Ministry of Education Elementary Provincial Report Card

Date: 2022 Jun 30

Student: Noor, Ayesha OEN: 459-744-728 Days Absent: 2.0 Total Days Absent: 3.5

Grade: 05 Teacher: Arora, R. Times Late: 0 Total Times Late: 0

Board: Toronto District School Board School: Thorncliffe Park Public School
Address: Address: 80 Thorncliffe Park Dr, East York, ON Canada M4H 1K3
5050 Yonge St, Toronto, ON Canada M2N 5N8

Principal: Harvey Kerr, C. Telephone: (416) 396-2460

GRADE IN SEPTEMBER  06

Learning Skills and Work Habits E – Excellent G – Good S – Satisfactory N – Needs Improvement
Responsibility E E Organization E E
 Fulfils responsibilities and commitments within the learning  Devises and follows a plan and process for completing work and
environment. tasks.
 Completes and submits class work, homework, and assignments  Establishes priorities and manages time to complete tasks and
according to agreed-upon timelines. achieve goals.
 Takes responsibility for and manages own behaviour.  Identifies, gathers, evaluates, and uses information, technology,
and resources to complete tasks.
Independent Work E E Collaboration E E
 Independently monitors, assesses, and revises plans to  Accepts various roles and an equitable share of work in a group.
complete tasks and meet goals.  Responds positively to the ideas, opinions, values, and traditions of
 Uses class time appropriately to complete tasks. others.
 Follows instructions with minimal supervision.  Builds healthy peer-to-peer relationships through personal and
media-assisted interactions.
 Works with others to resolve conflicts and build consensus to
achieve group goals.
 Shares information, resources, and expertise, and promotes critical
thinking to solve problems and make decisions.

Initiative E E Self-Regulation E E
 Looks for and acts on new ideas and opportunities  Sets own individual goals and monitors progress towards
for learning. achieving them.
 Demonstrates the capacity for innovation and a willingness to take  Seeks clarification or assistance when needed.
risks.  Assesses and reflects critically on own strengths, needs, and
 Demonstrates curiosity and interest in learning. interests.
 Approaches new tasks with a positive attitude.  Identifies learning opportunities, choices, and strategies to meet
 Recognizes and advocates appropriately for the rights of self personal needs and achieve goals.
and others.  Perseveres and makes an effort when responding to challenges.
Strengths/Next Steps for Improvement
Ayesha is the kind of student — of learner — who takes her learning to heart. Besides her noticeable efforts to prepare for class (e.g. viewing
‘Today’s Schedule’ beforehand, reviewing her notes, viewing preparatory videos), Ayesha is consistently present in terms of her attendance
but most importantly her active participation (e.g. asking clarification questions, providing peer feedback). Just as in Term 1, Ayesha engaged
across the curriculum, even on topics or subjects for which she was relatively less enthusiastic (e.g. Visual Arts). In this way, she
demonstrated a high degree of responsibility and initiative to make the most of each and every school day. Sharing her time and resources to
help or collaborate with others (e.g. Grade 4 students on editing tasks and her “silly” French story). Her truly collaborative approach signalled
to virtually every one in the class that Ayesha would be a good collaborator. Indeed, throughout Term 2 — for that matter throughout the year
— Ayesha never once had any conflict-related issues. She was and remains a role model for her peers. As such, she has openly
demonstrated how to receive and give feedback. Needless to say, Ayesha consistently incorporated teacher feedback into her class work
(e.g. Science (Matter) presentations, Media Literacy posters, French “Alphabet Workout” audio recordings). In fact, over the course of Term
2, her Discussion Posts (i.e. on the BrightSpace platform) became ever richer in terms of providing context, details, or her opinions (e.g.
Sunwing reading responses). All in all, Ayesha has had a tremendous year of academic and personal growth, becoming more vocal,
expressive, and confident. It has been such a pleasure to work with Ayesha this year to help her achieve her varied goals. We wish her a
wonderful — and well-deserved — summer break. As for Ayesha’s start at middle school in the fall, she will no doubt impress her peers and
teachers alike. May she dream big, always! Au revoir!

