Grade

6 Term 1 and 2 Comments

READING
SUBJECT TERM GRADE/ COMMENT
LEVEL
Reading 1 – Making A/4 *N* demonstrates a proficient understanding of increasingly complex text by making connections,
Connections, visualizing, and explaining important ideas by citing supporting details. *4* is encouraged to read
Visualizing, independently and apply comprehension strategies for deeper meaning.
Important
Ideas
B/3 *N* demonstrates an understanding of increasingly complex texts by making connections, visualizing,
and explaining important ideas by citing supporting details. *4* is encouraged to read independently
and apply comprehension strategies for deeper meaning.
C/2 *N* demonstrates some understanding of increasingly complex texts by making connections,
visualizing and explaining important ideas by citing supporting details. *4* needs to look for bigger
ideas when reading and include more insightful answers. *N* is encouraged to read some things over
to focus on important ideas and give stronger support when answering questions about what *1* has
read.
2 A/4 In Reading, Noah consistently identifies the features of different text forms (explanatory, reports,
narratives, non-fiction, etc.). He successfully applies the reading strategies of retell and summarizing to
help understand a text. Noah should continue to apply strategies and write down key ideas when
reading.
B/3 In Reading, Marly can identify the features of different text forms (explanatory, reports, narratives,
non-fiction, etc.). She usually applies the reading strategies of retell and summarizing to help
understand a text. Marly is encouraged to apply strategies and write down key ideas when reading.
C/2 In Reading, Colton can identify a few of the features of different text forms (explanatory, report,
narratives, non-fiction, etc.). He experiences some difficulty applying the reading strategies of retell and
summarizing to help understand a text. Colton is encouraged to read things over to focus on important
ideas and give stronger support when answering questions about what he has read.

Writing 1 – Writing A/4 *N* is able to use a graphic organizer as *2* writing plan. In persuasive and descriptive writing, *1*
Plan, demonstrates an excellent ability to create complex sentences by adding detail to simple sentences.
Persuasive, *N* is starting to use the Better Answer format to answer questions fully. *N* is encouraged to focus
Descriptive on editing and revising. *2* is encouraged to continue to revise and edit writing using classroom
resources before submitting assignments.
B/3 *N* is able to use a graphic organizer as *2* writing plan. In persuasive and descriptive writing, *1*
demonstrates an ability to create complex sentences by adding detail to simple sentences. *N* is
starting to use the Better Answer format to answer questions fully. *N* is encouraged to focus on
editing and revising. *2* is encouraged to continue to revise and edit writing using classroom resources
before submitting assignments.
C/2 *N* is able to use a graphic organizer as *2* writing plan. In persuasive and descriptive writing, *1*
demonstrates an ability to create simple sentences and needs to add detail to *2* work. *N* is starting
to use the Better Answer format to answer questions fully. *N* is encouraged to focus more on editing
and revising *2* work before submitting it. *N* is also encouraged to use evidence and details to
support *4* written answers.
2 – A/4 In Writing, Payton successfully demonstrates all of the skills necessary for writing a procedure, by using
Procedural, appropriate transition words and includes detailed and organized information. She is able to use a
Better graphic organizer as her writing plan. Payton confidently uses the writing format of Better Answers to
Answers answer questions fully. She is encouraged to continue to revise and edit her work using classroom
resources.
B/3 In Writing, Colton demonstrates most of the skills necessary for writing a procedure, by using
appropriate transition words and includes detailed and organized information. He is able to use a
graphic organizer as his writing plan. Colton uses the writing format of Better Answers to answer
questions fully. He is encouraged to focus on revising and editing using classroom resources.
C/2 In Writing, Owen demonstrates some of the skills necessary for writing a procedure, but needs
encouragement to use transition words and more organized information. With assistance, he is able to
use a graphic organizer as his writing plan. Owen experiences some difficulty using the writing format
of Better Answers to answer questions. He is encouraged to edit his writing for basic conventions of
spelling, punctuation, and grammar.


