Ontario Report Card Comment Examples (K–8)

[Student] reads a wide range of texts with fluency and insight, consistently making thoughtful inferences and supporting them with specific evidence from the text. She surpasses grade expectations when analysing characters' motivations. As a next step, [Student] is encouraged to extend her thinking by comparing themes across different texts she has read.

[Student] reads grade-level texts with considerable fluency and identifies the main idea and supporting details with considerable accuracy. He retells stories in sequence and is beginning to make inferences about characters. As a next step, [Student] should support his ideas with specific examples from the text during reading discussions.

[Student] demonstrates considerable understanding of addition and subtraction strategies to 100, selecting appropriate tools and strategies to solve problems. She explains her mathematical thinking clearly using pictures, numbers, and words. As a next step, [Student] is encouraged to check her solutions using a second strategy to build accuracy.

[Student] demonstrates some understanding of place value and uses familiar strategies to add and subtract two-digit numbers with some accuracy. He benefits from manipulatives and teacher prompts when solving multi-step problems. As a next step, [Student] should practise explaining his thinking aloud, which helps him identify and correct errors independently.

[Student] writes organized multi-paragraph texts with considerable effectiveness, using linking words to connect her ideas and revising her drafts based on feedback. Her persuasive writing includes relevant supporting details. As a next step, [Student] is encouraged to vary her sentence structure to strengthen the voice in her writing.

[Student] demonstrates a thorough understanding of the properties of matter, designing fair tests independently and drawing conclusions that connect his observations to scientific concepts with a high degree of effectiveness. As a next step, [Student] is encouraged to consider sources of error in his investigations and how they might affect his results.

[Student] demonstrates some understanding of equivalent fractions and compares fractions with like denominators with some accuracy. With teacher support, she applies these concepts to problem-solving contexts. As a next step, [Student] should use visual models such as fraction strips to justify her comparisons before moving to symbolic notation.

[Student] describes the contributions of various communities to Canadian identity with considerable detail and uses maps and primary sources to gather information effectively. As a next step, [Student] is encouraged to formulate his own inquiry questions to deepen his investigations.

[Student] analyses a variety of texts with considerable effectiveness, identifying explicit and implicit messages and evaluating the author's perspective. She contributes thoughtfully to literature discussions. As a next step, [Student] is encouraged to critically examine how text features and form influence the reader's interpretation.

[Student] applies algebraic reasoning to solve multi-step problems with a high degree of effectiveness, moving flexibly between numeric, graphical, and algebraic representations. He persists with non-routine problems and justifies his solutions clearly. As a next step, [Student] is encouraged to explore multiple solution paths and evaluate which is most efficient.

[Student] identifies some key events and figures in post-Confederation Canada and, with prompting, makes connections between historical events and their consequences. As a next step, [Student] should use the inquiry process to organize evidence before drawing conclusions, beginning with one guiding question per investigation.