Language Arts Report Card Comments: Reading, Writing, and...

Writing language arts report card comments is one of the most time-consuming parts of a teacher’s term. Language arts covers so much ground , reading, writing, oral communication, and media literacy , and finding fresh, specific language for 20 to 30 students every reporting period is genuinely hard. This post gives you 50+ ready-to-adapt comments organized by strand and achievement level, with a focus on Ontario Language Arts curriculum expectations that translates well across most Canadian provinces.

What Makes a Strong Language Arts Report Card Comment?

A strong language arts report card comment names the specific strand, describes observable behaviour or skill, notes the achievement level, and points to a next step. Aim for two to three sentences: one strength, one area for growth, one strategy or goal. Comments should reflect real curriculum language without copying expectations word-for-word from the ministry document.

Reading Comments for Report Cards

Reading comments should reference the strategies students use, the kinds of texts they engage with, and their ability to make meaning beyond literal comprehension. The Ontario Language Arts Curriculum (2023) organizes reading under “Foundations of Language” and “Making Meaning,” so try to reflect that breadth in your comments.

Level 4 Reading Comments (Exceeds Provincial Standard)

[Student] demonstrates a thorough understanding of a wide range of texts, consistently applying sophisticated comprehension strategies such as inferencing and synthesizing. [He/She/They] would benefit from exploring increasingly complex genres to continue expanding reading stamina.
[Student] reads with exceptional fluency and accuracy, making insightful connections between texts and personal experience. Continuing to articulate reasoning during shared reading discussions will strengthen [his/her/their] analytical voice.
[Student] independently identifies theme, author’s purpose, and point of view with impressive accuracy. Exploring non-fiction texts and evaluating source credibility will be a natural next challenge.

Level 3 Reading Comments (Meets Provincial Standard)

[Student] demonstrates a solid understanding of grade-level texts and uses a range of reading strategies effectively. Practising making inferences from implicit details will help [him/her/them] move toward a deeper level of analysis.
[Student] reads with good fluency and can identify the main idea and supporting details in most texts. Working on explaining thinking in writing after reading will help consolidate comprehension.
[Student] shows consistent engagement with a variety of texts and makes thoughtful text-to-world connections. Focusing on vocabulary in context will support further growth in reading comprehension.

Level 2 Reading Comments (Approaching Provincial Standard)

[Student] demonstrates some understanding of grade-level texts but relies on familiar strategies and may need support when encountering unfamiliar vocabulary. Guided reading practice with explicit strategy instruction will build confidence.
[Student] is developing reading fluency and can identify main ideas with prompting. Regular practice reading aloud at home and at school will help strengthen decoding skills.
[Student] shows an emerging ability to make connections to texts but sometimes has difficulty distinguishing between important details and supporting information. Using graphic organizers during reading activities is helping [him/her/them] build this skill.

Level 1 Reading Comments (Below Provincial Standard)

[Student] is working toward grade-level reading expectations and currently requires significant support to decode and comprehend most texts. Consistent daily reading practice and targeted phonics instruction are priorities for this term.
[Student] demonstrates limited use of reading strategies independently and benefits from one-on-one guided reading support. Focusing on phonemic awareness and sight word recognition will help build a stronger foundation.
[Student] is making progress in reading development with continued support. Short, frequent reading sessions paired with pre-teaching key vocabulary are being used to support [his/her/their] growth.

Writing Comments for Elementary Report Cards

Strong writing comments elementary teachers write describe the student’s command of the writing process , planning, drafting, revising, editing, and publishing , as well as their use of conventions and their ability to write for different purposes and audiences. Reference specific writing forms where you can.

Level 4 Writing Comments

[Student] produces writing that is exceptionally well-organized, detailed, and purposeful. [He/She/They] uses a wide range of sentence structures and precise vocabulary to engage the reader. Exploring persuasive and argumentative writing forms will be an exciting next step.
[Student] writes with a strong and consistent voice and demonstrates thorough command of grammar and punctuation conventions. Peer editing and publishing in different formats will help extend [his/her/their] skills further.
[Student] independently plans, drafts, and revises writing with impressive control. [His/Her/Their] narrative writing in particular shows creativity and strong use of descriptive language.

