Suggestions for completing the descriptive report

Check out this excellent post. suggestions for completing the descriptive report of the student.

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• Suggested Words and Expressions for Reports
• ideasto fill out reports: Early Childhood Education
• SUGGESTIONSOF WORDS AND EXPRESSIONS FOR USE IN REPORTS

Suggestions for completing the descriptive report

It is important to consider, in the construction of the report, the following criteria:

• The evaluation should always emphasize progress and not just failures. Record what the student has achieved and progressed in;
• Valuing and recording socio-affective development such as: participation, solidarity, positioning, feelings;
• It is necessary to register the student's participation in the projects developed in the bimester;
• The relationship with the previous record must be carried out;
• Diversify the writing from one student to another, seeking to be faithful in their placements.

Suggestions for starting reports

• Based on the objectives worked on in the bimester, it was possible to observe that the student…
• Observing the student's performance daily, it was found that in this quarter...
• From the activities presented, the student demonstrated skills in…
• Based on daily observation, it was possible to verify that the student…

cognitive development

• The student demonstrates an excellent performance in the acquisition of reading and writing.
• The student has good development in the reading and writing acquisition process.
• The student is gradually developing in the process of learning to read and write.
• It is under development in the process of learning to read and write.
• He has good cognitive development, but has difficulties in reading, however with the completion of parallel recovery he has shown advances
• important.
• Fluency reads any type of text, making connections with reality.
• Reads and interprets texts worked in class without major difficulties.
• Reads with some difficulty, but shows interest and strives to learn.
• Write, order and expand sentences, forming coherent and logical texts.
• Produces sentences and short texts with creativity and understanding.
• It builds the logical-mathematical concept, performing calculations with the four mathematical operations.
• The student has a special interest in math activities.
• Perform simple addition and subtraction calculations.
• Performs calculations with the help of concrete material.
• It is curious, questions and seeks information.
• It brings information to the class from various sources such as: radio, TV, newspapers and so on.
• It understands the relationships between the elements of the environment.
• It understands the importance of preserving the environment for the future of our planet.
• Adopts habits of caring for the body and the environment.
• In oral activities demonstrates resourcefulness … (or inhibition)
• Occasionally exchanges letters
• Builds creative sentences and writes short texts with meaningful language and illustrations;
• Expresses what you think by reporting, arguing, evaluating, relating, ordering, generalizing, concluding…;
• Expresses writing representing ideas through scribbles, pseudo letters and other symbols
• Fluency reads various types of texts by interpreting them;
• Produces written texts with clarity, coherence and cohesion;
• Identify and write your full name;
• Observes, describes, analyzes and synthesizes prints, reports and texts;
• Has spelling difficulties
• Identify and write your full name
• There is still no relationship between what he says and what he writes

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• Modelof Final Class Evaluation Report
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Participation - social interaction

• Participate with interest and productivity.
• Good participation in activities carried out in the classroom.
• Shy participation in classroom activities, although having a good relationship with classmates.
• Demonstrates critical attitudes towards conflicting events.
• It's creative and communicative.
• Cooperates with colleagues and teacher.
• The student shows interest in the proposed activities, although he does not have the autonomy to perform them without the teacher's support.
• Hears, reproduces and transmits texts orally such as stories, messages, news, among others.
• Demonstrates curiosity about the subjects studied.
• It is careful and quick in carrying out the activities developed.
• Accept suggestions from the teacher and colleagues.
• Express your opinions clearly and objectively.
• Contributes to the integration and growth of the group;
• Shows restlessness and often gets involved in issues concerning peers;
• It still does not accept the rules agreed by the group;
• Collaborates in the construction of rules;
• Interacts with the group, listening, respecting and taking a stand;
• He has a good relationship with his colleagues and is always ready to help;

"All the wonders you need are within you."
(Sir Thomas Browne)

