Learning Skills Comment Builder

Fabien Dupont-Mattar, OCT · high school computer science teacher and founder of Gradefully · July 28, 2026

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Responsibility
Strength
Next step

Read all 44 Responsibility lines ↓

Organization
Independent Work
Collaboration
Initiative
Self-Regulation

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The six skills

What Ontario asks you to report

In Grades 1 to 8, teachers are expected to write a long comment covering the learning skills and work habits.

The idea is that this group of six skills is what allows students to be successful in school and in society. The expectation is that teachers actively model them and explicitly teach them.

1

Responsibility

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

What I look for: does not make excuses for late work, owns their behaviour and accepts the consequences, and is ready to present on the day it is due.

2

Organization

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

What I look for: their binder and locker are in order and they have their notes and homework with them, they know when homework and tests are due, and they can juggle a sports team, classes, a job, and friendships.

3

Independent Work

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

What I look for: they get to work right away, and they use a work period well without reminders.

4

Collaboration

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

What I look for: they do their part in group work, they make sure other people are included and encouraged, and they let others speak and listen to their ideas in a discussion.

5

Initiative

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

What I look for: they ask a lot of questions, they set up and clean up a lab without being asked, and when they are unsure what to do they ask instead of waiting for me.

6

Self-Regulation

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

What I look for: they know what they do and do not understand, and they ask for help to get better.

E Excellent G Good S Satisfactory N Needs Improvement

A bank gets you past the blank box. It does not finish the comment.

Report cards are a volume problem before they are a writing problem. I teach three sections of high school science per semester, and every one of those students needs a comment that says something true about them. The first ten are careful. However, after some 50 comments, at ten at night with the deadline in the morning, I catch myself reaching for last term's sentence and swapping the name. I doubt I am the only one. That is a big part of why I built Gradefully. If you want to know more about its personalized report card comment generator, you can check out how it works.

I do not teach elementary school anymore, so learning skills and work habits comments are no longer on my own pile. A lot of my colleagues still write them. This tool is to help them, and to help you.

Growing Success says it is important that teachers have the opportunity to write their own personalized comments instead of picking from a prepared set of standard ones, and that boards should not enact policies that prevent that. It is right, and a bank is not an argument against it. The bank gives me "She uses class time fully, moving from one task to the next without prompting. For example, during lab work she reviews procedures and prepares her data tables while waiting for the material to be handed out." The first sentence is the comment bank. The second sentence is personal to the student.

If you want to learn more tips about writing Ontario report card comments, check out my guides for elementary teachers and high school teachers, and the half most of us find hardest is in next steps that actually help.

The full bank

288 learning skills comment lines

Here is the full comment bank that is built into the tool above.

Each skill has three openers per level, and three to five chips. A chip is one concrete thing the skill looks like in class, and every chip writes two sentences: one if you tap it as a strength, another if you tap it as a next step. Every line below uses [Name] and plural pronouns. The builder swaps in your student's name and the pronouns you pick, and fixes the verbs to match, so they try becomes she tries.

Responsibility

Following through: keeping commitments, handing work in on time, owning your own behaviour. It shows up every day, in how a student treats a deadline.

Excellent (E)

Openers
  • Responsibility is a real strength for [Name] this term.
  • [Name] can be counted on, every day and in every subject.
  • [Name] takes full responsibility for their work and their choices.
Strengths and next steps
  • Work in on time StrengthThey hand in class work, homework, and assignments by the agreed-upon date without reminders. Next stepA strong next step is setting their own deadlines ahead of the posted ones on longer projects.
  • Ready for the day StrengthThey arrive with the right materials and are ready to start, including on presentation days. Next stepThe next step for [Name] is helping the class get set up before a lab or a presentation.
  • Owns their behaviour StrengthWhen they make a mistake, they own it, accept the consequence, and put it right. Next stepA good stretch is naming what they would do differently, not only what went wrong.
  • Keeps commitments StrengthThey follow through on every commitment they make, to a partner, a group, or the class. Next step[Name] is ready to take on taking on a class role where other people depend on their follow-through.

