R U C T I V E

CO N S T
I N U I T Y
CONT

REPORT
WRITING

CrashCourse
-for new teachers-

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 Our goals for today

Practice writing
Understand
report for
the goal for
Understand Semester 1
reporting
format of
effective
descriptive and
report

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 REPORTING

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 PHB Sekolah Cikal 2020-2021

https://theconversation.com/some-school-reports-valuable-for-parents-
others-just-a-mystery
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Constructive Continuity
 Effective reporting should: 1+2
=3
● Involve parents, students and teachers as partners.
● Reflect what the school community values.
● Be comprehensive, honest, fair and credible.
● Be clear and understandable to all parties.
● Allow teachers to incorporate what they learn during
the reporting process into their future teaching and
assessment practices.

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 Effective Written
Record and Report

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 How do you record your students’
learning process and progress?

Recording
Student’s
Progress

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 Anecdotal notes 1+2
=3

- should always be objective, focusing on strength based

information.
- only write down exactly what is seen.
- focus on what the child is doing
- brief sentences or a paragraph to capture the scenario.

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 Anecdotal notes 1+2
Whi
c
or o h one l
e
=3
bjec
tive ans tow
ane
cdo ard sub
tal n je
ote ctive
s?
“Johnny doesn't want to write since I had to ask
him twice to pick up the pencil. He can’t write yet
and needs help signing-in.”

“Johnny picked up the pencil when asked then

proceeded to make short marks across his
paper for sign-in”

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 Written Reports

Dimension 5Cs Evaluation

Competencies Teacher's Notes
Achievement Notes

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 t s r e a d
p ar e n e y
WH E N t s , T H •understand clearly how his/her child is
m m e n
se c o doing in your class/subject?
the W i l L :
• understand that his/her child has areas
of strength?

• know what is being done to address any

areas of weakness? (This might also
include ways the child can take some
responsibility for his/her improvement
and/or ways the family can support.)

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 k
Does it describe

s ch e c personalisation of
Let ’ e
Is it easy to what the child has

s am p l understand for the done yet as evidence

e
thes ts
targeted audience
(parents, students,
of his/her

re p o r fellow teachers)?
competencies?

Does it also include Does it emphasize of

the connection to what student can do?
the dimension being
assessed?

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 Sample 1

In math, Jill has demonstrated a good interest and some natural ability.
However, she is something of an enigma as on occasions she will devote
additional time if necessary to understand the more complex concepts. On
the other hand, there have been occasions when she has missed many
lessons at the end of the term. Whilst she can work tremendously smooth
in groups and has a heart filled with passion with willingness to assist others
if she is able, she can often be distracted and needs to exercise greater
self-discipline to get the most out of such tasks.

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 Sample 2

Silia is able to perform on stage using expression. She speaks

clearly and move accordingly through the play.

Sample 3

Fikri is able to make predictions about a story based on own knowledge

and experience and revise or confirm predictions as the story
progresses. He also can translate visual cues into other forms of
communication and draw conclusion from a spoken text.
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 Sample 4

During this reporting period, Simon was able to show his basic skills in
our basketball and synergistic games units. Through the development
of drills and game play, he has demonstrated the ability to work
cooperatively on a team and provide invigoration to others. His skill in
basketball is shown through the way how he employs it when he dribbles
the ball into the ring perpetually and making use of the team work to
score a point. He is able to surpass the defense of his opponents in the
game without losing control of the ball that he dribbles.

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 Sample 5

This term we learned about social, economic, regional and cultural factors
that affect the quality of life of people who live in Nunavut. Jack gained their
knowledge through videos, books, guest speakers, and photographs. Jack
compares an Inuit community with a prairie community. He responds and
participates enthusiastically during class discussions, and shows an
appreciation for cultural differences. However he makes no attempt to
pursue more information about it which limits his understanding.

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 Sample 6

Alima has been doing good work at times, but it is not consistent.
She can be very social and restless and often does not finish her
work on time. She also can’t focus whenever she works on
something. Please continue to work with her on this issue.

Sample 7
In this term Joko has been showing that he is a diligent person. He has
accomplished the multiplication of two digit numbers using mental math
strategies. He uses different mental strategies when he is presented with
different multiplication problems.