Level 3 Writing Comments

[Student] produces organized and focused writing appropriate to the task and audience. Continuing to revise for word choice and sentence variety will help [him/her/them] strengthen overall quality.
[Student] demonstrates a solid understanding of the writing process and applies most grammar and spelling conventions correctly. Practising self-editing strategies will support greater independence in proofreading.
[Student] writes clearly and includes relevant details to support ideas. Working on developing stronger conclusions and incorporating transition words will enhance the structure of [his/her/their] paragraphs.

Level 2 Writing Comments

[Student] is developing writing skills and produces work that communicates ideas, though organization and detail need further development. Using planning templates is helping [him/her/them] structure ideas before drafting.
[Student] demonstrates some understanding of writing conventions but errors in spelling and punctuation are affecting clarity. Targeted editing checklists and word wall practice are supporting improvement.
[Student] is beginning to write for different purposes with guidance. Building a stronger personal word bank and using anchor charts during writing time will help [him/her/them] work more independently.

Level 1 Writing Comments

[Student] is working toward grade-level writing expectations and needs significant support to produce organized written work. Oral rehearsal of ideas before writing is being used as a scaffolding strategy.
[Student] is developing foundational writing skills including letter formation, spacing, and basic sentence construction. Daily brief writing tasks are helping to build confidence and stamina.
[Student] communicates ideas verbally with greater ease than in writing. Dictation activities and sentence starters are currently supporting [his/her/their] written expression.

Oral Communication Comments for Report Cards

Oral communication comments are sometimes overlooked, but the Ontario Language Arts curriculum gives significant weight to speaking and listening skills. These comments should reference active listening, speaking for a purpose, and participation in group discussions.

Level 4: [Student] communicates ideas clearly and confidently in a variety of contexts, demonstrating exceptional listening skills and the ability to build thoughtfully on others’ contributions during class discussions.
Level 4: [Student] speaks with purpose and clarity, adjusting tone and vocabulary for different audiences. [He/She/They] is a thoughtful and engaged listener who asks perceptive questions.
Level 3: [Student] participates actively in discussions and expresses ideas clearly. Practising more formal presentations will help [him/her/them] develop confidence in public speaking contexts.
Level 3: [Student] demonstrates good active listening skills and contributes relevant ideas during group work. Continuing to practise speaking in full sentences will strengthen [his/her/their] oral communication skills.
Level 2: [Student] participates in discussions with some prompting and is developing the ability to stay on topic. Structured partner talk activities are helping [him/her/them] build confidence in sharing ideas.
Level 2: [Student] listens attentively most of the time but sometimes needs reminders to wait for a turn before speaking. Role-play and discussion protocols are being used to support oral communication skills.
Level 1: [Student] is working on participating more consistently in class discussions. Building comfort through small-group sharing before whole-class participation is a current focus.

Media Literacy Comments for Report Cards

Media literacy comments address students’ ability to understand, interpret, and create media texts. This strand is increasingly relevant as students navigate digital environments, and it’s worth naming it explicitly in report comments. The MediaSmarts Canada organization provides excellent frameworks that align with Canadian curriculum expectations.

