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| Area | Tags | Tone | Comment |
|---|---|---|---|
| Writing | writing, spelling, grammar, punctuation | Positive | {firstname} uses correct spelling, grammar and punctuation when writing simple sentences. |
| Writing | writing, spelling, grammar, punctuation | Neutral | {firstname} is encouraged to show increased attention to the use of correct spelling, grammar and punctuation with general writing skills. |
| Writing | writing, spelling, grammar, punctuation | Constructive | {firstname} needs more time and practice in the use of correct spelling, grammar and punctuation with general writing skills. |
| Writing | writing, spelling, grammar, punctuation | Constructive | {firstname} requires considerable assistance to achieve the correct spelling, grammar and punctuation when writing simple sentences. |
| Writing | writing, home support | Constructive | {firstname} speaks very well in front of the class. However, her written work needs much improvement. With greater effort, the improvement should slowly come. |
| Writing | writing, creative writing, vocabulary | Positive | {firstname} has shown a great amount of improvement with her creative writing. She has learned to use more colorful words. |
| Writing | fluency, improvement, meeting request | Constructive | Although {firstname} is trying very hard, she is having difficulty writing smooth, fluent sentences. Can we meet to discuss some helpful strategies? |
| Writing | nan | nan | {firstname} needs to apply skills to all written work. |
| Writing | nan | nan | {firstname} excels in writing original stories and poems. |
| Writing | nan | nan | {firstname} is able to place periods and question marks correctly. |
| Writing | nan | nan | {firstname} uses colorful words in his writing. |
| Writing | nan | nan | {firstname} uses (complex, simple) sentences in her writing. |
| Writing | nan | nan | {firstname} is now able to write a complete sentence independently. |
| Writing | nan | nan | {firstname} can write an original story containing two to four sentences. |
| Writing | nan | nan | {firstname} puts words in the appropriate order. |
| Writing | nan | nan | {firstname} shows self-confidence in writing. |
| Writing | nan | nan | {firstname} can compose several related sentences. |
| Writing | nan | nan | {firstname} is building a good spelling vocabulary. |
| Writing | nan | nan | {firstname} uses the dictionary to find unfamiliar words. |
| Writing | nan | nan | {firstname} enjoys learning to spell new words. |
| Writing | nan | nan | {firstname} is able to learn to spell words easily. |
| Writing | nan | nan | {firstname} sometimes reverses letters in a word. |
| Writing | nan | nan | {firstname} has difficulty remembering the spelling of non-phonetic words. |
| Writing | nan | nan | {firstname} is helped by using hand or body motions to remember spelling. |