Report Cards

We cannot see a flower growing,
But we can be content in knowing,
That with proper care and in it's time,
It will bloom.

Montville Township Public Schools
Primary Progress Report

Here is a sample of some of the skills our report card.
Excerpts from the Handbook for Parents

Reporting to Parents

Communication between home and school is a major factor affecting the educational growth and development of school-age children.

Your child's report card is designed to present a comprehensive and personal description of his/her progress in school. Our interest is not only in scholarship, but also the development of character traits and attitudes which help your child become a good citizen. It is important to remember that each child learns in his/her own unique style and rate. However they grow, all children need love, support, and understanding, whether they are experiencing success or encountering difficulty with learning.

In Montville Township, report cards are issued in
November, February, April and the last day of school.

First Marking Period Report Cards Issued	November
Second Marking Period Report Cards Issued	January
Third Marking Period Report Cards Issued	April
Fourth Marking Period Report Cards Issued	June

SKILLS

Reading

Becoming a capable, competent reader is paramount to school success. Reading encompasses a wide variety of skills and must be viewed as more than decoding words. A child's prior knowledge of the world around him/her is essential for understanding what is read.

Reads with Comprehension- The child understands and can explain what is read.

Applies Strategies for Attacking Words- The child is able to use context and phonetic clues to identify unfamiliar words.

Recognizes Basic Sight Vocabulary- The child is able to identify basic words from a list and in context.

Reads Independently for Sustained Period- The child uses leisure time to read independently for a period of time which is appropriate for his/her developmental level.

Reads Well Orally- The child is able to read smoothly and adjust his/her voice to the punctuation and mood of the story.

Transfers Learning to Other Situations- The child is able to apply skills and concepts introduced in reading to other areas of the curriculum.

Language

The Language section is divided into four sub-headings and includes writing, listening, spelling, and handwriting.

Writing- The ability to read and write develop simultaneously. A child learns to write by writing. He/ she needs to be provided with daily opportunities to write stories and respond to questions which are designed to promote thinking, reasoning, and risk taking if we expect him/her to develop into a competent, capable writer. A child's early attempts at writing will involve the use of temporary spelling. As the child gains facility in letter/sound relationships and read extensively, conventional spelling, punctuation, and grammar will emerge.

Listening- Listening is a skill which is vital to the communication process. A child needs to develop the ability to listen to information during direct instruction and and answer specific questions as well as the ability to respond appropriately during informal conversations.

Spelling- Formal instruction begins in first grade. While the use of temporary spelling in creative writing is designed to

Writing	Expresses Ideas Clearly-The child records ideas in a clear, logical manner.
	Uses Varied Vocabulary- The child is able to use synonyms and descriptive language to "paint" clear images with words.
	Uses Capitalization and Puncuation- The child is able to proofread, extend and correct his/her work in a manner which is appropriate for his/her developmental level.
	Transfers Learning to Other Situations- The child is able to apply skills and concepts introduced during direct instruction to other areas of the curriculum.
Listening	Listens Attentively- The child pays attention to the classroom teacher and other students and responds appropriately for his/her developmental level.
Spelling	Learns Assigned Words- The child is able to correctly spell the words from the weekly list.
	Applies Spelling Principles- The child is able to integrate concepts introduced in spelling lessons into written work.
Handwriting	Forms Letters Correctly- The child uses the appropriate strokes to write each letter and places them on the appropriate lines on the paper.
	Writes Neatly and Legibly- The child's written work in all areas of the curriculum is neat and easy to read.
	Spaces Letters and Words- The child uses the appropriate spacing between letters, words, and sentences.

Mathematics

A child needs a wide variety of concrete experiences in order to understand abstract mathematical concepts. It is vital for mathematics instruction to extend beyond mastery of basic facts if we expect the child to transfer learning from one situation to another. Problem solving is an integral part of the mathematics program and is designed to foster the development of thinking and reasoning.

Computes with Skill and Accuracy- The child works carefully and is able to add and subtract numbers correctly.

Masters Basic Facts- The child is able to rapidly recall basic addition and subtraction facts appropriate for the grade level.

Understands and Applies Concepts- The child demonstrates an understanding of such concepts as place value, money, time, measurement, etc., and is able to apply these concepts to solve problems.

Applies Problem Solving Strategies- The child is able to interpret problems and use available data to discover appropriate solutions.

Transfers Learning to Other Situations- The child is able to apply skills and concepts introduced in math to other areas of the curriculum.

Science

The science program fosters the development of thinking and problem solving skills. The child is actively engaged in hands-on experiences to help him/her understand abstract scientific concepts. The program stresses the importance of observing, forming hypotheses, classifying information, making predictions, interpreting data, and drawing conclusions.

Predicts Outcomes for Evidence Gathered- The child is able to draw conclusions based on hands-on experience and information from various resources.

Participates in Activities and Experiments- The child takes part in project work and experiments.

Transfers Learning to Other Situations- The child is able to apply skills and concepts introduced in science to other areas of the curriculum.

Social Studies

The social studies program focuses on the study of different types of neighborhoods and communities, cultures, economics, history, geography, and current events. Children's literature, field trips, project work, hands-on experience, and class discussions are integral components of the program.

Understands Concepts- The child demonstrates an understanding of information presented in class by responding correctly to oral and written questions in a manner which is appropriate for his/her developmental level.

Discusses Current Happenings- The child participates in current events discussions related to individual, family, local, state, national, and international news.

Transfers Learning to Other Situations- The child is able to apply skills and concepts introduced in social studies to other areas of the curriculum.

Work and Study Habits and Personal/Social Development

In order for a child to be successful in school he/she must develop a strong work ethic from and early age. Good work and study habits are necessary tools which a child needs to reach his/her full potential.

The areas of personal and social development focus on helping a child become a good citizen who assumes responsibility for his/her own actions and interacts with others in a positive manner.

Work and Study Habits	Works Well Independently- The child is able to work on his/her own once a lesson or instructions have been given.
	Works Well in a Group- The child is able to take turns, work cooperatively with his/her peers, listen to others and respects their rights.
	Displays Effort- The child is willing to take risks and attempts to complete all tasks in a manner which is appropriate for his/her developmental level.
	Follows Oral Directions- The child is able to read and interpret oral directions.
	Follows Written Directions- The child is able to interpret written directions.
	Completes Classwork on Time- The child is able to neatly complete all class assignments within a designated time frame.
	Submits Homework on Time- The child is able to submit homework assignments on the appropriate date and they are complete, accurate, and legible.
Personal/Social Development	Assumes Responsibility- The child is willing to take responsibility for his/her own actions and behavior and will lend a helping hand wherever needed.
	Demonstrates a Positive Attitude- The child exhibits a willingness to learn, enjoys coming to school, and eagerly participates in activities.
	Exercises Self Control- The child understands the behavior limits of the school environment and is able to control his/her temper and emotions in and out of the classroom.
	Accepts Constructive Criticism- The child is willing to accept suggestions from adults and his/her peers and is able to assimilate this information as he/she completes assignments and interacts with others.
	Respects Rights and Property of Others- The child is considerate of the rights of his/her peers and conscientiously uses school materials and the property of others in the manner for which they were intended.

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