How to write report card comments: one formula, 80 comments in five groups to copy, and what the teacher blogs say to cut

STRENGTH WITH EVIDENCE
[Name] [does what well], shown by [the work, score or moment].

ONE GROWTH AREA, IN PLAIN WORDS
[Name] is working on [one skill]. Right now [what it looks like]. By the end of the term the goal is [what it should look like].

ONE NEXT STEP, SMALL ENOUGH TO DO THIS WEEK
[Who] will [what], for [how long], [how often].

OPTIONAL CLOSER
Please contact [teacher] at [email or phone] if you would like to talk about this.

CHECK BEFORE YOU PASTE
Would a parent know what this means without help? Could they do the next step tonight? Is there a detail in it that came from your own notes?

[Name] explains thinking clearly in [subject], using examples and details that make the reasoning easy to follow.
[Name] reads closely and supports answers with details from the text.
[Name] has grown in [skill] this term and can now complete [task] with very little help.
[Name] asks questions that move the whole class's thinking forward.
[Name] writes with a clear main idea and sentences that build on each other.
[Name] solves problems in more than one way and can explain why each way works.
[Name] notices patterns quickly and uses them to check answers.
[Name] listens to classmates and adds ideas that connect to what was just said.
[Name] shows real curiosity about [topic] and often brings in questions or examples from outside class.
[Name] stays with hard problems longer than at the start of the term and tries a new approach when the first one does not work.
[Name] uses new vocabulary in speaking and writing without being reminded.
[Name] revises work after feedback, and the second drafts are noticeably stronger.
[Name] works well with different partners and keeps a group on task.
[Name] reads aloud smoothly and with expression, which shows strong understanding of the text.
[Name] has built a solid foundation in [skill], and the work shows it.
[Name] shares answers even when unsure, which helps the whole class learn.

[Name] is working on checking answers before turning work in. Careless errors in [skill] are costing points that a quick recheck would keep.
[Name] is working on adding details to writing. Most pieces have a clear idea but stop before explaining it.
[Name] is working on [skill] and is currently at [level or score]. The goal for this term is [level or score].
[Name] is working on reading directions all the way through before starting. Several mistakes this term came from a missed step, not from a gap in understanding.
[Name] is working on explaining answers in words as well as numbers.
[Name] is working on recalling [facts or vocabulary] quickly. Slow recall makes longer tasks take much more time than they should.
[Name] is working on staying with a task when it gets difficult. Work often stops at the first hard step.
[Name] is working on using evidence in written answers. Opinions are clear, but the supporting details are missing.
[Name] is working on spelling common words, which often distracts from otherwise strong ideas.
[Name] is working on speaking up in class. The written work shows ideas worth sharing.
[Name] is working on organizing writing into paragraphs. The ideas are there, but they run together.
[Name] is working on applying lessons to new kinds of problems. Practice problems go well, and unfamiliar formats cause hesitation.
[Name] is working on asking for help early. Waiting until a unit is nearly over has made gaps harder to close.
[Name] is working on handwriting that is easy to read. Slowing down on the first draft would help.
[Name] is working on reading at a pace that supports understanding. Rereading hard parts is a strategy to build.
[Name] is working on finishing independent work in the time given. Most of the work is correct when it is complete.

[Name] arrives ready to learn with materials and a plan for the work.
[Name] starts tasks right away and uses work time well.
[Name] turns in work on time, and it is complete.
[Name] keeps notebooks and folders organized and finds materials quickly.
[Name] follows multi-step directions without needing them repeated.
[Name] takes pride in work, and the care shows in how it is presented.
[Name] checks work against the rubric before turning it in.
[Name] breaks long assignments into smaller steps and plans ahead.
[Name] often finishes early and chooses useful extension work without prompting.
[Name] needs reminders to begin tasks. A written checklist at the start of work time has helped.
[Name] has missed several assignments this term. A weekly look at the missing work list would help catch up.
[Name] rushes through independent work. Slowing down to check each answer would raise grades.
[Name] loses materials often. A set place for papers in the backpack would help.
[Name] is easily distracted during independent work and does best when seated near [location].
[Name] works independently and asks for help only after trying first.
[Name] returns signed forms and homework on the due date.

[Name] is kind and respectful to classmates and adults.
[Name] follows class routines without reminders.
[Name] handles disagreements calmly and works toward a fair solution.
[Name] is a positive presence in class and often helps others without being asked.
[Name] takes responsibility for mistakes and moves forward.
[Name] takes good care of classroom materials and shared space.
[Name] accepts correction well and makes a change right away.
[Name] includes classmates in activities and groups.
[Name] is learning to wait for a turn to speak. Raising a hand has improved this term.
[Name] sometimes talks during instruction, which affects focus for [Name] and others. A quiet signal agreed on with the teacher has helped.
[Name] is learning to keep hands and objects to self during lessons.
[Name] needs reminders to use a respectful tone with classmates when frustrated.
[Name] is learning to move from a frustrating moment back to the work. A short break, then a return, has been working.
[Name] follows expectations in the hallway and in other classes.
[Name] uses technology only for the assigned task.
[Name] is honest, even when it is hard, and classmates and teachers trust that.

Reading together for 10 minutes each night and asking [Name] to retell what happened will build comprehension.
Practicing [math facts] for five minutes a day, in short sessions, is the quickest way to build speed.
Writing two sentences about each day's reading will strengthen both writing and understanding.
Before turning in work, [Name] can use a three-item check: name on the paper, directions followed, each answer checked once.
A regular homework time and place at home, with phones away, will help [Name] finish on time.
A weekly look at the missing work list with a family member, until all work is in, will close the gaps.
[Name] will meet with the teacher on [day] for extra help with [skill] until the next unit.
Choosing books at the right level each week from the class library will keep reading growth steady.
Asking [Name] to teach a family member what was learned in class is a strong way to check understanding.
A weekly goal, chosen by [Name] and written in the planner, will build ownership of progress.
Redoing the corrected problems from each returned test and explaining each fix aloud will turn mistakes into progress.
Writing down one question before each class gives [Name] a way to speak up.
Looking over the planner together on Sunday evening will prepare [Name] for the week.
Practicing [skill] with [resource] for 10 minutes, three times a week, is the next step.
A check-in on [date] will show whether this plan is working. Please contact [teacher] with any questions before then.
Next term's focus is [skill]. Keeping up the current routine over the break will protect the progress made.