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 Sample 8

This term we worked on adding and subtracting numbers to 100.

Bima was given problems of addition and subtraction facts to 18
and able to finish the task. He uses some counters first before
using the symbol of addition and subtraction in writing. He uses a
variety of personal strategies to solve math equations and is
confident sharing these with his classmates.

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 Elements in a report comment:

Rep o r t
g t i p s
w r i t i n Focus on the dimension, not the
objectives

Explaining the objectives as a tool in the

student’s competency development

Evidence based on learning process, not

only summative assessment

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 During this term, Dinda has shown significant progress in math. She is able to
X O
choose appropriate strategies and has demonstrated appropriate The formula
X O
understanding in using number operation and mental math for problem
solving.
Comments begin with
Her developed intelligent competencies are shown during activities of solving
math story problems. Once she understands what number operation that she an opening sentence.
needs to do to solve the problem, she is able to implement the mental math
strategy by adding the tens before adding the ones, she calculates the number
in her head. She also is able to fast recall basic number facts, particularly in
Followed by the
addition. During formative assessment teacher gave out math problem as a development of particular
password. Students need to solve the problems and hand it in to teacher skills in certain area.
before leaving the classroom. Out of all the mental strategies she has learned,
Dinda uses her own mental math strategy which shows her innovative skill in
solving math problem. She solved 23+46 by calculating mentally, she did not Followed by more specific
use paper and pencil and added 20 and 40, then she added 3 and 6. She came example of the activities
out with 69 and explained the strategy to the teacher.
done by the child.
With her development level in this intelligent and innovative competency, it
will give benefit for Dinda to work on more complex math problems in the Wrap up the development
future.
of the dimension
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 O
During this term, Dinda has shown significant progress in math. She is able to
X The formula
X O
choose appropriate strategies and has demonstrated appropriate
understanding in using number operation and mental math for problem
solving.
Comments begin with
an opening sentence.

Followed by the
development of particular
skills in certain area.

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 X O The formula
X O
Her developed intelligent competencies are shown during activities of solving
math story problems. Once she understands what number operation that she
needs to do to solve the problem, she is able to implement the mental math
strategy by adding the tens before adding the ones, she calculates the number
in her head. She also is able to fast recall basic number facts, particularly in
addition. During formative assessment teacher gave out math problem as a
password. Students need to solve the problems and hand it in to teacher
before leaving the classroom. Out of all the mental strategies she has learned,
Dinda uses her own mental math strategy which shows her innovative skill in
solving math problem. She solved 23+46 by calculating mentally, she did not
use paper and pencil and added 20 and 40, then she added 3 and 6. She came
Followed by more specific
out with 69 and explained the strategy to the teacher. example of the activities
done by the child.

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 X O The formula
X O

With her development level in this intelligent and innovative competency, it

will give benefit for Dinda to work on more complex math problems in the Wrap up the development
future.
of the dimension
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 Work on Your Own Report

CREATE REPORT DRAFT

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 Write your name here The formula
X O
WRITE YOUR DRAFT HERE FOR FEEDBACK
Comments begin with an
XO opening sentence.
Followed by the development of
particular skills in certain area.

Followed by more specific example

of the activities done by the child.
Wrap up the development of the
dimension
LO and Dimension:
(write here)

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 Mutiara The formula
X O
WRITE YOUR DRAFT HERE FOR FEEDBACK
Comments begin with an
X O
Throughout this term, Lasha has developing her skill in Theatre. She is able to opening sentence.
chooses appropriate strategies and demonstrate understanding of the whole
Tableau Performance concept. Followed by the development of
particular skills in certain area.