Good (G)

Openers
  • [Name] shows a good sense of responsibility at school.
  • Responsibility is a steady strength for [Name].
  • [Name] follows through on most of what they are asked to do.
Strengths and next steps
  • Work in on time StrengthThey hand in most work by the agreed-upon date, with the occasional reminder. Next stepA useful next step is starting longer assignments a day earlier than they think they need to.
  • Ready for the day StrengthThey usually arrive with the right materials and are ready to begin. Next step[Name] would benefit from packing for tomorrow the night before, not in the morning.
  • Owns their behaviour StrengthThey usually own a mistake and accept the consequence without argument. Next stepA good next step is saying what they will change before an adult suggests it.
  • Keeps commitments StrengthThey follow through on most commitments to a partner or a group. Next stepThe next step is checking in with their group partway through, not only at the end.

Satisfactory (S)

Openers
  • [Name] meets their responsibilities with some support.
  • Responsibility is developing for [Name] this term.
  • [Name] meets most classroom responsibilities when routines are in place.
Strengths and next steps
  • Work in on time StrengthThey hand in work on time when the due date is written down and checked with them. Next step[Name] would benefit from writing every due date in one agenda and checking it at the end of each day.
  • Ready for the day StrengthThey are ready to start when they have a checklist of what to bring. Next stepA helpful next step is a short list of what each class needs, kept at the front of their binder.
  • Owns their behaviour StrengthThey own a mistake once they have had a moment to settle. Next stepThe next step is a short, private reset conversation after a difficult moment.
  • Keeps commitments StrengthThey keep a commitment when the job they agreed to is written down. Next stepA good habit to build is agreeing to one clear job in a group and reporting back on it.

Needs Improvement (N)

Openers
  • Responsibility is a goal for [Name], and support is in place at school.
  • [Name] are working towards meeting classroom responsibilities more consistently.
  • Building responsibility is a priority for [Name] this term.
Strengths and next steps
  • Work in on time StrengthThey are beginning to hand work in closer to the due date with a daily check-in. Next stepA good first step is agreeing on one short check-in partway through each assignment.
  • Ready for the day StrengthThey are beginning to arrive with the materials they need for the lesson. Next step[Name] would benefit from one agreed spot at home where everything for school lives.
  • Owns their behaviour StrengthThey are learning to name their own part in a problem rather than looking for a reason outside it. Next stepOne place to start is one agreed signal for stepping away and coming back ready to talk.
  • Keeps commitments StrengthThey are beginning to follow through on a small job agreed in advance. Next stepA helpful first step is one small classroom job, agreed and reviewed each week.

Organization

Planning, priorities, and keeping track of time and materials. Everything from a tidy binder to a workable plan for a long assignment.

Excellent (E)

Openers
  • Organization is a real strength for [Name].
  • Very little slips past [Name], in any subject.
  • [Name] are one of the best organized students in the class.
Strengths and next steps
  • Materials in order StrengthTheir binder, notes, and handouts are always in order, so they can find what they need in seconds. Next stepThe next step for [Name] is showing a classmate how they set up their binder and their files.
  • Follows a plan StrengthThey make a plan before starting and follow it right through to the end. Next stepA good stretch is planning a multi-week project alone, with their own checkpoints.
  • Manages time StrengthThey manage their time so well that they finish carefully instead of rushing at the end. Next step[Name] is ready to take on planning for the busy weeks in advance, school and everything else together.
  • Tracks due dates StrengthThey know exactly what is due and when, across every subject. Next stepOne thing to aim for is planning backwards from the due date and setting their own checkpoints.
  • Finds what they need StrengthThey find the right resources, tools, and technology for a task without being pointed at them. Next stepA strong stretch would be judging which source is the most reliable, not only the fastest to find.

Good (G)

Openers
  • [Name] shows good organization in their daily work.
  • Organization is a steady strength for [Name] this term.
  • [Name] are well organized across most of their subjects.
Strengths and next steps
  • Materials in order StrengthTheir binder and notes are usually in order, and they can find what they need with little searching. Next step[Name] would benefit from a five-minute tidy of their binder and computer files each week.
  • Follows a plan StrengthThey usually make a plan before starting and follow most of it. Next stepA good next step is checking the plan halfway through and changing it if it is not working.
  • Manages time StrengthThey manage time well on short tasks and are building the same habit on longer ones. Next stepThe next step is estimating how long each task will take before starting it.
  • Tracks due dates StrengthThey know what is due in most subjects and rarely need to be told twice. Next stepOne thing to work on is a weekly look ahead at everything due in the next two weeks.
  • Finds what they need StrengthThey gather most of what they need for a task with very little help. Next stepA practical next step is listing what they will need before starting, not partway through.

