Learning Skills Comment Builder — Free Ontario Report Card Tool

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Pronouns

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Responsibility

E G S N

Opener

Evidence 1

Evidence 2 optional

Next step

Read all 48 Responsibility lines ↓

Organization

E G S N

Opener

Evidence 1

Evidence 2 optional

Next step

Read all 48 Organization lines ↓

Independent Work

E G S N

Opener

Evidence 1

Evidence 2 optional

Next step

Read all 48 Independent Work lines ↓

Collaboration

E G S N

Opener

Evidence 1

Evidence 2 optional

Next step

Read all 48 Collaboration lines ↓

Initiative

E G S N

Opener

Evidence 1

Evidence 2 optional

Next step

Read all 48 Initiative lines ↓

Self-Regulation

E G S N

Opener

Evidence 1

Evidence 2 optional

Next step

Read all 48 Self-Regulation lines ↓

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The six skills

What Ontario asks you to report

Learning skills and work habits are reported separately from subject grades, and kept out of the subject grade as far as possible, in six categories, using four letters. On the elementary report card they fill page one, ahead of any subject.

1

Responsibility

Fulfils commitments, submits work by the agreed-upon dates, and takes responsibility for their own behaviour.

2

Organization

Devises and follows a plan, sets priorities and manages time, and finds the information and resources a task needs.

3

Independent Work

Monitors and revises their own plan, uses class time appropriately, and follows instructions with minimal supervision.

4

Collaboration

Takes a fair share of the work in a group, responds positively to the ideas and traditions of others, and helps resolve conflict.

5

Initiative

Looks for and acts on new ideas, shows curiosity, takes a sensible risk, and meets a new task with a positive attitude.

6

Self-Regulation

Sets goals and monitors progress, asks for help when it is needed, reflects honestly, and perseveres when the work is hard.

E Excellent G Good S Satisfactory N Needs Improvement

A bank is scaffolding, not a finished comment

Growing Success is direct about this. Teachers should be able to compose and use personalized comments as an alternative to selecting from a prepared set of standard ones, and boards should not enact policies that stop them. So borrow a structure from the lines below, then change the substance until the comment could only be about this student.

About report card comments generally, the same document asks you to describe significant strengths and identify next steps for improvement, in language a parent will understand, without simply repeating the wording of the curriculum expectations or the achievement chart. For the learning skills box in particular, it says the teacher elaborates on how the student demonstrated the skills and comments on strengths and next steps for improvement. That is exactly the shape of every entry here: an opener, evidence of what the skill looks like in class, and a next step.

If you want the longer version of that argument, read the complete guide to Ontario report card comments, and for the half most teachers find hardest, next steps that actually help.

The full bank

288 learning skills comment lines

Six skills, four levels, three kinds of sentence. Everything the builder can produce is written out here, in plain HTML, free to read and print.

Each line is printed with [Name] and plural pronouns so it reads as a natural example. The builder swaps in your student's name and the pronouns you choose, and fixes the verbs to match, so they try becomes she tries.

Responsibility

Responsibility is about following through: keeping commitments, handing work in on time, and taking ownership of one's own behaviour. It shows up every day in how a student treats deadlines and classroom expectations.

Excellent (E)

Openers

[Name] demonstrates an excellent sense of responsibility throughout the school day.
Responsibility is a clear strength for [Name] this term.
[Name] can be counted on to follow through on every commitment they make.

Evidence

They submit class work, homework, and assignments by the agreed-upon due dates without reminders.
Their commitments to a group or a partner are always honoured, even when the work is hard.
When they make a mistake, they own it and take steps to put it right.
Materials, notes, and completed work are ready at the start of every lesson.
They manage their own behaviour thoughtfully and set a calm example for others.
Even on busy weeks, they keep track of due dates and hand work in complete.

Next steps

[Name] is encouraged to continue modelling this reliability as tasks become longer and more independent.
A strong next step is taking on a leadership role where others depend on their follow-through.
They would benefit from setting their own deadlines ahead of the posted ones for larger projects.

