Ongoing Communication of Student Learning Templates Each individual communication of student learning that meets the four criteria must be documented on the Record of Ongoing Communication of Student Learning ROCLS and be included with Written Reports (mid-year and June). There are multiple ways to communicate learning with parents: ● Work sample ● Student led conference ● Showcase of Learning ● Freshgrade post Regardless of the tool an educator may use to share information with a child’s family, it must adhere to the four criteria. Attached are some examples of templates that could be used to support ongoing communication with parents throughout the year. Thank to teachers who have help create these examples and courageously share them with others.
Transcript
Ongoing Communication of Student Learning Templates
Each individual communication of student learning that meets the four criteria must be documented on the Record of Ongoing Communication of Student Learning ROCLS and be included with Written Reports (mid-year and June).
There are multiple ways to communicate learning with parents:
● Work sample
● Student led conference
● Showcase of Learning
● Freshgrade post
Regardless of the tool an educator may use to share information with a child’s family, it must adhere to the four criteria. Attached are some examples of templates that could be used to support ongoing communication with parents throughout the year. Thank to teachers who have help create these examples and courageously share them with others.
Alphabet Letter and Sound Assessment
Learning Objectives:
We have been working with and reviewing alphabet letters and sounds. We have been practicing hearing the first and last sound in words and have begun
working to say words slowly and record as many sounds as we can hear in between.
o I know all of my alphabet letters and soundso I know most of my alphabet letters and soundso I am working on learning my alphabet letterso I am working on learning my alphabet sounds
Is able to…o Hear and record the first soundo Hear and record the first and last soundo Hear and record middle short vowel soundso Hear and record long vowel sounds
o Other: _______________________________________________________________ Is working to… o Hear and record the first soundo Hear and record the first and last soundo Hear and record middle short vowel soundso Hear and record long vowel soundso Develop fluency when hearing sounds and writing words
o Other: _________________________________________________________________
It’s time for descriptive feedback on learning! Please review the work and the responses below with your child. This will help to reinforce all of the wonderful things that students do in their work and to help them determine areas to focus on.
WRITING
I can write a story using the writing process.
I can write a draft using the six writing traits.
Writing Reflections/ Student Voice Name _____________________________
☆ What is it about this writing that you think readers will most enjoy?
What did you learn from this writing? What is something you can improve on next time?
Do you feel you are getting better at the writing process? Why or why not?
What is your favourite word you used in this writing piece?
What is one thing you would like to add or change in this piece of writing?
What is the hardest part about writing for you? The easiest?
Teacher’s Feedback:
WRITING TRAIT CRITERIA for drafts Got itOkay/
Sort ofNeeds to work on
IDEAS Problem and solution are clear. Details about character, plot, and setting are included. Topic choice is not too big.
WORD CHOICE Interesting or powerful words sprinkled throughout.
SENTENCE FLUENCY A mixture of short, medium and long sentences create flow. Sentence beginnings are varied.
VOICE Writer shows care for topic. Personality engages the reader and fits the story. May use dialogue which moves story along and sounds natural.
ORGANIZATION Begins with an interesting lead. Connected events make sense in the middle. Finishes with A strong ending that fits the story problem.
CONVENTIONS Makes some errors in spelling, grammar and punctuation but only in tricky parts; errors do not interfere with meaning.
COMMENTS
Student: Date:
On-going Communication of Student Learning
Letter-Sound KnowledgeLearning ObjectivesStudents are learning to recognize:· Lowercase letter names· Uppercase letter names· Letter sounds
Big IdeaPlaying with language helps us discover how language works
Teacher Voice
Strength of Learner
Recognizes /26 lowercase letters
Recognizes /26 uppercase letters
Can say /26 letter sounds
Areas for Improvement
Practice Practice Practice
Ways to support· Search for letters on signs, in books, or on food labels· Ask, “What letter / sound does … start with?”· Encourage writing grocery lists, making signs or labelling drawings
Student Voice
I know most of my lowercase letters
I know most of my uppercase letters
I know most of my letter sounds Writing Observation and Evaluation
I can...o write independently during writing timeo independently choose a writing idea that is interestingo use inventive spelling to spell new wordso use interesting wordso use a capital letter at the beginning of my sentenceso use spacing between wordso use punctuation at the end of my sentenceso use the word wall to spell “no excuse” words
Areas where I need support...
o
My next step is to independently…
o Write the whole timeo Choose a good writing idea that is interestingo Use inventive spelling to spell new wordso Increase writing volume to:o Use upper- and lower- case letters appropriatelyo Put spaces between wordso Use punctuation at the end of a sentence
Student Reflection
I like to write.
I can read my own writing.
Teacher: _____________________________________
On-Going Communication Home: LA, Social Studies, Career Education and Core Competency Social Responsibility
Learning Goals: Through text and sentence structure, we can learn and share with others (LA). I can explain how to respect and care for our local environment (Socials). If we all do little things in our community and work together, we can work towards a common goal of protecting nature (Career Education). I can participate in classroom and community activities to improve our local environment (Social Responsibility).
Activity: I can write about 3 ways to help care for our environment. Need to include 3 sentences.
Teacher assessment: (see attached student evidence)Beginning Developing Applying Extending
Can make 1-3 sentences with constant teacher help.
Included 1-3 ideas on how to care for our environment with constant teacher support.
Doesn't use periods. Uppercase and lowercase letters are mixed in words.
Limited finger spacing.
Has a hard time reading back own writing.
Can make 2-3 sentences with little teacher help.