Satisfactory (S)

Openers
  • [Name] are organized when routines and reminders are in place.
  • Organization is developing for [Name] this term.
  • [Name] stays on top of school work with some support.
Strengths and next steps
  • Materials in order StrengthThey keep their materials in order when they have a routine to follow. Next stepA helpful next step is a set place for every handout, checked at the end of the lesson.
  • Follows a plan StrengthThey follow a plan when the steps are given to them. Next stepThe next step is breaking each task into three steps before starting.
  • Manages time StrengthThey use their time well when the task is broken into timed parts. Next stepA good habit to build is working in timed blocks with a short break between them.
  • Tracks due dates StrengthThey keep track of due dates when they are written in one agreed place. Next stepOne thing to work on is one agenda for every subject, checked at the end of each day.
  • Finds what they need StrengthThey find the resources they need when they are shown where to look. Next stepA practical next step is a short list of where each subject's resources live.

Needs Improvement (N)

Openers
  • Organization is an area of need for [Name], and structures are in place to help.
  • [Name] are working towards being organized more consistently.
  • Building organization is a priority for [Name] this term.
Strengths and next steps
  • Materials in order StrengthThey are beginning to keep their notes and handouts in one place when reminded. Next step[Name] would benefit from one labelled binder, set up with a teacher and checked each day.
  • Follows a plan StrengthThey are beginning to follow a two-step plan made with an adult. Next stepOne place to start is naming the very first step out loud before they begin.
  • Manages time StrengthThey are beginning to use a timer or a checklist to track how long a task takes. Next stepA helpful first step is one timed ten-minute block at the start of every work period.
  • Tracks due dates StrengthThey are beginning to write due dates down as they are given. Next stepA realistic first step is writing the due date in the same place every time, with a quick check from an adult.
  • Finds what they need StrengthThey are beginning to ask where to find a resource instead of stopping. Next stepThe first step is one agreed place to look first when they are stuck.

Independent Work

Getting on with the work without someone standing over you: using class time, following instructions, and checking your own progress as you go.

Excellent (E)

Openers
  • Independent work is a real strength for [Name].
  • [Name] works independently and makes strong use of every work period.
  • [Name] needs very little supervision to get good work done.
Strengths and next steps
  • Gets started right away StrengthThey start work the moment a task is set, with no reminder at all. Next stepA good stretch is starting with the harder task rather than the easy one.
  • Uses class time well StrengthThey use class time fully, moving from one task to the next without prompting. Next step[Name] is ready to take on using the last five minutes of a period to check work rather than to pack up.
  • Follows instructions StrengthThey follow written and spoken instructions accurately the first time. Next stepOne thing to aim for is reading the whole task through before starting any of it.
  • Checks their own work StrengthThey check their own work as they go, notice what is not right, and fix it. Next stepA strong stretch would be changing their plan partway through when the evidence says it is not working.

Good (G)

Openers
  • [Name] works well on their own most of the time.
  • Independent work is a steady strength for [Name].
  • [Name] rarely needs a reminder to keep going.
Strengths and next steps
  • Gets started right away StrengthThey start work quickly once a task is set. Next stepA good next step is getting the first sentence or the first calculation down before anything else.
  • Uses class time well StrengthThey use most of the work period well and need few reminders to stay with it. Next stepThe next step is naming what they will finish in the period before it starts.
  • Follows instructions StrengthThey follow instructions well and ask when something is unclear. Next stepOne thing to work on is putting the instructions into their own words before beginning.
  • Checks their own work StrengthThey check their work at the end and correct most of what they find. Next stepA practical next step is checking against the rubric before handing anything in.

Satisfactory (S)

Openers
  • [Name] works independently when the task and the time are clearly set out.
  • Independent work is developing for [Name] this term.
  • [Name] works on their own with some check-ins from a teacher.
Strengths and next steps
  • Gets started right away StrengthThey start work once they have had a short prompt to begin. Next stepThe next step is a two-minute start routine: materials out, first step named, go.
  • Uses class time well StrengthThey use class time well when they are sitting where distractions are fewest. Next stepA good habit to build is a work spot chosen for focus and a check-in halfway through.
  • Follows instructions StrengthThey follow instructions when they are broken into steps or written down. Next stepOne thing to work on is ticking off each instruction as it is finished.
  • Checks their own work StrengthThey check their work when they have a checklist or a rubric to check it against. Next stepA practical next step is a simple three-point checklist to use before they hand work in.