Good (G)

Openers

[Name] shows a good sense of responsibility at school.
Responsibility is an area of steady strength for [Name].
[Name] is dependable and takes their classroom commitments seriously.

Evidence

They complete and submit most work on time, with only occasional reminders needed.
They follow through on commitments to the class and to their group members.
When a deadline is coming up, they check in to confirm what is expected.
Their behaviour supports the learning of everyone around them.
Homework is usually complete, and missing pieces are made up soon afterwards.
They accept reminders about expectations well and adjust their approach right away.

Next steps

[Name] is encouraged to keep a personal record of due dates so reminders are rarely needed.
A helpful next step is submitting longer assignments a day early to allow time for checking.
They would benefit from tracking their own follow-through on commitments across a full unit.

Satisfactory (S)

Openers

[Name] demonstrates responsibility at a satisfactory level this term.
Responsibility is developing for [Name], with support from classroom routines and reminders.
[Name] meets many classroom responsibilities and is working on consistency.

Evidence

They complete most class work, though assignments are sometimes handed in after the due date.
With a reminder from a teacher or a peer, they return to the task at hand.
Their follow-through is stronger on short tasks than on multi-day assignments.
They are beginning to take ownership of their choices when something goes off track.
Materials are sometimes left at home, which slows the start of a lesson.
They respond well when expectations are reviewed one on one.

Next steps

[Name] is encouraged to record every due date in an agenda and check it at the end of the day.
A clear next step is submitting one assignment early each week to build the habit.
They would benefit from a short weekly check-in to review outstanding work with a teacher.

Needs Improvement (N)

Openers

Responsibility is an area where [Name] needs improvement, and support is in place at school.
[Name] is working towards meeting classroom responsibilities more consistently.
Developing responsibility is a priority goal for [Name] this term.

Evidence

Assignments are often incomplete or submitted well after the agreed-upon due date.
They benefit from frequent reminders to begin, continue, and hand in work.
They are still learning to connect daily choices with the results that follow.
Their materials are frequently missing, which makes it harder to join the lesson.
When a commitment is made to a group, follow-through is inconsistent.
They do best with a structured checklist and a check-in partway through the task.

Next steps

[Name] would benefit from breaking each assignment into small steps with a due date for each one.
A daily agenda check with a teacher or a family member is the most useful next step.
They are encouraged to hand in work as soon as it is done, even if it is not perfect.

Organization

Organization is how a student plans, sets priorities, and keeps track of materials and time. It covers everything from a tidy binder to a workable plan for a long assignment.

Excellent (E)

Openers

Organization is an outstanding strength for [Name].
[Name] plans ahead and keeps their materials in excellent order.
[Name] demonstrates excellent organization in their daily work.

Evidence

They make a plan before starting a task and follow it through to the end.
Notes, handouts, and digital files are labelled and easy for them to find again.
They set priorities well, starting with the work that matters most that week.
Long assignments are broken into steps, with each step finished ahead of time.
They choose the right resources and tools for a task without needing direction.
Their time management allows them to finish carefully rather than rushing at the end.

Next steps

[Name] is encouraged to continue using these planning habits as assignments grow longer and more complex.
A strong next step is planning a multi-week project independently, including their own checkpoints.
They would benefit from sharing their planning strategies with classmates who are still building them.

Good (G)

Openers

[Name] keeps their materials in order and plans their work well.
Organization is a reliable strength for [Name] this term.
[Name] shows good organization across their subjects.

Evidence

They usually make a plan before beginning a task and follow most of it.
Their binder and digital folders are tidy, and materials are easy to locate.
They manage time well on short tasks and are building the same habit for longer ones.
Priorities are usually clear to them, and the most urgent work is done first.
They gather the resources they need with little help from an adult.
Checklists and reminders help them stay on track from one class to the next.

Next steps

[Name] is encouraged to plan backwards from a due date and set personal checkpoints along the way.
A helpful next step is reviewing the plan partway through a task and adjusting it.
They would benefit from trying a digital planner or calendar for tracking longer tasks.

