Report card comments
Over 300 comments for report cards and progress reports, by area and tone, that fill in a student’s name and he, she or they in your browser. Pick one or several, copy them, and paste them into your grading system.
How to use it
- Type the student’s name and choose he, she or they. Every comment on the page updates. Nothing you type is saved or sent.
- Choose an area (reading, writing, math, behavior, effort or social skills) and a tone: a strength, something the student is growing in, or a concern.
- Press Copy on a comment you like, or tick Add on several and copy them together as one paragraph. The character count helps with report card limits.
- Paste into your report card system and change the wording to fit the child. Every comment is a starting point for you to make specific.
Ideas for class
- Write a strength, a growth area and a next step for each student by combining one comment from each tone.
- Use the search box for a specific skill, such as fractions, spelling or sharing, and let it narrow the list.
- Read the concern comments before a parent conference. Each says what the teacher will do and asks for a conversation.
- Add a sentence of your own after the pasted comment: a specific book, project or moment that only you saw.
- Switch the pronoun choice between students; the name and pronouns are never kept, so the page starts fresh each time you reload.
Related
Questions
Are student names kept or sent anywhere?
No. The name you type is held in this page while it is open and filled into the comments in your browser. It is not saved, not sent to us and not put in the address. Reload the page and it is gone.
Who wrote the comments?
They were written for this site, by hand, in plain words. None is copied from a report card system or a textbook. There is no AI on this page: the comments are fixed, and the name and pronouns are filled in by a simple rule.
What if a student uses other pronouns?
Choose they, or paste the comment and change the words to match what the student and family prefer. The comments are written so that they read naturally with each of the three choices.
Should I paste these in exactly as they are?
Better to treat them as a starting point. Parents notice a comment that could be about any child. Add the specific book, project or moment that makes it about this one.
Why do the concern comments ask for a conversation?
A concern on a report card should not be a surprise, and it should come with a plan. Each concern comment says what the teacher is doing and invites the family to talk. None labels a child or names a condition.
The name you type is filled in on this page only. Nothing you type is saved or sent to us, and there is no sign-in or ad here.
Your comment
Tick “Add” on one or more comments below and they are joined here into one paragraph to copy.
51 comments
Reading · Strength
[Name] reads with expression and understands what they read. They explain the main idea of a text clearly and backs it up with details.
Reading · Strength
[Name] is a confident reader who chooses books with care and talks about them with enthusiasm. Their favorite part of the day is often independent reading time.
Reading · Strength
[Name] has made strong growth in reading this term. They sound out unfamiliar words, rereads when something does not make sense, and keeps going with a smile.
Reading · Strength
[Name] reads fluently and with good pacing, and their comprehension is a real strength. They make thoughtful predictions and often connect one book to another.
Reading · Strength
[Name] has a rich vocabulary and uses new words from our reading in conversation and in writing. It is a pleasure to see them pick up a new word and try it out.
Reading · Strength
[Name] reads closely and finds evidence in the text to support their ideas. In discussions, their answers show careful thinking.
Reading · Strength
[Name] has become an independent reader who can stay with a book for a long stretch of time. They recommend favorite titles to classmates.
Reading · Strength
[Name] shows a strong grasp of letters, sounds and sight words, and they are beginning to read simple books alone. It is exciting to watch this unfold.
Reading · Strength
[Name] asks excellent questions about what we read and listens to the ideas of others. Our reading discussions are richer because of their thinking.
Reading · Strength
[Name] can summarize a story in order, naming the characters, the setting and the problem. They retell stories in their own words with real care.
Reading · Strength
[Name] reads nonfiction with curiosity. They use headings, captions and diagrams to learn new facts and share them with the class.
Reading · Strength
[Name] reads aloud smoothly and with confidence, and they pay attention to punctuation. They are a good model for classmates during partner reading.
Reading · Strength
[Name] understands more than what is written on the page. They infer how characters feel and why they act as they do, and support each idea with a detail from the story.
Reading · Strength
[Name] has grown into a reader who enjoys a challenge. They choose harder books when they are ready, and ask for help when a word or an idea is tricky.
Reading · Strength
[Name] reads every day at home, and it shows in their fluency and vocabulary. Thank you for supporting this good habit.
Reading · Strength
[Name] compares characters, settings and events across the books we read and notices what authors do on purpose. Their thinking about reading is careful and thoughtful.
Reading · Strength
[Name] reads with stamina and focus during independent reading, and they leave each session with something to share about the book.
Reading · Growing
[Name] is making steady progress in reading. They are working on reading smoothly, and a few minutes of practice each night will help them keep growing.
Reading · Growing
[Name] is learning to use the sounds in a word to read it. We are practicing blending sounds together, and they are gaining confidence week by week.