Needs Improvement (N)

Openers
  • Independent work is an area of need for [Name], and support is in place.
  • [Name] are working towards doing more without a reminder.
  • Building independence is a priority for [Name] this term.
Strengths and next steps
  • Gets started right away StrengthThey are beginning to start a task within the first few minutes with a quiet reminder. Next stepOne place to start is an agreed signal from a teacher at the start of every work period.
  • Uses class time well StrengthThey are beginning to work for longer stretches before needing a reminder. Next stepA helpful first step is one short, timed stretch of work with a clear finish line.
  • Follows instructions StrengthThey are beginning to reread the instructions before asking what to do. Next stepA realistic first step is one instruction at a time, checked before moving to the next.
  • Checks their own work StrengthThey are beginning to look back over an answer before saying they are finished. Next stepThe first step is one question to ask before handing in: did I answer what was asked?

Collaboration

Working with other people: carrying a fair share, listening to a point of view that is not yours, and sorting out a disagreement respectfully.

Excellent (E)

Openers
  • Collaboration is a real strength for [Name].
  • [Name] is the kind of group member every teacher hopes for.
  • [Name] makes any group they join work better.
Strengths and next steps
  • Carries a fair share StrengthThey take a full and fair share of the work, whatever role they are given. Next step[Name] is ready to take on taking the role the group needs rather than the one they prefer.
  • Listens to other ideas StrengthThey listen carefully to other people's ideas and build on them instead of talking over them. Next stepOne thing to aim for is drawing out the quietest idea in the group and testing it properly.
  • Includes everyone StrengthThey make sure everybody in the group is included, heard, and encouraged. Next stepA strong stretch would be noticing when somebody has gone quiet and bringing them back in.
  • Works through disagreement StrengthWhen a group disagrees, they help it find a way forward that everybody can accept. Next stepA strong next step is naming what the group already agrees on before arguing the rest.
  • Shares what they know StrengthThey share what they know freely, and the whole group learns faster for it. Next stepThe next step for [Name] is teaching one part of the task to the group rather than doing it for them.

Good (G)

Openers
  • [Name] works well with others across the class.
  • Collaboration is a steady strength for [Name].
  • [Name] is a reliable partner in group work.
Strengths and next steps
  • Carries a fair share StrengthThey take a fair share of the work in most groups. Next stepThe next step is agreeing who does what before the group starts working.
  • Listens to other ideas StrengthThey listen well in a discussion and let other people finish. Next stepOne thing to work on is saying back somebody else's idea before adding their own.
  • Includes everyone StrengthThey usually make sure everybody in the group is included. Next stepA practical next step is checking that every person in the group has spoken before the group decides.
  • Works through disagreement StrengthThey help settle most disagreements in a group calmly. Next stepA useful next step is asking what the other person wants before saying what they want.
  • Shares what they know StrengthThey share information and resources with the group when asked. Next step[Name] would benefit from offering an idea early instead of waiting to be asked.

Satisfactory (S)

Openers
  • [Name] works well with others when roles are clear.
  • Collaboration is developing for [Name] this term.
  • [Name] contributes to a group with some support.
Strengths and next steps
  • Carries a fair share StrengthThey take a fair share when their role is agreed at the start. Next stepA good habit to build is one written job in each group task, reviewed at the end.
  • Listens to other ideas StrengthThey listen to others when the discussion has a clear turn-taking routine. Next stepOne thing to work on is a turn-taking signal in small-group discussion.
  • Includes everyone StrengthThey include others when a teacher sets the groups and the roles. Next stepA practical next step is working with a different partner each week.
  • Works through disagreement StrengthThey settle a disagreement with an adult nearby to help. Next step[Name] would benefit from a short script for disagreeing without falling out.
  • Shares what they know StrengthThey share what they have when they are reminded that the group needs it. Next stepA helpful next step is one agreed moment in each task to share what they have found.