-R. Arora

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 Student: Noor, Ayesha OEN: 459-744-728 Grade: 05
Report
Subject 1 2
Strengths/Next Steps for Improvement

Language NA Ayesha independently identifies the point of view presented in a text (e.g. Sunwing) citing supporting
evidence. She consistently reads texts (e.g. fiction) at a sufficient rate and with sufficient expression to
Reading convey the sense of the text readily to others. She independently makes revisions to improve the content
ESL/ELD IEP A- A and clarity of written work (e.g. discussion posts). She thoroughly explains why different audiences (e.g.
children) might respond differently to media texts (e.g. story books). She demonstrates an understanding
Writing
of the information in oral texts (e.g. CBC pigeon podcasts) by citing important details. Ayesha
ESL/ELD IEP A A independently identifies non-verbal cues (e.g. gestures, eye contact) and uses them appropriately in oral
Oral Communication communications (e.g. cooking show presentation). She independently identifies whose point of view is
presented in a media text (e.g. pigeon campaign poster), citing supporting evidence from the text. She
ESL/ELD IEP A- A accurately identifies the conventions and techniques used in familiar media forms (e.g. missing animal
Media Literacy advertisement). Next steps: Already a keen reader, writer, and thinker, Ayesha is encouraged to use the
ESL/ELD IEP A- A- summer as an opportunity to explore unfamiliar texts (e.g. poetry) and topics!

French NA Ayesha independently uses information from oral French texts (e.g. “Comment Dire Bonjour”) to show an
understanding of conventions used in a different situations (e.g. formal salutations). She consistently
Listening speaks with a smooth pace, appropriate intonation, and accurate pronunciation in brief rehearsed
ESL/ELD IEP B+ B+ communications (e.g. “Silly French Story”, "Alphabet Workout" audio recordings). She independently
Speaking identifies the purposes of familiar text forms (e.g. fictional story “Le Loup Vert”) to express ideas or to
ESL/ELD IEP B+ A- entertain. Finally, Ayesha confidently applies her knowledge of the basic structural elements of a familiar
form (e.g. descriptive paragraph).
Reading
ESL/ELD IEP B+ A-
Writing
ESL/ELD IEP A- A-
✔ Core Immersion Extended

Native Language Oral Communication, Reading, Writing

ESL/ELD

IEP

✔ NA

Mathematics Number, Algebra, Data, Spatial Sense, Financial Literacy, and Social-Emotional Learning (SEL) Skills
in Mathematics and the Mathematical Processes
Ayesha independently solves problems involving the multiplication of two-digit whole numbers by two-digit
A A whole numbers as well as problems involving the division of three-digit whole numbers by two-digit whole
numbers primarily using algorithms. She independently solves inequalities that involve one operation and
ESL/ELD
whole numbers up to 50, and verifies solutions. Ayesha independently determines the mean, median, and
mode(s), if any, for data sets (e.g. weather) involving whole numbers and decimal numbers, providing
IEP
relevant explanations. Ayesha independently draws top, front, and side views of objects (e.g. cubes).
French Ayesha clearly describes how money can be transferred between individuals and organizations (e.g.
online donations to charities). Finally, she independently calculates unit rates for goods (e.g. groceries),
identifying the better rate. Next steps: Though already confident, Ayesha could benefit from reflecting
more on her problem-solving strategies.

Science and Technology Life Systems, Structures and Mechanisms, Matter and Energy, Earth and Space Systems
Ayesha independently identifies and describes internal forces (e.g. tension) and external forces (e.g.
wind) that act on structures (e.g. skyscrapers). Her presentation on kevlar (a type of plastic) showed
A- A- excellent understanding of how protective sports equipment protect the body from the impact of forces.
She accurately describes forces resulting from natural phenomena (e.g. earthquake) that can have
ESL/ELD
severe consequences for structures and identifies structural features (e.g. use of steel beams) that help
IEP overcome some of these forces. Ayesha accurately identifies matter as everything that has mass and
occupies space and describes physical changes in matter as reversible changes (e.g. melted ice cube
French can be refrozen) and chemical changes in matter as irreversible changes (e.g. strawberry milkshake).
She independently distinguishes between physical and chemical changes, and identifies indicators of a
chemical change (e.g. change of colour). Finally, Ayesha's presentation to the 4th graders was very well-
received! It must be noted that Ayesha's support of her peers throughout Term 2 was invaluable.

