Class Teacher’s Report Comment on Student Behavior: Terminal Assessment Feedback

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Class teacher’s report comments on student behavior and terminal assessment feedback. Discover how teachers evaluate student conduct and progress in school.

Class Teacher’s Report Comment on Student Behavior: Terminal Assessment Feedback

This guide provides structured feedback templates for evaluating student conduct and academic progress across key areas of English language arts.

SPEAKING & LISTENING

Excellent Performance

~ listens attentively. When asked to talk about work, ~ reports back clearly and concisely.
~’s spoken comments are often perceptive and reflect ~ well-developed listening skills.
~ speaks in front of an audience with confidence, and shows a super understanding of the ideas under discussion.
~ listens attentively, responds well to the ideas of others and can report back clearly and concisely.
~ listens extremely well, and invariably makes perceptive comments during discussions.
~ contributes well to class discussions, offering quite perceptive comments.
~ acting skills are super, and ~ can deliver ~ lines with aplomb.
~ listens superbly, and can put forward ~ own points of view clearly and articulately.
~ makes excellent responses to stories and poems.

Good Performance

~ contributes well to class discussions, often injecting some humour, and is willing to justify ~ opinions and feelings to others.
~ is not afraid to express ~ feelings and opinions to others during class discussions; and speaks with greater clarity and thought.
~ is well informed, and quietly puts ~ point of view over in class discussions.
~ is well informed. ~ listens with interest during class discussions and is very composed when answering questions.
~ is a good contributor to class discussions, and latterly is thinking more carefully about the point ~ is trying to make.
~ listens well to others and comments sensibly on what has been said when asked to do so.
~ joins in quite well during class discussions.
~ listens well in class, and is not afraid to express ~ feelings and opinions to others.

Developing Skills

~ is quite shy in a class situation and must learn to value, and put forward, ~ own opinions.
When asked to talk about ~ work in a group, ~ is beginning to participate more readily and can express ~ point of view sensibly.
~ generally listens attentively and makes good responses to stories and poems. ~ can be self-conscious about speaking in front of others.
~ listens well in discussions and is joining in with more enthusiasm.
~ is not a confident speaker, but enjoys listening to stories. ~ is beginning to take part in discussions, and give ~ point of view.
~ is beginning to take part in discussions, but usually has to be encouraged to do so.
When asked to talk about ~ work in groups, ~ will quietly offer ~ views and opinions.

Areas for Improvement

~ must curb ~ tendency to daydream when involved in class discussions.
~ needs to remember to indicate when ~ is unclear about an idea under discussion.
During class discussions, ~ contributes ~ views confidently but becomes distracted when listening to others.
During class discussions, ~’s verbal contribution is not as high as it could be. ~ responds more confidently in a small group situation.

READING

Excellent Performance

~ has achieved full fluency in ~ reading and has good expression when reading aloud.
~ can create atmosphere when reading aloud, by varying pace and intonation and is deriving more pleasure from ~ books.
~ reads independently showing good expression and understanding. ~ has an affinity with books and enjoys silent reading.
~ is starting to use very descriptive words in ~ own writing; often picking them up from the books ~ has read.
~ can select and evaluate information from a wide range of reference materials.
~ reading is increasingly fluent, and ~ uses ~ voice well to bring the characters and plot to life.
~ reads fluently, with appropriate expression, deriving pleasure from an increasingly wide range of books.
In poetry lessons, ~ can comment critically on the overall impact of a poem, showing how the language and themes have been developed.
~ can find and select information and use it effectively.

Good Performance

~’s reading has shown good progress this year. ~ reads a variety of books with growing expression and good fluency.
~ demonstrates a good level of fluency when reading. ~ reads with understanding and enjoys using reference books.
~ demonstrates a good level of reading fluency, and ~ puts expression into ~ voice. ~ is now reading a wider range of texts and has a growing enthusiasm for books.
~ shows a developing interest in reading; and is reading a range of more testing books.
~ has really improved ~ reading this year. ~ is choosing a range of more demanding and interesting texts.
~ is reading more fluently as a result of regular practice, and enjoys reading more demanding books. ~ can talk about what ~ has read, showing a depth of understanding.
~ is expected to read a variety of materials and reads fluently, with appropriate expression.
~ is beginning to introduce expression into the way ~ reads. ~ prefers reference books to story books, and particularly enjoys silent reading.