Followed by more specific example

of the activities done by the child.
Wrap up the development of the
dimension
LO and Dimension:
* [Intelligent] engage in imaginative play using a range of
stimuli
* [Innovative] discuss and explain the way ideas, feelings and
experiences can be communicated through stories and
performance

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 CIcilia The formula
X O
In this term, Patrick is still in the process of understanding and managing his
Comments begin with an
X O
goals and responsibilities as a child and as an individual. Patrick himself has so
many goals in his life that make it difficult for him to decide which one is best opening sentence.
for him. He realized that to achieve his goals he had to make his parents happy.
For that he assumed that making his parents and himself happy was his Followed by the development of
responsibility. He is taught to better understand in how both goals and particular skills in certain area.
responsibility can work in balance using the to do list tool. In doing school
work, patrick can be very attentive in his assignment. As he is engrossed in Followed by more specific example
doing a particular assignment, he sometimes missed out or be late in some
of the activities done by the child.
classes. This left him uninformed for his next assignment and make him
skipped one or two assignments. Patrick still needs help to make a note for Wrap up the development of the
every activity he has to do on a to do list sheet so he can complete all the dimension
assignment and achieve all his learning target. By working more to develop his
self management skill in the reflective competency, will help Patrick to LO and Dimension: PSE
Start to apply tools and strategies to manage their time to
become more skillful in managing his roles and responsibilities. complete their personal tasks. ( )

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 Puri dewayani The formula
X O
WRITE YOUR DRAFT HERE FOR FEEDBACK
Comments begin with an
X O
During the-->this first term, Emery has shown consistent enthusiasm on opening sentence.
learning different number operation strategies (amongst many, break-apart
and long multiplication method for multiplications) which comes across in his Followed by the development of
participation in class. He is able to generate the longest number pattern line in particular skills in certain area.
the whole classroom during one of the exercises, and is also able to recall
multiplications quickly using mental maths.
Followed by more specific example
(Add here more of the evidence that is shown by Emery to show that
of the activities done by the child.
competencies) For example, ‘This is shown when he was working on Wrap up the development of the
multiplication problem of ………. where his answer was ……. . He also gave
dimension
explanation of the strategy of using amongst many model to find the
solution. Moreover, he is able to extend his skill in … (ini asumsinya dia nilainya LO and Dimension:
1. Intelligent:
Expanding yah) -explain patterns in number and its operation
-select and apply math problem solving related to number operation
(multiplication and division)
Emery could achieve a Bridging Over grade if he desires to do so, and thus it -round whole numbers to the nearest 10 or 100
-use mental math to recall of addition, subtraction, multiplication, and
would be of benefit if he could have a little hand in being bold to be taking division facts automatically

more challenging choices more often. → Seeing how Emery is able to exceed A. Characterizes
B. Challenging Choices
expectation in this intelligent competencies in number operation strategies,
we will be encouraging him more in taking more challenges to further expand
his skill. (to avoid the term grading hehe)
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 WRITE YOUR DRAFT HERE FOR FEEDBACK
Christy Apriani The formula
X O Comments begin with an
X O
During this term, Marvel has shown significant achievements in Science
program. He is able to grasp of the Life Cycle knowledge easily. He is able to opening sentence.
show his understanding in identifying the stages of Human’s Life Cycle.
Followed by the development of
He has participated actively in identifying the factors of change in Living particular skills in certain area.
Things’ life cycle by sharing his ideas and opinions in class discussion to exhibit
his intelligence competency. He could mention 3 factors of change that Followed by more specific example
causing him change from time to time. He also has demonstrated the
of the activities done by the child.
communicative skill when he collects and record the relatable data in his Life
Cycle project by following the stages of Human Life Cycle completely. Wrap up the development of the
Furthermore, he shows a need for following the class procedures well. dimension
Sometimes, he needs few reminders to raise his hands in sharing his ideas and
opinions. With more practice at home, I believe Marvel will improve more in LO and Dimension:
- (intelligent) identify factors of change
this area in next term.--> yg ini saran aku bisa jadi notes nya di salah satu 5C - (communicative) collect and record data from
(challenging choice mungkin) contohnya aku taro di notes di bawah slide yah.. scientific experience

With his development level in this intelligent and communicative

competencies, it will give benefit for Marvel to work on more in science
projects in the future.

