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Hi Everyone!

I'm sure this wiki will grow as you think of, or find, juicy comments for inclusion on our June report. It might make sense, organizationally speaking, to separate each subject area into commendations/recommendations comments...or at the very least, high and low sections. Simply click on "Edit this page" to add your comments...or remarks! We'll have a great report in no time, I think! Thanks, SHH

I have thoroughly enjoyed the time spent with this year. She's He’s a remarkable student who has brought much to our class. It has been a pleasure working with such a wonderful child. I shall miss and wish him her much continued happiness and success in the Middle School.

2011:Accurate version - this is what Sue S. has requested This year (student name) participated in a (pacing) math group taught by (teacher name) and for sixth grade math is recommended for (one of the following) Math 6 Pre-Algebra or Pre-Algebra Honors
 * MATH**

SHH has reworded the "summer" stuff, placing it under recommendations and stating: • ...would benefit from: completing the summer math packet, practicing with the First In Math online program (available through July 31) and reviewing any unfinished pages in workbooks OR
 * keeping her skills sharp by completing the summer math packet, practicing with the //First In Math// online program (available through July 31) and reviewing any unfinished pages in workbooks

For summer review, (student) can practice with the //First In Math// online program, and review unfinished pages in workbooks. DOES ANYONE PREFER THIS VERSION? (PAC) For summer review, (student) should practice with the First In Math online program (available through July 31) and review unfinished pages in workbooks.

is commended for:
 * HIGH**
 * his enthusiasm for using the “Hand On Equations” model, and his ability to solve more complicated equations accurately
 * his ability to solve word problems algebraically
 * being a more active participant in her his learning this term, and concentrating more purposefully in class
 * her his ability to grasp new ideas, make mathematical connections, and offer insightful observations
 * her her stellar scores on this year’s Math Olympiad problem solving contests, earning her a top score trophy
 * working more diligently to explain her his reasoning fully and clearly in writing
 * keeping an accurate checkbook
 * maintaining an accurate checkbook and correctly calculating a variety of “classroom taxes” on Tax Day 2009
 * computing accurate taxes on Tax Day 2010, even with the elusive "air you breathe tax" at .456%
 * computing accurate taxes on Tax Day 2009, even with the elusive "air you breathe tax" at .03%
 * retaining what she learned about using the order of operations and solving equations
 * her ability to convert fractions and decimals to percentages
 * working closely with her partner and attending to detail when completing the “Camping Math” graphing project
 * accurate computation and precise, creative presentation of survey data throughout the "Camping Trip Math" unit
 * measuring precise angles in the completion of his her circle graph
 * her determination to improve her understanding and application of the mathematical rules taught this year
 * her perseverance with re-calculations on challenging class measurement and geometry projects
 * his ability to grasp new ideas, make mathematical connections, and offer insightful observations
 * his enthusiasm and excitement for the study of mathematics
 * his strong scores on this year’s Math Olympiad problem solving contests
 * working more diligently to explain his reasoning fully and clearly in writing
 * setting a standard for others in the class with her conscientiousness and strong work ethic
 * **his ability to grasp new ideas quickly, ask insightful questions, and make mathematical connections.**
 * **his positive and enthusiastic attitude towards mathematics**
 * **his ability to analyze difficult, multi-step word problems and choose correct strategies for solution**
 * **participating in class with great regularity, and setting the bar high for his classmates in terms of taking on rigorous math challenges**
 * comparing, ordering and representing (percents, fractions, decimals)
 * understanding operations with fractions
 * retaining his her understanding of the order of operations
 * solving multi-step problems using a variety of methods
 * his her working knowledge of the meaning and use of exponents
 * accurately classifying angles
 * continuing to grow and improve in class each day, and working diligently and conscientiously on assignments
 * becoming a more confident math student throughout the year
 * the growth in her ability to take careful, detailed notes in class and refer to them when completing assignments
 * exhibiting a cooperative, positive attitude, and readily participating in class discussions
 * remaining open to new ideas and strategies when problem solving
 * demonstrating an ability to make connections and think mathematically when approaching new material
 * becoming stronger in the area of computing with decimals
 * volunteering in class with greater regularity, and becoming more likely to ask questions when unsure of new material
 * his ability to convert fractions and decimals to percentages, and to order and compare all three accurately


 * would benefit from:**
 * approaching his mistakes honestly, viewing them as opportunities for growth, not as embarrassing moments to hide

