BHNCDSB 2023 Progress Report – Sample Comments for the Revised Language Curriculum

The following document includes SAMPLE progress report comments for the revised 2023 Language curriculum.
It is important to remember that Progress Reports are focused on assessment FOR and AS learning. They do not centre on assessment OF learning, which
focuses on placing an evaluation at the end of a learning cycle (e.g., First Term Report Cards & Second Term Report Cards).
When writing the Progress Report:
● consider the trajectory of learning and how your students are progressing toward meeting expectations by the end of the year.
● consider the skills you have taught up to this point in time and how students are progressing with those skills in order to create more personalized
comments.
Some reflective questions to consider when completing the Progress Report are:
How does this Progress Report:
● help establish a positive tone for the remainder of the school year?
● clarify learning goals established from September – present, so that they are understandable?
● help establish a culture of learning?
● improve students' opportunities for achieving success?
● make families feel welcome to participate in their child's learning?
(Growing Success, 66)

For further assessment and evaluation information go to: https://www.dcp.edu.gov.on.ca/en/curriculum/elementary-language/context/assessment-evaluation

Growing Success – The Addendum (2023) - Growing success: assessment, evaluation, and reporting in Ontario’s schools, kindergarten to Grade 12 | ontario.ca

BHNCDSB Assessment, Evaluation, Grading and Reporting Policy (2023)

Language Foundations Continuum for Reading and Writing, Gr. 1-4, Overall expectation B2: https://www.dcp.edu.gov.on.ca/en/curriculum/elementary-language/context/appendix-a

Language Conventions Continuum for Reading and Writing, Gr. 1-9, Overall Expectation B3: https://www.dcp.edu.gov.on.ca/en/curriculum/elementary-language/context/appendix-b
Key Changes to the Language curriculum: Key Changes – Language, Grades 1 to 8 (gov.on.ca)
Grade Progressing With Di culty Progressing Well Progressing Very Well
Sample Comments Sample Comments Sample Comments

