others sensitively
E
use appropriate punctuation to support meaning
E
use knowledge of written code patterns to accurately spell high-frequency and familiar words
M
use a range of strategies to record words/ideas of increasing complexity
M
realize that writers ask questions of themselves and identify ways to improve their writing, for example, "Is this what I meant to say?", "Is it interesting/relevant?"
M
work cooperatively with a partner to discuss and improve each other's work, taking the roles of authors and editors
E
write independently and with confidence, demonstrating a personal voice as a writer
M
write for a range of purposes, both creative and informative, using different types of structures and styles according to the purpose of the writing
M
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Comments: Cissi is virtually bilingual now and can access and use resources equally in both English and Spanish. She is aware of the differences in structure and vocabulary usage. Cissi speaks without an accent and can express herself articulately. She is very excited about the upcoming community service trip in Costa Rica where she will be immersed in Spanish for 2 weeks working with Habitat for Humanity.
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Mathematics
Rating Scale
Data Handling Phase 4 1.1 understand that different types of graphs have special purposes
M
1.2 understand that the mode, median, mean and range can summarize a set of data
M
1.3 understand that probability can be expressed in scale (0-1) or per cent (0%-100%)
E
1.4 understand the difference between experimental and theoretical probability.
E
2.1 collect, display and interpret data in circle graphs (pie charts) and line graphs
M
2.2 identify, describe and explain the range, mode, median and mean in a set of data
M
2.3 set up a spreadsheet using simple formulas to manipulate data and to create graphs
P
2.4 express probabilities using scale (0-1) or per cent (0%-100%).
E
3.1 design a survey and systematically collect, record, organize and display the data in a bar graph, circle graph, line graph
M
3.2 identify, describe and explain the range, mode, median and mean in a set of data
M
3.3 create and manipulate an electronic database for their own purposes
M
3.4 determine the theoretical probability of an event and explain why it might differ from experimental probability.
P
Measurement Phase 4 1.1 develop and describe formulas for finding perimeter, area and volume
M
1.2 use decimal and fraction notation in measurement, for example, 3.2 cm, 1.47 kg, 11.32 miles
M
1.3 read and interpret scales on a range of measuring instruments
M
1.4 measure and construct angles in degrees using a protractor
M
1.5 carry out simple unit conversions within a system of measurement (metric or customary).
M
2.1 select and use appropriate units of measurement and tools to solve problems in real-life situations
M
2.2 determine and justify the level of accuracy required to solve real-life problems involving measurement
M
2.3 use decimal and fractional notation in measurement, for example, 3.2 cm, 1.47 kg, 11.32 miles
M
2.4 use timetables and schedules (12- hour and 24-hour clocks) in real-life situations
E
2.5 determine times worldwide.
E
3.1 understand procedures for finding area, perimeter and volume
M
3.2 understand the relationships between area and perimeter, between area and volume, and between volume and capacity
M
3.3 understand unit conversions within measurement systems (metric or customary).
M
Shape and Space Phase 4 2.1 analyse, describe, classify and visualize 2D (including circles, triangles and quadrilaterals) and 3D shapes, using geometric vocabulary
E
2.2 describe lines and angles using geometric vocabulary
M
2.3 identify and use scale (ratios) to enlarge and reduce shapes
M
2.4 identify and use the language and notation of bearing to describe direction and position
M
2.5 create and model how a 2D net converts into a 3D shape and vice versa
M
2.6 explore the use of geometric ideas and relationships to solve problems in other areas of mathematics.
M
3.1 use geometric vocabulary when describing shape and space in mathematical situations and beyond
E
3.2 use scale (ratios) to enlarge and reduce shapes
M
3.3 apply the language and notation of bearing to describe direction and position
M
3.4 use 2D representations of 3D objects to visualize and solve problems, for example using drawings or models.
P
Pattern and Function Phase 4 1.1 understand that patterns can be generalized by a rule
Celestine Sterling Pine Street School — Term 1 Progress Report
E
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1.2 understand exponents as repeated multiplication
E
1.3 understand the inverse relationship between exponents and roots
M
1.4 understand that patterns can be represented, analysed and generalized using tables, graphs, words, and, when possible, symbolic rules.
M
2.1 represent the rule of a pattern by using a function
M
2.2 analyse pattern and function using words, tables and graphs, and, when possible, symbolic rules.
M
3.1 select appropriate methods to analyse patterns and identify rules
M
3.2 use functions to solve problems.
P
Number Phase 4 2.3 read and write integers in appropriate contexts
M
2.4 read and write exponents and square roots
M
2.5 convert improper fractions to mixed numbers and vice versa
M
2.6 simplify fractions in mental and written form
M
2.7 read, write, compare and order decimal fractions to thousandths or beyond
M
2.8 read, write, compare and order percentages
M
2.9 convert between fractions, decimals and percentages.
M
3.1 use whole numbers up to millions or beyond in real-life situations
M
3.2 use ratios in real-life situations
M
3.3 use integers in real-life situations
M
3.4 convert improper fractions to mixed numbers and vice versa in real-life situations
M
3.5 simplify fractions in computation answers
M
3.6 use fractions, decimals and percentages interchangeably in real- life situations
M
3.7 select and use an appropriate sequence of operations to solve word problems
M
3.8 select an efficient method for solving a problem: mental estimation, mental computation, written algorithms, by using a calculator
M
3.9 use strategies to evaluate the reasonableness of answers
M
3.10 use mental and written strategies for adding, subtracting, multiplying and dividing fractions and decimals in reallife situations
M
3.11 estimate and make approximations in real-life situations involving fractions, decimals and percentages.
M
Comments: Cissi is a very capable mathematician, She has a solid background and has the confidence to tackle new concepts. She is particularly skilled in application and is able to flexibly apply what she has learned in new situations. She is very good at using her mathematical skills in project work and science experiments.
Physical Education
Rating Scale
Identity
M
Interactions
M
Visual Arts
Active Living
Rating Scale
Responding
Music
Rating Scale
M
Rating Scale Creating
Rating Scale
Responding
Celestine Sterling Pine Street School — Term 1 Progress Report
M
M
M
Rating Scale Creating
M
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Homeroom Advisor Comments Cissi is a gracious leader in our classroom. She is well-organized and has the ability to organize others. She is collaborative with all of her classmates, and chooses to work with different students for different purposes. She is mindful of others and eager to offer help if needed.
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