Oral 1 – Sway A/4 *N* orally communicates with confidence in a clear, coherent manner, presenting ideas, opinions and
Communication Presentations information. *4* had an excellent sway presentation. *N* is encouraged to continue to make eye
contact and share comments that reflect an understanding of discussion.
B/3 *N* orally communicates with confidence in a clear, coherent manner, presenting ideas, opinions and
information. *4* had a good sway presentation, and is encouraged to make more eye contact during
presentations. *N* is encouraged to share more comments that reflect an understanding of discussion.
Media
2 – Paper Bag A/4 In Oral Communication, Noah expresses his feelings and ideas with great confidence and clarity. He is
Book Report very involved in class discussions and frequently contributes insightful questions and comments. Noah’s
speech demonstrates excellent oral presentation skills (i.e. Paper Bag Book Report). He is able to
provide strong evidence to support his opinion about a specific topic.
B/3 In Oral Communication, Colton expresses his feelings and ideas with confidence and clarity. He is
involved in class discussions and contributes insightful questions and comments. Colton’s speech
demonstrates good oral presentation skills (i.e. Paper Bag Book Report). He is able to provide good
evidence to support his opinion about a specific topic.
C/2 In Oral Communication, Rachael expresses her feelings and ideas with some confidence and clarity. She
is sometimes involved in class discussions and sometimes contributes insightful questions and
comments. Rachael’s speech demonstrates some oral presentation skills (i.e. Paper Bag Book Report).
She is able to provide some evidence to support her opinion about a specific topic.

Media 1 – Sway A/4 *N* uses a variety of techniques to create a title page, poster and sway presentation and is encouraged
Presentations to continue to think abut the purpose of *2* media work and audience.
B/3 *N* uses a variety of techniques to create a title page, poster and sway presentation and is encouraged
to continue to think abut the purpose of *2* media work and audience and to add more detail to *2*
final product.
C/2 *N* uses some techniques to create a title page, poster and sway presentation. *4* is encouraged to
continue to think abut the purpose of *2* media work and audience and to add more detail to *2* final
product.
2 A/4 In Media Literacy, Noah has used a variety of techniques to produce media texts for specific purposes
and audiences, using appropriate forms and conventions. He has a thorough understanding of different
types of media, such as videos, commercials and magazines. Noah can identify the audience for which
selected media is created and can explain his choice.
B/3 In Media Literacy, Colton has used a variety of techniques to produce media texts for specific purposes
and audiences, using appropriate forms and conventions. He has a good understanding of different
types of media, such as videos, commercials and magazines. Colton can identify the audience for which
selected media is created and can explain his choice.
C/2 In Media Literacy, Rachael has used some techniques to produce media texts for specific purposes and
audiences, sometimes using appropriate forms and conventions. Rachael has a limited understanding
of different types of media, such as video, commercials, and magazines. With assistance, Rachael can
identify the audience for which selected media is created and can explain her choice.

PHYSICAL EDUCATION
SUBJECT TERM GRADE/LEVEL COMMENT
Physical Education 1 – Basketball, hockey, A/4 *N* participates very well in all aspects of the physical education program. *4*
cooperative games follows the rules of fair play in games and activities (basketball, hockey, and
cooperative games). *4* is encouraged to continue to do daily fitness activities.
B/3 *N* participates well in all aspects of the physical education program. *4* usually
follows the rules of fair play in games and activities (basketball, hockey, and
cooperative games). *4* is encouraged to continue to do daily fitness activities.
2 – Kick Baseball, soccer A/4 Colton always participates vigorously in all aspects of the program, remembering
to stay on task, follow instructions, and displays a readiness to participate. This
term, he developed many skills related to soccer (e.g., passing, shooting,
positioning, etc.), kick baseball (e.g., sending, receiving, etc.), and various cardio
and fitness activities. He successfully understood and followed the rules during
structured games and activities. Colton is encouraged to continue daily physical
activity during the summer.
B/3 Marly participates actively in all aspects of the program, remembering to stay on
task, follow instructions, and displays a readiness to participate. This term, she
developed many skills related to soccer (e.g., passing, shooting, positioning, etc.),
 kick baseball (e.g., sending, receiving, etc.), and various cardio and fitness
activities. She understood and followed the rules during structured games and
activities. Marly is encouraged to continue daily physical activity during the
summer.