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 Aisha Shannaz The formula
X O
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Comments begin with an
X O
Pada triwulan-->term ini, Asyraf menunjukkan kemampuannya dalam opening sentence.
kompetensi intelijen dalam hal membaca gambar, memprediksikan, dan
menjelaskan tokoh dari elemen sebuah cerita menggunakan beberapa kalimat Followed by the development of
lengkap secara mandiri. Pada penilaian formatif, Asyraf... → saran: Melalui particular skills in certain area.
pembelajaran Bahasa Indonesia ini, sewaktu Asyraf mempelajari tentang isi
suatu cerita bergambar, ia ….mampu menjawab pertanyaan berkaitan dengan
Followed by more specific example
gambar ("ini gambar tikus rakus ini gambar si mia"), tokoh ("mencuri sayurnya
sama buahnya punya Mia"), dan prediksi ("jadi hidup bisa dimakan"). Selain itu,
of the activities done by the child.
pada penilaian sumatif, Asyraf mampu mengembangkan keterampilannya Wrap up the development of the
untuk bercerita dengan percaya diri secara berurutan dan sesuai dengan
dimension
instruksi. Kompetensi cerdas-->ini enaknya intelijen atau cerdas yah hehe,
nanti disamakan saja istilahnya ya bu yang sudah ditunjukkan oleh Asyraf dapat LO and Dimension:
* [Cerdik] Membaca gambar dan berbagai teks visual
menjadi bekal untuk mengembangkan pemahamannya dalam memahami buku * [Cerdik] Memprediksi kemungkinan ketika
bacaan dan suatu peristiwa di kemudian hari. mendengarkan teks yang dibacakan
* [Cerdik] Mengidentifikasi dan menjelaskan karakter
dari elemen sebuah cerita

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 Aisha Shannaz The formula
X O
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Comments begin with an
X O
During term 1, Asyraf has demonstrated his ability to explain and apply his role opening sentence.
and responsibilities as a student and a child consistently. Asyraf understands
very well->saran: comprehensively why he needs to do some chores related to Followed by the development of
his identity. Asyraf is also making good-->saran: significant progress on using particular skills in certain area.
appropriate speaking technique while presenting his works.
Followed by more specific example
Asyraf has shown these qualities when he was demonstrating two
responsibilities at home. Asyraf was able to point the changes in ability
of the activities done by the child.
between then and now. Asyraf did a great job to make→ saran: Wrap up the development of the
met/exceeded the expectation in making(tgt dia dimana levelnya developing
dimension
or expanding misalny) … logical reasons by saying "makan sendiri karena
sekarang kan udah gede, karena biar ada tenaga". Asyraf also interacted well to LO and Dimension:
parents by making eye contact and speaking clearly which shows his ( Intelligent P3) List characteristics illustrating
self-identity
communicative competencies. ( Intelligent P3) Describe how changes happen over a
certain period of time
(Reflective P3) select relevant ideas to support an
With his development level in this intelligent, reflective, and communicative opinion
(Communicative P3) use appropriate speaking
competencies, it will give benefit for Asyraf to work on more in his own techniques for different purposes and audiences
responsibilities and interaction with others.

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 YULINDA DWINTASARI The formula
X O
WRITE YOUR DRAFT HERE FOR FEEDBACK
Comments begin with an
X O
During this first term, Mada has shown willingness to learn patterns, counting, opening sentence.
and prepositions which comes across her participation in mathematics
program activities. She is able to generate pattern using three types of Followed by the development of
objects, and identify the number 1-10. Mada also starts to use→ ini apakah dia particular skills in certain area.
di beginning utk hal ini? Kl tnyt ini expanding, mgkn bisa pakai ‘Mada has been
able to challenge herself in using more detailed’... preposition when explaining
Followed by more specific example
objects.
Her developed intelligent competencies are shown when she was working on
of the activities done by the child.
counting the 4 jelly fish in the quizziz, where her answer was "Fouur!". She Wrap up the development of the
also answered independently when the teacher asked her, which one of the
dimension
animal who's under the table, and she answered it right, "The Spider!"
Moreover, during formative assessment she is able to extend his-->her skill in LO and Dimension:
1. (Intelligent) manipulate real objects to make
making pattern by placing the monsters independently (green-pink-yellow, patterns
green-pink-yellow) then counting the monsters mentally and mentions, 2. (Intelligent) identify numbers, recognize amounts,
and its symbols
"Six!" 3. (Intelligent) use simple directions and specific
Seeing how Mada is able to exceed expectation in these intelligent vocabulary to describe paths, regions, positions,
and boundaries of the immediate environment
competencies in making pattern, counting, and identifying position, we will be
encouraging her to count more (11-20).

