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90 Quick Report Card Comments for Kindergarten

For the Teacher | 2 comments

Table of Contents

• 1 Writing Student Report Cards
• 2 Tips for Awesome Report Card Comments
• 3 Sample Report Card Comments
• 4 Parent Teacher Communication
• 5 90 Kindergarten Report Card Comments
• 6 What Teachers are Saying
• 7 Conclusion

Writing report card comments can be stressful, and leave you feeling mentally exhausted. But, I’m here to help you keep a positive attitude, and get through the school year, and report card time, with less stress.

Did you know report card comments are sometimes the only part parents read to summarize their child’s progress?

For that sake, your original comments need to be well-written, show the strengths of the student, clearly communicate if the child is having a tough time, and offer a list of ideas to practice at home.

Below are some sample comments as a starting point to write perfect comments. You’ll also find a Kindergarten Report Card Writing product throughout to help you write comments with little effort.

Writing Student Report Cards

Whether you’re a student teacher or a veteran teacher, writing report card comments for any grade level is time consuming.

When teaching younger grade levels, such as Prek, kindergarten , and first grade, you will most likely be expected to write personalized comments to summarize each child’s performance.

Whereas, the upper elementary, middle school, and high school are a reflection of teachers choosing a select comment from a drop-down menu.

While the drop-down menus and letter grades are easy, but they don’t relay personal experiences, or specific examples of the students’ behavior and/or school work.

As a parent, and a kindergarten teacher for 17 years, I learned a child’s development is worth much more than a passing grade on recognizing numbers and letters. 

Don’t get me wrong; letter recognition, letter-sound correspondence, number identification, and counting are the foundation of one’s education.

We cannot fail to inform parents on the social-emotional and work habits that these little ones are developing.

Tips for Awesome Report Card Comments

When writing comments, you will want to craft your thoughts in a way that will grab the parents attention. 

It’s a good idea to recognize their child’s strengths while also give suggestions to help them improve.

Here are tips for new teachers or veteran teachers to use when writing kindergarten report card comments :

• Always include a student name. This shows specific student progress.
• Start with a positive note. Leave a very specific comment that highlights the great work done and positive qualities.
• Put a positive spin on areas of weakness.
• Give parents insight and suggestions for practicing at home.

In short, positive report card comments include a strength, an area that needs improvement, and give suggestions to practice at home.

It is our personal responsibility, as teachers, to put in the extra work, and give parents more than report card grades.

The Kindergarten Report Card Comments is a helpful resource that will save you time writing a couple dozen report cards each grading period.

Sample Report Card Comments

Let’s take a look at some examples of kindergarten report card comments often found at the end of a student’s report card.

These sample report card comments are broken down into categories for positive, needs improvement, and suggestions for home. 

Then, we will look at ways you can compile these comments into well-written paragraphs for the parents.

Positive Report Card Comments

The following statements are examples of students who’ve done great during classroom activities and independent work time.

• is very kind and inquisitive
• enjoys participating in small group lessons
• is continuing to show positive changes with his/her work habits
• takes great pride in her/his work
• has a pleasant personality and an excellent attitude towards learning.
• has a good foundation of basic academic skills; such as letter identification, sounds, and number recognition.

Needs Improvement Report Card Comments

The following statements are used to communicate when a child is having a hard time during class discussions, group work, reading skills, and/or basic math facts.

• continuing to work on understanding boundaries, getting along with others, and putting more effort into work.
• having a difficult time accepting redirection from adults
• unexcused absences have greatly effected his/her grades.
• respecting others personal space
• needs frequent reminders to complete work in a timely manner.
• needs extra time when learning new skills
• Suggestions for Home
• Play-doh, puzzles, cutting, and stringing beads are great activities to help with fine motor skills at home.
• Download apps to practice letters, sight words, and basic math skills. Have them use the learning app for 15 minutes prior to playing games or watch videos.
• Continue working on letters and sounds.
• Let’s touch base with a phone call to discuss additional work to best prepare him/her for next year.

