Report Card Comments

Report card comments should be specific to the child. Each comment should reflect what your student has accomplished in the reporting period, what areas they may have had trouble in, and next steps for improvement.

It can feel like a huge undertaking when first starting to come up with your own personalized comments.

The comments below are basic starting points that will hopefully help you get started on writing your reports.

There are certain students where you will need to add more detail to show what they have done in the class and areas in which they can improve.

The first comment under each heading is my “Level 4” or “A” comment, under that is a “Level 3” or “B” comment, and finally there is a “Level 2” or “C” comment.

*N* indicates student name (i.e. Michael)

*4* stands for “he/she”

*2* stands for “his/her”

This year I am only teaching the arts and a few periods of Physical Education and Health.

If you have any Language Arts or Mathematics comments you’d like to share, please leave a comment below.

Here are my comments . . .

HEALTH

*N* has an excellent understanding of how to make healthy food choices for meals and snacks. *4* was able to create a one day meal plan that included a wide range of healthy foods for every meal and snacks. *N* is encouraged to continue to make healthy food choices at school and at home.

*N* has a good understanding of how to make healthy food choices for meals and snacks. *4* was able to create a one day meal plan that included healthy foods for every meal and snacks. *N* is encouraged to continue to make healthy food choices at school and at home.

*N* has an understanding of how to make healthy food choices for meals and snacks. *4* was able to create a one day meal plan that included some healthy foods for every meal and snacks. *N* is encouraged to continue to make healthy food choices at school and at home.

GYM

*N* enthusiastically participates in cooperative games, sports, and fitness activities. *4* demonstrates a high level of skill and understanding across a range of games and activities. *N* is encouraged to take a leadership role and help build the confidence of *2* teammates.

*N* is an active participant in cooperative games, sports, and fitness activities. *4* demonstrates a good level of skill and understanding across a range of games and activities. *N* is encouraged to cooperatively work with *2* peers and teammates.

*N* sometimes participates actively in cooperative games, sports, and fitness activities. *4* demonstrates some skill and understanding across a range of games and activities. *N* is encouraged to model good sportsmanship in all areas of the program.

DANCE

*N* has learned dance moves and routines this term with success. *4* is an active participant in class and shows initiative when working alone and in small groups. We will continue to build on *N*s performance skills in the next term.

*N* has learned dance moves and routines this term with success. *4* is an active participant in class and works well in small groups. We will continue to build on *N*’s performance skills in the next term.

*N* has learned dance moves and routines this term with some success. *4* is an active participant in class and works in small groups with some assistance. We will continue to build on *N*’s performance skills in the next term.

DRAMA

*N* is able to perform short dramatic works in front of an audience. *4* uses action and tone of voice proficiently in *2* presentations. Next term we will focus on using a variety of drama techniques to communicate the meaning of work effectively.

*N* is able to perform short dramatic works in front of an audience. *4* uses appropriate actions and a good tone of voice in *2* presentations. Next term we will focus on using a variety of drama techniques to communicate the meaning of work effectively.

*N* is able to perform short dramatic works in front of an audience. With some assistance, *4* uses action and tone of voice in *2* presentations. Next term we will focus on using a variety of drama techniques to communicate the meaning of work effectively.

GRADE 5 MUSIC

In Music, *N* is able to perform unison and two-part music on the Alto Recorder with proficiency. *4* demonstrates an excellent understanding of musical notation. Continue to challenge yourself, *N*, with a focus on dynamics and phrasing.
In Music, *N* is able to perform unison and two-part music on the Alto Recorder with accuracy. *4* demonstrates a good understanding of musical notation. Next term, we will work on memorizing the fingering positions for the notes of the Concert Bb scale.

In Music, *N* is beginning to be able to perform unison and two-part on the Alto Recorder with some guidance. *4* demonstrates a basic understanding of music but will benefit from asking questions and getting extra help when needed.

GRADE 6 MUSIC

In Music, *N* is able to perform unison and two-part music on *2* instrument with proficiency. *4* demonstrates an excellent understanding of musical notation. Continue to challenge yourself, *N*, with a focus on dynamics and phrasing.

In Music, *N* is able to perform unison and two-part music on *2* instrument with accuracy. *4* demonstrates a good understanding of musical notation. *4* is encouraged to memorize the fingering positions for the notes of the Concert Bb scale.

In Music, *N* is beginning to be able to perform unison and two-part music on *2* instrument. *4* demonstrates an understanding of musical notation. *4* is encouraged to set aside time for additional practise to improve pitching, rhythm, and tone.

GRADE 7 MUSIC

In Music, *N* plays confidently and consistently in tune. *4* demonstrates an excellent understanding of musical notation. Continue to challenge yourself, *N* by adding dynamics and articulation in your performances.

