Ministry of Education Elementary Provincial Report Card

Date: June 27, 2023

Student: Damini Kishor Vin ( 856080 ) OEN: 605-114-115 Days Absent: 8.5 Total Days Absent: 16.5

Grade: 05 Teacher: Taak, Rekha ( HF1: 45F ) Times Late: 0.0 Total Times Late: 0.0

Board: Peel District School Board School: Churchville Public School

Address: 5650 Hurontario Street Address: 90 Bonnie Braes Drive

Mississauga, ON Brampton
L5R 1C6 L6Y0Y3

Principal: Kelly Taylor Telephone: 905-796-4445

GRADE IN SEPTEMBER Grade 6

Learning Skills and Work Habits E - Excellent G - Good S - Satisfactory N - Needs Improvement

Responsibility E G Organization S S
Fulfills 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 G S Collaboration E S

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 G S Self-Regulation E G

Looks for and acts on new ideas and opportunities for learning. Sets own individual goals and monitors progress towards achieving
Demonstrates the capacity for innovation and a willingness to take them.
risks. Seeks clarification or assistance when needed.
Demonstrates curiosity and interest in learning. Assesses and reflects critically on own strengths, needs, and
Approaches new tasks with a positive attitude. interests.
Recognizes and advocates appropriately for the rights of self and Identifies learning opportunities, choices, and strategies to meet
others. personal needs and achieve goals.
Perseveres and makes an effort when responding to challenges.

Strengths/Next Steps for Improvement

Damini demonstrates a positive attitude when approaching new learning opportunities. She prioritizes work based on its importance
and manages timelines to successfully meet assigned deadlines. She is beginning to identify appropriate criteria for assessing work
and with some support, uses the identified criteria to assess personal work (when asked directly, is able to determine if the "must
haves" developed by the class for “a Recipe book” have been personally met).

Next Steps: Damini is encouraged to continue to find new ways to resolve conflict and help to reach group goals when collaborating
with others. This term Damini faced some challenges when working with others on a group project. She is also encouraged to take
risks and use creative and original thoughts to produce more detailed work.

Grades 1-6 Page 1 of 4

Student: Damini Kishor Vin ( 856080 ) OEN: 605-114-115 Grade: 05

Report
Subject Strengths/Next Steps for Improvement
1 2
Language NA - explains how specific elements (e.g., plot, characters, theme) in various texts contribute to the
Lee, Marcus meaning and makes appropriate judgments and conclusions about the ideas while citing strong
evidence to support views
Reading
A A - writes long and complex texts in various forms (e.g., short story, persuasive letter, news report,
ESL/ELD IEP
poetry) that contain almost no errors in grammar and meet the expectations related to style, content
Writing
and conventions outlined in the success criteria
ESL/ELD IEP A A - effectively uses vocal effects (e.g., tone, pace, volume) and non-verbal cues (e.g., gestures, facial
Oral Communication expression, eye contact) to clearly communicate information and meaning during oral presentations
ESL/ELD IEP A- A - demonstrated an excellent understanding of media forms by identifying and using the appropriate
elements and techniques to create a picture book and television commercial
Media Literacy Next Step: Damini is encouraged to continue challenging herself by seeking out more challenging
ESL/ELD IEP A- A
texts to read and attempting to incorporate advanced sentences and vocabulary into her writing.
French NA - reads simple text involving themes explored in the classroom (Matter and materials, Human body
Taak, Rekha systems, Aller au restaurant) and uses strategies demonstrated in the class (looking for words that
Listening look like English, familiar vocabulary, pictures) to clarify meaning
ESL/ELD IEP A B - writes simple and combined sentences using taught vocabulary and structures, such as, when
writing a script for “Aller au restaurant”, mind map presentation about “Body Systems”
Speaking
- listens to and appropriately responds to the information, such as, when playing whole class games
ESL/ELD IEP A B
(retrieves and/or points at the correct pictures and words)
Reading - effectively engages in structured spoken instructions as was evident through classroom
ESL/ELD IEP A B presentations about mind map, recipe presentation
Writing Next Steps: Damini is encouraged to continue participating in daily spoken interactions in order to
ESL/ELD IEP A B become more proficient and confident when modeling correct forms of pronunciation and expression.
Core X Immersion Extended She is also encouraged to access the online reading program “Je lis” to practice her reading skills.
Native Language Oral Communication, Reading, Writing

ESL/ELD

IEP

X NA

Mathematics Number, Algebra, Data, Spatial Sense, Financial Literacy

Lee, Marcus - represents and solves multi-digit multiplication and division problems with a high degree of
accuracy, including problems that result in a remainder
- describes repeating, growing and shrinking patterns using graphs and tables of values and
determines pattern rules to identify missing elements
ESL/ELD A A- - effectively uses a variety of methods to calculate the area of parallelograms and triangles
- identifies and classifies angles up to 180 degrees (e.g., acute, obtuse, etc.) and effectively uses
angle properties to classify triangles (e.g., scalene, right, etc.)
IEP - accurately compares different types of fractions up to twelfths (e.g., improper fractions, mixed
numbers) and describes the relationship between fractions, decimals and percentages
French - creates sequences of code that execute specific functions
Next Step: Damini is encouraged to continue setting appropriate, challenging goals for herself and
take the necessary steps required to accomplish them.