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 1 Reading Reading Reading
● < rst name> is currently reading below grade level ● Although, < rst name> is s ll reading below grade ● < rst name> is reading above grade level texts.
at the pre-reading level. < rst name> can iden fy level, <he/she> can sound out simple CVC <He/She> can quickly decode many words and
the following le ers (*) accurately in random order (consonant, vowel, consonant) words in is able to recognize both regular and irregular
and can iden fy sounds of a few le ers. Daily decodable texts and some words found on <his/ sight words with automa city. <He/She>
prac ce of le er-sound correspondence is her> weekly target words with teacher support. demonstrates good uency and
recommended to further develop <his/her> < rst name> can iden fy most consonant and comprehension when retelling the import
mastery of le ers and sounds. <He/She> is vowel sounds. <He/She> is encouraged to events of given texts. < rst name> is
encouraged to iden fy the beginning and nal con nue reviewing past target word lists to encouraged to con nue reading books of
sound of items from the world around <him/her> further encourage mastery with each pa ern. personal interest daily.
to further develop <his/her> le er-sound < rst name> is also encouraged to work on
associa on. rhyming words and iden fy the beginning, middle,
Wri ng
and ending sounds in CVC words.
● < rst name> can record <his/her> ideas using
● < rst name> can iden fy all consonant and vowel
Wri ng phone c spelling and can o en record all the
sounds. <He/She> can easily sound out simple
● When wri ng simple sentences, < rst name> is CVC (consonant, vowel, consonant) words in
sounds in a word. <He/She> o en uses <his/
wri ng at the prewri ng level and requires the her> word lists to record unknown words. < rst
decodable texts and many of the words found on
teacher to record <his/her> ideas on paper a er name> o en writes 2-3 sentences
<his/her> weekly spelling pa ern lists. < rst
being prompted to share <his/her> ideas orally. independently and only requires a few
name> is encouraged to con nue reviewing past
< rst name> some mes tries to record le ers on reminders to ensure <he/she> includes a
target words to further encourage mastery with
<his/her> page but requires teacher support to capital at the beginning, spaces between
each pa ern. < rst name> is also encouraged to
generate ideas and write words. With more sound words, and punctua on at the end. < rst
play games where <he/she> changes the
le er associa on, < rst name> will be able to name> is encouraged to add more detail to
beginning or ending sounds in words (e.g., change
record beginning le ers when wri ng sentences. <his/her> wri ng by wri ng more ideas and
the /c/ in cat to an /m/).
<He/She> is encouraged to record beginning le ers wri ng compound sentences to explain <his/
to create lists or label items at home. Wri ng her> thinking.
● When wri ng simple sentences, < rst name> is ● When wri ng, < rst name> o en includes the
wri ng at the emergent level with teacher support ini al sound for words and some mes will include
to sound out <his/her> words and record some ending sounds. O en with the use of teacher
le ers. <He/She> is reluctant to write without support to sound out words, < rst name> can
direct teacher support and is not yet able to use phone cally record sounds. At home, < rst name>
<his/her> word helper to record some words. < rst is encouraged to prac ce wri ng CVC (consonant,
name> is encouraged to prac ce wri ng by making vowel, consonant) words by wri ng each sound
lists (e.g., grocery, favourite toys, etc.) or labeling heard by making lines to indicate the number of
pictures at home. sounds (e.g., b-a-t has three sounds to make ____,
then record each sound they hear). < rst name> is
also encouraged to include nger spaces, a capital,
and a punctua on mark to <his/her> wri ng.
● When wri ng about _________, < rst name> can
record sounds in words by including the ini al and
nal sound and some mes includes medial
sounds. <He/She> is encouraged to con nue
stretching out <his/her> words and ensuring they
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 2 Reading Reading Reading
● < rst name> can recognize and iden fy individual ● < rst name> can recognize and spell words using ● < rst name> can decode and spell words with
le er sounds (consonants and short vowels) in digraphs (e.g., th, sh, ch, wh) and some vowel complex pa erns and irregular spellings.
random order. pa erns (e.g., y as a vowel at the end of a word). ● < rst name> can read a wide range of words
● <He/She> can blend simple CVC (consonant, vowel, ● < rst name> can blend words with consonant and texts uently, including those with
consonant) words by using le er-sound blends (e.g., sh, ch, th) and some vowel pa erns. irregular and non-phone c spelling.
correspondence. ● < rst name> iden es and uses common digraphs ● < rst name> can spell words accurately and
● < rst name> is encouraged to _______. (e.g., sh, ch, th) and some vowel pa erns (e.g., con dently, including irregular and non-
long vowel sounds) in reading and spelling. phone c words, by segmen ng and
represen ng each phoneme (sound) e ec vely.
Wri ng
Wri ng
● < rst name> requires assistance when beginning to Wri ng
dra short sentences when comple ng wri ng ● < rst name> can independently dra short
● < rst name> can dra short sentences when sentences when comple ng wri ng tasks.
tasks. comple ng wri ng tasks.
● < rst name> prints legibly and uently at this
● < rst name> cannot print legibly or uently at this ● < rst name> prints legibly and somewhat uently me, with proper spacing and the appropriate
me. <He/She> is encouraged to prac ce prin ng at this me. <He/She> is encouraged to con nue
