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Literacy Report Statements

This page contains Literacy statements to help teachers complete end-of-year pupil reports. The statements are categorised to make them easier to browse. Please use our contact form if you have any useful statements we can add to our list.

Speaking and Listening

listens attentively and is able to respond appropriately to what is being said
is confident joining in with group or class discussions
is often able to add interesting ideas to group or class discussions 
sometimes has difficulty remembering and ordering a sequence of verbal instructions
is able to express views clearly and justify them
is able to listen attentively when the subject matter is of interest to him/her
can sometimes be reluctant to join in group or class discussions
is able to initiate and sustain conversations on matters that are of interest to him/her
likes to share his/her 'news' with the rest of the class
tends to keep a low profile in group or class discussions
use of language can be quite immature
finds it difficult to wait for his/her turn in group or class discussions
sometimes needs to be reminded to keep his contributions appropriate
his/her comments and responses can sometimes be lacking in depth
 
 
    

Reading

is enthusiastic about reading
is able to use picture, phonic and contextual clues to help establish meaning
needs to work as developing his/her understanding of what s/he reads
would benefit from reading at home more frequently
is beginning to create atmosphere when reading aloud by varying pace and tone
is usually able to infer appropriate meaning from texts that s/her reads
derives pleasure from an increasingly wide range and variety of books
is beginning to add more expression when reading aloud
reads with fluency and accuracy
is a reluctant reader and s/he needs encouragement to become more interested in books
needs to respond more to punctuation in texts that s/he reads
is able to self-correct errors using phonic and pictorial strategies
is able to persist with words that s/he is finding difficult to decode
needs to develop the ability to spot when a misread word results in a loss of sense in the text s/he is reading
tends to skip over words not realising when an errors leads to a loss of sense
is able to use a range of non-fiction books to retrieve information
tends to read from word to words and s/he needs to develop fluency in order to obtain a full understanding of what s/he is reading
is able to use inference and deduction to add depth to his/her understanding of texts that s/he reads
is (not always) able to select appropriate books independently
 
    

Writing (General)

finds it difficult to maintain concentration on a piece of written work
is beginning to add extra detail to his/her written work to make it more engaging to read
would benefit from adding greater detail to his/her written work
has a tendency to make careless errors but is usually able to spot these and self-correct
the quantity of work produced is often below expectations
finds it difficult to structure his/her ideas when producing written work
his/her written work can be quite muddled
his/her written work can sometimes be rather unadventurous
is beginning to structure his/her ideas more precisely in his/her written work
produces his/her best written work in one-to-one or small group situations
    

Grammar, Punctuation and Sentence Structure

would benefit from using more variety in his/her sentence structure to make his/her work more engaging to read
would benefit from being more ambitious in his/her choice of vocabulary
would benefit from a greater use of adverbs and adjectives to make his/her work more engaging to read
sometimes makes careless grammatical errors
can be inconsistent in his/her use of capital letters and full stops
has a tendency to follow the conventions of spoken rather than written language
is not yet able to demarcate sentences with any consistency
would benefit from spending more time structuring his/her sentences mentally before s/he commits them to paper
would benefit from being more ambitious in his/her sentence structure and using connectives such as 'and' or 'but' from time-to-time to create more complex sentences
has a tendency to overuse connectives such as 'and' or 'then'. S/he needs to work at adding more variety to his/her sentence structure
    

Spelling

is quite/very phonetic in his/her spelling. S/he needs to work at developing his/her bank of remembered high frequency words
spells well in tests but has difficulty transferring this to his/her day-to-day work
    

Handwriting

progress in his/her handwriting and presentational skills is only demonstrated in patches
has made a notable improvement in his/her handwriting and presentation skills
s/he still reverses letters from time to time
    

    Last updated:  30th September 2006

           

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