September 28, 2017

Hello Mr. and Mrs. Knight,

Every four weeks I will send out a progress report so that you can see how your student is
progressing academically. The report is separated into six categories of English Language Arts:
reading, writing, speaking, listening, grammar, and spelling. Within each of the categories, I have
listed the standards that the students have been assessed on for the past four weeks. I have also
included comments for each of the standards so that you can see which parts of the standards your
student is meeting and which parts he is still learning. The assessment scores category shows the
level of mastery of your student. I have included a key so that you can understand what the different
numbers mean.

Please understand that since this is a progress report only covering four weeks, your student still has
a chance to master each of the content areas. Any student who remains with a level 2 mastery after 5
weeks will be required to spend some one-on-one time with me during lunch or after school in order
to get the additional help needed. Some students require more time in order to understand some
concepts fully. My goal in sending out progress reports every four weeks is to allow parents to see
their students progress over time. I do not expect students to be proficient right after a concept is
taught. If I have any concerns with your students progress, I will contact you via email or whatever
your preferred method of contact is. I like to have open communication with parents so that they can
be a part of their students learning. Your involvement with your students learning is invaluable and
can really make the difference.

If you ever have any questions or concerns, feel free to contact me. Your students learning is a very
high priority to me, and I want your child to be successful.

Sincerely,

Miss Jessica Myers

 Standards-Based Student Progress Report

Student Information
Student Name: Adam Knight ELA Teacher: Miss Myers
Grade: 6th School Year: 2017-18

Evaluation Key
4 = Mastery: Student completely understands the concept, and student is ready to move on.
3 = Proficient: Student understands most of the concept, but there is room for improvement.
2 = Partially Proficient: Student understands a little of the concept but still need a lot of practice.
1 = Unsatisfactory: Student does not understand the concept at all and will need much additional help.

Content Areas & Standards Comments Assessment Scores

Reading Week 1 Week 2 Week 3 Week 4

CCSS.ELA-LITERACY.RL.6.1 Adam struggles to make

Cite textual evidence to support analysis of
what the text says explicitly as well as
inferences drawn from the text.
CCSS.ELA-LITERACY.RL.6.2
Determine a theme or central idea of a text
and how it is conveyed through particular
details; provide a summary of the text
distinct from personal opinions or
judgments.
CCSS.ELA-LITERACY.RL.6.3
Describe how a particular story's or
drama's plot unfolds in a series of
episodes as well as how the characters
respond or change as the plot moves
toward a resolution.
Writing
CCSS.ELA-LITERACY.W.6.1.A
Introduce claim(s) and organize the
reasons and evidence clearly.
CCSS.ELA-LITERACY.W.6.1.B
Support claim(s) with clear reasons and
relevant evidence, using credible sources
inferences from the texts. He can
read the texts, but he has a hard 1 2 2 2
time comprehending ideas from
the texts we have read.
He is able to summarize main
details from texts, but he could
still use some practice identifying
2 2 3 3
the main themes in texts.
Adam can describe the events in
stories, but he is still struggling
some to understand how
characters change within plots.
Sometimes he can identify some
1 2 2 3
characteristics that have
changed about a character, but
he cannot seem to pinpoint when
those changes occurred using
examples from the story.
Week 1 Week 2 Week 3 Week 4
Although Adam can make claims
from texts orally, he does not
understand how to organize 1 1 2 2
them when he is asked to write
them down.
When supporting claims in
writing, Adam has difficulty 1 1 2 2
finding more than one piece of
 and demonstrating an understanding of the evidence per claim. Sometimes
topic or text. the evidence he gives does not
completely support his claims.
CCSS.ELA-LITERACY.W.6.1.C When Adam uses evidence to
Use words, phrases, and clauses to clarify support his claims, he has a hard
1 1 1 2
the relationships among claim(s) and time connecting his claims in
reasons. order to make an argument.
Speaking Week 1 Week 2 Week 3 Week 4
CCSS.ELA-LITERACY.SL.6.4 Although Adam has a difficult
Present claims and findings, sequencing time supporting his claims with
ideas logically and using pertinent enough evidence, the evidence
descriptions, facts, and details to he does give is presented
2 2 3 3
accentuate main ideas or themes; use logically and accurately. He has
appropriate eye contact, adequate volume, great volume, eye contact, and
and clear pronunciation. clear pronunciation when he
presents orally.
Listening Week 1 Week 2 Week 3 Week 4
CCSS.ELA-LITERACY.SL.6.2 Adam is able to interpret
Interpret information presented in diverse information that is presented
media and formats (e.g., visually, visually and quantitatively, but he
quantitatively, orally) and explain how it has a hard time listening to
1 2 2 2
contributes to a topic, text, or issue under people speaking. After listening
study. to an oral presentation, he
infrequently is able to explain
what was just presented.
Grammar Week 1 Week 2 Week 3 Week 4
CCSS.ELA-LITERACY.L.6.1.A Adam has mastered using the
Ensure that pronouns are in the proper correct case when using a 2 3 3 4
case (subjective, objective, possessive). pronoun.
CCSS.ELA-LITERACY.L.6.1.B Most of the time Adam uses
Use intensive pronouns (e.g., myself, intensive pronouns correctly, but
2 3 3 3
ourselves). he sometimes uses the wrong
pronoun.
Spelling Week 1 Week 2 Week 3 Week 4
CCSS.ELA-LITERACY.L.6.2.B He struggles to spell words that
Spell correctly. do not sound like they are
spelled. He can spell words that 2 2 2 2
are written in the same way that
they are spoken.
Comments:
Overall, I am confident that Adam can successfully use grammar. He is also strong in his oral communication
skills. Adam could use some additional practice and help in a few areas. I am most concerned with his
writing, listening, and spelling skills. I think Adam would benefit with meeting with me at least a couple times
a week during lunch of after school in order to get him to proficiency in writing, listening, and spelling.

Modified from (SHAPE America, 2016).