In Music, *N* plays accurately and in tune. *4* demonstrates a good understanding of musical notation. *N* would benefit from memorizing the fingering positions for the notes of the Concert Bb scale.

In Music, *N* performs in tune with some guidance. *4* demonstrates an understanding of musical notation. *N* is encouraged to practise regularly to improve pitching, rhythm, and tone.

GRADE 8 MUSIC

In Music, *N* plays confidently and consistently in tune. *4* demonstrates an excellent understanding of musical notation. Continue to challenge yourself, *N* by adding dynamics and phrasing in your performances.

In Music, *N* plays accurately and in tune. *4* demonstrates a good understanding of musical notation. *N* would benefit from memorizing the fingering positions for the notes of the Concert Bb scale.

In Music, *N* performs in tune with some guidance. *4* demonstrates an understanding of musical notation. *N* is encouraged to practise regularly to improve pitching, rhythm, and tone.

GENERAL MUSIC COMMENT

*N* has learned to play *4* instrument this term with success. *N* is an active participant in class and shows initiative when working alone and with *4* section. We will continue to build on N阵 performance skills in the next term.

ANY COMMENTS YOU’D LIKE TO SHARE?

Please leave a comment below to share.

16 thoughts on “Report Card Comments

  1. It's always interesting to see what other boards are doing on their report cards. Here is some of my comment bank… (next steps are missing for level 2 comments as I type these individually for the student).

    Media Literacy

    In Media Literacy, *N* consistently identified the purpose, target audience and implied message in a variety of advertisements and *1* effectively filmed a cereal commercial and uniquely designed a travel brochure.

    In Media Literacy, *N* often explains how conventions and techniques are used in a variety of media forms in order to produce *2* own credible commercials, magazine ads, and storyboards.

    In Media Literacy, *N* applied conventions to adequately produce a slideshow travel advertisement about a country. *N* is encouraged to edit *2* work based on daily feedback.

    cont. on next comment

  2. Grade 4 Science

    In Science, *N* used science and technology vocabulary to effectively assess the impact mining for rocks and minerals has on the environment and suggest multiple ways in which humans can prevent harmful effects and use alternative resources. During our light and sound unit, *N* consistently applied scientific inquiry/experimentation skills and knowledge to solve for hypotheses (I predict that…) using detailed observations. Next year, *N* should continue to enrich *2* own interests in science topics/areas of study by sharing new learning with classmates.

    In Science, *N* used science and technology vocabulary to successfully assess the impact mining for rocks and minerals has on the environment and suggest some ways in which humans can prevent harmful effects and use alternative resources. During our light and sound unit, *N* frequently applied scientific inquiry/experimentation skills and knowledge to solve for hypotheses (I predict that…) using a few detailed observations. Next year, *N* should begin to enrich *2* own interests in science topics/areas of study by sharing new learning with classmates.

    In Science, *N* used science and technology vocabulary to adequately assess the impact mining for rocks and minerals has on the environment and suggest some ways in which humans can prevent harmful effects or use alternative resources. During our light and sound unit, *N* passably applied scientific inquiry/experimentation skills and knowledge to solve for given hypotheses (I predict that…) using a few detailed observations. Next year, *N* should begin to develop *2* own hypotheses and share thoughts and findings with classmates.

    Report 1 Level 4
    In Science, we are learning about pulleys and gears. *N* consistently participates in experiments (e.g. ball drop, pulleys, simple machines) using proper safety procedures and technological problem-solving skills. Following these experiments *1* presents astute observations on how pulleys and gears modify the speed and direction of, and the force exerted on, moving objects through a variety of forms. *N* can clearly identify the basic principles and functions of pulley systems. As we end this unit, *N* is encouraged to synthesize *2* knowledge to continue assessing the impact of pulleys and gears on society and the environment.

  3. Grade 3 Science

    In Science, *N* used science and technology vocabulary to effectively assess the impact of soils on the environment and suggest ways in which humans can enhance positive effects and prevent harmful effects. During our strong and stable structures unit, *N* caught the class' attention with *2* bridge design and presentation. *4* meticulously planned, tested and revised several bridge designs adding weights, struts, ties and extensions to expertly showcase a thorough understanding of how stable structures support a load. Next year, *N* should continue to apply scientific inquiry/experimentation skills and knowledge to solve for hypotheses (I predict that…) using detailed observations.

    In Science, *N* used science and technology vocabulary to successfully assess the impact of soils on the environment and suggest some ways in which humans can enhance positive effects and prevent harmful effects. During our strong and stable structures unit, *N* caught the class' attention with *2* bridge design and presentation. *4* confidently planned, tested and revised two bridge designs adding weights, struts, ties and extensions to skillfully showcase a firm understanding of how stable structures support a load. Next year, *N* should continue to apply scientific inquiry/experimentation skills and knowledge to solve for hypotheses (I predict that…) using more detailed observations.

