Queen International School

PEN PORTRAIT-2020-21

Grade:7 G TEACHER – Sreeraj M

No Name Skills based on Skills based on Writing
Reading
1 Abdel Rahman -Must read and follow - A lot of effort is required
Fouad independently familiar to improve writing skills
instructions for classroom - Ideas are developed in a
activities. sequence of sentences,
sometimes demarcated by
- Must make sincere effort capital letters and full
to understand stops. Simple,
independently specific monosyllabic words are
information and detail in usually spelt correctly, and
short, simple texts on a where there are
range of general and inaccuracies the
curricular topics. alternative is phonetically
plausible.
- Must practice reading -Must plan, write, edit and
aloud clearly without proofread work at text
making many mistakes. level, with some support,
on a range of general and
- Must practice reading curricular topics.
with understanding.
- Must try not to make
errors in punctuation,
capitalization and
spellings.
Skills based on
Speaking/speech
-Must actively respond,
with increasing flexibility,
at both sentence and
discourse level to
unexpected comments on
a range of general and
curricular topics.
-Must continue to ask
questions to clarify
meaning on a range of
general and curricular
topics.
- Mostly uses vocabulary
precisely and organizes
what he says clearly.
- - Does not understand,
Skills based on
Listening
- Can understand, longer
sequences of classroom
instructions when broken
into short and simpler
format.
-Can improve this by
pairing what you hear
with graphic
organizers/flow chart or
illustrations.
-Not able to understand,
with little or no support,
both short and extended
narratives on a range of
general and curricular
topics.
longer sequences of
classroom instructions,
unless broken into short
and simpler format

- Must avoid run- on

sentences, frame short
 and simple sentences.
2 Is able to understand -Writes, with some - Provides detailed
independently specific support, about factual information about -Understand, with little or
information and detail in and imaginary past events, themselves and others at no support, specific
short, simple texts on a activities and experiences discourse level on a wide information and detail in
range of general and on a growing range of range of general topics. both short and extended
curricular topics general and curricular talk on a range of general
topics. -Asks questions to clarify and curricular topics
-Recognises, identifies meaning on a range of
and sounds independently -Is able to write, with general and curricular - Deduces, with little or no
a wide range of language some support, about topics. support, meanings from
at text level. personal feelings and context in both short and
Ahmed Mohamed - Reads independently a opinions on a limited - Gives an opinion at extended talk on a range
Ali range of short simple range of general and discourse level on a range of general and curricular
fiction and non-fiction curricular topics of general and curricular topics.
texts with confidence and topics
enjoyment. - Must continue to work
on not making errors in -Keep interaction going in
punctuations, longer exchanges on a
capitalization and wide range of general and
spellings. curricular topics