Included 3 ideas on how to care for our environment with little teacher support; ideas may not be in a complete sentence.
Used periods with some teacher help. Few capitals are mixed into words.
Needs some help to read own writing.
Can make 3 sentences without any teacher help.
Included 3 ideas on how to care for our environment without teacher help and ideas are in complete sentences.
Used capitals, periods and finger spacing.
Can read and make sense of their own writing.
Can make more than 4 sentences without teacher prompt.
Added extra detail to their writing on their own.
Used correct periods and used some exclamation and/or question marks.
Can further explain their writing without teacher prompt.
Student Voice:
I know 3 ways to help protect our local environment.
I used periods in my writing.
I can read my own writing.
My writing goal: ________________________________________________
Communication of Student LearningStudent Name: __________________Grade: ________Date: ____________
Teacher: _______________
Attached Evidence of Learning______________________________________________
Curriculum Areas◻ Language Arts◻ Math◻ Science
◻ Social Studies◻ Physical & Health Education◻ Arts Education
(In relation to grade level expectations)Emergingin the acquisition of knowledge. skills, strategies and processes
The student demonstrates an initial understanding of the concepts and competencies.
Developingthe ability to apply knowledge, skills, strategies and processes.
The student demonstrates a partial understanding of the concepts and competencies.
Proficientin knowledge, skills, strategies and processes.
The student demonstrates a complete understanding of the concepts and competencies.
Extendingknowledge, skills, strategies and processes creatively and strategically.The student demonstrates a sophisticated understanding of the concepts and competencies.
Teacher Comments: Strengths, Areas of Focus, Next Steps
Student Voice:
I am proud of … or, my strengths for this activity are…
I need to work on…or I learned that…
Core Competencies
Communication Skills Thinking Skills Personal and Social SkillsCommunication Creative Thinking Personal and Cultural Identity
Learning Goal: Subtraction with numbers can be shown concretely and pictorially.Activity: I can make 3 subtraction sentences and make a picture for it.
Subtraction sentence:
Picture:
Subtraction sentence:
Picture:
Subtraction sentence:
Picture:
Beginning Developing Applying Extending
I can make one subtraction sentence using numbers up to 10.
I can draw a picture to show this.
I can make 3 subtraction sentences using numbers up to 10.
I can draw 3 pictures to show this up to 10.
I can make 3 subtraction sentences using numbers up to 20.
I can draw 3 pictures to show this up to 20.
I can make 3 subtraction sentences using numbers higher than 20.
I can draw pictures to show this.
Teacher Feedback
Student Voice:
I know how to write and draw a subtraction sentence.
I can explain how to subtract to someone else.
My goal:
Ongoing Communication of Student Learning
Date: Oct .12 Name: John
Authentic Evidence of Learning:
Grade 1 Journal writing sample
Learning Standards:
-student learns to plan and create a variety of communication forms for different purposes
-student learns about language structures and features such as spacing between words, periods and capitals.
Student Voice Descriptive Feedback:
Strengths: John’s writing makes sense and matches picture.
Ways to Improve: John’s needs to add more detail in his picture.
John needs to use a period at end his sentences.
Next Steps: John needs to reread his writing when finished.
Sample Template for Ongoing Communication of Student Learning
Date: Name:
Authentic Evidence of Learning:
(work sample attached)
Learning Standards:
(what is the student learning, connected to core learning area)
Descriptive Feedback:
Strengths:
Ways to Improve:
Next Steps:
Student Voice:
I am proud of:
I need to improve on:
My next steps are:
Levels of Competency
(in relation to grade level expectations)
Emerging
to acquire knowledge, skills,
strategies and processes.
Developing
the ability to apply knowledge, skills, strategies and processes.
Proficient
knowledge, skills, strategies and processes consistently.
Extending
knowledge, skills, strategies and processes creatively and strategically.
Parent Comments: (parents, we welcome your comments, please add your thoughts below)
ONGOING COMMUNICATION OF STUDENT LEARNING
SELF ASSESSMENT: I was very good at:
I struggled with:
DESCRIPTIVE FEEDBACK:WHAT YOU DID WELL:
AREAS TO IMPROVE:
EMERGING DEVELOPING PROFICIENT EXTENDING
LEARNING STANDARD: EVIDENCE:
CORE COMPETENCIES:
In this assignment, I demonstrated these core competencies:
□ COMMUNICATION
□ CREATIVE THINKING
□ CRITICAL THINKING
□ POSITIVE PERSONAL AND CULTURAL IDENTITY
□ PERSONAL AWARENESS AND RESPONSIBILTY
□ SOCIAL RESPONSIBILITY
I CAN:
I SHOWED THIS WHEN:
MY NEXT STEP IS:
Ongoing Communication of Student Learning(See attached Evidence of Learning)
Student Name: _____________________
Grade Level: 5
Date: ______________________
Subject: Math
Learning Standards:
Curriculum Competencies Content
▪ Use mathematical vocabulary and language to
contribute to mathematical discussions
▪ Small to large numbers (thousandths to
billions)
Teacher Descriptive Feedback:
Emerging Developing Proficient Extending
To acquire knowledge, skills,
strategies and processes
The ability to apply knowledge, skills, strategies and processes.
Knowledge, skills, strategies, and
processes consistently.
Knowledge, skills,
strategies and processes
creatively & strategically.
Strengths of the Learner
- Writes some simple numbers in standard form
- Understands place value to 10 million & to thousandths
- Can compare both whole numbers & decimals
Areas for Improvement
- changing words to standard form (both whole numbers and decimals)
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