Satisfactory (S)

Openers

[Name] manages materials and time at a satisfactory level.
Organization is developing for [Name] with the support of class structures.
[Name] demonstrates satisfactory organization and is building stronger routines.

Evidence

They follow a plan when one is provided, and are learning to build their own.
Their notes and handouts are sometimes loose or out of order, which costs time.
With a checklist in front of them, they work through tasks in a sensible order.
They sometimes start with the easiest work rather than the most urgent.
Time on longer assignments is often used up before the final steps are finished.
They are beginning to gather the right resources before starting a task.

Next steps

[Name] is encouraged to spend two minutes at the end of each class filing notes and recording next steps.
A clear next step is using one agenda or app for every subject rather than several places.
They would benefit from a weekly binder and folder tidy-up with a teacher check.

Needs Improvement (N)

Openers

Organization is an area where [Name] needs improvement, and structures are in place to help.
[Name] is working towards keeping their materials and time better organized.
Building organization routines is a key goal for [Name] right now.

Evidence

Notes, handouts, and completed work are often missing when they are needed.
They usually need an adult to help plan the steps of a task before starting.
Class time is often used up before the most important part of the work begins.
They do noticeably better when a task is broken down and materials are ready in advance.
Their materials for one subject are frequently mixed in with another.
They are learning which resources to gather and where to keep them.

Next steps

[Name] would benefit from a single labelled binder or folder set up with a teacher's help.
A useful next step is a short, predictable end-of-day routine for packing and recording homework.
They are encouraged to use a written checklist for every task, ticking off each step.

Independent Work

Independent Work is about staying on task and making progress without constant supervision. It includes using class time well, following instructions, and checking one's own progress along the way.

Excellent (E)

Openers

[Name] works with focus and independence from the first minute of class.
Independent Work is a clear strength for [Name].
[Name] demonstrates excellent independent work habits in every subject.

Evidence

They use class time fully, moving from one task to the next without prompting.
Instructions are followed accurately the first time, with very few questions needed.
They monitor their own progress and adjust their plan when something is not working.
When the room is busy, they stay focused on the task in front of them.
They check their work against the criteria before deciding it is finished.
Their independence allows them to take on open-ended tasks with confidence.

Next steps

[Name] is encouraged to continue taking on longer, open-ended tasks that stretch this independence.
A strong next step is setting their own success criteria before beginning a task.
They would benefit from showing a classmate how they get started independently.

Good (G)

Openers

[Name] works well on their own for most of a lesson.
Independent Work is a steady strength for [Name] this term.
[Name] shows good independent work habits in class.

Evidence

They use class time well and complete most tasks without needing reminders.
Instructions are followed accurately, and they ask a clear question when unsure.
They check their progress partway through a task and keep moving forward.
Once started, they stay with a task until it is finished.
They need only occasional redirection when the classroom is busy or noisy.
Their work is completed carefully, with mistakes caught before they hand it in.

Next steps

[Name] is encouraged to begin tasks right away rather than waiting for a signal to start.
A helpful next step is planning a longer task independently and checking progress at the halfway point.
They would benefit from working through a difficult step alone before asking for help.

Satisfactory (S)

Openers

[Name] works independently for part of a lesson and is building stamina.
Independent Work is developing for [Name] with regular check-ins.
[Name] demonstrates satisfactory independent work habits this term.

Evidence

They start tasks well but need reminders to keep going after the first few minutes.
Instructions are usually followed, though they sometimes ask to have them repeated.
They use class time productively when seated away from distractions.
Their progress is steadier on short tasks than on longer, open-ended ones.
With a check-in halfway through, they finish the work to a good standard.
They are learning to check the success criteria before deciding a task is done.

Next steps

[Name] is encouraged to reread the instructions and try one step before asking for support.
A clear next step is setting a small goal for each block of class time.
They would benefit from a quiet work space and a timed goal to build focus.