- To avoid run- on
sentences, frame short
and simple sentences
3 Ali Mahmoud Ali Is able to understand -Writes, with some - Must take an active -Understand, with little or
independently specific support, about factual interest in providing no support, specific
information and detail in and imaginary past events, detailed information information and detail in
short, simple texts on a activities and experiences about himself and others both short and extended
range of general and on a growing range of at discourse level on a talk on a range of general
curricular topics general and curricular wide range of general and curricular topics
topics. topics.
-Recognises, identifies - Deduces, with little or no
and sounds independently -Is able to write, with -Needs to ask questions to support, meaning from
a wide range of language some support, about clarify meaning on a range context in both short and
 at text level. personal feelings and of general and curricular extended talk on a range
opinions on a limited topics. of general and curricular
range of general and topics.
curricular topics - Does not give any
opinion at discourse level
- Must continue to work on a range of general and
on not making errors in curricular topics
punctuations,
capitalization and -MUST keep interaction
spellings. going in longer exchanges
on a wide range of general
- To avoid run- on and curricular topics.
sentences, frame short
and simple sentences
4 Aya Hassan Is able to understand -Writes, with some - Provides detailed -Understand, with little or
independently specific support, about factual information about no support, specific
information and detail in and imaginary past events, themselves and others at information and detail in
short, simple texts on a activities and experiences discourse level on a wide both short and extended
range of general and on a growing range of range of general topics. talk on a range of general
curricular topics general and curricular and curricular topics
topics. -Asks questions to clarify
-Recognises, identifies meaning on a range of - Deduces, with little or no
and sounds independently -Is able to write, with general and curricular support, meanings from
a wide range of language some support, about topics. context in both short and
at text level. personal feelings and extended talk on a range
- Reads independently a opinions on a limited - Gives an opinion at of general and curricular
range of short simple range of general and discourse level on a range topics.
fiction and non-fiction curricular topics of general and curricular
texts with confidence and topics
enjoyment. - Must continue to work
on not making errors in -Keep interaction going in
punctuations, longer exchanges on a
capitalization and wide range of general and
spellings. curricular topics
 - To avoid run- on
sentences, frame short
and simple sentences
5 Is able to understand -Writes, with some - Provides detailed -Understand, with little or
independently specific support, about factual and information about no support, specific
information and detail in imaginary past events, themselves and others at information and detail in
short, simple texts on a activities and experiences discourse level on a wide both short and extended
range of general and on a growing range of range of general topics. talk on a range of general
curricular topics general and curricular and curricular topics
topics. -Asks questions to clarify
-Recognises, identifies meaning on a range of - Deduces, with little or no
and sounds independently -Is able to write, with general and curricular support, meanings from
a wide range of language some support, about topics. context in both short and
at text level. personal feelings and extended talk on a range
- Reads independently a opinions on a limited - Gives an opinion at of general and curricular
Goumana Fathy range of short simple range of general and discourse level on a range topics.
fiction and non-fiction curricular topics of general and curricular
texts with confidence and topics
enjoyment. - Must continue to work
on not making errors in -Keep interaction going in
punctuations, longer exchanges on a
capitalization and wide range of general and
spellings. curricular topics

- To avoid run- on
sentences, frame short
and simple sentences
6 Hala Ahmed Is able to understand -Writes, with some - Provides detailed -Understand, with little or
independently specific support, about factual information about no support, specific
information and detail in and imaginary past events, themselves and others at information and detail in
short, simple texts on a activities and experiences discourse level on a wide both short and extended
range of general and on a growing range of range of general topics. talk on a range of general
curricular topics general and curricular and curricular topics
topics. -Asks questions to clarify
-Recognises, identifies meaning on a range of - Deduces, with little or no
 and sounds independently -Is able to write, with general and curricular support, meanings from
a wide range of language some support, about topics. context in both short and
at text level. personal feelings and extended talk on a range
- Reads independently a opinions on a limited - Gives an opinion at of general and curricular
range of short simple range of general and discourse level on a range topics.
fiction and non-fiction curricular topics of general and curricular
texts with confidence and topics
enjoyment. - Must continue to work
on not making errors in -Keep interaction going in
punctuations, longer exchanges on a
capitalization and wide range of general and
spellings. curricular topics

- To avoid run- on
sentences, frame short
and simple sentences
7 Haya Mohammed Is able to understand -Writes, with some - Provides detailed -Understand, with little or
independently specific support, about factual information about no support, specific
information and detail in and imaginary past events, themselves and others at information and detail in
short, simple texts on a activities and experiences discourse level on a wide both short and extended
range of general and on a growing range of range of general topics. talk on a range of general
curricular topics general and curricular and curricular topics
topics. -Asks questions to clarify
-Recognises, identifies meaning on a range of - Deduces, with little or no
and sounds independently -Is able to write, with general and curricular support, meanings from
a wide range of language some support, about topics. context in both short and
at text level. personal feelings and extended talk on a range
- Reads independently a opinions on a limited - Gives an opinion at of general and curricular
range of short simple range of general and discourse level on a range topics.
fiction and non-fiction curricular topics of general and curricular
texts with confidence and topics
enjoyment. - Must continue to work
on not making errors in -Keep interaction going in
punctuations, longer exchanges on a
capitalization and wide range of general and