Reading · Growing
[Name] reads familiar books well and is learning to try harder ones. We are working on rereading, using clues from the pictures and the text, and asking for help when they get stuck.
Reading · Growing
[Name] understands stories well when we discuss them as a class. They are now practicing how to explain the main idea in their own words after reading alone.
Reading · Growing
[Name] is growing as a reader and is working on pausing at the end of each sentence and reading with expression. Reading aloud to someone at home for a few minutes a day is a great way to practice.
Reading · Growing
[Name] is building their sight word knowledge. They recognize many words quickly and are working on the rest. Short, daily review at home would help.
Reading · Growing
[Name] is learning to find evidence in the text. They give good ideas, and the next step is to point to the exact words or sentences that support them.
Reading · Growing
[Name] reads accurately and is now working on understanding what they read beneath the surface. We practice asking questions before, during and after reading.
Reading · Growing
[Name] has made good progress with comprehension and is working on retelling a story in order. Using words like first, next, then and last is helping.
Reading · Growing
[Name] is working on vocabulary. When they meet a new word, we practice looking at the parts of the word and the sentence around it for clues.
Reading · Growing
[Name] is becoming a more independent reader. They are learning to stay with a book for longer periods, and a regular quiet reading time at home would help build that stamina.
Reading · Growing
[Name] is growing in fluency. They read accurately but sometimes slowly, so we are practicing rereading short passages until each one sounds smooth.
Reading · Growing
[Name] enjoys listening to stories and is still building the skills to read them independently. We are working on letter sounds and short words, and they are getting closer every week.
Reading · Growing
[Name] is learning to read nonfiction. We are practicing how to use headings, bold words and photographs to find important information, and they are improving steadily.
Reading · Growing
[Name] is working on reading for meaning rather than just reading the words. Stopping to ask, “Does this make sense?” is a strategy we are practicing together.
Reading · Growing
[Name] is beginning to choose books that are a good fit. We are talking about how to pick a book that is interesting and not too hard or too easy, and they are getting better at it.
Reading · Growing
[Name] is making progress in reading, and the next goal is to read a little each day. A short routine, even ten minutes, makes a real difference over a term.
Reading · Concern
[Name] is reading below the level we expect at this point in the year, and I would like to work with you to help them catch up. We are using small-group time and short daily practice, and I will share what is working.
Reading · Concern
I am concerned about [Name]’s progress in reading. They find many grade-level texts difficult, and I would like to meet with you to talk about extra support at school and at home.
Reading · Concern
[Name] has difficulty sounding out unfamiliar words, which makes reading tiring for them. I would like to talk with you about how we can give them extra practice and support.
Reading · Concern
[Name] needs more support to understand what they read. They read the words but often cannot retell the story, so we are working on stopping to check meaning, and I would welcome your help.
Reading · Concern
Reading is hard for [Name] right now, and I want them to keep believing that they can learn. I would like to arrange a time to talk about the steps we can take together.
Reading · Concern
[Name] is not yet reading with the accuracy and fluency expected at this point, and they need regular practice to close the gap. I would like to work with you on a daily reading routine at home, even ten minutes, which would help a great deal.
Reading · Concern
[Name] has not yet mastered many of the letter sounds and sight words that support early reading. I would like to share a short list to practice at home and to talk about other support.
Reading · Concern
I would like to work with you to support [Name] in reading. They avoid reading tasks, which tells me that it feels hard, and I want to make it feel more possible.
Reading · Concern
[Name] reads very slowly and loses the meaning of what they read. I would like to discuss ways we can build their fluency, including a short reading routine and a closer look at what is getting in the way.
Reading · Concern
[Name] has missed a good deal of reading instruction, and the gaps are showing in their skills. I would like to talk with you about a plan to fill them in.
Reading · Concern
[Name] is struggling to keep up with the reading expected in class. I would like to talk about how we can adjust the books and the support so that they feel successful while they build skills.
Reading · Concern
I am concerned that [Name] does not yet read at home, and their reading growth is slower than I would like. I would like to find a short, enjoyable routine that works for your family.
Reading · Concern
[Name] needs extra help with vocabulary and with understanding what they read. Talking about books together, even picture books, would help, and I will send some ideas.
Reading · Concern
[Name]’s reading is not yet where it needs to be, and I want to be honest with you about that early. Together we can make a plan with small goals so that they see progress.
Reading · Concern
[Name] has trouble focusing during independent reading, which affects their progress. We are working on shorter, more frequent reading sessions, and I would value your ideas about what helps at home.
Reading · Concern
[Name] often guesses at words instead of looking closely at the letters. We are working on slowing down and checking each word, and I would like to share some practice you can do at home.
Reading · Concern
I would like to talk about [Name]’s reading. They are working hard, but progress has been slow. I would like to look at what is getting in the way and what extra help they might need.