Needs Improvement (N)

Openers

Independent Work is an area where [Name] needs improvement, and support is being provided.
[Name] is working towards completing tasks with less adult support.
Building independence at work time is an important goal for [Name].

Evidence

They need frequent prompting to begin a task and to keep working on it.
Class time is often used for other things before the assigned work is started.
Instructions are more successful when they are given one step at a time.
They do well with a nearby adult and a clear, short goal for each work period.
Their focus is stronger in a quiet space with fewer things happening nearby.
They are beginning to recognize when they have drifted off task.

Next steps

[Name] would benefit from tasks broken into short timed blocks with a check-in after each one.
A useful next step is repeating the instructions back before starting the work.
They are encouraged to keep a small goal card on the desk for each work period.

Collaboration

Collaboration is how a student works with others: sharing the load, listening to different points of view, and helping a group reach its goal. It also covers solving disagreements respectfully.

Excellent (E)

Openers

[Name] is a generous and thoughtful partner in any group.
Collaboration is a real strength for [Name].
[Name] demonstrates excellent collaboration skills in group work.

Evidence

They take on any role in a group and carry a fair share of the work.
They listen carefully to the ideas, opinions, and traditions of others before responding.
When a group disagrees, they help members find common ground and move forward.
They share information, resources, and know-how so the whole group can succeed.
Their questions push a group's thinking and lead to better decisions.
Classmates seek them out as a partner because they are respectful and reliable.

Next steps

[Name] is encouraged to continue taking on a facilitator role in larger group projects.
A strong next step is helping a group set its own norms at the start of a project.
They would benefit from working with a wider range of partners to stretch this strength.

Good (G)

Openers

[Name] works well with classmates and contributes reliably to a group.
Collaboration is a steady strength for [Name] this term.
[Name] shows good collaboration skills in group work.

Evidence

They accept the role they are given and complete their share of the work.
They listen to other points of view and build on their classmates' ideas.
Disagreements are handled calmly, and they look for a solution that works for everyone.
They share materials, notes, and ideas willingly with their group.
Their peer relationships are positive and respectful, both in person and online.
Group members can count on them to bring their part finished and on time.

Next steps

[Name] is encouraged to offer their own ideas earlier in a group discussion.
A helpful next step is checking that quieter group members have a chance to speak.
They would benefit from taking a turn as the group's organizer or reporter.

Satisfactory (S)

Openers

[Name] contributes to group work and is building stronger teamwork habits.
Collaboration is developing for [Name] with the support of clear group roles.
[Name] demonstrates satisfactory collaboration skills this term.

Evidence

They contribute well when the group's roles and tasks are clearly assigned.
They are learning to listen fully before responding to a classmate's idea.
Their share of the work is completed, though sometimes later than the group needs.
When a disagreement comes up, they look to an adult rather than to the group first.
They work most comfortably with familiar partners and are widening that circle.
Sharing resources and ideas comes more easily to them in small groups.

Next steps

[Name] is encouraged to help set the group's plan at the start rather than waiting for a task.
A clear next step is practising one strategy for disagreeing respectfully with a classmate.
They would benefit from working with a variety of partners in short, structured tasks.

Needs Improvement (N)

Openers

Collaboration is an area where [Name] needs improvement, and structured support is in place.
[Name] is working towards contributing more consistently in group settings.
Building teamwork skills is an important goal for [Name] this term.

Evidence

They find group work challenging and often prefer to work alone.
Their share of a group task is frequently incomplete when the group needs it.
They are learning to hear a classmate's idea through before offering their own.
Disagreements are difficult, and they do better with an adult nearby to guide the conversation.
They do best in a pair with a familiar, patient partner and a defined job.
Sharing materials and ideas is an emerging skill that they are practising.

Next steps

[Name] would benefit from a clearly assigned role in every group so expectations are concrete.
A useful next step is practising simple sentence starters for agreeing and disagreeing kindly.
They are encouraged to begin with partner work before moving into larger groups.