8 Understands
independently specific
information and detail in
short, simple texts on a
range of general and
curricular topics.
- Recognises the attitude
or opinion of the writer in
short texts on a wide
Jana Ahamed range of general and
curricular topics.
- Is able to understand the
main points of a wide
range of short, simple
texts on general and
curricular topics by using
contextual clues
9 Jodie Bassem Understands
independently specific
information and detail in
short, simple texts on a
range of general and
curricular topics.
- Recognises the attitude
or opinion of the writer in
short texts on a wide
range of general and
curricular topics.
spellings.
- To avoid run- on
sentences, frame short
and simple sentences
Is able to plan, write, edit
and proofread work at
text level, with some
support, on a range of
general and curricular
topics.
-Writes, with some
support, about factual and
imaginary past events,
activities and experiences
on a growing range of
general and curricular
topics.
-Must, however, continue
to focus on improving
spellings and
punctuations.
Is able to plan, write, edit
and proofread work at
text level, with some
support, on a range of
general and curricular
topics.
-Writes, with some
support, about factual and
imaginary past events,
activities and experiences
curricular topics
Give an opinion at - Is an active listener.
discourse level on a range - Understands more
of general and curricular complex unsupported
topics. questions which ask for
personal information.
-Is able to link comments
to what others say at
sentence and discourse
level in pair, group and
whole class exchanges.
- Asks questions to clarify
meaning on a range of
general and curricular
topics.
- Speaks clearly using
appropriate vocabulary,
tone and emphasis.
- Can take a leading role in
discussions.
Give an opinion at - Is an active listener.
discourse level on a range - Understands more
of general and curricular complex unsupported
topics. questions which ask for
-Is able to link comments personal information.
to what others say at
sentence and discourse Deduces, with little or no
level in pair, group and support, meanings from
whole class exchanges. context in both short and
- Asks questions to clarify extended talk on a range
meaning on a range of of general and curricular
 - Is able to understand the
main points of a wide
range of short, simple
texts on general and
curricular topics by using
contextual clues
10 Mohammed Must read and follow
Mousthafa independently familiar
instructions for classroom
activities.
- Must make sincere effort
to understand
independently specific
information and detail in
short, simple texts on a
range of general and
curricular topics.
- A lot more of effort
needed to read aloud
clearly without making
many mistakes.
- Must practice reading
with understanding.
on a growing range of
general and curricular
topics.
-Must, however, continue
to focus on improving
spellings and
punctuations.
- A lot of effort required
to improve writing skills.
-Ideas are developed in a
sequence of sentences,
sometimes demarcated by
capital letters and full
stops. Simple,
monosyllabic words are
usually spelt correctly, and
where there are
inaccuracies the
alternative is phonetically
plausible.
-Must make sincere and
serious effort to plan,
write, edit and proofread
work at text level, with
some support, on a range
of general and curricular
topics.
- Must try not to make
errors in punctuation,
capitalization and
spellings.
- Must avoid run- on
sentences, frame short
general and curricular
topics.
- Speaks clearly using
appropriate vocabulary,
tone and emphasis.
-Can take a leading role in
discussions.
-Must actively respond,
with increasing flexibility,
at both sentence and
discourse level to
unexpected comments on
a range of general and
curricular topics.
-Must continue to ask
questions to clarify
meaning on a range of
general and curricular
topics.
- Do try to link comments
to what others say at
sentence and discourse
level in pair, group and
whole class exchanges.
- Need to use vocabulary
precisely and organize
what you say clearly.
topics.
Shows confidence in
talking and listening,
particularly where the
topics interest them. In
developing and explaining
her ideas, she needs to
make an effort to speak
clearly and use a growing
vocabulary.
-Must show active interest
to listen carefully and
respond with increasing
appropriateness to what
others say However , can
benefit better by
becoming more and more
actively involved in
classroom discussions.
 and simple sentences.
11 Must read and follow - A lot of effort required
independently familiar to improve writing skills.
instructions for classroom -Ideas are developed in a
activities. sequence of sentences,
sometimes demarcated by
- Must make sincere effort capital letters and full
to understand stops. Simple,
independently specific monosyllabic words are
information and detail in usually spelt correctly, and
short, simple texts on a where there are
range of general and inaccuracies the
curricular topics. alternative is phonetically
plausible.
- A lot more of effort -Must make sincere and
Omar Amr needed to read aloud serious effort to plan,
clearly without making write, edit and proofread
many mistakes. work at text level, with
some support, on a range
- Must practice reading of general and curricular
with understanding. topics.
- Must try not to make
errors in punctuation,
capitalization and
spellings.
- Must avoid run- on
sentences, frame short
and simple sentences.
