Ministry of Education Elementary Provincial Report Card

Date: 2022 Feb 16

Student: Toth, Matthew Joseph OEN: 715-618-393 Days Absent: 1.0 Total Days Absent: 1.0

Grade: 06 Teacher: Karanovic, N. Times Late: 1 Total Times Late: 2

Board: Toronto District School Board School: Milne Valley Middle School
Address: Address: 100 Underhill Dr, North York, ON Canada M3A 2J9
5050 Yonge St, Toronto, ON Canada M2N 5N8

Principal: Stamatopoulos, J. Telephone: (416) 395-2700

GRADE IN SEPTEMBER 
Learning Skills and Work Habits E – Excellent G – Good S – Satisfactory N – Needs Improvement
Responsibility G Organization G
 Fulfils 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 Collaboration G
 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 Self-Regulation G
 Looks for and acts on new ideas and opportunities  Sets own individual goals and monitors progress towards
for learning. achieving them.
 Demonstrates the capacity for innovation and a willingness to take  Seeks clarification or assistance when needed.
risks.  Assesses and reflects critically on own strengths, needs, and
 Demonstrates curiosity and interest in learning. interests.
 Approaches new tasks with a positive attitude.  Identifies learning opportunities, choices, and strategies to meet
 Recognizes and advocates appropriately for the rights of self personal needs and achieve goals.
and others.  Perseveres and makes an effort when responding to challenges.
Strengths/Next Steps for Improvement
Matthew demonstrates responsibility for his actions in the classroom and in the playground. He consistently completes his work on time and
to the best of his abilities. When faced with a challenge both inside and outside the classroom, he is able to solve it on his own or knows
when to seek further assistance. Matthew is learning how to gather and use information from a variety of sources when researching in a
variety of subject areas. As our term continues, Matthew will have further opportunities to research other topics and will use our class
checklists to ensure that his researching skills are being further developed. Matthew can independently follow class routines and instructions.
He effectively uses classroom learning goals, success criteria and student work samples to assist him in completing quality work. Matthew is
respectful of others’ opinions when working collaboratively. He is more willing to share his ideas with his peers when working in small, familiar
groups. In large group settings, he needs to work towards taking on various roles that support his learning and the learning of the group. For
example, instead of taking an active listening role, he needs to try a speaking role in order to share his insightful ideas. Self-assessment and
goal setting will be two areas of focus in class, in order to support him in taking more of an active role in his own learning. When working on
specific tasks, (e.g., reading response journals) Matthew is able to use the descriptive feedback provided to reflect on his strengths and areas
for improvement. He uses this information to help him revise work and make improvements. Keep up the good work Matthew! J. Rosen

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Report
Subject 1 2
Strengths/Next Steps for Improvement

Language NA In language this term, the class has been focusing on paragraph writing, short stories and articles and
oral reading reflections. Matthew consistently demonstrates understanding of increasingly complex texts
Reading by summarizing and explaining important ideas and citing relevant supporting details, such as the
ESL/ELD IEP B+ elements of a narrative. He usually writes longer and more complex texts using a wide range of forms,
such as short stories. Matthew regularly demonstrates appropriate listening strategies, for
Writing
example,deepening understanding by asking questions and making connections, in classroom
ESL/ELD IEP B discussions. He often explains how different forms of media, for example social media ads are created to
Oral Communication share specific messages. Next Step: Matthew should ask questions when reading such as "What would
happen if..." (J. Rosen)
ESL/ELD IEP B
Media Literacy
ESL/ELD IEP B

French NA Matthew identifies a range of listening comprehension strategies (e.g., identifies familiar words, words
that are similar to English) and uses them before, during and after listening to understand oral French
Listening texts. Matthew sometimes engages in guided spoken interactions with his peers and the teacher, using
ESL/ELD IEP B familiar words and expressions (e.g., initiates and responds to greetings, participates in brief
Speaking conversations). Matthew determines meaning in a variety of French texts, using a range of reading
ESL/ELD IEP C+ comprehension strategies (e.g., identifies vocabulary words). Matthew plans and produces drafts
following a model (e.g., writes sentences describing their traits, interests and hobbies), and revises writing
Reading using a variety of strategies. Next Steps for Improvement: Matthew is encouraged to read simple
ESL/ELD IEP B materials in French using learned reading strategies to expand his understanding. He is also encouraged
Writing to practice speaking more during class games and other opportunities for oral expression in the French
ESL/ELD IEP B language.

