Teacher resources · Last updated: June 12, 2026
By Rish — Ontario teacher, 10 years in the classroom
Ontario Report Card Comment Generator & Examples (K–8)
Ontario teachers write two or three provincial report cards per year — progress reports in November, Term 1 in February, and Term 2 in June. Each comment must reflect the student's achievement level (1–4), include a strength and a next step, and align to Growing Success (2010). Below are free sample comments organized by division and level — ready to personalize, or to generate from your own evidence with Milo.
If you want to skip the blank page, Milo is an Ontario report card comment generator: it drafts Growing Success–aligned comments (Levels 1–4, plus E/G/S/N Learning Skills) from your own evidence, with information minimized for the generation workflow — and you review and approve every comment before it goes on a report.
Replace [Student] with the child's name and adjust pronouns. Every example follows the Growing Success pattern: strength → evidence → next step.
Is there an Ontario report card comment generator?
Yes. Milo is an Ontario report card comment generator built by an Ontario teacher with 10 years in the classroom. You give it your own evidence and the achievement level, and it drafts a Growing Success–aligned comment — a named strength, the correct Level 1–4 qualifier (limited / some / considerable / a high degree of), and one actionable next step — that you then review, edit, and approve. It generates curriculum comments for Levels 1–4 and Learning Skills comments using the E/G/S/N scale (Excellent, Good, Satisfactory, Needs Improvement), and supports Kindergarten Four Frames and the Communication of Learning. Milo minimizes the information used in generation workflows, data is stored in Canada, and it is PIPEDA-aligned. The teacher's professional judgement stays in charge of every comment — Milo drafts, you decide. The first month is free, then $10 CAD/month. The sample comments below show exactly the format Milo produces, so you can compare a generated draft against the Growing Success pattern before you start.
Primary (Grades 1–3) sample comments
[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.
Junior (Grades 4–6) sample comments
[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.
Intermediate (Grades 7–8) sample comments
[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.
How to write — or generate — an Ontario report card comment
- Start with a strength tied to an overall expectation the student demonstrated this term.
- Signal the achievement level with Growing Success qualifiers: limited (Level 1), some (Level 2), considerable (Level 3), a high degree of / thorough (Level 4).
- Add personalized evidence — what you observed, in parent-friendly language.
- Close with one actionable next step a family could actually support at home.
Related guides: Learning Skills comments (E, G, S, N) · Kindergarten Four Frames comments · Growing Success report card software · Best tools for Ontario teachers · How Milo compares · Canadian data residency for school tools · Milo features
Frequently asked questions
- How many report cards do Ontario elementary teachers write?
- Three per year in most boards: the Elementary Progress Report Card in November, the Term 1 Provincial Report Card in February, and the Term 2 Provincial Report Card in June. Kindergarten uses the Communication of Learning instead.
- What must an Ontario report card comment include?
- Under Growing Success (2010), comments should describe what the student has learned (a strength), identify the achievement level in personalized language, and give a clear, actionable next step. Comments should be written in parent-friendly language and reflect the student's most consistent level of achievement.
- What do achievement Levels 1-4 mean in Ontario?
- Level 3 (B-range) is the provincial standard — achievement with considerable effectiveness. Level 4 (A-range) surpasses the standard; Level 2 (C-range) approaches it with some effectiveness; Level 1 (D-range) means achievement falls much below the standard with limited effectiveness.
- Can I use AI to write Ontario report card comments?
- Yes — as a drafting tool, with the teacher reviewing and approving every comment. Tools like Milo draft Growing Success-aligned comments from your own evidence and keep your professional judgement in charge. Choose a tool that stores data in Canada and is PIPEDA-aligned; never paste identifying student information into tools hosted outside Canada.
- Is there a free Ontario report card comment generator?
- Milo is an Ontario report card comment generator with a free first month (then $10 CAD/month, one plan). It drafts Growing Success–aligned comments from your own evidence — a strength, the correct Level 1–4 qualifier, and a next step — and you review and approve every one. The sample comments on this page are free to copy and personalize with no account.
- How does an Ontario report card generator work?
- You enter your own evidence about a student and the achievement level (1–4) or Learning Skills rating (E/G/S/N). Milo then generates a draft comment in the Growing Success format — named strength, correct qualifier, and one actionable next step — which you edit and approve. Milo minimizes the information used in generation workflows, and the data is stored in Canada and PIPEDA-aligned.
- Can a report card generator write Ontario comments aligned to Growing Success?
- Yes — used as a drafting tool with the teacher approving every output. Milo generates Growing Success (2010) comments using Ontario qualifiers (limited, some, considerable, a high degree of) for Levels 1–4 and the E/G/S/N scale for Learning Skills, including Kindergarten Four Frames. It keeps your professional judgement in charge and never finalizes a comment on its own.
- Does the Ontario report card generator cover Learning Skills and Kindergarten?
- Yes. Milo generates curriculum comments for Levels 1–4 and Learning Skills comments on the E/G/S/N scale (Responsibility, Organization, Independent Work, Collaboration, Initiative, Self-Regulation), and supports Kindergarten Four Frames and the Communication of Learning.