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 Nadia Nurul Falah The formula
X O
WRITE YOUR DRAFT HERE FOR FEEDBACK
Comments begin with an
X O
During this term, Arsenio is developing his competency in intelligent dimension on Science
opening sentence.
program. He is able to categorize objects into groups of matter by identifying similarities and
differences, as well as explain the changes of state of matter.
Followed by the development of
particular skills in certain area.
His development in intelligent competencies is shown during activities of exploring states of
matters. He does a good job → mungkin ini bisa diganti dg penambahan
“properly/appropriately/correctly” at the end of the sentence to give the actual description of ‘good
job’ itu sendiri in categorizing objects into groups of matters and in explaining the reasons of the
categorization. → jadi spt ini: He is able to categorize objects into groups of matters and in
Followed by more specific example
explaining the reasons of the categorization appropriately. of the activities done by the child.
Moreover, he is able to describe the transformation of matter. During summative assessment, he
describes the process of making popsicle and explains the transformation that occurred in the Wrap up the development of the
process. He explains, “Mangganya diblender, jadi cair. (Dimasukin ke kulkas) biar beku, biar jadi dimension
es krimnya.” However, to explain this process, he still requires some probing questions from
teacher. LO and Dimension:
[Intelligent]
This development in this intelligent competency allows Arsenio to demonstrate this competency - recognize physical properties using the senses
- identify similarities and differences for classification
in other programs throughout his learning journey. - describe changes that may have impacts
- show relevant responses to questions

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 Nadia Nurul Falah The formula
X O
During this term, Aletta is beginning to develop her intelligent
Comments begin with an
O
competency in Sciences program. She demonstrates a minimal use of

X
the competency, and is currently developing it.
opening sentence.
Aletta knows different states of matter and made attempts to
categorize objects guided by teacher's questions. On summative Followed by the development of
assessment, she showed her attempt to state materials particular skills in certain area.
transformation. When asked if the water needs to be put on freezer
in order it to freeze, she nodded in agreement. She requires frequent
assistance to give response to questions and responses mostly in Followed by more specific example
gesture. Moreover, Aletta needs to be encouraged to participate of the activities done by the child.
actively during live teaching session. This will help Aletta to develop
her intelligent competency throughout her learning journey.
Wrap up the development of the
dimension
LO and Dimension:
[Intelligent]
- recognize physical properties using the senses
- identify similarities and differences for classification
- describe changes that may have impacts
- show relevant responses to questions

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 Lousiana Dwinta Utami (Ucit)
The formula
O
WRITE YOUR DRAFT HERE FOR FEEDBACK
X
XO Comments begin with an
opening sentence.
Followed by the development of
particular skills in certain area.

Followed by more specific example

of the activities done by the child.
Wrap up the development of the
dimension
LO and Dimension:
(write here)

[Intelligent] make connections to draw inferences.

[Intelligent] pose questions based on data, reflect on
findings, refine ideas.
[Communicative] generate & communicate data in a
structured format.