Needs Improvement (N)

Openers
  • Collaboration is an area of need for [Name], and support is in place.
  • [Name] are working towards taking a fuller part in group work.
  • Building collaboration skills is a priority for [Name] this term.
Strengths and next steps
  • Carries a fair share StrengthThey are beginning to take on one clear job within a group. Next stepA helpful first step is one small, clear job in the next group task.
  • Listens to other ideas StrengthThey are beginning to wait for a turn before speaking in a discussion. Next stepA realistic first step is one agreed cue for waiting before speaking.
  • Includes everyone StrengthThey are beginning to work with a wider range of classmates. Next stepThe first step is one paired task with a classmate they do not usually choose.
  • Works through disagreement StrengthThey are beginning to talk through a disagreement instead of walking away from it. Next stepA good first step is one calm-down step agreed in advance for when a group gets stuck.
  • Shares what they know StrengthThey are beginning to share their notes and ideas with a partner. Next step[Name] would benefit from sharing one idea with one partner before the whole group.

Initiative

Curiosity in action: looking for new ideas, trying something that might not work, and speaking up for yourself and for other people.

Excellent (E)

Openers
  • Initiative is a real strength for [Name].
  • [Name] are genuinely curious, and it shows in everything they take on.
  • [Name] looks for the next thing to learn rather than waiting to be told.
Strengths and next steps
  • Asks questions StrengthThey ask sharp, curious questions that push the whole class's thinking on. Next stepOne thing to aim for is turning one of their own questions into something they investigate properly.
  • Acts without being asked StrengthThey set up and clear away without being asked, and see what needs doing before anyone says it. Next stepA strong stretch would be taking charge of one routine job for the class and running it independently.
  • Tries something new StrengthThey try an approach that might not work, and learn from it either way. Next stepA strong next step is choosing the harder version of a task when there is a choice.
  • Meets new work positively StrengthThey meet every new task with real energy, including the difficult ones. Next stepThe next step for [Name] is bringing that same energy to the parts of the subject they enjoy least.
  • Speaks up fairly StrengthThey speak up for them and for other people, and do it respectfully. Next stepA good stretch is raising a concern with a solution attached.

Good (G)

Openers
  • [Name] shows plenty of initiative in class.
  • Initiative is a steady strength for [Name].
  • [Name] takes an active interest in new learning.
Strengths and next steps
  • Asks questions StrengthThey ask good questions and follow up on the answers. Next stepOne thing to work on is writing down one question before each new topic starts.
  • Acts without being asked StrengthThey often help set up or clear away without being asked. Next stepA practical next step is starting the next part of a task without checking first.
  • Tries something new StrengthThey are willing to try a new approach when the safe one is available. Next stepA useful next step is putting forward a first attempt before it is polished.
  • Meets new work positively StrengthThey meet new tasks with a positive attitude. Next step[Name] would benefit from naming one thing they are looking forward to in a new unit.
  • Speaks up fairly StrengthThey speak up for them when something is not fair. Next stepA good next step is saying what they need at the time, not afterwards.

Satisfactory (S)

Openers
  • [Name] shows initiative when they are encouraged to.
  • Initiative is developing for [Name] this term.
  • [Name] takes on new work with some encouragement.
Strengths and next steps
  • Asks questions StrengthThey ask questions in a small group more readily than in front of the class. Next stepOne thing to work on is asking a partner one question before asking the class.
  • Acts without being asked StrengthThey help willingly when asked, and are starting to see the job before the ask. Next stepA practical next step is one named job they own in each practical task.
  • Tries something new StrengthThey try something new when they know a wrong answer costs nothing. Next step[Name] would benefit from low-stakes practice where a wrong answer is expected.
  • Meets new work positively StrengthThey settle into a new task well once they know what it involves. Next stepA helpful next step is a preview of what a new task involves before it begins.
  • Speaks up fairly StrengthThey speak up in private more readily than in front of the class. Next stepThe next step is an agreed way to raise a concern quietly.

Needs Improvement (N)

Openers
  • Initiative is an area of need for [Name], and encouragement is in place.
  • [Name] are working towards taking a more active part in new learning.
  • Building initiative is a priority for [Name] this term.
Strengths and next steps
  • Asks questions StrengthThey are beginning to ask a question rather than wait to be asked. Next stepA realistic first step is one agreed way to signal a question without speaking out loud.
  • Acts without being asked StrengthThey are beginning to notice what needs doing at the start and end of a task. Next stepThe first step is one small setup job agreed at the start of the lesson.
  • Tries something new StrengthThey are beginning to attempt work they are not yet sure about. Next stepA good first step is one attempt at a hard question, with no mark attached.
  • Meets new work positively StrengthThey are beginning to start a new task without saying it cannot be done. Next step[Name] would benefit from naming one part of the task they think they can do.
  • Speaks up fairly StrengthThey are beginning to say when something is not working for them. Next stepOne place to start is one sentence to a teacher when something is not fair.