> •completing the summer math packet found on-line, and utilizing his First In Math subscription (available through the end of July,) as an opportunity for additional problem solving enrichment
 * • slowing down, thinking through a problem, using his number sense and estimation skills in order to avoid careless errors or hasty decisions that cost him the correct answer
 * approaching her mistakes honestly, viewing them as opportunities for growth, not as incidences to be embarrassed about
 * further review of multiplying mixed numbers and dividing fractions
 * becoming a consistently vocal participant in class discussions, for he has a fine mathematical mind and valuable insights to share
 * double-checking his answers to word problems to be certain he has answered the question that was asked in the problem, and that his answers make sense
 * completing the summer math packet, practicing with the First In Math online program, and reviewing unfinished pages in workbooks
 * working more quickly through solving equations, taking full advantage of the “legal moves” that, when applied, can help simplify the process
 * solving algebraic word problems from GA's __Math Minutes'__ POW website
 * reading and following directions carefully
 * double-checking his her answer to word problems to be certain he she has answered the question that was asked in the problem
 * **double-checking answers to word problems to be certain he/she has answered the question that was asked and that the solution is reasonable**
 * taking the care to form his her numerals carefully to avoid misinterpretation of what she/ he has written
 * working more neatly, especially in the formation of his numerals, for he often mistakes a carelessly written number for another number, thus making errors in computation
 * being a more active participant in class, and taking more responsibility for his her own learning
 * being more consistent about completing assignments on time and studying more thoroughly for tests
 * careful reading of the signs in order to avoid mistakes like adding when she’s supposed to subtract, and vice versa
 * avoiding careless errors like 83 = 8 x 8 x 8, which equals 16 x 8
 * on-going practice of addition, subtraction, and multiplication of decimals with attention to the placement of the decimal point
 * challenging herself to be a more thoughtful and engaged learner
 * using real life applications of math such as estimating sales total, using percents to calculate tax or discounts, measuring using fractions in cooking, and using scale in map reading
 * remembering to seek extra help and support when work is challenging
 * continued practice with division involving decimal divisors
 * mastering basic math facts for rapid recall
 * arriving to class always prepared with homework complete
 * remembering to simplify all solutions to lowest terms when completing operations with fractions
 * checking answers carefully in order to avoid minor errors
 * additional practice in problem solving
 * continuing the excellent effort and work habits exhibited this term
 * reviewing and practicing the basic operations such as (adding, subtracting, multiplication, division) of (whole numbers, decimals, fractions, integers)
 * asking for additional help when unsure of an assignment
 * arriving to class with all necessary math materials
 * mastering basic number facts in addition, subtraction, multiplication, division
 * doing his her math work in a neat and organized manner
 * promptly correcting errors in daily assignments to facilitate learning
 * ongoing practice of two and three-digit multiplication and division with attention to accuracy of basic facts
 * being a more active participant in class, and taking more responsibility for his own learning
 * being a more active participant in class, and taking more responsibility for his own learning, asking questions and participating more regularly
 * being a more active learner, and taking more responsibility for her understanding of the material
 * practicing newly gained skills in a prescribed program this summer or with a weekly tutor
 * remembering to utilize her own notes, as well as information readily available in textbooks and workbooks, when she needs immediate support with a particular challenge
 * continued exposure to multi-step problem solving challenges, as well as those that encourage him to apply mathematical concepts out of context
 * •continued exposure to multi-step problem solving challenges, as well as those that encourage her to apply concepts out of context and boost her long-term retention of skills
 * working more slowly in order to eliminate careless errors, and always checking even what she considers to be the most straightforward solutions for reasonableness

Summer Suggestions:
 * utilizing the First in Math subscription available to him, and solving word problems from GA's Math Minutes' POW website to review concepts learned this year
 * reinforcing and practicing computation skills and basic facts with the **First In Math** web-based program (available through 7/31), and solving word problems from GA's Math Minutes POW website to review concepts learned this year
 * taking advantage of **First In Math** online math service this summer to expand breadth of knowledge, and to reinforce such skills as subtracting fractions and mixed numbers when it is necessary to regroup; and multiplying mixed numbers, remembering that you must change the mixed numbers to improper fractions before multiplying
 * taking advantage of **First In Math** online math enrichment activities this summer, to further expand her his breadth of knowledge, particularly with regard to algebraic concepts
 * completing workbook pages that correspond with the concepts taught this year
 * taking advantage of **First In Math** online math service this summer to expand his her breadth of knowledge
 * participating in a prescribed math program this summer
 * taking advantage of tutoring as well as the **First In Math** online math service this summer to gain confidence and to expand depth of knowledg
 * utilizing GA's Math Minutes' POW webpage and his/her First in Math online subscription, both for skill review and to increase his work pace (XXX’s score of x% on the final exam may not reflect his full ability, as he was unable to complete the last ?? problems.
 * utilizing the First in Math subscription available to him through 7/31 and completing workbook pages that correspond with the concepts taught this year