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 WRITE YOUR DRAFT HERE FOR FEEDBACK
Tari & Ulfah (Y6)
The formula
X O Comments begin with an
X O
Expanding :Pada Kompetensi Cerdas, Dini menunjukkan bukti konkrit dengan kualitas yang melebihi standar
kinerja. Dini bekerja secara mandiri, dan secara konsisten menerapkan dan mentransfer konten penting, opening sentence.
pengetahuan dan keterampilan. Dini mampu menyajikan sebuah teks eksposisi yang jelas dan orisinil dengan
judul Tanaman Hias Yang Bermanfaat, Lidah Mertua. Pada teks ini, Dini mengaplikasikan keterampilannya dalam
mengambil informasi penting dari beberapa sumber, memberikan opini serta memanfaatkan fitur-fitur teks yang
Followed by the development of
sesuai. Pada Kompetensi Komunikatif, Dini mencantumkan dan menyesuaikan fitur teks berupa judul, sub-judul,
gambar, dan catatan kaki sehingga poster karyanya menjadi informatif dan menarik. Melalui berbagai kegiatan
particular skills in certain area.
tersebut, siswa menerapkan keterampilannya dalam menyampaikan pendapat dan informasi penting yang
diperolehnya dengan konteks komposisi bahasa Indonesia yang bervariasi. Selain itu, dengan keterampilan
pemahaman bacaan dan penulisan yang lebih mendalam pada Kompetensi Cerdas dan Komunikatif ini, Dini siap
Followed by more specific example
dalam menghadapi tantangan keterampilan bahasa selanjutnya. of the activities done by the child.
Developing : Pada Kompetensi Cerdas, Adler menunjukkan bukti konkrit yang secara langsung berhubungan
dengan level standar kinerja yang telah dicapainya. Adler bekerja secara mandiri, dan seringkali menerapkan dan
Wrap up the development of the
mentransfer konten penting, pengetahuan dan keterampilan. Pada poster yang berjudul Kenapa Tanaman Aloe dimension
Vera Penting, Adler mampu menyajikan sebuah teks eksposisi yang menjelaskan manfaat dan ciri dari tumbuhan
Lidah Buaya. Pada teks ini, Adler mengaplikasikan keterampilannya dalam mengambil informasi penting mengenai LO and Dimension:
ciri dan manfaat tanaman Lidah Buaya dari sebuah sumber, dan memanfaatkan fitur teks berupa judul dan (write here)
gambar. Pada Kompetensi Komunikatif, Adler mencantumkan fitur teks berupa judul dan gambar untuk
mendukung posternya. Melalui berbagai kegiatan tersebut, siswa menerapkan keterampilannya dalam - [intelligent] generate, develop and modify ideas and
menyampaikan pendapat dan informasi penting yang diperolehnya sesuai dengan konteks komposisi bahasa opinions through discussion
Indonesia sederhana. Selain itu dengan keterampilan pemahaman bacaan dan penulisan yang telah berkembang - [intelligent] read books according to appropriate
dalam Kompetensi Cerdas dan Komunikatif ini, Adler siap dalam menghadapi tantangan keterampilan bahasa reading level independently
selanjutnya.
- [intelligent] skim and scan text to decide whether they
will be useful before attempting to read in detail
- [intelligent] elaborate information to support the main
Beginning: Pada Kompetensi Cerdas, siswa menunjukkan sedikit bukti yang cukup yang tidak secara langsung ideas in more familiar and unfamiliar texts
berhubungan dengan level standar kinerja yang telah dicapainya. Siswa membutuhkan pendampingan penuh dan - [intelligent] construct meaning and draw conclusions
supervisi untuk menerapkan dan mentransfer konten penting. Pada poster yang berjudul ......... . Siswa menyajikan from information, main ideas and supporting details in
sebuah teks dengan kejelasan ide, namun logika penulisan belum runtut. Siswa juga tidak mencantumkan sumber
familiar and unfamiliar situations
- [intelligent] analyze elements of the story to gain an
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informasi atau referensi bacaan pada posternya. Pada Kompetensi Komunikatif, siswa mulai menunjukkan
 GADIZA, MINDA, SISI
The formula
O
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O X Comments begin with an