• Recognizes the relationships between speech and writing;
• Explores various forms of languages ​​and different types of textual support for expanding information;
• Hears stories and comments valuing affective impressions;
• Reads and writes texts developing an understanding of the alphabetic system, using writing according to the conceptions and hypotheses you have at the time;
• Produces texts individually and collectively, using gestures, drawings, sounds, movements and words;
• Distinguishes written language from oral language;
• Demonstrates understanding of the alphabetic system;
• Syllabically reads words, formed by a group of syllables composed of a vowel and a consonant;
• Produce sentences with logic;
• Produces short texts without worrying about spelling;
• Distinguishes letters in oral and written language;
• It is in the pre-syllabic phase, beginning to differentiate letters from numbers, drawings or symbols.
• You realize that the lyrics are for writing but you still don't know how this works;

Suggestions for filling out the PDF descriptive report

Download the Suggestions for completing the descriptive report shown above in PDF.

• Btherex and pdf

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Suggestions for completing the descriptive report (Student Performance)

It is important to consider, in the construction of the report, the following criteria:

• The evaluation should always emphasize progress and not just failures. Record what the student has achieved and progressed in;
• Valuing and recording socio-affective development such as: participation, solidarity, positioning, feelings;
• It is necessary to register the student's participation in the projects developed in the bimester;
• The relationship with the previous record must be carried out;
• Diversify the writing from one student to another, seeking to be faithful in their placements.

Suggestions for starting reports

• Based on the objectives worked on in the bimester, it was possible to observe that the student…
• Observing the student's performance daily, it was found that in this quarter...
• From the activities presented, the student demonstrated skills in…
• Based on daily observation, it was possible to verify that the student…

cognitive development

• The student demonstrates an excellent performance in the acquisition of reading and writing.
• The student has good development in the reading and writing acquisition process.
• The student is gradually developing in the process of learning to read and write.
• It is under development in the process of learning to read and write.
• It has a good cognitive development, but has difficulties in reading, however with the realization of parallel recovery has shown important advances.
• Fluency reads any type of text, making connections with reality.
• Reads and interprets texts worked in class without major difficulties.
• Reads with some difficulty, but shows interest and strives to learn.
• Write, order and expand sentences, forming coherent and logical texts.
• Produces sentences and short texts with creativity and understanding.
• It builds the logical-mathematical concept, performing calculations with the four mathematical operations.
• The student has a special interest in math activities.
• Perform simple addition and subtraction calculations.
• Performs calculations with the help of concrete material.
• It is curious, questions and seeks information.
• It brings information to the class from various sources such as: radio, TV, newspapers and so on.
• It understands the relationships between the elements of the environment.
• It understands the importance of preserving the environment for the future of our planet.
• Adopts habits of caring for the body and the environment.
• In oral activities demonstrates resourcefulness … (or inhibition)
• Occasionally exchanges letters
• Builds creative sentences and writes short texts with meaningful language and illustrations;
• Expresses what you think by reporting, arguing, evaluating, relating, ordering, generalizing, concluding…;
• Expresses writing representing ideas through scribbles, pseudo letters and other symbols
• Fluency reads various types of texts by interpreting them;
• Produces written texts with clarity, coherence and cohesion;
• Identify and write your full name;
• Observes, describes, analyzes and synthesizes prints, reports and texts;
• Has spelling difficulties
• Identify and write your full name
• There is still no relationship between what he says and what he writes

Participation - social interaction

• Participate with interest and productivity.
• Good participation in activities carried out in the classroom.
• Shy participation in classroom activities, although having a good relationship with classmates.
• Demonstrates critical attitudes towards conflicting events.
• It's creative and communicative.
• Cooperates with colleagues and teacher.
• The student shows interest in the proposed activities, although he does not have the autonomy to perform them without the teacher's support.
• Hears, reproduces and transmits texts orally such as stories, messages, news, among others.
• Demonstrates curiosity about the subjects studied.
• It is careful and quick in carrying out the activities developed.
• Accept suggestions from the teacher and colleagues.
• Express your opinions clearly and objectively.
• Contributes to the integration and growth of the group;
• Shows restlessness and often gets involved in issues concerning peers;
• It still does not accept the rules agreed by the group;
• Collaborates in the construction of rules;
• Interacts with the group, listening, respecting and taking a stand;
• He has a good relationship with his colleagues and is always ready to help;

DESCRIPTIVE OPINION

1. SOCIO-AFFECTIVE AREA

Comment on the adaptation period: Who did you stay with on the first day? How was it? How did it evolve? Show dependencies? Do you use object support? Do you take a bottle, suck a nipple?

