report writing literacy comments

Literacy Report Statements

This page contains Literacy statements to help teachers complete end-of-year pupil reports. The statements are categorised to make them easier to browse. Please use our contact form if you have any useful statements we can add to our list.

     Last updated:  30th September 2006

Addition (Basic)

Addition (Multi-Digit)

Algebra & Pre-Algebra

Comparing Numbers

Daily Math Review

Division (Basic)

Division (Long Division)

Hundreds Charts

Measurement

Multiplication (Basic)

Multiplication (Multi-Digit)

Order of Operations

Place Value

Probability

Skip Counting

Subtraction

Telling Time

Word Problems (Daily)

More Math Worksheets

Reading Comprehension

Reading Comprehension Gr. 1

Reading Comprehension Gr. 2

Reading Comprehension Gr. 3

Reading Comprehension Gr. 4

Reading Comprehension Gr. 5

Reading Comprehension Gr. 6

Reading & Writing

Reading Worksheets

Cause & Effect

Fact & Opinion

Fix the Sentences

Graphic Organizers

Synonyms & Antonyms

Writing Prompts

Writing Story Pictures

Writing Worksheets

More ELA Worksheets

Consonant Sounds

Vowel Sounds

Consonant Blends

Consonant Digraphs

Word Families

More Phonics Worksheets

Early Literacy

Build Sentences

Sight Word Units

Sight Words (Individual)

More Early Literacy

Punctuation

Subjects and Predicates

More Grammar Worksheets

Spelling Lists

Spelling Grade 1

Spelling Grade 2

Spelling Grade 3

Spelling Grade 4

Spelling Grade 5

More Spelling Worksheets

Chapter Books

Charlotte's Web

Magic Tree House #1

Boxcar Children

More Literacy Units

Animal (Vertebrate) Groups

Animal Articles

Butterfly Life Cycle

Electricity

Matter (Solid, Liquid, Gas)

Simple Machines

Space - Solar System

More Science Worksheets

Social Studies

Maps (Geography)

Maps (Map Skills)

More Social Studies

Christmas Worksheets

Hanukkah Worksheets

New Year's Worksheets

Winter Worksheets

More Holiday Worksheets

Puzzles & Brain Teasers

Brain Teasers

Logic:  Addition Squares

Mystery Graph Pictures

Number Detective

Lost in the USA

More Thinking Puzzles

Teacher Helpers

Teaching Tools

Award Certificates

More Teacher Helpers

Pre-K and Kindergarten

Alphabet (ABCs)

Numbers and Counting

Shapes (Basic)

More Kindergarten

Worksheet Generator

Word Search Generator

Multiple Choice Generator

Fill-in-the-Blanks Generator

More Generator Tools

Full Website Index

Report Card Comments for Teachers: Reading, Writing, & ELA

• __ is reading at a ___ grade level.
• __ has good reading comprehension and decoding skills.
• __ is reading well at this level.
• __ needs to learn basic sight words so she/he can decode words more quickly.
• __ struggles with reading comprehension.
• __ has difficulty understanding what he/she reads.
• I would like to see __ participate in more independent reading.
• __ needs to choose books that are at his/her own reading level.
• _ has read __ chapter books so far this year.
• I would like to see __ read for 15 minutes each night at home.
• __ needs to take his/her time and think about what he/she reads.
• __ is choosing books that are too difficult/simple for his/her level.
• It is refreshing to see that __ enjoys reading in his/her free time.
• __ needs to build his reading vocabulary.
• __ often has difficulty using reading strategies to decode new words.
• __ is a creative writer.
• __'s writing has a refreshing sense of voice, clarity, and style.
• __ has a strong command of the English language.
• __'s stories lack a clear beginning, middle, and end.
• I would like to see __ check his/her own writing more carefully before handing assignments in.
• __ often forgets capital letters and punctuation.
• __'s writing is clear, organized, and interesting to read.
• __ organizes his/her writing well, but needs to add more details to his/her works.
• __'s writing is creative, but often has many errors in spelling, grammar, and punctuation.
• __ enjoys writing in his/her free time. I always look forward to reading his/her stories.
• __ has difficulty getting his/her thoughts down on paper in a timely manner.
• __ puts a great deal of time and effort into his/her writing.
• __ did a wonderful job on his/her __ assignment.
• While __ is a creative writer, he/she needs to work on creating stories that are realistic.
• __ has difficulty focusing on the assignment at-hand during writers' workshop.
• Language Arts
• Science/Social Studies
• Spelling/Handwriting
• General Behavior

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Report Card Comments for Language Arts and Reading

Comments for Students' Report Cards

_______'s reading has improved considerably throughout the year. Please continue to practice reading with her nightly.

_______ speaks very well in front of the class. However, her written work needs much improvement. With greater effort, the improvement should slowly come.

