September 28, 2017

Hello Mr. and Mrs. Altaz,

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: Veronica Altaz 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 Veronica is very good at finding

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
and demonstrating an understanding of the
topic or text.
passages within the text that
support the analysis of what the
3 3 3 4
text actually says, and she
makes very insightful inferences
from texts.
Veronica has grown to
understand and clearly pick out
themes and main ideas from
2 3 3 4
stories we have read. She is also
good at summarizing texts
objectively.
She has clearly demonstrated
that she understands how plots
unfolds through multiple
episodes, and she can identify 3 3 4 4
clear points of change within
characters as they respond to
situations.
Veronica has clear claims in her
writing that she supports with 3 3 3 4
organized details.
She also uses relevant
information to support her claims
from a variety of appropriate 2 3 3 4
sources.
 CCSS.ELA-LITERACY.W.6.1.C She uses great word choice and
Use words, phrases, and clauses to clarify sentences to connect her points
2 3 3 4
the relationships among claim(s) and within her writing.
reasons.
Speaking
CCSS.ELA-LITERACY.SL.6.4 Although Veronica is create
Present claims and findings, sequencing points and support her claims,
ideas logically and using pertinent she still has a little difficulty with
descriptions, facts, and details to presented them orally. Her ideas 2 2 3 3
accentuate main ideas or themes; use are clear, but she could improve
appropriate eye contact, adequate volume, with things such as eye contact
and clear pronunciation. and volume.
Listening
CCSS.ELA-LITERACY.SL.6.2 Veronica is a good listener, and it
Interpret information presented in diverse is obvious when I have asked her
media and formats (e.g., visually, to explain something to me that
3 3 3 4
quantitatively, orally) and explain how it was presented orally.
contributes to a topic, text, or issue under
study.
Grammar
CCSS.ELA-LITERACY.L.6.1.A Veronica can clearly use the
Ensure that pronouns are in the proper correct cases of pronouns when 3 3 3 4
case (subjective, objective, possessive). writing and speaking.
CCSS.ELA-LITERACY.L.6.1.B She also uses the correct
Use intensive pronouns (e.g., myself, intensive pronouns when 3 3 4 4
ourselves). speaking and writing.
Spelling
CCSS.ELA-LITERACY.L.6.2.B Although Veronica spells words
Spell correctly. correctly most of the time, she
sometimes gets confused with 2 3 3 3
words that are spelled very
differently than they are spoken.
Comments:
I believe that Veronica shows mastery in most areas. The two areas that could use some additional attention
would be speaking and spelling. I would suggest more practice with speaking in front of people even if it is
just in front of family members. I will continue to try to help her come up with ways to remember difficult to
spell words.

Modified from (SHAPE America, 2016).