Grade 2 Student Evaluation Report Sample
(Practicum Placement at
Hawthorne Public School: Nov. 24th – Dec. 20th, 2002) Fareh A.Math: L3
Fareh required no encouragement in investigations of two-dimensional objects, and completed exercises usually in complete ways. She consistently gave complete and effective descriptions of geometric concepts, reasoning and investigations. Fareh was excited about geometry. She can sort and compare shapes, and can identify and explain a line of symmetry. Fareh quite enjoyed the geoboard activities; she was very creative in making “what do you call it – agons”. Fareh was also able to offer to her classmate’s methods for remembering the different shapes (e.g., hexagon and six both have the letter “x”) Science: L3-
Fareh clearly and precisely described the position and movement of objects, and usually demonstrated an understanding of how simple mechanisms enable an object to move. She was successful in designing and making simple mechanisms. She investigated the characteristics of simple mechanisms consistently and with general understanding. With only a few minor errors or omissions, Fareh recognized that different mechanisms and systems move in different ways, and that the different types of movement determine the design and the method of production of these mechanisms and systems. She respected and followed safety and group rules when using tools and simple mechanisms. Fareh enjoyed the unit on movement, and though limited in her writing skills, was able through verbal communication and hands-on work to show that she understood the concepts under study. The car she made was well designed, showing patience in planning and building, and an attempt to consider some of the factors that might make the car go fast. Though an eager participator in all other activities as well, Fareh only occasionally made attempts to answer more difficult conceptual questions. Language Arts: L3
Fareh required no encouragement to respond to readings, either orally or in written form. She used ideas of some complexity to discuss and ask relevant questions about topics, or characters and situations in stories. She showed some understanding of how to use adjectives, and their function. Her written responses to readings were for the most part complete, clear, and with general understanding of the main idea. Farech was able to identify the conventions of written materials (table of contents, quotation marks) with only occasional errors. She consistently read aloud in a way that communicated meaning. Fareh participated a great deal in our Frog and Toad unit. She was very willing to offer both oral and written responses to the ideas touched on in the stories, and she frequently did more than was expected of her. She would often correct herself when discovering that she had read the “emotion” of the sentence incorrectly. Fareh can name some parts of a story including the beginning-middle-end, main characters, and is generally able to locate the main idea. Student as Learner
Fareh is a total joy to have in class. She always completes her home- and seat-work to the best of her abilities. She is respectful towards the teacher and her fellow classmates, and is keen to verbalize the class rules when these are forgotten from time to time. Fareh participates in all activities, is almost never off-task, and in fact tries to keep other students on-task! Fareh is aware of her limits, but is not afraid to ask questions or for help when needed; in turn, Fareh is also very willing to help others she sees are having difficulty. |