use of upper and lowercase le ers in wri en
<his/her> le ers properly. working on the proper placement of upper and
tasks.
● < rst name> requires support and reminders to lowercase le ers in wri en tasks.
make simple edits such as checking for errors in ● < rst name> makes simple edits independently
● < rst name> makes simple edits, using a writer’s such as checking for errors in capitaliza on,
capitaliza on, punctua on and spelling when checklist, such as checking for errors in
punctua on and spelling when engaged in
engaged in wri ng tasks. capitaliza on, punctua on and spelling when
wri ng tasks.
● < rst name> requires support to generate and engaged in wri ng tasks.
develop ideas in wri ng tasks about given and ● < rst name> can independently generate and
● < rst name> can generate and develop ideas in develop ideas in wri ng tasks about given and
chosen topics. some wri ng tasks about given and chosen topics.
chosen topics.
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 3 Reading Reading Reading
● < rst name> is currently working towards ● < rst name> can recognize and accurately ● < rst name> can e ec vely read and spell
consolida ng <his/her> understanding of le ers pronounce common sight words and phone cally mul -syllabic words with con dence and
and sound correspondence, including digraphs recognize words with digraphs (e.g., "sh," “ch”, applies these skills across all subject areas.
(e.g., th, sh, ch, wh), blends (e.g., bl, cl, ph, ng, etc.) “th”, “wh”). ● < rst name> excels in using strategies such as
and vowel pa erns, (e.g., the phoneme-grapheme ● < rst name> can blend and segment phone cally rereading, visualizing, and asking ques ons to
rela onship for /e/ is ee, ea, ie, y). regular, one-syllable words with consonant blends monitor their understanding of texts. < rst
● < rst name> can segment and blend simple CVC (e.g., "st," "bl," "dr"). name> consistently shows a high level of
words. Moving forward, <he/she> is working ● < rst name> recognizes the pa erns in word cri cal thinking and engagement when
towards <his/her> ability to do so with more families when both reading and wri ng, (e.g., "at," engaging with a text, resul ng in profound
complex phonics pa erns (e.g., CCVCC words). "an," "et"). insights and a deep understanding of the
● < rst name> is beginning to use some basic ● < rst name> e ec vely uses strategies such as material.
strategies, such as rereading to monitor their rereading, visualizing, and asking ques ons to
understanding of texts read. <He/She> is working monitor their understanding of texts read. Their Wri ng
towards using other comprehension skills, such as ability to visualize and pose relevant ques ons ● < rst name> excels in iden fying and
construc ng various sentence types and forms.
(visualizing, making connec ng, asking ques ons, aids in deepening their understanding of the
<He/She> uses these structures strategically to
etc.) to further enhance their reading material, leading to more insigh ul
convey ideas with precision and sophis ca on.
comprehension skills. interpreta ons.
● < rst name> excels in genera ng and
Wri ng Wri ng developing ideas on a wide range of topics,
● < rst name> is beginning to iden fy and construct ● < rst name> can con dently iden fy and whether given or chosen. They employ
basic sentence types, such as simple sentences. construct a variety of sentence types and forms. advanced strategies and seamlessly integrate
They have made some progress in this area but They adeptly use simple, compound, and complex their personal experiences with knowledge
need further development in construc ng sentences in their wri ng. This pro ciency adds from various subject areas. This approach
compound and complex sentences. Con nued depth and complexity to their wri ng, enhancing results in excep onally well-rounded and
prac ce and guidance are encouraged. their ability to communicate ideas e ec vely. thought-provoking contribu ons to classroom
● < rst name> is in the early stages of developing ● < rst name> generates and develops ideas about discussions and assignments.
ideas about both given and chosen topics. <He/ given and chosen topics using a range of
She> is beginning to use some basic strategies, strategies. They e ec vely draw on their own E ec ve Listening Skills
such as drawing on <his/her> own experiences to lived experiences, as well as insights from other ● < rst name> excels in using e ec ve listening
skills across a range of formal contexts. <He/
generate ideas. subject areas to enrich their ideas.
She> consistently demonstrate their ability to
E ec ve Listening Skills E ec ve Listening Skills ask insigh ul ques ons to probe and clarify
● < rst name> demonstrates some basic listening ● < rst name> consistently employs e ec ve informa on and ideas during both small and
skills in formal contexts. <He/She> occasionally listening skills in formal contexts and various large group conversa ons. Their contribu ons
asks simple ques ons to seek clari ca on in small classroom ac vi es. <He/She> ac vely engages in signi cantly elevate the quality of discourse in
group discussions and classroom ac vi es. There's small group discussions and is adept at asking the classroom, fostering a more enriched
room for improvement in their ability to engage ques ons to clarify informa on and ideas. Their learning environment.
more meaningfully in complex conversa ons. listening skills enhance the quality of the
conversa ons they par cipate in. However,
further growth in managing large group
conversa ons is recommended.
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 4 Reading Reading Reading
