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Each Semester, Dawson students
receive a comprehensive narrative assessment written by core teachers and
specialists. Parents can track student progress online at Dawson's web site.
The following is a sample of the Progress Report:
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H. Michael Hughes Ph.D., Headmaster
Jennifer Kalas, Director of Early Childhood Education
Kate Mulligan, Head of Middle School
www.adsrm.org
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10845 West Desert Inn Road
Las Vegas, Nevada 89135
(702) 949-3600
Fax: (702) 838-1818
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| Student Information |
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Name: |
John Doe |
Teacher: |
Mrs. Smith |
| Grade: |
2 |
Semester: |
1 |
| Year: |
2005-2006 |
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| Semester Attendance Information |
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Total Days: 58 |
Days Absent: 3.5 |
Days Tardy: 2 |
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| Attachments (For assistance, see the Attachment
Notes section, below.) |
| |
| Year's Goals |
Student/Parent/Teacher Goals:
1. Write more neatly.
2. Memorize addition and subtraction facts through 18.
3. Increase familiarity and use of two digit numbers.
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| Community Building |
Comments:
John is a valued role model at school. He is a very responsible and
respectful student who behaves safely at all times. His homework is
always turned in on time and is complete. He is prepared to study
every day, begins assignments promptly and completes most of the class
work in the time allotted. He listens to and follows directions accurately
and promptly. John shows empathy and integrity. His strong interpersonal
skills enable him to participate effectively within a group. He makes
friends easily and is a good friend to all his classmates. |
Community Service Project Description:
Second Grade has not yet selected a community service project; watch
this space next semester to see how we have joined with our community
to make Las Vegas a better place to live. |
| Language |
Literacy Assessment/Comments:
Our focus in literacy this semester has been reading stories with
familiar settings, plays, poetry based on observation and the senses,
information texts on deserts and desert life, and traditional Native
American stories. We used nonfiction texts to create reports on desert
landforms and life, using various resources such as dictionaries and
the Internet to acquire information.
John chooses, reads and finishes a variety of materials, both fiction
and nonfiction. He is reading independently and comprehends well.
He reads with expression and fluency (see attachment "rd").
He read and wrote a variety of poems. John is able to identify character,
setting, problem, and solution in fictional stories. The next step
for John will be to reflect on what is read, infer meaning from text,
and generate more in-depth responses to literature.
John shows some evidence of description and details in his writing,
and is able to write for a variety of audiences and purposes. He uses
punctuation and capitalization conventionally some of the time. He
is beginning to edit his own work for mechanics and content. John
is currently studying digraphs and blends, and reviewing short vowels
(see attachments "wr" and "wr2"). The next step
for John will be to add more description and details to his writing
to make his stories more vivid for the reader. John is also practicing
his handwriting to make it neat and legible all of the time as we
prepare for learning cursive. Please reinforce this at home. |
History Study Focus/Comments:
During the first semester we focused on locating deserts of the world
on world maps and Native American tribes on maps of North America,
giving special attention to those tribes living in the Southwestern
United States. We compared and contrasted Native American tribes with
each other and with Native Americans in the year 2000. We learned
how the climate of a Native American tribe's home affects the choice
of shelter, food, and hunting/gathering skills. We studied Christopher
Columbus, the beginning of our country, and early Nevada, comparing
these time periods with modern day life.
John shows interest in all of our historical studies, participates
in discussions and contributes to group work. He has good recall of
facts, and applies his learning to other content areas. |
World Languages Study Focus/Comments:
This semester we learned how to greet others, to identify ourselves,
to differentiate between masculine and feminine, to identify numbers
and colors, and to identify the days of the week and the months and
seasons of the year. We focused on oral language development through
the learning of Spanish songs and role-playing activities. We developed
reading and writing skills through completing writing activities and
reading songs.
John is doing an excellent job in Spanish. He is progressing well
and shows interest in all class activities. |
| Mathematics |
Study Focus/Comments:
This semester in mathematics we focused on counting forward and backward
by 2's, 5's, 10's, number sequence (reading, writing, and comparing
numbers from 0 to 999), place value, number patterns, addition and
subtraction facts and their relationship to each other, money (coin
value, exchanges, making change), telling time (to one-minute intervals),
addition and subtraction stories as vehicles for developing mental
math skills, and estimation.
John is becoming familiar with many new ways to think about numbers.
Much of the "review" that our math program is providing
is new to John, and he always puts forth his best effort, asking for
help as needed (please see attachment "ma"). Please continue
to review the circled Math Box items, especially those reviewing number
sequence and place value. John has not yet memorized all addition
and subtraction facts through 18. Instant recall of addition and subtraction
facts will become a powerful tool in computation with multi-digit
numbers. John will be expected to perform more difficult computations
during the next semester. Practicing math triangle fact cards is
essential to his success. John is able to add coin values. Please
continue to use coins with him to make exchanges, add coins, and make
change. John is able to tell time to the hour. We will continue to
practice telling time at 1-, 5-, and 30-minute intervals.