Self-Regulation

Setting goals, noticing what is working, and asking for help at the right time. It also covers what a student does when the work gets hard.

Excellent (E)

Openers
  • Self-regulation is a real strength for [Name].
  • [Name] are in charge of their own learning, and it shows.
  • [Name] manages their own learning with real maturity.
Strengths and next steps
  • Sets and tracks goals StrengthThey set their own learning goals and check their progress against them without being asked. Next stepA strong stretch would be setting a goal that stretches across a whole term, with their own checkpoints.
  • Asks for help StrengthThey ask for help at exactly the right moment, with a clear and specific question. Next stepA strong next step is helping a classmate turn being stuck into a specific question.
  • Knows their strengths and gaps StrengthThey know exactly what they do well and what they do not understand yet, and say so honestly. Next stepThe next step for [Name] is turning that self-knowledge into the strategy they pick first.
  • Keeps going when it is hard StrengthWhen work gets hard, they stay with it and try another way rather than stopping. Next stepA good stretch is keeping a note of the strategies that got them through the hard parts.

Good (G)

Openers
  • [Name] manages their own learning well.
  • Self-regulation is a steady strength for [Name].
  • [Name] takes charge of their own learning most of the time.
Strengths and next steps
  • Sets and tracks goals StrengthThey set goals and check back on them across a unit. Next stepA practical next step is writing down how they will know the goal has been met.
  • Asks for help StrengthThey ask for help when they need it, and usually before they have been stuck for long. Next stepA useful next step is naming exactly which part they do not understand before asking.
  • Knows their strengths and gaps StrengthThey reflect honestly on their strengths and on what they need to work on. Next step[Name] would benefit from naming one strength and one next step after each assignment.
  • Keeps going when it is hard StrengthThey keep going when work gets hard, with the occasional encouragement. Next stepA good next step is naming a second strategy to try before the first one fails.

Satisfactory (S)

Openers
  • [Name] manages their own learning with some support.
  • Self-regulation is developing for [Name] this term.
  • [Name] takes charge of their own learning when an adult is checking in.
Strengths and next steps
  • Sets and tracks goals StrengthThey work towards a goal when it is set with a teacher and reviewed often. Next stepA practical next step is one small, checkable goal each week.
  • Asks for help StrengthThey ask for help when a teacher checks in, rather than raising it first. Next step[Name] would benefit from asking one specific question in each work period.
  • Knows their strengths and gaps StrengthThey reflect on their work when they have prompts to guide it. Next stepA helpful next step is two reflection questions attached to each major task.
  • Keeps going when it is hard StrengthThey keep going when the task is broken into parts they can finish. Next stepThe next step is a calm reset and a smaller first step when a task feels too big.

Needs Improvement (N)

Openers
  • Self-regulation is an area of need for [Name], and strategies are being taught directly.
  • [Name] are working towards taking more charge of their own learning.
  • Building self-regulation is a priority for [Name] this term.
Strengths and next steps
  • Sets and tracks goals StrengthThey are beginning to name one thing they want to get better at. Next stepThe first step is one goal for one lesson, checked at the end of it.
  • Asks for help StrengthThey are beginning to ask for help before frustration builds. Next stepA good first step is an agreed signal for asking for help without saying it out loud.
  • Knows their strengths and gaps StrengthThey are beginning to name one thing that went well and one thing that did not. Next step[Name] would benefit from one sentence about their own work at the end of each lesson.
  • Keeps going when it is hard StrengthThey are beginning to stay with a difficult task for longer before stopping. Next stepOne place to start is one agreed step to take when they feel stuck, instead of stopping.
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 it is important that teachers have the opportunity to write their own personalized comments instead of picking from a prepared set of standard ones. So borrow the wording, then change the substance until it is this student. Add the one detail only you noticed, and it stops sounding like a template. If you would rather start from your own records, Gradefully drafts comments in your own voice from what is already 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.

  1. 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

  2. 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

  3. 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.

The rest of the report card, in your own voice

Gradefully is the gradebook I built for my own classes: your marks, your class lists, and your report card comments in one app.

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