Initiative

Initiative is curiosity in action: looking for new ideas, trying something that might not work, and meeting new tasks with a positive attitude. It also includes speaking up appropriately for oneself and for others.

Excellent (E)

Openers

[Name] approaches new learning with curiosity and real enthusiasm.
Initiative is a clear strength for [Name] this term.
[Name] demonstrates excellent initiative as a learner.

Evidence

They look for new ideas and act on them without waiting to be asked.
They try new approaches willingly, even when the outcome is uncertain.
Questions that go well beyond the lesson show genuine curiosity about the subject.
They approach unfamiliar tasks with a positive attitude and a plan to get started.
They speak up appropriately for their own needs and for those of their classmates.
Their willingness to take a risk encourages others in the class to do the same.

Next steps

[Name] is encouraged to continue acting on their own ideas through a self-directed project.
A strong next step is sharing their ideas with an audience beyond the classroom.
They would benefit from seeking out extension tasks whenever the core work is finished.

Good (G)

Openers

[Name] takes an active interest in new learning.
Initiative is a steady strength for [Name].
[Name] shows good initiative in class.

Evidence

They volunteer ideas in discussion and follow up on the ones that interest them.
They try a new approach when the first one does not work.
New tasks are met with a positive attitude and a willingness to begin.
They ask thoughtful questions that show real interest in the topic.
They are willing to take a sensible risk in front of their classmates.
Their curiosity shows in the extra reading and examples they bring to class.

Next steps

[Name] is encouraged to act on their own ideas without waiting for an invitation.
A helpful next step is choosing one topic to explore more deeply in each unit.
They would benefit from volunteering for an unfamiliar role or task.

Satisfactory (S)

Openers

[Name] takes part willingly and is building confidence with new ideas.
Initiative is developing for [Name] with encouragement.
[Name] demonstrates satisfactory initiative this term.

Evidence

They take part willingly once a task has been explained and modelled.
They are more comfortable with familiar work than with tasks that are open-ended.
Given a prompt or an example, they contribute ideas that are well worth hearing.
They are beginning to try a second approach when the first one stalls.
New tasks are approached carefully, and they watch others before starting.
Their curiosity comes through most clearly in topics they already enjoy.

Next steps

[Name] is encouraged to share one idea in each class discussion.
A clear next step is starting a new task before waiting to see how classmates begin.
They would benefit from choosing the topic for one assignment based on their own interests.

Needs Improvement (N)

Openers

Initiative is an area where [Name] needs improvement, and encouragement is offered daily.
[Name] is working towards approaching new tasks with more confidence.
Building initiative is a goal for [Name] this term.

Evidence

They rarely start a new task until an adult has worked through an example.
Unfamiliar work is often met with hesitation, and they wait for reassurance.
They do contribute ideas in a small, familiar group where they feel safe.
They are learning that a first attempt does not have to be correct.
Their interest grows noticeably when a topic connects to their own life.
They need a direct invitation to take part rather than an open call to the class.

Next steps

[Name] would benefit from low-risk chances to share ideas, such as writing before speaking.
A useful next step is starting new tasks with a partner who models a confident beginning.
They are encouraged to name one thing they are curious about at the start of each unit.

Self-Regulation

Self-Regulation is about setting goals, noticing what is working, and asking for help at the right time. It also covers persistence, or how a student responds when the work gets hard.

Excellent (E)

Openers

[Name] sets goals thoughtfully and keeps close track of their own progress.
Self-Regulation is a clear strength for [Name].
[Name] demonstrates excellent self-regulation as a learner.

Evidence

They set personal learning goals and check their progress towards them regularly.
They ask for help at exactly the right moment, with a clear and specific question.
They reflect honestly on their strengths and needs, and act on what they notice.
When work becomes difficult, they persevere and try another strategy.
Their choice of strategies shows a clear understanding of how they learn best.
They identify the resources and choices that will help them reach a goal.

Next steps

[Name] is encouraged to continue setting goals that stretch across a full unit or term.
A strong next step is keeping a short reflection log and reviewing it each reporting period.
They would benefit from coaching a classmate through the goal-setting process.