Now that you have examples kindergarten report card comments, let’s look at an example of how to put everything together for the parents to get a clear picture.

• _______ is a great listener and participates often. He/she follows directions, completes his/her work, and is always willing to help out. He/she tries very hard, but is struggling with the basic academic skills. As previously stated, _______ needs extra support at home to catch up with his/her classmates. Thank you.

Parent Teacher Communication

Well-written report card comments can help build the communication between you and the families. The parents will greatly appreciate your effort to recognize their child’s academic and social development.

Report cards, sending home parent letters, and requesting parent volunteers, are great strategies to build a trusting relationships with families.

Although writing detailed comments can be time consuming, there are ways to make this teacher task less daunting and more pleasurable. 

To help you save hours of time, and build parent-teacher communication, I have put together easy comments inside this Kindergarten Comments resource just for you.

90 Kindergarten Report Card Comments

These easy comments are going to save you so much time and stress!

Focus on the kids, spend more time with your family; whatever it is that you love – just not spending hours writing report card comments for all of your students.

Like the examples shown above, I have created and organized the comments into 4 categories.

• Needs Improvement
• Complete paragraph comments

Build the perfect comment by choosing from the organized lists, or simply insert students names in the complete paragraph comments.

Here are some of the topics and skills covered throughout these kindergarten report comments:

• peer relationships
• class participation
• expressive and receptive language skills
• tardies and absences
• work habits
• letter recognition
• reading comprehension
• disruptive habits to the learning environment
• fine motor skills
• problem solving skills
• social skills
• organization

There are over 65 comments, as well as 25 paragraph-length comments to choose from.

You can also mix and match the bulleted comments to best fit your students. Simply copy, paste, and insert a name.

What Teachers are Saying

With over 900 Five Star Reviews on Teachers Pay Teachers , you can see whey these comments are a must have for kindergarten. 

Many first grade teachers have also found these to be very helpful when writing their first quarter report cards.

Here’s what teachers are saying about this time-saving resource:

 “Very helpful and saved me a lot of time! Thanks” (Andrea)

 “Great ideas! This was one of the best purchases I’ve ever made !” (Katharina R.)

 “ Huge help thank you!” (Sybill T)

 “Loved these! Helped me sooooooo much!” (ShabbyinSecond)

 “Very useful. I always need help writing remarks that are concise, helpful, but not harsh.” (Donna H.)

 “ Very helpful when creating comments.” (Lesley R.)

“I had a bad bout of procrastination when it came to report writing…these helped me stay focused!” (Belinda B.)

Reduce your teacher stress, save yourself hours of time, and build parent communication, with these prewritten comments.

With a over 900 5-star reviews, you can see how the comments have saved teachers so much time, and helped parents better understand their child’s progress.

You can purchase the set of comments from my TPT store , or save 10% when you purchase using the link below. *Enter discount code LEARNING when checking out.

Before you go, here are some blog posts you may enjoy:

How to do Math Talks in Kindergarten

185 Awesome Questions of the Day

33 Amazon Must Haves for Kindergarten Teachers

Report Card Comments

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Report Card Comments for Math

Overall Performance and Improvement

Positive Comments:

___________ has a good attitude towards the math work at this grade level. Please continue to work on ___________ daily.

At this point, ___________ has successfully learned _____________. [He/she] is now able to start a daily practice of ____________.

___________ has a true enthusiasm and gift for math. His effort is reflected in his high grades. He is also an excellent classmate, as he frequently assists other students with concepts.

___________ has shown impressive progress in understanding complex math concepts. [His/her] consistent effort is commendable.

___________ has shown a clear improvement in [his/her] math skills this term. The consistent practice is paying off, keep it up!

___________ displays a positive approach towards problem-solving tasks in math. [His/her] willingness to tackle challenging problems is noteworthy.

Needs Improvement Comments:

___________ has worked hard in math this quarter. However, [his/her] progress has been slower than I would have liked. Can we meet to discuss some helpful strategies?

___________ would benefit from more practice with ___________. If possible, could you please spend some time daily on this skill?