Relationship: with the teacher, colleagues and employees. Participate in activities proposed by the teacher?

Functioning in the group: Is it accepted? Rejected? Isolate yourself? Lead? Is it aggressive? Do you show preference for colleagues? Do you cooperate with the group? Can you hear others? Do you have tics?

Tolerance to frustrations: lose and win, hit and miss.

Sphincter control resolved?

Toy: what do you prefer to play with in the living room and on the patio? How do you play (alone, with the group in small groups, with a partner)?

Autonomy: Are you organized in the routine? Do you accept rules, comply with combinations? Do you wait for the decision of others to make your own? Are you able to choose and refuse what you don't want? Do you get involved in conflicts? How do you solve them? Find your own answers? Does it explain your thoughts?

2. PSYCHOMOTOR AREA

Body scheme: mastery and knowledge of your body, body image. Laterality.

Broad motricity: rhythm of action – fast, slow, follows the group, cannot stop, needs stimulation, has an inhibitory brake. Performance with balls, ropes, sung wheels, movements.

Motor coordination: rolls over the body, crawls, turns somersaults, goes up and down stairs, jumps.

Fine motor/visomotricity: coordination – buttons, knots, makes loops. Pencil hold. Colors within limits. Thread beads, crumple papers. Shaping, tearing, kneading, chopping, basting, trimming. Handle cutlery. Hit targets, copy figures.

3. COGNITIVE AREA

a) Development of comprehensive and expressive language:
Do you communicate clearly, expressing your thoughts in an organized way? Do you have age-appropriate vocabulary? Do you understand verbal communications? When do you speak, stutter or exchange letters? When reporting facts, do you speak too fast, too slowly? Report in sequence? Do you always report the same facts, imaginary things? Blows balloon, candles and whistles? Are you expressive when speaking? Manifest your emotions?

b) Construction of the representation:
1. Graphic: describe the child's drawing, characterizing the stage in which it is (scribble, ordered scribble, complete or incomplete representation of the human figure, etc.).
2. Writing:
Show interest in writing? Look at books? Does it represent letters and numbers? Write your name? Do you identify names of written colleagues? What stage of literacy are you at (pre-syllabic, syllabic, syllabic-alphabetical, alphabetical)?

c) Expression through plastic arts, dances and dramatization:
Is it more expressive in any of these ways? Is it creative? Do you present original solutions? Use varied resources? Is it inhibited? Prefer non-highlighted papers? Play make-believe?

d) Perceptive development:
Vision, hearing, touch, smell and taste.

e) Attention:
Conditions of attention and concentration in games and activities, conditions to persevere in the task.

f) Memory:
Conditions for memorizing songs, verses and games.
Observations on visual and auditory memory.

g) Logical-mathematical experiments:

• Notions of space-time, conservation of quantities, seriation and classification.
• Identifies properties, attributes of color, shape, etc.
• Find solutions for troubleshooting?
• Recognize numerals?
• Does it relate number and quantity?
• Recognizes the relationships between speech and writing;
• Explores various forms of languages ​​and different types of textual support for expanding information;
• Hears stories and comments valuing affective impressions;
• Reads and writes texts developing an understanding of the alphabetic system, using writing according to the conceptions and hypotheses you have at the time;
• Produces texts individually and collectively, using gestures, drawings, sounds, movements and words;
• Distinguishes written language from oral language;
• Demonstrates understanding of the alphabetic system;
• Syllabically reads words, formed by a group of syllables composed of a vowel and a consonant;
• Produce sentences with logic;
• Produces short texts without worrying about spelling;
• Distinguishes letters in oral and written language;
• It is in the pre-syllabic phase, beginning to differentiate letters from numbers, drawings or symbols