Good (G)

Openers

[Name] sets goals and generally manages their own learning well.
Self-Regulation is a steady strength for [Name] this term.
[Name] shows good self-regulation in class.

Evidence

They set realistic goals and check in on them with a little prompting.
They ask for clarification when they need it, rather than staying stuck.
They reflect thoughtfully on what went well and what they would change.
When a task is challenging, they keep working and try a different approach.
Their self-assessments are honest and close to a teacher's judgement.
They recognize when they need a short reset and take one appropriately.

Next steps

[Name] is encouraged to record their goals in writing and revisit them each week.
A helpful next step is naming the specific strategy that helped when a task went well.
They would benefit from setting one goal in a subject they find more difficult.

Satisfactory (S)

Openers

[Name] is building the habit of setting goals and tracking their progress.
Self-Regulation is developing for [Name] with support and reminders.
[Name] demonstrates satisfactory self-regulation this term.

Evidence

They set goals when guided through the process and are learning to do so alone.
They sometimes wait a long time before asking for the help they need.
Their reflections are honest, and they become more detailed with prompting questions.
When work is hard, they persevere for a while before looking for support.
They are beginning to notice which strategies work best for them.
Short, frequent goals suit them better than long-term ones at this stage.

Next steps

[Name] is encouraged to ask a question as soon as they have been stuck for a few minutes.
A clear next step is writing one small goal each Monday and reviewing it on Friday.
They would benefit from a simple checklist for reflecting on completed work.

Needs Improvement (N)

Openers

Self-Regulation is an area where [Name] needs improvement, and strategies are being taught directly.
[Name] is working towards setting goals and asking for help more readily.
Building self-regulation strategies is a priority for [Name] right now.

Evidence

They find it hard to keep going when a task becomes difficult.
Help is often not requested until frustration has already built up.
They are learning to name what they do well and what they need next.
Goals set with an adult are more successful than goals they set alone.
They do respond well to a calm reset and a smaller first step.
Their persistence grows when a task is broken into parts they can finish.

Next steps

[Name] would benefit from an agreed signal for asking for help before frustration builds.
A useful next step is setting one small, checkable goal at the start of every lesson.
They are encouraged to name one strength and one next step after each assignment.

Questions

Before you use these

Is this free, and do I need an account?

It is free, and there is nothing to sign up for. The builder and all 288 sentences are on this page. Read them, print them, copy a line by hand, or use the tool. Nothing is held back behind a form.

Can I paste these comments straight onto a report card?

Treat them as a starting point. Growing Success says teachers should be able to compose personalized comments rather than select from a prepared set of standard ones, so borrow the wording and then change the substance until it is this student. Add the detail only you noticed, and the comment stops sounding like a template. If you would rather start from your own records instead, Gradefully drafts personalized comments in your own voice from what you already keep in your gradebook.

How many characters fit in a learning skills comment box?

That depends on your board and your reporting software, not on the province, so we do not print a number here. Check your own limit once, type it into the limit box in the builder, and the character count will tell you how much room is left.

Does anything I type get sent anywhere?

No. The builder runs entirely in your browser. The student's name, the lines you pick, and the finished comment never leave your device, nothing is saved, and closing the tab clears it.

Sources

Where the claims on this page come from

The documents behind the claims on this page. Page numbers are the printed page.

Growing Success: Assessment, Evaluation and Reporting in Ontario Schools, First Edition, Covering Grades 1 to 12
Ontario Ministry of Education · 2010 · PDF, 168 pages · pp. 11, 55, 64
Elementary Provincial Report Card, Grades 1–6 (Public), form 0461E (2023/09)
King's Printer for Ontario / Ministry of Education · 2023 · PDF, 4 pages · p. 1 of 4
Elementary and secondary report card templates
Government of Ontario · current index · web page

Links checked July 2026. If a source here does not say what we say it says, tell us at /contact/ and we will fix it.

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