_______ has shown a great amount of improvement with her creative writing. She has learned to use more colorful words.

_______ is making excellent progress reading sight words. Please continue to practice with him nightly.

_______'s spelling scores have improved greatly since the beginning of the school year. Studying his spelling words nightly has made much of the difference. Thank-you for your help.

Although _______ is trying very hard, she is having difficulty writing smooth, fluent sentences. Can we meet to discuss some helpful strategies?

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Phrases for Students' Report Cards

_______ enjoys listening to stories.

_______ is able to distinguish sounds in words.

_______ has difficulty distinguishing sounds in words.

_______ learns new vocabulary quickly.

_______ needs to increase his speed and comprehension in reading.

_______ has developed a mature reading vocabulary.

_______ reads extensively.

_______ now knows and is able to use _____ consonant and vowel sounds.

_______ confuses the sounds ___ and ___.

_______ is able to blend short words using the vowel(s) _____ without assistance.

_______ is learning to attack words independently.

_______ uses the phonics skills to attack new words.

_______'s reading is... (smooth, jerky, hesitant, rapid, irregular, or fluent).

_______ comprehends what she reads.

_______ is interested in books and reading.

_______ can read to follow directions.

_______ can now recognize ____ sight words.

_______ reads for pleasure.

_______ needs a lot of repetition and practice in order to retain reading vocabulary.

_______ is still confusing words that look alike.

_______ is beginning to read words in groups and phrases.

_______'s reading is becoming automatic.

_______'s reading is not yet becoming automatic.

_______ enjoys discussing the stories we read.

_______ is able to read his sentences back.

_______ speaks in complete sentences.

_______ speaks clearly.

_______ has difficulty using (pronouns, verbs) correctly.

_______ enjoys dramatization.

_______ has a good oral vocabulary.

_______ uses punctuation correctly.

_______ uses colorful words while speaking.

_______ uses (complex, simple) sentences while speaking.

_______ participates in group storytelling.

_______ needs to apply skills to all written work.

_______ excels in writing original stories and poems.

_______ is able to place periods and question marks correctly.

_______ uses colorful words in his writing.

_______ uses (complex, simple) sentences in her writing.

_______ is now able to write a complete sentence independently.

_______ can write an original story containing two to four sentences.

_______ puts words in the appropriate order.

_______ shows self-confidence in writing.

_______ can compose several related sentences.

_______ is building a good spelling vocabulary.

_______ uses the dictionary to find unfamiliar words.

_______ enjoys learning to spell new words.

_______ is able to learn to spell words easily.

_______ sometimes reverses letters in a word.

_______ has difficulty remembering the spelling of non-phonetic words.

_______ is helped by using hand or body motions to remember spelling.

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Report Writing Comments Bank - general attitude, effort & contribution comments for reports

Subject: Whole school

Age range: 7-11

Resource type: Assessment and revision

Last updated

22 February 2018

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Strong Report Card Comments for Language Arts

A Collection of Comments Regarding Students' Progress in Middle School

• Grading Students for Assessment
• Lesson Plans
• Becoming A Teacher
• Assessments & Tests
• Elementary Education
• Special Education
• Homeschooling
• M.S., Education, Buffalo State College
• B.S., Education, Buffalo State College

A comment on a report card is meant to provide additional information about the student's progress and level of achievement. It should give the parent or guardian a clear picture of what the student has accomplished, as well as what he or she has to work on in the future.

It can sometimes be hard to think of a unique comment to write on each student's report card. To help you find the right words, use this compiled list of language arts report card comments .

Positive Comments

Use the following phrases to make positive comments regarding students’ progress in language arts .

• Reads eagerly during silent time
• Makes good use of classroom library
• Uses text and pictures to predict and confirm
• Elects to read or look at books during free time
• Takes home books from our classroom library
• Compares books to others by the same author
• Is choosing suitably challenging reading material
• Has a good attitude about books
• Reads with expression
• Chooses suitably challenging reading material
• Reads at __ grade level
• Has good reading comprehension and decoding skills
• Has read __ chapter books so far this quarter
• It is refreshing to see that __ enjoys reading in his/her free time
• Chooses to write during classroom free time
• Shares their written work with the whole class
• Writes legibly
• Is a creative writer
• Has a refreshing sense of voice, clarity, and style
• Handwriting is very legible/a joy to read
• Is very successful in note-taking
• Works to make their handwriting legible
• Has many interesting story ideas
• Has well-developed characters in their stories
• Works on their editing process
• Is writing on a variety of topics
• Is writing in a variety of styles: friendly letter, factual reports, imaginative retelling, poetry, fiction
• Organizes their writing well
• Applies skills to all written work
• Puts a great deal of time and effort into their writing