Level 4: [Student] demonstrates an exceptional ability to critically analyze a wide range of media texts, identifying purpose, audience, and underlying messages with impressive insight. [He/She/They] creates media texts that are polished and intentional.
Level 4: [Student] consistently questions media messages and considers multiple perspectives when evaluating digital and print media. [His/Her/Their] own media creations demonstrate strong technical and creative skill.
Level 3: [Student] demonstrates a solid understanding of how media texts are constructed and for what purpose. [He/She/They] can identify bias and audience with guidance and is developing skills in creating original media texts.
Level 3: [Student] engages thoughtfully with a variety of media forms and can explain how visual and textual elements work together to convey meaning. Continuing to practise critical viewing strategies will deepen [his/her/their] media literacy skills.
Level 2: [Student] is developing an understanding of media texts and can identify some features of familiar forms such as advertisements and websites. With support, [he/she/they] is beginning to analyze purpose and audience.
Level 2: [Student] participates in media literacy activities and is learning to distinguish between fact and opinion in various sources. Practising critical questioning strategies during shared media analysis is a current goal.
Level 1: [Student] is working toward identifying the purpose and audience of simple media texts with teacher support. Regular exposure to guided media analysis activities is helping [him/her/them] build foundational understanding.

Tips for Customizing These Literacy Report Card Comments

Copy-paste comments are a starting point, not a finish line. Every student’s report card should feel specific enough that a parent recognizes their child. Use these strategies to personalize efficiently.

Swap in specific titles: Mention a book the student loved, a writing piece they were proud of, or a media project they completed. One specific detail changes a generic comment into a meaningful one.
Match curriculum language: Use terms from your provincial language arts curriculum expectations. In Ontario, phrases like “making meaning,” “text forms,” and “oral communication conventions” signal alignment to parents and administrators.
Include one next step per comment: A comment that only describes where a student is now misses an opportunity to guide parents. One concrete next step makes the comment useful beyond report day.
Check pronoun consistency: Replace [he/she/they] with the student’s correct pronouns. A pronoun error is a quick way to undermine an otherwise strong comment.
Use our 5-Rate Assessment Tool to calibrate your level judgments before writing. It can help you feel confident you’re placing students correctly before you commit to language.

You can find more ready-to-use templates and report writing resources at The Canadian Teacher’s teaching resources library. For subject-specific comments across all areas of the curriculum, see our full report card comments guide for Canadian teachers. If you’re looking for lesson plans that align with what you’re reporting on, the teaching lessons section is a good place to start.

Frequently Asked Questions

How do you write language arts report card comments?

Start with the specific strand (reading, writing, oral communication, or media literacy), name a concrete observable behaviour, identify the achievement level honestly, and end with one actionable next step. Use language that matches your provincial curriculum expectations and personalize with at least one specific detail about the individual student’s work or habits.

What do you say about reading on a report card?

Reading comments should describe how a student decodes text, the comprehension strategies they use, and how they respond to and make meaning from a variety of texts. Mention fluency, ability to infer, and reading habits where relevant. Reference the types of texts the student engages with and note any areas targeted for growth, such as vocabulary development or reading stamina.

How do you comment on writing progress?

Writing progress comments work best when they address at least two dimensions: the student’s command of the writing process (planning, drafting, revising) and their use of conventions (spelling, grammar, punctuation). Name the writing forms the student has worked with this term and point to one specific skill, such as paragraph structure or use of transition words, as a growth target.

What are media literacy comments?

Media literacy comments describe a student’s ability to analyze, evaluate, and create media texts. A strong comment will note the student’s skill in identifying purpose and audience in media messages, their ability to think critically about bias or perspective, and their progress in producing their own media texts. This strand appears explicitly in Ontario’s Language Arts curriculum and in similar forms across most provincial frameworks in Canada.

Continue the Conversation

Report card season is easier when you’re not doing it alone. If you have go-to comment structures that work well for your classroom, or if you’ve found ways to write meaningful language arts report card comments quickly, share them with other Canadian teachers at the Canadian Teacher Forum. Your colleagues will thank you.

Looking for more support? Browse teaching ebooks for printable planning and assessment tools, explore resources organized by province at links by province, or check out the blog for more practical teaching tips across all grade levels. The Ontario Language Arts Curriculum and MediaSmarts Canada are also worth bookmarking as authoritative references when writing media literacy and literacy strands into your reports.

Language Arts Report Card Comments: Reading, Writing, and Media Literacy