It would be helpful if ___________ practiced _______________ daily.

___________ is struggling with motivation in learning math. I know [he/she] can put in more effort than [he/she] has been recently. If possible, could you please reinforce this?

___________ still needs strengthening in the concept of ___________.

___________ is having trouble with many of the basic math skills. Can we meet to discuss some helpful strategies?

Looking for more report card comment examples?

Download or purchase over 90+ pages of grading comments examples, tips, and advice for managing student grades.

Understanding of Concepts

___________ shows excellent understanding of mathematical concepts, which is reflected in [his/her] problem-solving abilities.

___________ consistently demonstrates a deep comprehension of all math topics we've covered.

___________ has a strong grasp of mathematical concepts and can apply them creatively in different contexts.

___________ demonstrates a robust understanding of concepts, consistently making connections between different areas of math.

___________ effectively translates their understanding of mathematical concepts into accurate and efficient problem-solving.

___________ often struggles to apply mathematical concepts to solve problems. Additional practice could be beneficial.

___________ seems to have difficulty understanding some of the math concepts we've covered. Extra support may be helpful.

___________ frequently makes mistakes that indicate a misunderstanding of key math concepts.

___________ has trouble relating mathematical concepts to real-world applications. More practice in this area could be beneficial.

___________ often seems confused when trying to apply math concepts during problem-solving. Additional review and practice might help solidify understanding.

Problem Solving Skills

___________ consistently demonstrates strong problem solving skills in math.

___________ effectively applies various strategies to find solutions to complex math problems.

___________ shows a clear ability to break down problems and work through them step by step.

___________ often comes up with multiple approaches to solve a single problem, showing great flexibility in [his/her] thinking.

___________ consistently shows perseverance in solving challenging problems and doesn't give up easily.

___________ often struggles when faced with complex math problems and could benefit from extra practice.

___________ tends to give up quickly when faced with challenging problems. Encourage perseverance and trying different strategies.

___________ often overlooks important details in problems, leading to incorrect solutions. More careful reading and analysis could be beneficial.

___________ struggles with applying learned strategies to new problems. Continued practice is needed.

___________ has difficulty in breaking down complex problems into smaller, manageable steps. Working on this skill could improve [his/her] problem-solving abilities.

Arithmetic and Operations

___________ demonstrates strong skills in arithmetic and handles complex operations with ease.

___________ has shown impressive improvement in arithmetic operations this term. Keep up the good work!

___________ has a solid understanding of basic arithmetic concepts and applies them correctly in problem-solving.

___________ is able to accurately perform arithmetic operations, even under time pressure.

___________ excels in arithmetic operations and consistently produces accurate results.

___________ often makes errors in arithmetic calculations. More practice would be beneficial.

___________ struggles with complex arithmetic operations and could benefit from additional support.

___________ has difficulty remembering the steps in long division. Continued practice at home would be helpful.

___________ struggles with basic arithmetic operations. Regular practice will help reinforce these skills.

___________ tends to rush through arithmetic operations, leading to errors. Encourage them to take their time and double-check [his/her] work.

Arithmetic and Operations — Elementary School Comments

At this point, ___________ has successfully learned all of the addition facts through ten. [He/she] is now able to start regular practice of the subtraction facts through ten.

___________ has done well learning the multiplication table.

___________ understands the plus, minus, and equal signs, and uses them to make number statements.

___________ understands and uses basic facts of addition and subtraction.

___________ can use manipulatives to add and subtract.

___________ can [add/subtract/multiply/divide] basic fractions.

However, it would be helpful if ___________ practiced [his/her] multiplication facts regularly.