● < rst name> is in the early stages of making ● < rst name> demonstrates the ability to make● < rst name> excels at making predic ons
predic ons in their reading. They are star ng sound predic ons when reading. They while reading. They skillfully draw upon
to use some background knowledge while also e ec vely use their background knowledge their background knowledge and
referencing and analyzing text features to and text features to formulate conjectures and e ec vely analyze text features and
make predic ons when engaging with texts. have started to check whether their evidence from the text to make accurate
Con nued prac ce is needed to strengthen predic ons were correct. With further predic ons. Moreover, they consistently
these skills. prac ce, they will become more consistent pose ques ons to check the accuracy of
and pro cient in this aspect of reading. their predic ons, demonstra ng a high
Wri ng level of metacogni on and engagement
● < rst name> is in the early stages of dra ing Wri ng with the text.
texts of various forms and genres (e.g., ● < rst name> is pro cient at dra ing texts in
personal narra ves, persuasive, opinion pieces, various forms and genres, including personal
Wri ng
and informa onal texts). With further prac ce narra ves, persuasive, and informa onal
● < rst name> excels in dra ing texts of
and guidance, they will develop their skills in texts. They e ec vely employ a range of diverse forms and genres, showcasing a
construc ng a variety of text types. strategies to enhance their wri ng (e.g., word mastery of personal narra ves, persuasive,
choice, writer’s voice, etc.), and they have and informa onal texts. They adeptly use a
E ec ve Listening Skills started to experiment with di erent media wide variety of strategies, including
● < rst name> is beginning to develop tools to enrich their composi ons. Their work advanced techniques, to cra engaging and
appropriate listening strategies before, during, demonstrates a solid understanding of text well-structured pieces. Furthermore, they
and a er listening to understand informa on construc on, and they are progressing well in skillfully incorporate mul ple media tools
and messages, both stated and implied. They this aspect. to create dynamic and cap va ng
show some interest in what is being composi ons.
communicated and occasionally seek E ec ve Listening Skills
clari ca on and respond appropriately. ● < rst name> e ec vely selects and uses
E ec ve Listening Skills
Con nued prac ce is needed to strengthen various listening strategies before, during, and
● < rst name> excels in selec ng and
their listening skills further. a er listening to comprehend informa on and
employing a wide range of listening
messages in texts. They consistently express
strategies before, during, and a er listening
genuine interest in what is being
to comprehend informa on and messages
communicated, seek clari ca on when
in texts. They consistently exhibit a high
needed, and respond appropriately to the
level of interest in the content, ac vely
content. Their ac ve listening skills contribute
seeking clari ca on when necessary and
to improved understanding and engagement
develop well-thought-out responses. Their
in discussions and ac vi es.
exemplary listening skills signi cantly
enhance their understanding of the
material and elevate the quality of
communica on.
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 5 Reading Reading Reading
● < rst name> requires assistance or promp ng to ● < rst name> can iden fy and explain prior ● < rst name> can independently iden fy and
iden fy and explain some prior knowledge from knowledge from their own personal experiences explain prior knowledge from their own
their own personal experiences and is limited in and use this knowledge to make connec ons and personal experiences and use this knowledge
using this knowledge to make connec ons to understand new pieces of text such as ________. to make higher level connec ons, applying this
understand new pieces of text such as ________. ● < rst name> can use strategies such as visualizing, knowledge to understand new pieces of text
● < rst name> requires assistance to use strategies asking ques ons, reading ahead, etc. to monitor comprehensively.
such as visualizing, asking ques ons, reading their understanding of various texts including ● < rst name> independently uses strategies
ahead, etc. to monitor their understanding of _____. such as visualizing, asking ques ons, reading
various texts including _____. ahead, etc. to monitor their understanding of
various texts including ___________.
Wri ng Wri ng Wri ng
● < rst name> is in the beginning stages of dra ing ● < rst name> can dra and publish pieces of ● < rst name> can independently dra and
and publishing pieces of wri ng, such as when they wri ng, such as his/her wri en piece on ______. publish detailed pieces of wri ng, such as his/
worked on their wri en piece __________. ● < rst name> can summarize and record the main her wri en piece on _________.
● < rst name> requires assistance to summarize and idea and suppor ng details in various texts ● < rst name> accurately and independently
record the main idea and suppor ng details in including __________. summarizes and records the main idea and
various texts including __________. ● < rst name> makes some revisions of wri en suppor ng details in various texts including
● < rst name> requires assistance in making pieces of work, such as an improvement to word __________.
revisions of wri en pieces of work, such as an choice and to improve the clarity of the wri en ● < rst name> makes revisions independently in
improvement to word choice and to improve the message. wri en pieces of work, such as improving word
clarity of the wri en message. choice and the clarity of the wri en message.