    In Science, *N* used science and technology vocabulary to adequately assess the impact of soils on the environment and suggest some ways in which humans can enhance positive effects and prevent harmful effects. During our strong and stable structures unit, *N* caught the class' attention with *2* bridge design and presentation. *4* planned, tested and revised one bridge design with prompting and support to add struts, ties and weights to showcase a limited understanding of how stable structures support a load. Next year, *N* should focus on applying scientific inquiry/experimentation skills and knowledge to form *2* own hypotheses (I predict that…).

    Report 1 Level 4
    In Science, we are learning about forces causing movement. *N* consistently participates in experiments (e.g. ball drop, ramps, pulleys) using proper safety procedures and technological problem-solving skills. Following these experiments *1* presents astute observations on how forces cause and change movement through a variety of forms. *N* can clearly identify how various forces are used in *2* everyday life. As we end this unit, *N* is encouraged to synthesize *2* knowledge to assess the effects of the action of forces in nature on the environment and identify ways humans can reduce this impact.

  4. (just to show the difference between school boards – all Level 4)

    Physical Education

    *N* is an active participant during physical education classes. *4* enthusiastically follows the rules of fair play when participating in cooperative games such as tag and soccer. *N* continues to develop *2* locomotor skills (eg., running, hopping, galloping) through dancing and circuit training.

    *N* eagerly and vigorously participates in all aspects of the Physical Education program. *4* proficiently sends and receives objects of various shapes and sizes (basketball, Frisbee, soccer ball, beanbag) using one or both hands or *2* feet.

    Dance

    In Dance, *N* confidently communicated thoughts, feelings and ideas through *2* appropriate choice of movement, tempo and level. *4* particularly enjoyed Just Dance 3 lessons, folk dances and dance circuits.

    In Dance, *N* masterfully applies elements of dance (body, space and time) when choreographing performances. *4* thoroughly describes and participates in cultural dances (Indigenous contemporary, Chinese ribbon).

    Drama

    In Drama, *N* accurately uses voice, gesture and movement to clearly convey thoughts, feelings and emotions. *N*'s role in *2* group's fairytale reenactments, tableaux and plays demonstrate *2* strong ability to interpret and communicate meaning using a variety of dramatic techniques.

    Music

    In Music, *N* consistently applies *2* creativity to compose, perform and respond to music using the elements and techniques of music (duration, pitch, dynamics). *N* proficiently plays recorder and a variety of percussion instruments.

    In Music, *N* flawlessly recognizes that the treble clef defines the names of the lines and spaces on the staff and that specific pitches may be represented by these notes. *4* expertly plays a variety of songs and notes on the recorder both as a soloist and as part of a band.

    In Music, we have been singing songs in unison and in rounds, learning about standard notation, and clapping beats and rhythms. *N* consistently participates, is eager to learn new songs, and *1* can always keep the beat and clap the rhythm.

    Visual Arts

    *N* developed an extensive portfolio of accomplished two- and three- dimensional works of art by consistently reflecting on *2* work and applying new techniques (marble painting, bead making, paper maché, totems).

    In Visual Arts, *N* effectively applies the elements and principles of design using a wide variety of materials to create unique works of art for a variety of audiences and purposes (e.g., community outreach holiday decor, group sculptures, hall display paintings, class books and props).

    In Visual Arts, we are learning about how to apply the elements of design to our own creative works. *N* has been consistently using and experimenting with a variety of lines, colours, and shapes to produce drawings, paintings, and mixed media designs for *2* portfolio.

  5. I’m at the point that all teachers know all too well….my brain has shut down. With these comments, I have been able to have a productive night instead of giving up. YOU ROCK!

    1. Hi Taylor,

      Thank you so much for your reply. I am glad that I was able to help you out. It warms my heart to see this, this morning. Thanks!

  6. Grade 4/5 Health

    With assistance, ~name can relate the changes at puberty to the reproductive organs and their functions. He can somewhat describe the secondary physical changes at puberty (e.g., growth of body hair, changes in body shape). With extra assistance he can describe the increasing importance of personal hygiene following puberty. ~name followed some of the criteria for his puberty booklet

    ~name is able to relate the changes at puberty to the reproductive organs and their functions. He is able to describe the secondary physical changes at puberty (e.g., growth of body hair, changes in body shape). He can also describe the increasing importance of personal hygiene following puberty. ~name followed the criteria for his puberty booklet.

    ~name can effectively relate the changes at puberty to the reproductive organs and their functions. He is able to clearly describe the secondary physical changes at puberty (e.g., growth of body hair, changes in body shape). He can also describe in detail the increasing importance of personal hygiene following puberty. ~name followed all of the criteria for his puberty booklet and it was thoroughly complete.

    1. Hi Kate,

      I am in Ontario, Canada. Hopefully someone will post more comments here for you.

      Thanks for the comment,

      Chase

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