SCIENCE
SUBJECT TERM GRADE/LEVEL COMMENT
Science 1 – Biodiversity and Space A/4 In Biodiversity, *N* is thoroughly able to identify the characteristics of plants and animals,
and use these characteristics to further classify them. *N* is encouraged to continue to
use great research skills when completing assignments.
B/3 In Biodiversity, *N* is able to identify characteristics of plants and animals, and use these
characteristics to further classify them. *N* is encouraged to continue to use research
skills when completing assignments.
C/2 In Biodiversity, *N* is sometimes able to identify characteristics of plants and animals,
and use these characteristics to further classify them. *N* is encouraged to organize and
review notes daily and prepare for tests properly.
2 – Flight and Electricity A/4 In Flight, Colton is thoroughly able to identify the properties of air that make flight and
flying devices possible. He fully understands the four forces of flight and how they can be
altered. Colton records observations and experiments accurately. He demonstrates a
thorough understanding of the principles of electrical energy and its transformation into
and from other forms of energy. Colton investigated the characteristics of static and
current electricity, and successfully evaluated the impact of the use of electricity on both
the way we live and the environment. Colton is encouraged to continue approaching new
situations with confidence and to continue to develop effective problem solving skills in
science.
B/3 In Flight, Owen is able to identify the properties of air that make flight and flying devices
possible. He understands the four forces of flight and how they can be altered. Owen
records observations and experiments accurately. He demonstrates an understanding of
the principles of electrical energy and its transformation into and from other forms of
energy. Owen investigated the characteristics of static and current electricity, and
evaluated the impact of the use of electricity on both the way we live and the
environment. Owen is encouraged to continue to use research skills when completing
assignments.
C/2 In Flight, Rachael is sometimes able to identify the properties of air that make flight and
flying devices possible. She is encouraged to review the four forces of flight and how they
can be altered. Rachael records some observations and experiments and needs to include
more detail. She demonstrates a limited understanding of the principles of electrical
energy and its transformation into and from other forms of energy. Rachael investigated
the characteristics of static and current electricity, and evaluated the impact of the use of
electricity on both the way we live and the environment. *N* could benefit from
developing effective study practices and is encouraged to complete all tasks within the
given time.

SOCIAL STUDIES
SUBJECT TERM GRADE/LEVEL COMMENT
Social Studies 1 – Heritage and Identity A/4 *N* can accurately explain how various features that characterize a community can
contribute to the identify and image of Canada. *4* can effectively evaluate the
contributions that various ethnic and/or religious groups have made to Canadian
identity. (e.g. Polish & Jewish Immigrants, Jamaican & Mexican Mennonite
Immigrants). *N* is encouraged to continue to study ad review notes daily to
maintain the excellent test results this term.
2 – The Global A/4 Marly can thoroughly explain the importance of international corporations in
Community addressing global issues. She has developed independent inquiry-based skills relating
to questioning, investigating and recording insightful information to fully demonstrate
an understanding of a global topic. Marly fully understands her impact on the global
community and how Canada responds to these issues. Marly is encouraged to
continue to show interest in helping our global community.
B/3 Colton can explain the importance of international corporations in addressing global
issues. He is able to develop inquiry-based skills relating to questioning, investigating
and recording insightful information to demonstrate an understanding of a global
 topic. Colton understands his impact on the global community and how Canada
responds to these issues. Colton is encouraged to continue to show interest in helping
our global community.
C/2 Owen can explain the importance of international corporations in addressing some
global issues. He needed assistance in developing inquiry-based skills relating to
questioning, investigating and recording insightful information to demonstrate an
understanding of a global topic. Owen has difficulty describing how a variety of issues
impact the global community and how Canada responds to these issues. Owen needs
to read over work for clarity, review notes on a consistent basis, and seek assistance
when it is needed.

