Elementary Report Card
Student: Chris Lipup
Reporting Period: 3

Standard Marks
4 Exemplary
3 Proficient
2 Progressing
1 Struggling
* Based on modified standard(s). See Progress Report

Process Marks
++ Consistently
+ Moderately
- Rarely

Grade 2 Language Arts - Ms. Bausch
Reading 4
Writing 3
Speaking 2
Listening 3
Language 4
Process Goals
Preparation +
Participation ++
Homework +
Cooperation +
Respect ++

Description / Comments:
Students have been very busy during the 3rd reporting period working on the following topics: consonants, vowels, and their corresponding sounds; identifying syllables in words; stressed and unstressed syllables; closed syllables, vocabulary development; compound words, antonyms; homophones; synonyms, multiple meaning words; idioms; comprehension skills; main ideas and supporting details; fluency; and reading strategies such as sequencing, cause and effect, and facts and opinions. We also worked on how to answer open-response questions

Chris is improving with the articulation difficulties that we recently observed. We are coordinating efforts with the speech therapist to continue the progress we’ve made into the next marking period.

Grade 2 Mathematics - Mr. Reedy
Operations and Algebraic Thinking 3
Number and Operations – Base Ten 3
Number and Operations – Fractions 2
Measurement and Data 2
Mathematical Practices 3
Process Goals
Preparation -
Participation ++
Homework -
Cooperation ++
Respect +

Description / Comments:
Over the past nine weeks students have been learning about measurement, probability, and data analysis. They explored their world with the concepts of measurement and used tools and units to measure objects in the classroom and at home. They learned that probability can be fun by using Skittles candies to predict the chance of an event. We also learned about numbers on a spinner and how to describe probability using words such as “impossible,” “likely,” and “not likely.” Students learned when and why to use different types of graphs. They created graphs for specific situations and learned that graphs must have titles, labels, x-axis, y-axis, and scale. We even made a classroom grid to identify ordered pairs.

Chris has had a pretty successful marking period, although homework and preparation continue to be issues. Most of the problems Chris is experiencing with measurement and fractions stem from not practicing enough to build a level of fluency. We will begin the next reporting period with supervised study to see if we can help Chris develop better out-of-class study habits.