Analytical Skills

• Analyzes characters' actions
• Analyzes story plots
• Compares and contrasts similar and dissimilar ideas
• Self-corrects
• Asks thought-provoking questions
• Uses imagination
• Strives to be accurate
• Explains themself clearly
• Deduces meaning from information given
• Is competent using the dictionary
• Is learning to do independent research

Grammar and Vocabulary

• Recognizes high-frequency words
• Uses approximations for spelling, which is very appropriate at this time
• Uses beginning and ending sounds to identify words
• Spells many difficult words
• Has a strong command of the English language
• Uses correct grammar
• Is developing a fine vocabulary
• Uses expansive vocabulary

Verbal Skills

• Is a major contributor at our brainstorming sessions
• Produces oral reports that demonstrate knowledge and research skills
• Speaks very well before the class
• Listens as well as shares during classroom discussions and presentations
• Communicates with accuracy
• Retells stories in the correct sequence
• Is eager to speak in front of a group
• Is a good audience as well as presenter during our presentation time
• Is rapidly mastering the fundamental skills
• Shows increasing confidence and competence in...
• Is showing good growth in...
• Has shown an increased interest in...
• Is trying hard and continues to make steady progress in...
• Is making progress in all areas, especially in...
• Strongest work is in the area of...
• Has turned in extra-credit work

Needs Improvement

On those occasions when you need to convey less-than-positive information on a report card, use the following phrases. Note that you can easily convert comments from both groups into positive or encouraging ones.

• Does not use classroom library
• Does not choose books or writing as an activity for free time
• Shows some attention to print, but mostly makes up meanings from pictures
• Has trouble sitting still while listening to a story
• Doesn’t seem to enjoy books or stories to read
• I would like to see __ read for 20 minutes each day at home
• Still making many reversals of letters, words, and phrases
• Hesitant to read stories to the class
• Struggles with reading comprehension
• Has difficulty understanding what they reads
• Needs to choose books at their own reading level
• Is choosing books that are too difficult/simple for their level
• Needs to take their time and think about what they reads
• Skims quickly through books without attention to detail
• Is unable to retell a story with much accuracy
• Unwilling to rewrite or make changes in written work
• Does not edit work carefully
• Speech development may be hindering correct spelling
• I would like to see __ check their writing more carefully before handing in assignments
• Needs to work on creating stories that are realistic
• Often forgets capital letters and punctuation
• Their stories lack a clear beginning, middle, and end
• Has difficulty getting their thoughts on paper
• Needs to add more detail to their work
• Handwriting indicates that student is inclined to hurry
• Could improve their written papers with more attention to detail
• Written work lacks description/detail/varied vocabulary
• Cannot predict story outcomes with confidence
• Is not making use of a dictionary or resource books
• Is not using classroom library
• Has difficulty with high-frequency words
• Has a limited vocabulary
• Lacks sight vocabulary
• Needs to build their reading vocabulary
• Has difficulty using reading strategies to decode new words
• Needs to focus on rules of grammar
• Reluctant to use approximation with word spelling, wants to be correct

Participation/Other

• Reluctant to speak in front of the group or whole class
• Has trouble sitting while listening to a story
• Has difficulty focusing on the assignment at hand during __ workshop
• Gets discouraged when...
• Wants to talk instead of listening to others share their ideas
• I would like to see ___ participate more in more independent...
• Is easily discouraged when...
• Is hesitant to...
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Literacy-framework-Year-5.tra Report card comments for teachers

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Previously at the, Freeducation website, their 350, Teachers Report Assistant comment bank files are now in our, free report comment bank . Import into our, free report writer .  Larger, School Report Writer .COM files are also in the comment bank .

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Reporting in plain language for reading

The essential purpose of reading is to make meaning. When reporting in plain language in reading the teacher is likely to provide information that supports this purpose by including information about the student’s ability to read text and their ability to respond to, understand and use what they have read. In the early years characteristics of reading focus more on the knowledge and skills that students need in order to decode. In the later years reading for a purpose becomes more important with a greater emphasis on thinking and responding to texts critically.  

Reporting in plain language can be challenging for teachers as we use complex education language so routinely. In addition, as students progress through school, the texts they read and the tasks and language they use become more complex.

The following table provides examples of ‘education language’, the language teachers use routinely, and then how this might be rephrased as plain language. Teachers gather a range of information when forming an overall teacher judgment and there are many resources, such as The New Zealand Curriculum , Reading and Writing Standards, the Literacy Learning Progressions, and the English Language Progressions that provide characteristics of the stages students move through. The examples follow a broad progression from after one year at school until the end of year 8. In reading, a written report comment is likely to cover:

• the student’s ability to read text and their ability to respond to, understand and use what they have read.

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