E ec ve Listening Skills E ec ve Listening Skills E ec ve Listening Skills

● < rst name> is beginning to develop appropriate ● < rst name> demonstrates appropriate listening ● < rst name> demonstrates appropriate
listening skills, including expressing interest in what skills, including expressing interest in what is being listening skills, including expressing a high
is being said at appropriate mes. When said at appropriate mes. They ask ques ons and interest in what is being said at appropriate
prompted, they ask a few ques ons and require respond to the contribu ons of others in group mes. They independently and consistently ask
encouragement to respond to the contribu ons of discussions. ques ons and respond to the contribu ons of
others in group discussions. others in group discussions. Their ac ve
listening skills contribute to improved
understanding and engagement in discussions
and ac vi es.
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 6 Reading Reading Reading
● < rst name> requires assistance to use strategies ● < rst name> can use strategies such as visualizing, ● < rst name> independently uses strategies
such as visualizing, asking ques ons, reading asking ques ons, reading ahead, etc. to monitor such as visualizing, asking ques ons, reading
ahead, etc. to monitor their understanding of their understanding of various texts including ahead, etc. to monitor their understanding of
various texts including _____. _____. various texts including ___________.
● < rst name> requires assistance to connect ideas ● < rst name> can connect ideas from the text ● < rst name> makes higher level connec ons
from the text __________ to their own knowledge, _________to their own knowledge, lived between the text ____________and their own
lived experience, and the world around them. experience, and the world around them. ideas, lived experience, and the world around
them.
Wri ng Wri ng
● < rst name> requires assistance to summarize and ● < rst name> can summarize and record the main Wri ng
record the main idea and suppor ng details in idea and suppor ng details in various texts ● < rst name> accurately and independently
various texts including ______. including ______. summarizes and records the main idea and
● < rst name> should con nue to work to establish a ● < rst name> is establishing a voice in their wri ng suppor ng details in various texts including
voice in their wri ng to express their thoughts, to express their thoughts, feelings, and opinions ______.
feelings, and opinions on a topic such as _______. on a topic such as _______. ● < rst name> has established a voice in their
wri ng to express their thoughts, feelings, and
opinions on a topic such as _______.
E ec ve Listening Skills E ec ve Listening Skills
● < rst name> requires support when researching to ● < rst name> can complete research to gather
gather information relevant to the topic as information relevant to the topic as demonstrated E ec ve Listening Skills
demonstrated on ___. on ___. ● < rst name> independently completes
● < rst name> should begin to use feedback as a ● < rst name> uses feedback as a strategy to research, summarizes their ndings and
strategy to develop ideas and organize their wri ng develop ideas and organize their wri ng for future veri es the reliability of sources as
for future improvement. improvement. demonstrated on ___.
● < rst name> independently seeks out
opportuni es for feedback to further develop
<his/her> ideas and organize <his/her> wri ng.
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 7/8 Reading Reading Reading
● < rst name> is beginning to make simple ● < rst name> can make relevant connec ons ● < rst name> can make sophis cated
connec ons between their background knowledge, between their background knowledge, the ideas connec ons between their background
ideas in the text __________, and the world in the text ___________, and the world around knowledge, the ideas in the text ___________,
around them. them. and the world around them.
● With assistance, < rst name> uses <his/her> ● < rst name> uses <his/her> knowledge of ● < rst name> uses <his/her> knowledge of
knowledge of grammar, word choice and sentence grammar, word choice, and sentence structure to grammar, word choice, and sentence structure
structure to read simple texts such as _______ read texts such as __________ to read both simple and complex texts such
as_________
Wri ng
● < rst name> requires assistance in gathering Wri ng
informa on and organizing content for wri ng a ● < rst name> can gather informa on and organize Wri ng
________. content for wri ng a __________. ● < rst name> can e ec vely gather informa on
● With teacher assistance, < rst name> can dra ● < rst name> is beginning to dra complex texts and organize content for wri ng a _________.
simple texts such as a “__________” (e.g., such as a “__________” (e.g., narra ve, ● < rst name> can independently dra complex
narra ve, persuasive or expository essay or persuasive or expository essay or paragraph). texts such as a “__________” (e.g., narra ve,
paragraph). ● < rst name> requires limited assistance to persuasive or expository essay or paragraph).
● < rst name> requires assistance to correctly cite correctly cite sources to support their thinking. ● < rst name> can correctly cite a variety of
sources to support their thinking. sources to support their thinking.

Edi ng and Feedback Skills Edi ng and Feedback Skills Edi ng and Feedback Skills
● < rst name> should con nue to develop e ec ve ● < rst name> usually uses e ec ve listening skills ● < rst name> consistently uses e ec ve
listening skills such as paraphrasing, asking such as paraphrasing, asking ques ons, and listening skills such as paraphrasing, asking
ques ons, and responding in group discussions in responding in group discussions in formal and ques ons, and responding in group discussions
both formal and informal contexts. informal contexts. in formal and informal contexts.
● < rst name> should begin to use feedback as a ● < rst name> uses feedback as a strategy to ● < rst name> independently seeks out
strategy to develop ideas and organize their wri ng develop ideas and organize their wri ng for future opportuni es for feedback to further develop
for future improvement. improvement. <his/her> ideas and organize <his/her> wri ng.
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ti
ti
ti
ti
ti
ti
ti
ti
ti
ti
ti
ti
ti
ti
fi
ff
ti
ti
fi
ff
ti
ti
ti
ft
ff
ti
ti
ti
ti
ft
ti
ti
ti
ff
ti
ti
ti
ft
ti
ti