___________ has difficulty retaining math processes of addition, etc.

Arithmetic and Operations — Middle School Comments

___________ understands basic equations and can solve for one variable.

___________ understands basic equations and can solve for multiple variables.

___________ can [add/subtract/multiply/divide] advanced fractions and mixed numbers.

___________ understands and can solve [pre-algebraic/algebraic] expressions and equations.

___________ exhibits proficiency in using order of operations to simplify expressions.

___________ is successful at applying properties of operations when simplifying algebraic expressions.

___________ struggles with understanding the concept of ratios and proportional relationships.

___________ is showing improvement in solving real-world math problems involving percentages.

Numbers and Number Sense

___________ has a solid understanding of number concepts and applies them effectively.

___________ uses number sense to solve problems and justify solutions effectively.

___________ demonstrates a strong ability to identify and work with number patterns.

___________ has made significant progress in understanding and applying number concepts.

___________ consistently shows a clear understanding of place value in [his/her] work.

___________ is having difficulty understanding the concept of place value.

___________ struggles with identifying and working with number patterns.

___________ needs to work on [his/her] understanding of number concepts and their application.

___________ often confuses number facts and needs to practice more.

___________ needs to improve [his/her] ability to use number sense in problem-solving.

Numbers and Number Sense — Elementary School Comments

___________ can work with numbers up to ___ with understanding.

___________ is still reversing some numbers.

___________ understands place value up to _____.

___________ can use manipulatives to show place value to _____.

___________ can count to ______.

___________ relies heavily on concrete objects.

___________ is beginning to memorize the number facts.

___________ does not know [his/her] math facts well.

Numbers and Number Sense — Middle School Comments

___________ understands and can represent [basic/intermediate/advanced] fractions.

___________ understands the basic concepts of decimal notation.

___________ understands and can [add/subtract/multiply/divide] using decimal notation.

___________ knows how to identify and work with number patterns.

___________ demonstrates proficiency in the use of scientific notation.

___________ shows excellent understanding of square roots and exponents.

___________ is skilled in rounding and estimating large numbers.

___________ effectively applies the principles of probability in problem-solving scenarios.

Money and Measurement

___________ has shown a deep understanding of the concepts of money and measurement. [He/She] can accurately use different units of measurement and understand the value of different currencies.

___________ has done exceptionally well in understanding and applying the concept of measurements in practical situations.

___________ shows a strong ability to convert between different units of measurement.

___________ has demonstrated a strong understanding of the value of money and can make accurate calculations involving money.

___________ has a solid grasp on time measurements and can accurately tell the time using both digital and analog clocks.

___________ is struggling with the concept of measurements; further practice and understanding are required.

___________ needs to work on understanding the value of money and how to calculate with it.

___________ often confuses units of measurement and could benefit from additional practice.

___________ has difficulty with time measurements and could use more practice reading clocks.

___________ struggles with applying measurement concepts in practical scenarios and could benefit from additional real-world examples.

Money and Measurement — Elementary School Comments

___________ understands the basics of money and coins (pennies, dimes, nickels).

___________ understands the types of currency (pennies, dimes, nickels, quarters, dollars).

___________ understands how to use coins and bills of different denominations to pay for items and make change.

___________ understands and can use basic units of measure for length, width, and height, including [inches/feet/centimeters/meters].

___________ understands and can use basic units of measure for volume, mass, and weight, including [ounces/pounds].

___________ understands and can use basic units of measure for distance of travel [and/or} time, including [feet/yards/miles, seconds/minutes/hours].

___________ understands and can use basic units of measure for temperature, including [Fahrenheit].

___________ knows how to tell time by reading a clock, and can effectively use seconds, minutes, and hours to describe time.

___________ can use a ruler to measure [inches/feet/yards].

___________ effectively uses common measurement tools including [ruler, protractor, scale, thermometer, clock] to solve measurement problems.

Money and Measurement — Middle School Comments

___________ understands the basics of financial literacy and the role of currency in personal and economic affairs.

___________ understands and can use basic units of measure for length, width, and height, including [meters].

___________ understands and can use basic units of measure for volume, mass, and weight, including [tons/kilograms].

___________ understands and can use basic units of measure for distance of travel [and/or} time, including [kilometers, hours].

___________ understands and can use basic units of measure for temperature, including [Centigrade].

___________ can use a ruler to measure [milimeters/centimeters/meters].

___________ has learned how to convert U.S. measurements to metric measurements, including [milimeters/centimeters/meters/kilometers, kilograms, Centigrade].