My Side of the Mountain by Jean Craighead George The Talking Earth by Jean Craighead George Water Sky by Jean Craighead George Julie of the Wolves by Jean Craighead George My Side of the Mountain by Jean Craighead George Shark Beneath the Reef by Jean Craighead George There’s an Owl in the Shower by Jean Craighead George The Firebug Connection by Jean Craighead George The Case of the Missing Cutthroats by Jean Craighead George The Missing 'Gator of Gumbo Limbo by Jean Craighead George > learning to write rich, detailed written responses to literature that demonstrate an excellent understanding of the material
 * LANGUAGE ARTS**
 * READING**
 * is commended for:**
 * submitting very thoughtful reflections to the Virtual Learning Environment, "It's Learning," about his/her reading of __The__ __Lilith__ __Summer__, complete with references to the text, and to his/her own life experiences.
 * exhibiting increased understanding of metaphorical language as she/he delved into the figurative language in __The__ __Lilith__ __Summer__
 * learning to write more thoughtful and detailed responses to literature prompts – I encourage him to continue thinking deeply about the material he reads and taking the time to consistently share his thoughts to the best of his ability
 * demonstrating an excellent understanding of our spring class book, The Lilith Summer, in his final essay test on this book in which he expressed his thoughts in detailed, and organized essay responses
 * developing his text marking skills – he must continue to use this with this next year to further enhance his comprehension and retention of the material he reads
 * her brilliantly written Final Book Review in which she crafted a concise summary of her book, *, and she reflected thoughtfully about the text
 * the excellent text marking skills that * has developed.........
 * writing responses to the literature that reflect much thought and sensitivity, as well as attention to detail and organization of ideas
 * developing an appropriate text-marking technique that highlights his engagement with the text
 * developing an appropriate text-marking technique
 * developing a system of text marking that worked for her as she read The Missing 'Gator of Gumbo Limbo by Jean Craighead George
 * her willingness to read books beyond those required for school assignments
 * recognizing the author’s use of conflict in literature, as evidenced in her final essay about The Missing Gator of Gumbo Limbo
 * his final expository essay on the author’s use of conflict in literature, one that reflects his excellent understanding of the literature, as well as his growing capacity to think deeply about how the story relates to his life, and express his ideas in a very detailed, thoughtful, and organized fashion
 * the well-written responses he shared in his Literature Final that demonstrated a good understanding of the material, as well as his growing capacity to think more critically about literature and express his ideas more thoughtfully
 * the thoughtful and well-written responses he crafted for his Literature Final that demonstrated an excellent understanding of the literature, as well as his growing capacity to think deeply about how the story relates to his life
 * her final essay on the novel, Julie’s Wolf Pack, which was especially reflective and well-written, incorporating many references to how she/he relates to the character’s plight
 * his her final expository essay on the author’s use of conflict in The Case of the Missing Cutthroats, one that reflects his her good understanding of the literature, as well as his her growing capacity to think deeply about how the story relates to his her life.
 * composing a reaction to the story that was well written and quite thoughtful
 * submitting an impressive “Book Brag” for There’s an Owl in the Shower by Jean Craighead George, complete with interesting illustrations and thoughtful comments
 * creative writing this term that has been particularly poignant as he attempted to put his feeling into words through metaphorical language
 * writing clear, concise summaries of what she has read
 * creating an excellent outline for his final essay about On the Far Side of the Mountain
 * the fantastic “Book Brag” he completed for On the Far Side of the Mountain
 * submitting an excellent “Book Brag” for XXXX by Jean Craighead George, complete with a well-written summary and an impressive “cultural connection” response
 * contributing thoughtful comments to literature discussions
 * showing respect for others’ ideas and for building on them
 * consistently utilizing reading strategies that aid in her understanding of text
 * reading thoughtfully and beginning to appreciate shades of meaning
 * being an enthusiastic and reflective reader who has strong established tastes
 * demonstrating her ability to focus for prolonged periods of time, deeply engrossed in a good book
 * making connections between the themes and details of stories
 * reading for deeper meaning
 * attending carefully to our lessons on figurative language and “what makes a poem a poem, and realizing that a free mind and a relaxed attitude enable him to divulge his feelings more expressively
 * gleaning considerable pleasure from the writing process, and submitting finalized published pieces of which he is proud
 * consistently reflecting on what she reads, weighing several possibilities before forming judgment about the author’s intent
 * volunteering frequently and making wonderful contributions to the class discussions
 * making steady progress with the study of Latin and Greek roots, resulting in strong scores on his vocabulary tests.
 * his/her strong progress with vocabulary study, and his/her increasing ability to incorporate such words accurately in his/her own writing and speaking