X
BEGINNING - Throughout this semester, student has begun to develop competencies in intelligent,
communicative and reflective dimensions. His/her competency in intelligent dimension can be seen
opening sentence.
from open discussion activities. Student begins to make inferences from the resources they find and
generate, develop and modify ideas and opinions through discussion in class. Student can state their
own opinion and begins to explain it. During formative assessment, student demonstrates competency Followed by the development of
in reflective dimension by showing his/her ideas to support his/her opinions through the process of
planning, drafting, editing and reviewing. He/she also uses the skill in delivering the information they get
particular skills in certain area.
and inferences they make into another format of communication, which is in a debate activity. During
the live debate which reflected the communicative dimension, student is assigned to do the debate with
the motion (topic 1), he/she was the (1st/2nd) speaker. He/She is able to write the draft of the debate by
Followed by more specific example
using common and simple vocabulary and sentence structures. He/she can deliver his/her argument of the activities done by the child.
briefly.
Wrap up the development of the
DEVELOPING - Throughout this semester, student has developed competencies in intelligent,
communicative and reflective dimensions. His/her competency in intelligent dimension can be seen
dimension
from open discussion activities. Student is able to make inferences from the resources they find and LO and Dimension:
(write here)
able to generate, develop and modify ideas and opinions through discussion in class. Student can state
their own opinion and explain it. During formative assessment, student demonstrates competency in Link LO
reflective dimension by showing the ability to elaborate information to support the main ideas through
the process of planning, drafting, editing and reviewing by providing his/her opinion supported by
explanation and evidence as well as examples. He/she also uses the skill in delivering the information
they get and inferences they make into another format of communication, which is in a debate activity.
During the live debate which reflected the communicative dimension, student is assigned to do the
debate with the motion (topic 1), he/she was the (1st/2nd) speaker. He/She is able to write the draft of
the debate by using appropriate, varied vocabulary and sentence structures. He/she can deliver his/her
argument in an appropriate register and style including forms of expression.

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 GADIZA, MINDA, SISI
The formula
O
WRITE YOUR DRAFT HERE FOR FEEDBACK

O X Comments begin with an

X
EXPANDING - Throughout this semester, student has expanded competencies in intelligent, communicative and
reflective dimensions. His/her competency in intelligent dimension can be seen from open discussion activities.
Student is able to make inferences from the resources they find and able to generate, develop and modify ideas opening sentence.
and opinions through discussion in class. Student can state their own opinion and explain it thoroughly. During
formative assessment, student demonstrates competency in reflective dimension by showing the ability to
elaborate information to support the main ideas through the process of planning, drafting, editing and reviewing
Followed by the development of
by providing his/her opinion supported by explanation and evidence as well as examples related to his/her daily life particular skills in certain area.
experiences. He/she also uses the skill in delivering the information they get and inferences they make into
another format of communication, which is in a debate activity. During the live debate which reflected the
communicative dimension, student is assigned to do the debate with the motion (topic 1), he/she was the Followed by more specific example
(1st/2nd) speaker. He/She is able to write the draft of the debate by using appropriate, varied vocabulary and
sentence structures. He/she can deliver his/her argument in an appropriate register and style including forms of of the activities done by the child.
expression. He/She can defend his/her argument toward the opponent's.

Wrap up the development of the

BRIDGING OVER - Throughout this semester, student has expanded competencies in intelligent, communicative
and reflective dimensions. His/her competency in intelligent dimension can be seen from open discussion dimension
activities. Student is able to make inferences from the resources they find and able to generate, develop and LO and Dimension:
modify ideas and opinions through discussion in class. Student can state their own opinion and explain it (write here)
thoroughly and independently. During formative assessment, student demonstrates competency in reflective
dimension by showing the ability to elaborate information to support the main ideas through the process of Link LO
planning, drafting, editing and reviewing by providing his/her opinion supported by explanation and evidence as well
as examples related to his/her daily life experiences. During the class session, he/she actively reflected on his/her
writing and directly revised it. He/she also uses the skill in delivering the information they get and inferences they
make into another format of communication, which is in a debate activity. During the live debate which reflected
the communicative dimension, student is assigned to do the debate with the motion (topic 1), he/she was the
(1st/2nd) speaker. He/She is able to write the draft of the debate by using appropriate, varied vocabulary and
sentence structures. He/she can deliver his/her argument in an appropriate register and style including forms of
expression. He/She can defend his/her argument toward the opponent's. He/she is able to do the rebuttal
straightly on point.

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 gLORYA rOSARIO PUTRI
The formula
O
WRITE YOUR DRAFT HERE FOR FEEDBACK
X
XO Comments begin with an
opening sentence.
Followed by the development of
particular skills in certain area.

Followed by more specific example

of the activities done by the child.
Wrap up the development of the
dimension
LO and Dimension:
(write here)

[Intelligent] make connections to draw inferences.

[Intelligent] pose questions based on data, reflect on
findings, refine ideas.
[Communicative] generate & communicate data in a
structured format.

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