12 Raghad Ahmed Must read and follow - A lot of effort required
independently familiar to improve writing skills.
instructions for classroom -Ideas are developed in a
activities. sequence of sentences,
sometimes demarcated by
- Must make sincere effort capital letters and full
-Must actively respond,
with increasing flexibility,
at both sentence and
discourse level to
unexpected comments on
a range of general and
curricular topics.
-Must continue to ask
questions to clarify
meaning on a range of
general and curricular
topics.
- Do try to link comments
to what others say at
sentence and discourse
level in pair, group and
whole class exchanges.
- Need to use vocabulary
precisely and organize
what you say clearly.
-Must actively respond,
with increasing flexibility,
at both sentence and
discourse level to
unexpected comments on
a range of general and
Shows confidence in
talking and listening,
particularly where the
topics interest them. In
developing and explaining
her ideas, she needs to
make an effort to speak
clearly and use a growing
vocabulary.
-Must show active interest
to listen carefully and
respond with increasing
appropriateness to what
others say However , can
benefit better by
becoming more and more
actively involved in
classroom discussions.
-Shows confidence in
talking and listening,
particularly where the
topics interest them. In
developing and explaining
her ideas, she needs to
 to understand stops. Simple,
independently specific monosyllabic words are
information and detail in usually spelt correctly, and
short, simple texts on a where there are
range of general and inaccuracies the
curricular topics. alternative is phonetically
plausible.
- A lot more of effort -Must make sincere and
needed to read aloud serious effort to plan,
clearly without making write, edit and proofread
many mistakes. work at text level, with
some support, on a range
- Must practice reading of general and curricular
with understanding. topics.
- Must try not to make
errors in punctuation,
capitalization and
spellings.
- Must avoid run- on
sentences, frame short
and simple sentences.
14 Timur Khan Is able to understand -Writes, with some
independently specific support, about factual
information and detail in and imaginary past events,
short, simple texts on a activities and experiences
range of general and on a growing range of
curricular topics general and curricular
topics.
-Recognises, identifies
and sounds independently -Is able to write, with
a wide range of language some support, about
at text level. personal feelings and
- Reads independently a opinions on a limited
range of short simple range of general and
curricular topics. make an effort to speak
clearly and use a growing
-Must continue to ask vocabulary.
questions to clarify
meaning on a range of -Must show active interest
general and curricular to listen carefully and
topics. respond with increasing
appropriateness to what
- Do try to link comments others say. However, can
to what others say at benefit better by
sentence and discourse becoming more and more
level in pair, group and actively involved in
whole class exchanges. classroom discussions.
- Needs to use vocabulary
precisely and organize
what you say clearly.
- Provides detailed -Understand, with little or
information about no support, specific
themselves and others at information and detail in
discourse level on a wide both short and extended
range of general topics. talk on a range of general
and curricular topics
-Asks questions to clarify
meaning on a range of - Deduces, with little or no
general and curricular support, meanings from
topics. context in both short and
extended talk on a range
- Gives an opinion at of general and curricular
discourse level on a range topics.
 fiction and non-fiction curricular topics of general and curricular
texts with confidence and topics
enjoyment. - Must continue to work
on not making errors in -Keep interaction going in
punctuations, longer exchanges on a
capitalization and wide range of general and
spellings. curricular topics

- To avoid run- on
sentences, frame short
and simple sentences
15 Is able to understand -Writes, with some - Provides detailed -Understand, with little or
independently specific support, about factual information about no support, specific
information and detail in and imaginary past events, themselves and others at information and detail in
short, simple texts on a activities and experiences discourse level on a wide both short and extended
range of general and on a growing range of range of general topics. talk on a range of general
curricular topics general and curricular and curricular topics
topics. -Asks questions to clarify
-Recognises, identifies meaning on a range of - Deduces, with little or no
and sounds independently -Is able to write, with general and curricular support, meanings from
a wide range of language some support, about topics. context in both short and
at text level. personal feelings and extended talk on a range
- Reads independently a opinions on a limited - Gives an opinion at of general and curricular
Yousef Ahmed range of short simple range of general and discourse level on a range topics.
fiction and non-fiction curricular topics of general and curricular
texts with confidence and topics
enjoyment. - Must continue to work
on not making errors in -Keep interaction going in
punctuations, longer exchanges on a
capitalization and wide range of general and
spellings. curricular topics

- To avoid run- on
sentences, frame short
and simple sentences
16 Youssef Bassam