Developing Skills

~ is becoming a competent reader and is starting to enjoy more demanding books. ~ is able to read silently, with sustained concentration.
~’s reading is gaining in fluency. ~ is more willing to share a book with an adult during the Literacy Hour and senses that ~ is making some improvement this year.
~ is now reading with greater fluency as a result of more regular practice; and is certainly deriving pleasure from ~ books.
~ improvement in reading has been excellent and ~ is now more confident and enjoying books.
~ has really tried hard with ~ reading, and seems to be much more confident. ~ is developing good library skills and becoming increasingly self-reliant when searching for information.
~ is now more confident about ~ ability in English and enjoys reading a wider range of books.
~’s reading has improved and ~ is more aware of the value of books.
~ reads books and poems with an increased confidence in ~ abilities.

Areas for Improvement

~, at times, can be a reluctant reader and therefore has been encouraged to look for books which interest him. ~ is now more willing to talk about the texts ~ reads.
In ~ reading, ~ shows increasing fluency but should try to take more notice of punctuation. This will help to improve ~ understanding of the text.
~ is a reluctant reader and needs encouragement to become interested in books. If ~ is to improve ~ must read more regularly at home.

WRITING

Excellent Performance

~ writes well-structured stories; ~ use of interesting detail and expressive words means that ~ creative writing involves the reader.
~ writes stories with feeling and expression, and is willing to draft and redraft them, when appropriate. ~ has a lively imagination.
~ forms ~ handwriting joins correctly, and ~ work is invariably well presented.
~ general written work is coherently structured and well executed.
~’s imaginative story work is full of original ideas and ~ uses a good range of vocabulary.
~’s handwriting is well-formed and accurately joined.
~ reads fluently and with appropriate expression. ~ imaginative writing has some interesting ideas and ~ gives careful thought to making the meaning clear.
~ produced a beautifully presented and well crafted letter during Literacy work.
~ can revise and redraft ~ own work, using a dictionary as necessary.

Good Performance

~ is developing a solid understanding of the rules of grammar and punctuation. ~ stories are usually nicely planned and imaginative.
~ has made good progress during the Literacy Hour; ~ story writing is more descriptive and increasingly well plotted.
~ is able to write independently, in complete sentences, using capital letters, full stops and question marks; and can spell most common words.
~ is willing to listen to advice and this has led to a wider use of adjectives and descriptive phrases in ~ work.
~ writes with confidence, and ~ stories are now more detailed and descriptive.
~’s written work is becoming more organised, showing greater attention to detail. ~ produces work that is accurately punctuated.
~ is developing a better understanding of the rules of grammar and punctuation, and has clear handwriting.
~’s written work is now better organised and structured more thoughtfully.
~ produces writing that is generally well punctuated.
~ wrote a super newspaper article, after listening very carefully during the Literacy Hour.
~ stories show a better use of punctuation and a greater awareness of setting and plot.

Developing Skills

~ has a generally accurate grasp of sentence punctuation; writing fluently, with considerable thought and inventiveness. However, ~ still needs to check through ~ work before handing it in to eliminate preventable errors.
~ writes imaginatively, though ~ work is usually concise. ~ needs to introduce more descriptive phrases in order to hold the reader’s attention.
~ has a lively writing style and is often quite imaginative. ~ use of more advanced punctuation can, at times, be erratic.
~ has tried hard to grasp the basics of sentence punctuation. While ~ still has difficulties with commas and quotation marks, ~ seems generally secure about full stops and the use of capitals.
When writing, ~ uses sentence punctuation accurately, and is beginning to introduce descriptive phrases.
~ is starting to use descriptive words in ~ own writing, picking them up from the books has read.
~ use of punctuation is good, but further work on apostrophes is required. ~’s handwriting is clear, and ~ has made a good start with cursive script.
~ has made a good attempt to form ~ handwriting correctly and now takes a lot more care with ~ presentation of work.
~ improved handwriting has led to ~ feeling more confident about ~ own writing; and resulted in longer, more detailed pieces of work.
~ is writing more, and is keener to express ~ point of view on paper, but it does take a long time for him to work through a task.
~ has a good use of sentence punctuation, though more work is needed, especially on the use of speech marks.
~’s handwriting is more controlled, and ~ makes a good attempt to spell simple words correctly.
~ imaginative work has some good ideas but ~ needs to develop ~ vocabulary.
~ handwriting is gradually improving and ~ generally presents ~ work well.
~ has made some progress in written English this year. ~ is now writing stories of greater length, but still without consistent punctuation.
~ presentation has improved over the year, and ~ writing is more legible.
~ is producing writing that uses complete sentences, and ~ punctuation is more accurate.