is commended for: • reading a variety of texts this summer, both fictional and informational, that will help him broaden his vocabulary, and to gain some experiential background information on some of the topics he’ll be studying next year
 * WRITING**

additional support with reading/writing/thinking/expression, as he often experiences
 * trouble generating ideas or elaborating on them
 * difficulty developing and organizing ideas
 * lack of opinion or sense of audience
 * difficulty with writing tasks that require creativity and/or critical thinking
 * ** embracing our study of figurative language, and attempting to incorporate it into his creative compositions, as evidenced in this poignant excerpt from his “Things Inside of Me” poem: **
 * ** continuing to use the strategies he employed this year to add detail to his writing, particularly the use of pre-writing brainstorming and graphic organizers to help clarify his thinking before writing the narrative
 * following the plan he has pre-written for his essays, and carefully checking the requirements, in order to be certain he has included all of the necessary details
 * keeping a journal, if he does not already do so, in order to reflect and record all of those thoughts and feelings that are inside of him


 * **the clever alliterations she he composed to make his her bookmarks more interesting and fact filled**
 * **her “Things Inside of Me” poem that was reflective of the different emotions that * shares with the world; this also demonstrated an excellent understanding of figurative language**
 * **her “Things Inside of Me” poem that was reflective of the different emotions that she shares with the world; this also demonstrated an excellent understanding of figurative language**
 * **her “Things Inside of Me” poem that was reflective of the different emotions that she shares with the world; this also demonstrated her growing understanding of figurative language**
 * **her “Things Inside of Me” poem that was reflective of the different emotions that Kayla shares with the world; I am especially proud of the way she challenged herself to use developed vocabulary, and amazing alliterations in this piece**
 * her his “Things Inside of Me” poem, a particularly poignant piece, full of passion and reflection
 * her expressive poem, “Things Inside of Me,” in which she compares herself to an energetic, spirited monkey, a time-management-learning lion, and an entire menagerie of animals from her endangered earth study... and her heart!
 * **her “Things Inside of Me” poem, an exceptional piece that was reflective of the different emotions that Miranda shares with the world; this also demonstrated an excellent understanding of the figurative language forms we have been studying**
 * **his metaphorical “Things Inside of Me” poem, a particularly insightful piece, full of colorful imagery**
 * composing poems this term that are rife with metaphorical references and alliteration and that have been a delight to read.
 * composing expository compositions that are well organized and clear
 * identifying figurative language in literature and incorporating metaphors and similes effectively in her writing
 * his willingness to experiment with incorporating more figurative language in his creative writing pieces
 * **using rich, descriptive language in her writing**
 * **understanding meter and rhythm as she he created couplets for "Come On Along to the Forest Fest"**
 * **cleverly weaving facts into her descriptive text**
 * **consistently earning high marks on his/her “Right Word” quizzes on words such as there/their/they’re, to/too/two, and then/than; becoming more adept at utilizing these words correctly in his/her everyday writing**
 * **creating a clever “Who Am I” poem about the river dolphin containing descriptive vocabulary and metaphors, as well as excellent facts about this rainforest creature**
 * **becoming more willing to revise his work, and doing so with increased care and skill**
 * **cleverly weaving much factual information into her forest letters and poems**
 * **taking our lessons on figurative language to heart by incorporating excellent similes, metaphors, and powerfully descriptive verbs in his her “Who Am I?” poem about**
 * **incorporating many facts in her well-written forest letter from “Camille the Cacao Bean”**
 * **developing appropriate text-marking technique, allowing her to become a more thoughtful and engaged reader**
 * **writing responses to the literature that reflect much thought and sensitivity, as well as attention to detail and organization of ideas**
 * **writing chapter summaries that better reflect key details**
 * **her excitement about and incredible growth with regard to writing poetry, as evidenced in her creative writing assignments**
 * **using the word processor whenever possible, in order to present his work neatly and to edit more efficiently**
 * **earning a perfect score on his “Using the Right Word” test, proving that he has the ability to write with fewer errors in spelling such commonly confused words**