✔ Core Immersion Extended

Native Language Oral Communication, Reading, Writing

ESL/ELD

IEP

✔ NA

Mathematics Number, Algebra, Data, Spatial Sense, Financial Literacy, and Social-Emotional Learning (SEL) Skills
in Mathematics and the Mathematical Processes
Matthew compares and orders integers, decimal numbers, and fractions, separately and in combination,
B+ in various contexts. He uses fractions, decimals, and percents to express the probability of events
happening. Matthew determines the areas of trapezoids and composite polygons by decomposing them
ESL/ELD
into shapes with known areas. He describes the advantages and disadvantages of various methods of
payment that can be used to purchase goods and services. Matthew did not receive instruction for the
IEP
Algebra strand during this reporting period. Matthew’s social-emotional learning skills have not been
French evaluated. Next Steps for Improvement: Matthew is encouraged to communicate thinking more clearly by
using mathematical vocabulary learned in class.

Science and Technology Life Systems, Structures and Mechanisms, Matter and Energy, Earth and Space Systems
Matthew identifies and describes the distinguishing characteristics of different groups of plants and
animals (e.g., invertebrates have no spinal column; insects have three basic body parts; flowering plants
B+ produce flowers and fruits). Matthew did not receive instruction for the strands Flight and Electricity and
Electrical Devices during this reporting period. He identifies components of the solar system, including the
ESL/ELD
sun, the earth, other planets, natural satellites, comets, asteroids, meteoroids, and describes their
IEP physical characteristics in qualitative terms.

French

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Report
Subject Strengths/Next Steps for Improvement
1 2
Social Studies Heritage and Identity, People and Environments
Matthew demonstrates knowledge and understanding of various types of communities and some ways in
which they have contributed to the development of the country. He uses the inquiry process by
B+ formulating analytical questions to investigate different perspectives on the past and present experiences
of a few distinct communities, including First Nations and Metis, and identifies the main reasons why
ESL/ELD
different peoples came to Canada. (J. Rosen)
IEP

French

Health and Physical Education In Health Education, Matthew demonstrates ways of being inclusive, respectful and accepting and
describes how this benefits everyone, including himself. He identifies people, resources, and services in
Health Education:
the school and the community that can provide support when a person is dealing with mental health
Healthy Living, SEL Skills
issues.
ESL/ELD IEP B In Physical Education, Matthew participates in a wide variety of program activities (e.g., recreational
activities, fitness activities, volleyball, etc.) according to him capabilities, while applying behaviours that
French
enhance him readiness and ability to take part. He performs a wide variety of locomotor movements, in
Physical Education: combination, at different speeds, in different directions and using different pathways, while moving around
Active Living, Movement Competence, others and equipment.
SEL Skills
ESL/ELD IEP B
French

The Arts Matthew did not receive instruction for the Dance strand during this reporting period.
Matthew is able to engage in drama exploration and role play, with the focus on using the elements of
Dance French
drama to develop and perform a monologue.
ESL/ELD IEP ✔ NA In Music, Matthew consistently plays from musical notation, unison music and music in two or more parts
Drama French (e.g., performs using non-pitched percussion). (T. Cologna)
Matthew consistently creates two-dimensional and multimedia artworks that explore feelings, ideas, and
ESL/ELD IEP NA B issues from a variety of points of view. (J. Rosen)
Music French
ESL/ELD IEP NA A
Visual Arts French
ESL/ELD IEP NA B

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: Grade: OEN: Teacher:
Toth, Matthew Joseph 06 715-618-393 Karanovic, N.
Student’s Comments
 My best work is:

 My goal for improvement is:

Student’s Signature X
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 Student: Toth, Matthew Joseph OEN: 715-618-393 Grade: 06

Letter Grade Achievement of the Provincial Curriculum Expectations

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
SEL Skills – Social-Emotional Learning Skills

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: Grade: OEN: Teacher:
Toth, Matthew Joseph 06 715-618-393 Karanovic, N.
Parent’s/Guardian’s Comments
 My child has improved most in:

 I will help my child to:

I have received this report card. Parent’s/Guardian’s name (please print) Signature Date

I would like to discuss this X

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