Areas for Improvement

~ tends to set ~ ideas down in a colloquial fashion, but is becoming more aware of when to use formal language.
~’s handwriting is much neater, and more legible. ~ must remember to join.
When asked to present ~ thoughts on paper, ~ is less expressive, though the amount ~ writes has increased dramatically over the year. ~ is very slow when writing stories.
~ handwriting is invariably neat, though it can become untidy during creative writing.
This year in story writing, ~ has developed imaginative plots, but they do occasionally lack a clear structure.
~ is able to write independently, and use full stops and capital letters but not always accurately. Therefore, ~ needs to spend more time revising and redrafting ~ work.
~ is starting to produce writing that uses complete sentences, and ~ spellings are more accurate. However, ~ must read ~ work through to check that the grammar and punctuation makes sense.
~’s handwriting has shown some recent improvement but ~ needs to continue to practise ~ letter joins.
~’s handwriting has recently improved but ~ will need to practise ~ letter joins.
~’s handwriting has made some progress but ~ must practise ~ letter formation.
~ is beginning to join ~ handwriting, but still requires further practice.
~ has tried hard to master the basics of sentence punctuation, though ~ tends to write slowly, and sometimes does not finish ~ work in the time available.
~’s handwriting is more controlled, and ~ makes a good attempt to spell simple words correctly. ~ writes in basic, often short, sentences. Longer sentences with more detail should be ~’s aim next year.
~’s handwriting has improved though it is still over-large and uncontrolled at times.
~’s handwriting has improved, but ~ must join more.
~’s handwriting is neater and less inconsistent.
~ writes slowly and this means that, at times, ~ does not get through all that needs to.
At present ~ general writing lacks consistency. For example, ~’s stories are without substantial content, and poorly punctuated. ~ therefore needs to appreciate that ~ English work will only improve if ~ pays close attention to what ~ is being taught.
~ has gaps in ~ knowledge, due to extended absences, and will need considerable reinforcement of basic skills if is to improve on ~ current level of literacy.

SPELLING

Excellent Performance

~ is a good speller, and ~ handwriting is joined accurately.
~ spells accurately many polysyllabic words.
~ uses a dictionary carefully when checking spellings.
~’s spelling is generally accurate, and ~ is able to correct ~ own work using a dictionary.

Good Performance

~ is showing improvement in ~ spelling and will use a dictionary to find or correct a spelling, when prompted.
~ spelling is much improved.
~ often finds ~ can spell a word correctly if ~ thinks about it but needs to be encouraged to check ~ work for errors.
~ spells most words accurately, but must remember to read ~ writing through to check for unforced errors.
~ has made a good effort to learn ~ spellings and has also developed ~ handwriting; introducing accurate joins.

Areas for Improvement

~’s spelling is still erratic, but ~ is starting to be more aware of key patterns.
~ needs to reinforce ~ knowledge of homophonic words to ensure accurate spelling.
~ has made a good attempt to consolidate ~ spellings, and seems happier writing stories in a limited amount of time.
~ needs to reinforce ~ present knowledge of spelling patterns by regularly practising key words.
~ has worked hard to improve ~ spelling, but still needs to read ~ work back to check for avoidable errors.

GENERAL ENGLISH PROGRESS

~ enjoys discussing texts in the English and ~ general written work is now better organised, and structured more thoughtfully.
~ has been encouraged to take an active part in shared reading and writing activities as well as independent work.
~ has recently made good progress in this area of the curriculum, and now shows greater confidence in ~ ability to express himself on paper.

Note: The symbol “~” is used as a placeholder for the student’s name or appropriate pronoun throughout the report comments.