VISUAL ARTS
SUBJECT TERM GRADE/LEVEL COMMENT
Visual Arts 1 A/4 *N* consistently uses elements of design to communicate ideas and messages. *4* is encouraged to apply
the elements of design learned where artwork may be used in other subjects areas.
2 A/4 Noah effectively creates artwork that explores the elements of design to communicate ideas, messages, and
understandings. He demonstrates attention, technique and care in his drawings and art pieces integrated in
literacy book cover, science space models, seasonal art, and media posters. (Miss Allega)
B/3 Colton creates artwork that explores the elements of design to communicate ideas, messages, and
understandings. He demonstrates some attention, technique and care in his drawings and art pieces
integrated in literacy book cover, science space models, seasonal art, and media posters. (Miss Allega)

MATHEMATICS
SUBJECT TERM GRADE/LEVEL COMMENT
Number Sense 1 – Numeration, A/4 In Number Sense, *N* consistently reads, represents, compares, and orders whole numbers to
Addition and one million, and decimal numbers to thousandths. *N* regularly adds and subtracts whole
Subtraction numbers and decimal numbers and successfully uses estimation appropriately to determine if
*2* answers are reasonable.
B/3 In Number Sense, *N* reads, represents, compares, and orders whole numbers to one million,
and decimal numbers to thousandths. *N* adds and subtracts whole numbers and decimal
numbers successfully. *4* uses estimation appropriately to determine if *2* answers are
reasonable.
C/2 In Number Sense, *N* can read, represent, compare, and order some whole numbers to
one million, and decimal numbers to thousandths. At times, *N* adds and subtracts whole
numbers and decimal numbers successfully. *4* is encouraged to round decimal numbers to
determine if *2* answers are reasonable.
D/1 In Number Sense, *N* experiences difficulty reading, representing, comparing, and whole
numbers to one million, and decimal numbers to thousandths. *N* rarely adds and subtracts
whole numbers and decimal numbers successfully. *4* is encouraged to round decimal
numbers to determine if *2* answers are reasonable.
2 – A/4 In Number Sense, Colton grasps new concepts quickly and easily. He is able to identify prime
Multiplication and composite numbers, factors, and multiples successfully. Colton can multiply and divide by
and Division two-digit numbers, with minor errors. He can accurately determine and explain the
(Whole and relationships among fractions, decimal numbers, and percents. Colton can consistently
Decimal), represent ratios found in real-life contexts. He accurately uses many strategies (e.g., estimation,
Fractions concrete materials, algorithms, calculators, etc.) to multiply and divide decimal numbers.
B/3 In Number Sense, Noah usually grasps new concepts quickly and easily. He is usually able to
identify prime and composite numbers, factors, and multiples successfully. Noah can multiply
and divide by two-digit numbers, with few errors. He can usually determine and explain the
relationships among fractions, decimal numbers, and percents. Noah can represent most ratios
found in real-life contexts. He accurately uses many strategies (e.g., estimation, concrete
materials, algorithms, calculators, etc.) to multiply and divide decimal numbers.
C/2 In Number Sense, Owen experiences some difficulty grasping new concepts. He has difficulty
when asked to identify prime and composite numbers, factors, and multiples. Owen is
beginning to learn to multiply and divide by two-digit numbers. He experiences some difficulty
determining and explaining the relationships among fractions, decimal numbers, and percents.
Owen can represent some ratios found in real-life contexts. He is learning to use some
strategies (e.g., estimation, concrete materials, algorithms, calculators, etc.) to multiply and
divide decimal numbers. Owen needs to check over his procedures for accuracy.
D/1 *N* experiences difficulty grasping new concepts. *4* has difficulty when asked to identify
prime and composite numbers, factors, and multiples. *4* cannot consistently multiply and
 divide by two-digit numbers. *4* demonstrates minimal understanding when determining and
explaining the relationships among fractions, decimal numbers, and percents. *4* experiences
great difficulty in representing ratios found in real-life contexts. *4* attempts one or two
strategies (e.g., estimation, concrete materials, algorithms, calculators, etc.) to multiply and
divide decimal numbers.