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Report
Subject Strengths/Next Steps for Improvement
1 2
Social Studies Heritage and Identity, People and Environments
Ayesha identifies major Indigenous nations that came into contact with European settlers and/or
explorers prior to 1713 in what would become Canada (e.g. Ojibwe, Wendat) and describes some of the
B+ B+ aspects of the interactions among Indigenous peoples, European explorers, and/or settlers.
ESL/ELD

IEP

French

Health and Physical Education Ayesha accurately describes the short- and long-term effects of alcohol use and identifies factors that can
affect intoxication. She is able to make detailed connections that relate to health and well-being and
Health Education:
demonstrate how her choices and behaviours affect both herself and others. (A. Lobo)
Healthy Living, SEL Skills

ESL/ELD IEP C A
Ayesha regularly and actively participates in a wide variety of physical activities and identifies how
French
consistent activity affects her life. Ayesha performs balance activities demonstrating an understanding of
Physical Education: the necessity in monitoring herself to gradually improve herself in this skill. (F. Ahmad)
Active Living, Movement Competence,
SEL Skills
ESL/ELD IEP B B+
French

The Arts Ayesha is able to accurately identify and describe with detail a variety of dance forms and styles from the
past and present, and their sociocultural contexts. This was demonstrated in our study of traditional Pow
Dance French
Wow dancing, the Nutcracker, the Cha Cha Slide and other similar globally unifying dances. (N.Williams)
ESL/ELD IEP NA A Ayesha did not receive instruction in Drama during this reporting period. (N. Williams)
Drama French Ayesha can identify the use of elements of music. She can describe how different kinds of musical
instruments are used to create the mood. She can express personal responses to musical performances
ESL/ELD IEP ✔ NA B (story of ‘Peter and the Wolf’.) (L.Fernandes)
Music French Ayesha independently analyses the use of principles of design (e.g. proportion, scale, emphasis) in art
works (e.g. “Rat”), and effectively explains how they communicate meaning. She demonstrated an
ESL/ELD IEP NA B+ B+ understanding of composition, using the above principles of design, to create "Ladybug" (final project).
Visual Arts French
ESL/ELD IEP NA B+ A-

ESL/ELD IEP
French ✔ NA

 Elementary Provincial Report Card (Please have your child complete the form below, and return it to your child’s teacher.) 
Student: Grade: OEN: Teacher:
Noor, Ayesha 05 459-744-728 Arora, R.
Student’s Comments
 My best work is:

 My goal for improvement is:

Student’s Signature X
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 Student: Noor, Ayesha OEN: 459-744-728 Grade: 05

Letter Grade Achievement of the Provincial Curriculum Expectations

B- to B+ The student has demonstrated the required knowledge and skills with considerable effectiveness.
Achievement meets the provincial standard. (Level 3)

C- to C+ The student has demonstrated the required knowledge and skills with some effectiveness.
Achievement approaches the provincial standard. (Level 2)

D- to D+ The student has demonstrated the required knowledge and skills with limited effectiveness.
Achievement falls much below the provincial standard. (Level 1)

R The student has not demonstrated the required knowledge and skills. Extensive remediation is required.
I Insufficient evidence to assign a letter grade
ESL/ELD – Achievement is based on expectations modified from the curriculum expectations for the grade to support
English language learning needs.
IEP – Individual Education Plan
NA – No instruction for subject/strand for reporting period
SEL Skills – Social-Emotional Learning Skills

To Parents/Guardians and Students: This copy of the report card should be retained for reference. The original
or an exact copy has been placed in the student’s Ontario Student Record (OSR) folder and will be retained for five
years after the student leaves school.

Teacher’s Principal’s
Signature X Signature X

 Elementary Provincial Report Card (Please complete, sign, and detach the form below, and return it to your child’s teacher.) 
Student: Grade: OEN: Teacher:
Noor, Ayesha 05 459-744-728 Arora, R.
Parent’s/Guardian’s Comments
 My child has improved most in:

 I will help my child to:

I have received this report card. Parent’s/Guardian’s name (please print) Signature Date

I would like to discuss this X

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