Science and Technology STEM Skills and Connnections, Life Systems, Matter and Energy, Structures and Mechanisms, Earth and Space Systems

Taak, Rekha - demonstrates an understanding that matter is something that has mass and occupies space
- identifies properties of solids, liquids, and gases and state examples of each
- explains changes of state in matter (evaporation, condensation, solidification or freezing, fusion or
melting, sublimation), and gives examples of each
ESL/ELD A B - describes physical changes in matter as changes that are reversible and chemical changes as
changes that are irreversible.
IEP - identifies both renewable and non-renewable sources of energy
- understands how the human uses of energy and resources impact the environment and contribute
X French
to climate change and suggests ways to mitigate these impacts
- identifies internal and external forces that act on a structure and describes their effects
- describes forces resulting from natural phenomena and identifies features that help structures
withstand these forces

Grades 1-6 Page 2 of 4

Student: Damini Kishor Vin ( 856080 ) OEN: 605-114-115 Grade: 05

Report
Subject Strengths/Next Steps for Improvement
1 2
Social Studies Heritage and Identity, People and Environments

Taak, Rekha
- demonstrates an understanding of 3 levels of government in Canada (federal, provincial,
and municipal) and some of the services provided by each (health services, education, policing,
A B defense, garbage collection, public transit, libraries)
ESL/ELD
- describes different processes that governments can use to solicit input from the public (elections,
IEP polls, survey, town hall meeting, public hearing)
- describes some ways in which citizens can take action to address social and environmental
X French
issues (by organizing petitions or boycotts, rallies, street marches, sit-ins, hunger strikes)
- describes the major rights (legal rights, language rights, democratic rights, mobility right,
equality rights, freedom rights) and responsibilities associated with citizenship in Canada

Health and Physical Education - participated and asked questions during the human sexual health and development unit
- understands the changes that occur during puberty and describes how emotional and interpersonal
Health Education: Lee, Marcus
Healthy Living
stresses related to puberty can affect a person’s mental health and emotional well-being
A- A- - understands and explains how a variety of factors can affect a person’s decision to drink alcohol or
ESL/ELD IEP
use cannabis and describes the short- and long-term effects of alcohol use
French - understands how our attitudes about mental health contribute to or prevent creating stigma
Physical Education:Allie, Tammie - explored different components to skipping rope (hopping forward and backwards, hopping side to
Active Living, side, jumping and crossing her feet, jumping and doing a half turn, jumping and doing a full turn) and
Movement Competence demonstrated her abilities while actively participating in the school wide Jump Rope for Heart event
ESL/ELD IEP B B - demonstrated strength, flexibility, determination and an ability to balance while participating and
attempting to conquer rock walls, rope ladders and other rope course challenges in JungleSport
French

The Arts - used the creative process to choreograph a dance that highlighted certain elements of dance
Dance Bell, Kathryn - incorporated different body shapes, levels, locomotor, and non-locomotor movements to when
ESL performing in a small group setting
/ELD
IEP NA French B+
Drama was reported on during Term 1.
Drama Taak, Rekha
ESL
/ELD IEP X NA X French B
Music Bell, Kathryn - played a 4-chord progression using the A minor, C, F, and G major chords on the ukulele
ESL IEP NA French B A- - demonstrated an understanding of increasingly complex rhythms by including a “syn-co-pa” note
combination in a strumming pattern on the ukulele
Visual ArtsDominique, Michelle - develops solutions to artistic challenges using a variety of materials and techniques
ESL IEP NA French B+ B+ - demonstrates a sensitivity to visual detail, and is able to create line drawings using the elements
and principles of design (i.e., line and value)

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: Damini Kishor Vin ( 856080 ) Grade: 05 OEN:605-114-115 Teacher: Taak, Rekha ( HF1: 45F )
Student's Comments

My best work is:

My goal for improvement is:

Student's Signature X

Grades 1-6 Page 3 of 4

Student: Damini Kishor Vin ( 856080 ) OEN: 605-114-115 Grade: 05

Letter Grade Achievement of the Provincial Curriculum Expectations

The student has demonstrated the required knowledge and skills with a high degree of effectiveness.
A- to A+
Achievement surpasses the provincial standard. (Level 4)

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

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: Damini Kishor Vin ( 856080 ) Grade: 05 OEN:605-114-115 Teacher: Taak, Rekha ( HF1: 45F )
Parent's/Guardian's Comments

My child has improved most in:

I will help my child to:

Parent's/Guardian's name (please print) Signature Date

I have received this report card.
I would like to discuss this X
report card. Please contact me. Telephone (day): Telephone (evening):
Grades 1-6 Page 4 of 4