Measurement 1 – Linear A/4 *N* always selects, estimates, measures, and records the appropriate metric unit to measure
Measures and length and area of parallelograms and triangles. *2* is encouraged to review conversion of
Area various units of measurement.
B/3 *N* selects, estimates, measures, and records the appropriate metric unit to measure length
and area of parallelograms and triangles. *2* is encouraged to review conversion of various
units of measurement.
C/2 *N* selects, estimates, measures, and records the appropriate metric unit to measure length
and reminded to use the appropriate formula for area of parallelograms and triangles. *2* is
encouraged to review conversion of various units of measurement.
2 – Surface Area A/4 In Measurement, Colton can independently describe and determine the relationships between
and Volume the area of a rectangle, parallelogram, and triangle. He can accurately solve measurement
problems by estimating and calculating the surface area and volume of rectangular and
triangular prisms.
B/3 In Measurement, Colton can determine the relationships between the area of a rectangle,
parallelogram, and triangle. He can usually solve most measurement problems by estimating
and calculating the surface area and volume of rectangular and triangular prisms.
C/2 In Measurement, Owen experiences some difficulty determining and communicating about the
relationships between the area of rectangles, parallelograms, and triangles. He estimates and
calculates the surface area and volume of rectangular and triangular prisms, with some errors
and omissions.
D/1 *N* experiences difficulty determining the relationships between the area of a rectangle,
parallelogram, and triangle. *4* attempts to estimate and calculate the surface area and
volume of rectangular and triangular prisms, with many errors and omissions.

Geometry 1 – 2D A/4 *N* consistently sorts and classifies quadrilaterals by symmetry, angles, and sides. *4*
Geometry accurately measures, constructs and classifies angles up to 180° using a protractor.
B/3 *N* frequently sorts and classifies quadrilaterals by symmetry, angles, and sides. *4* often
measures, constructs and classifies angles up to 180° using a protractor.
C/2 *N* occasionally sorts and classifies quadrilaterals by symmetry, angles, and sides. *4*
periodically measures, constructs and classifies angles up to 180° using a protractor. *N* is
encouraged to position the protractor accurately and check the reasonableness of *2*
measurements.
D/1 *N* has difficulty sorting and classifying quadrilaterals by symmetry, angles, and sides. *4* is
learning to measure, construct and classify angles up to 180° using a protractor. *N* is
encouraged to position the protractor accurately and check the reasonableness of *2*
measurements.
2 – Patterns and A/4 In Geometry, Nicholas is consistently able to build three-dimensional models using connecting
Motions in cubes, given isometric sketches or different views of the structure. He accurately describes,
Geometry through investigation using a variety of tools, rotations of 90° and 180° clockwise and counter
clockwise.
B/3 In Geometry, Colton is frequently able to build three-dimensional models using connecting
cubes, given isometric sketches or different views of the structure. He is able to describe,
through investigation using a variety of tools, rotations of 90° and 180° clockwise and counter
clockwise.
C/2 In Geometry, Owen is able to build three-dimensional models using connecting cubes, given
isometric sketches or different views of the structure. With assistance, he is able to describe,
through investigation using a variety of tools, rotations of 90° and 180° clockwise and counter
clockwise.