Reading Writing would benefit from**
 * continued work to be sure that his writing is neat and legible – he is capable of this when he allows himself time to do this
 * remembering to consistently read over what he writes, looking for errors and ways he can express his ideas with greater clarity and detail
 * **further analysis of the difference between adjectives and adverbs**
 * **incorporating more descriptive vocabulary, including adjectives and adverbs, in his her compositions**
 * continued independent reading this summer to expand her background knowledge and vocabulary
 * further incorporation of figurative language and more sophisticated vocabulary into her writing in order to achieve even greater heights of powerful expression and imagery
 * continuing to put into practice all the active reading strategies she has learned this year such as text marking, writing chapter summaries and making character charts for what she reads
 * brainstorming and arranging thoughts into outline form before writing a draft, to aid in the clarity and organization of her writing
 * reading written work aloud in order to identify errors in sentence structure, grammar, and mechanics
 * l**earning the difference between, and using correctly, homonyms such as new/knew and there/their**
 * continuing to use writing as a means to sort through and express the powerful emotions inside of her
 * **keeping a journal, if she he does not already do so, in order to record, and perhaps organize and clarify all of those meandering paths of thought she he pursues**
 * including more thoughts about how she he relates to the character’s plight in the literature she he reads
 * spending more time on his her written assignments
 * opportunities to discuss what he reads for deeper understanding and expansion of vocabulary
 * using graphic organizers to assist in the clear organization of ideas
 * additional practice in supporting topic sentences with sufficient detail
 * continuing his/her efforts at concise summarization of the literature read in class
 * **continued practice with spelling and usage of homonyms such as there/their/they’re and too, to, two, etc.**
 * continuing to pursue opportunities to write creatively, for she he definitely has a flair for the written word
 * **continuing to record his her thoughts, feelings, and experiences as poetically and prolifically as she has this year**
 * continuing to explore writing as a means through which he expresses his innermost thoughts, for his writing has indeed helped him find his own strong, confident, sensitive voice this year
 * developing a system of text marking that works for him as he reads his required reading this summer
 * including in his personal responses, more examples of how the literature relates to his own life experiences
 * • responding to essay questions with greater thought and detail so that he can fully express his understanding of the material at hand
 * checking his her writing to be certain he she has used complete sentences and not fragments that are missing the necessary subject or predicate
 * avoiding run-on sentences by using transitions, conjunctions, and proper punctuation
 * carefully making a plan (either through a web or a list) before beginning to construct a piece of writing
 * continuing to find ways of expressing his emotions in his writing
 * trying to “free up” a bit, especially in the area of poetry, where emotionality is crucial
 * exploring figurative language in order to infuse his her creative compositions with interesting images
 * continuing to experiment with more powerful imagery
 * adding more detail to his her responses to literature. She He has a tendency to provide only the bare minimum when he’s been asked to describe a character or explain a literary technique used by an author. I believe he knows what he means, but unfortunately, the reader of his work is often left confused, trying to “fill in the holes” of information he may have omitted.
 * making outlines in advance of the actual writing expository essays, and following rubrics and checklists
 * including sufficient details necessary for clarity in his her writing
 * reading directions on assignments carefully before she undertakes the project, in order to be certain she works to meet the specific criteria for completion of the task
 * keeping a summer journal, to reflect on her own life experiences and to experiment further with the use of figurative language
 * additional opportunities to strengthen her vocabulary, not only by learning new definitions, but also through practice at utilizing such words effectively in sentences
 * consistently reflecting on what he reads, weighing all of the possibilities before forming judgment about a character's actions
 * following the plan she has pre-written for her essays, and carefully checking the rubrics and checklists provided to her, in order to be certain she has followed directions, included all of the necessary details, and fulfilled all of the parts of the assignment
 * reviewing the rules of proper apostrophe usage, as she she/he consistently uses apostrophes with plurals and omits them when writing possessives
 * writing chapter summaries that contain several key plot details, rather than just one.
 * receiving language arts tutoring throughout the summer months, to boost his confidence with the writing process, and to enable him to respond to what he has read with greater clarity