_______ has a strong understanding of geometric concepts and applies them effectively in problem-solving.

_______ shows an impressive ability to identify and work with shapes and angles.

_______ demonstrates a keen understanding of [2D and/or 3D] shapes.

_______ excels in applying geometric principles to real-world problems.

_______ consistently demonstrates a clear understanding of [area/perimeter/volume].

_______ often confuses different types of angles and shapes. More practice would be beneficial.

_______ is struggling with the concept of volume and could benefit from additional exercises.

_______ has difficulty understanding and applying the concept of area.

_______ struggles with identifying and applying geometric principles in problem-solving tasks.

_______ often makes errors when trying to calculate the perimeter of complex shapes.

Geometry — Elementary School Comments

_______ knows the basic shapes.

_______ understands the differences between 2-dimensional and 3-dimensional shapes.

_______ knows the basic angles and types of triangles.

_______ understands the basic concept[s] of [area/perimeter].

_______ understands the basic concept[s] of [volume/mass].

_______ understands and can use the basic concept[s] of [area/perimeter] to solve problems.

_______ understands and can use the basic concept[s] of [volume/mass] to solve problems.

Geometry — Middle School Comments

_______ understands and can use the basic concept[s] of [points/lines] to solve problems.

_______ understands and can use advanced geometric concepts to solve problems.

_______ demonstrates a strong ability to identify, compare, and analyze shapes and their properties.

_______ excels in calculating the area and volume of complex geometric figures.

_______ can apply the principles of symmetry, congruence, and similarity in geometric problems.

_______ displays a deep understanding of coordinate plane concepts and can plot points accurately.

_______ is proficient in using geometric formulas and theorems to solve algebraic equations.

Graphs and Charts

_______ can create graphs using simple data.

_______ understands several methods of graphing.

_______ can effectively synthesize and present complex data in [bar graphs, line graphs, pie charts, visualizations, tables], and explain correlations.

_______ skillfully interprets graphical data and uses it to inform problem-solving strategies.

_______ exhibits a strong ability to construct and analyze scatter plots and understands their relationship with linear equations.

_______ often struggles with interpreting data from graphs and charts. Working on this at home would be beneficial.

_______ needs to improve [his/her] ability to construct accurate and meaningful graphs from given data.

_______ frequently has difficulty understanding the correlation between variables in a scatter plot. More practice with this concept would be helpful.

_______ should work on using graphs and charts effectively to support problem-solving strategies.

_______ has trouble creating pie charts and bar graphs accurately. Continued practice in this area is needed.

Participation in Class

___________ actively participates in all class discussions and regularly contributes valuable insights.

___________ is always eager to answer questions in class, showing a great understanding of the subject.

___________ often takes the lead in group activities, demonstrating strong leadership skills.

___________ consistently engages with the lesson and asks thoughtful questions.

___________ effectively collaborates with peers during group work, demonstrating team spirit.

___________ rarely participates in class discussions. Encouraging more active engagement would be beneficial.

___________ often hesitates to ask questions, even when struggling with a concept. Remind them that asking for clarification is part of learning.

