Selecting Report Card Comments That Work

SELECTING REPORT CARD COMMENTS THAT WORK

Sample Unit: Grade 3: Early Settlements in Upper Canada

? has been able to engage in research to study interactions between new settlers and existing communities of First Nations people in New France. / ? researched Native People and settlers.
? has identified factors that helped to shape the nature of early communities in Upper Canada. / ? can name 3 factors that helped to shape the communities of Upper Canada..
? is able to organize a multi-criterion comparison to compare communities past and present. / ? is able to identify factors such as heritage, natural resources, and climate as influences on the development of settlement in Upper Canada.
? can list the countries of origin of the people who settledUpper Canada around 1800. / ? demonstrates understanding of the multi-cultural nature of Upper Canada around 1800.
? can identify the different ethic groups and areas where each settled in Upper Canada in the early 1800’s. / ? can identify, locate, and describe the lifestyles of different First Nations groups in Upper Canada around 1800.
? can identify several factors that helped to shape the development of early settlements ( e.g., transportation, climate, natural resources, origin, etc.) / ? can identify ways that early settlers valued, used and looked after natural resources.
? is able to identify things that early settlers learned from native people that helped them to adapt to their new environment. / ? can describe the early components of an early settlement.
? can build a 3 dimensional model to show the components of an early settlement in Upper Canada ( e.g., grist mill, church, school, general store, blacksmith’s shop, etc.) / ? knows the various roles of male and female settlers.
? can describe and explain reasons for the various roles of male and female settlers. / ? can ask, and research answers for, questions related to the study of early settlement in Upper Canada.
? has learned to use our local museum, and our visit to a PioneerVillage, to gather information about pioneer life and to support ideas with information from maps, illustrations, and media sources. / ? has been able to demonstrate, through drawings and reenactments, a clear understanding of human and environmental relationships in early settlements.
? has successfully used a variety of graphics ( e.g., graphs, charts, maps, models) media works, written notes, and drawings, to demonstrate learning about life in Upper Canada. / ? is able to use appropriate vocabulary to name and describe various aspects of life in Upper Canada.
? has completed a detailed comparison of the lives of children in Native and European settlements in Upper Canada and contrasted these to the lives of children today. / ? has completed a detailed comparison of the lives of Native People, early settlers, and people today using several criteria (children’s lives, adult roles, buildings, tools, etc.).
? is able to use comparison organizers to examine many aspects of life for different groups in early settlements and contrast these with life today. / ? compared buildings in Upper Canada,with First Nations communities, and today.
? has compared the tools and technologies used by early settlers, First Nation people, and people today. / ? participated in the re-creation of some social activities and celebrations common to early settlements and First Nations communities.