Summer/ 6th grade Recommendations
 * reading on a regular basis this summer to expand his experiential background and vocabulary
 * practicing writing chapter summaries for books read this summer
 * **placement in the English 6D course next year, as this Middle School English section will be more differentiated to provide additional support in reading and writing**


 * INTERDISCIPLINARY STUDIES**
 * is commended for:**
 * carefully paraphrasing and organizing his notes when crafting a research paper, and paying careful attention to the development of clear topic sentences, along with engaging introductions and conclusions, as evidenced in his “Focus Card” on the capybara
 * learning the locations of the countries of North and South America, as well as the provinces of Canada
 * creating a very well-researched and organized report on the Toucan that only needed to have the conclusion further revised – the end result was very good!
 * crafting a well-researched paper about the chimp, finding excellent facts that only needed to be reorganized a bit to end up with a strong finished product
 * crafting an excellent report on the aye-aye, finding a wealth of facts and sharing them in an articulate and well-organized fashion
 * earning high marks on all assessments during our Endangered Earth unit; of particular note is her Rainforest Test on which she demonstrated an immense knowledge of the material, and she expressed this with great thought and detail
 * the very strong note-taking skills she has developed – her notes are detailed, organized and neat
 * **presenting written and multimedia presentations that reflect careful attention to reliable research and factual details**
 * **sharing his her many amazing talents with us all**
 * being such a motivated student during our Endangered Earth Unit, devouring information with a great deal of enjoyment, and proceeding to transform her understanding of the issues into interesting and creative presentations
 * • her dedication and conscientiousness during our Endangered Earth Unit, pursuing our topics with a great deal of enjoyment, and transforming her understanding of environmental issues into interesting and creative presentations
 * being a motivated student during our Endangered Earth Unit, exploring the information and proceeding to develop a deeper appreciation for the environment that was apparent in all her projects
 * working well in groups, listening to others’ ideas, planning, and carrying out activities
 * • working well in groups, listening to others’ ideas, planning, sharing resources, and following through on responsibilities during all of our activities this spring
 * the humility with which she shared her incredibly creative ideas throughout our Endangered Earth Unit
 * thoroughly completing webquests in order to deepen understanding of topics
 * her creativity in completing the artistic components of our endangered earth study
 * achieving excellent results on the countries of South and Central America test
 * completing thorough, thoughtful responses to comprehension questions about non-fictional texts
 * composing powerful, metaphorical poetry about the forest’s creatures
 * achieving excellent results on all geography assessments
 * achieving very good results on the countries of South and Central America test
 * taking detailed, relevant, and well organized notes
 * completing thorough, thoughtful responses to comprehension questions about nonfictional texts
 * earning an excellent score on the Rainforest Test on which s/he demonstrated a wealth of knowledge on this topic
 * carefully paraphrasing and organizing his/her notes when crafting a research paper, and paying careful attention to the development of clear topic sentences, along with engaging introductions and conclusions
 * his dedication to excel in every endeavor, enthusiastically devouring factual information and transforming it into organized, thoughtful, creative presentations of his interpretation of the data
 * her sustained exuberance and excellent accomplishments throughout this unit, a testament to her ability to concentrate, persist with a task, and infuse it with her own special brand of creativity and humor
 * contributing many thoughtful comments and questions about the complex issues involved with our study of the world’s forests, and submitting expressive poetry which included his research findings and his reaction to the data
 * developing and using study skills strategies that work for him
 * taking full advantage of “extra credit” opportunities on tests, often earning him scores above 100%!
 * cleverly weaving much factual information into her forest letters and poems
 * truly internalizing the study skills and test-taking strategies taught this year


 * would benefit from:**
 * accessing a variety of resources in order to gain sufficient information on a topic
 * reading nonfiction material and viewing appropriate videos pertaining to ancient civilizations over the summer to broaden his/her background knowledge in preparation for the sixth grade history curriculum

Forest Fest Commendations
 * **her his powerful rendition of in Forest Fest 2009**
 * **her his beautiful singing of “ ”**
 * **creating incredibly detailed and dynamic bookmarks that are indeed mini research, art, and writing projects that reflect her his creativity and knowledge of the topics we studied this spring**
 * her creative lyric writing for the rap in preparation for Forest Fest 2009
 * sharing her acting talents with confidence and poise
 * her his memorable performance as " ” in Forest Fest
 * his endearing rendition of a in the “ ” skit in Forest Fest 2009
 * practicing memorizing his lines
 * working hard on the rhythm of the rap verse about the bat