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| Science |
Study Focus/Comments:
The Second Grade began the year with a quick review of the five senses.
In the classroom and the lab, we focused on perceiving the world and
accurately recording it. We listened carefully enough to determine
exactly what we heard, and we drew things as they were, not as they
are usually drawn. We moved quickly from the senses to observe the
environment. We used games, a field trip, and online research to discover
the web of connections that makes up the desert environment. Before
going to Lake Mead to learn about food chains, we played a game called
Predator - Prey. In this game, the students experienced what it feels
like to play those roles. We then used the experience to do some creative
writing. More recently we set up four habitats in the classroom for
some desert "critters." The students studied and cared for
a gopher snake, king snake, leopard gecko, and my favorite- a sand
fish. Ask your child about this interesting little desert creature.
She lives up to her peculiar name.
John has made much progress staying focused in science. He listens
well but sometimes has trouble completing assignments. He understands
the material and contributes to class discussion. He has a good recall
of facts, and applies his learning to other areas. He wrote two reports
on desert life (see computer stack) and became an expert on Roadrunners.
John asks good questions and is well on his way to becoming a scientific
learner. |
| Visual Arts |
Study Focus/Comments:
1. To provide a balanced study of aesthetic, and creative visual production.
2. To analyze the principles of design and emotions conveyed in the
work of visual art.
3. To develop the students' basic ability to understand about art
and art processes, the expressive quality of art work, and develop
the students' enthusiasm for art.
4. To help develop students' pride, motivation for their own work
by showcasing their work in the school and the community.
5. To develop students' basic ability to understand and appreciate
diversity of global historical/cultural traditions.
6. To integrate literature, anthropology, and science into the study
of fine arts and art history.
COMMENTS:
1. Plans and completes expressive artwork utilizing variations of
the elements of art and principles of organization to express feelings
and convey ideas.
2. Displays feelings of self confidence and pride in own work. |
Exhibit:
· Fish Mural
· My Pet or the
Pet That I Would Like To Have
· Mask in Chalk
· Mask in Felt
· Picasso Inspired Self Portrait
· Haunted Houses
· Self Portrait
in Costume
· The Cosmos in Paint and Chalk
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| Physical Education |
Study Focus/Comments:
This semester we have focused on four units: manipulative skills,
gymnastics, games, and fitness. The Second and Third Grade goals are
to improve and maintain students' fitness levels and develop individual
skills such as dribbling, passing, cartwheels, and sprinting.
John had an exceptional semester. He was highly motivated in each
of the four units. John is also making excellent progress in motor
skills development. |
| Music |
Study Focus/Comments:
During the first semester in music we have been focusing on the following:
Melody - discovering our singing voices and pitch-matching do, re,
mi, so, la using hand signs and hand staff
Rhythm - discovering and keeping a steady beat, identifying, clapping,
speaking, and moving to one, two and four-beat rhythms
Harmony - singing, speaking, and moving in unison and rounds
Form - exploring phrase lengths, verse and refrain, question/answer
Tone Color - listening and discovering the differences in the sounds
of pitched and non-pitched percussions instruments
Music Appreciation - learning about the lives and music of J. S. Bach
and Aaron Copland
Movement - exploring how our bodies move to different kinds of music
John focuses very well on class activities. He quickly picks up new
concepts and his pitch matching skill and confidence continue to grow.
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| ERB |
(Applies to Third through Eighth Grade
students only.)
We administer the Educational Records Bureau CTP III to students in
Third through Eighth Grades within the first month of school. Test
scores are maintained in each student's progress report and are communicated
to parents during the first semester of each year. The score report
lists scale scores for five subject areas, together with normed results
listing student scores relative to national (NN), suburban (SN), and
independent (IN) school norms for each subject area. To view your
child's record, select the ERB attachment listed in the Attachments
section. |
ERB Comments:
Not Applicable. |
| Attachment
Notes |
| In most cases the attachments can be accessed
simply by clicking on the appropriate file names, as referenced in
the narrative. If you are having trouble viewing attachments, the
following information may be helpful: JPEG files are images that may
be viewed with an image viewer, DOC files are Microsoft Word documents,
WAV files are sound clips that may be played with a sound player,
and STK files are HyperStudio stacks. If you do not have Microsoft
Word, you may download a viewer at
http://www.microsoft.com/office/000/viewers.htm. If you do not
have HyperStudio, you may download a viewer at
http://www.hyperstudio.com/downloads/index.html. |
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