Patterning 1 – Patterns in A/4 In Patterning, *N* is consistently able to extend growing and shrinking patterns using a table of
Mathematics values. *2* successfully solves problems using variables in expressions and can write equal
expressions to determine the missing term in an equation. *N* is encouraged to continue
exploring different patterns in a variety of contexts.
B/3 In Patterning, *N* extends growing and shrinking patterns using a table of values. *2* solves
 problems using variables in expressions and can write equal expressions to determine the
missing term in an equation. *N* is encouraged to continue exploring different patterns in a
variety of contexts.
C/2 In Patterning, *N* extends some growing and shrinking patterns using a table of values. *2*
solves most problems using variables in expressions and can write some equal expressions to
determine the missing term in an equation. *N* is encouraged to practice creating tables of
values for growing and shrinking patterns.
Data 1 – Data A/4 *N* reads, describes and interprets data, and displays the data using a variety of charts and
Management Management graphs (i.e. continuous line graphs).
B/3 *N* reads, describes and interprets data, and displays the data using charts and graphs (ie.
continuous line graphs).
C/2 *N* reads, describes and interprets some data, and can occasionally display the data using
charts and graphs (i.e. continuous line graphs).
D/1 *N* can read, describe and interpret some data, but has difficulty displaying the data using a
variety of charts and graphs.
2 - Probability A/4 In Probability, Marly accurately conducts probability experiments and compares theoretical
probability to experimental probability. She effectively organizes the theoretical results of a
probability experiment by using a tree diagram.
B/3 In Probability, Colton conducts probability experiments and compares theoretical probability to
experimental probability. He is able to organize the theoretical results of a probability
experiment by using a tree diagram.
C/2 *N* is able to conduct probability experiments, but experiences some difficulty comparing
theoretical probability to experimental probability. *4* is beginning to organize the theoretical
results of a probability experiment, but needs reminders to use a tree diagram.
D/1 *N* is able to conduct some probability experiments, but experiences difficulty comparing
theoretical probability to experimental probability. *4* is unable to use a tree diagram
accurately to organize the theoretical results of a probability experiment.

RELIGION
SUBJECT TERM GRADE/LEVEL COMMENT
Religion 2 A/4 Noah explored the lives of people who are models of commitment. He demonstrates an excellent
understanding of God’s plan for the development of males and females and has a very thorough
understanding of the male and female body as life givers. He has also had the opportunity to study the stages
of conception, pregnancy and fetal development. Noah is encouraged to continue to treat others with the
respect and kindness he has shown his classmates this year.
B/3 Owen explored the lives of people who are models of commitment. He demonstrates a good understanding
of God’s plan for the development of males and females and has a good understanding of the male and
female body as life givers. Owen has also had the opportunity to study the stages of conception, pregnancy
and fetal development. Owen is encouraged to continue to treat others with the respect and kindness he has
shown his classmates this year.
C/2 *N* explored the lives of people who are models of commitment. *4* demonstrates some understanding of
God’s plan for the development of males and females and has some understanding of the male and female
body as life givers. *4* has also had the opportunity to study the stages of conception, pregnancy and fetal
development. *N* is encouraged to continue to treat others with the respect and kindness *1* has shown
*2* classmates this year.

HEALTH
SUBJECT TERM GRADE/LEVEL COMMENT
Health 2 – Physical Well-Being, Substance Abuse A/4 Noah is able to thoroughly explain health knowledge and living skills to
make reasoned decisions and take appropriate actions relating to his well-
being. He is accurately able to identify the responsibilities and risks
associated with substance use and abuse. Noah is encouraged to continue
exploring ways to stay healthy and learn how the media influences those
choices.
B/3 Owen is able to explain health knowledge and living skills to make reasoned
decisions and take appropriate actions relating to his well-being. He is
usually able to identify the responsibilities and risks associated with
substance use and abuse. Owen is encouraged to continue exploring ways
to stay healthy and learn how the media influences those choices.
C/2 With some detail, *N* is able to thoroughly explain health knowledge and
living skills to make reasoned decisions and take appropriate actions relating
 to *2* well-being. *4* can identify some of the responsibilities and risks
associated with substance use and abuse. *N* is encouraged to continue
exploring ways to stay healthy and learn how the media influences those
choices.