___________ tends to work alone during group activities. Encouraging teamwork might enhance their learning experience.

___________ often seems distracted during class. Focusing on the lesson can significantly improve their understanding.

___________ seldom contributes to class discussions. More active participation would be beneficial.

Work Habits

___________ shows a strong interest in math and actively engages in-class activities.

___________ regularly contributes to class discussions with insightful questions and comments.

___________ demonstrates a solid understanding of math concepts during group work and discussions.

___________ takes initiative to help others understand difficult math concepts.

___________ consistently completes math assignments on time and shows a high level of dedication.

___________ rarely engages in math-related discussions. Encourage more active participation.

___________ often appears distracted during math lessons. More focus would be beneficial.

___________ struggles to meet deadlines for math assignments. Better time management could help.

___________ rarely asks for help, even when struggling with math concepts. Encourage asking questions.

___________ tends to work independently, even during group activities. More teamwork is needed.

Use of Tools and Strategies

___________ effectively uses a variety of tools and strategies to solve math problems.

___________ consistently applies learned strategies to new math challenges.

___________ demonstrates a strong ability to choose suitable tools for different math tasks.

___________ is adept at using technology to enhance [his/her] understanding in math.

___________ skillfully applies a range of strategies to understand complex math concepts.

___________ struggles with selecting the appropriate strategy for problem-solving tasks.

___________ could benefit from a wider range of strategies to approach math problems.

___________ often relies on one strategy, even when it may not be the most efficient.

___________ has difficulty in using mathematical tools effectively.

___________ could improve in utilization of technology to aid in understanding math.

More Report Card Comments and Phrases.

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The TeacherVision editorial team is comprised of teachers, experts, and content professionals dedicated to bringing you the most accurate and relevant information in the teaching space.

42 Math Report Card Comments Examples and Template for Teachers

Preparing report cards for your math students? Let’s help you skip the most frustrating part with these math report card comment examples and templates.

You can use these comments to effortlessly write comments in minutes and save hours.

42 Math Report Card Comments

End of the year math report card comments.

• {year} has been great overall for {student’s name}. {he/she} has developed great study habits that have resulted in a significant improvement in her {math topic} this year.
• {student’s name} has shown a significant improvement in {math topic} this year. Please continue working on {math topic} over this summer to improve your skills.
• {he/she} will benefit greatly from reading the following math books this summer: {name of the books}.
• To improve {student’s name}’s math skills, {he/she} must improve {his/her} {math skill 1} and {math skill 2}.
• It was great to have {student’s name} in my math class this year.
• {student’s name} is a hard-working student. I have seen {his/her}progress this year in {mathematical topic} and it is impressive to see the progress {he/she} made.
• {student’s name} needs to improve on {mathematical topic 1} and {mathematical topic 2} this year if {he/she} wants to succeed in the {e.g. eighth} grade.
• {student’s name} should continue working on {mathematical topic} exercises this summer to improve his performance next year.
• While I didn’t get to know {student’s name} very well, I can certainly tell {he/she}’s a very bright student and has an excellent grasp of {mathematical topic}.

Related : Algebra report card comments

Math Report Card Comments for Struggling Students

• {student’s name} struggles with completing {his/her} math homework in a timely manner.
• {student’s name} is having a difficult time with {mathematical topic}. Practicing {mathematical topic} more would help {student’s name} overcome it.
• {student’s name} would benefit from {mathematical} exercise everyday.

Geometry Math Report Card Comments

Geometrical concepts math report card comment templates.

• {student’s name}has a good understanding of geometrical concepts.
• {student’s name}has a poor understanding of geometrical concepts.
• {student’s name}has an excellent understanding of geometrical concepts.

Triangle - Geometry Math Report Card Comment Templates

• {student’s name} struggles with the understanding of obtuse, acute, and right triangles.
• {student’s name} has a good understanding of obtuse, acute, and right triangles.
• {student’s name} has an excellent understanding of obtuse, acute, and right triangles.

Geometry Skill Level Math Report Card Comment Templates

• {student’s name} has a good understanding of {geometry skill(s)} and has an excellent understanding of various geometry concepts.
• {student’s name} has a good understanding of {geometry skill}, however {he/she} needs to improve upon {geometry skill 2} and {geometry skill 3}.
• {student’s name} has a very poor understanding of {geometry skills(s)} and should do {revision/exercises/etc} on a {daily/weekly} basis.

Area and Volume - Geometry Math Report Card Comment Templates

• When it comes to the perimeter, surface area, and volume - {student’s name} struggles to understand them.
• {student’s name}has a good understanding of perimeter, surface area, and volume.
• When it comes to perimeter, surface area and volume - {student’s name} understands {perimeter/surface area/volume}, but struggles to understand and calculate {perimeter/surface area/volume}.

Shapes - Geometry Math Report Card Comment Templates

• {student’s name} can differentiate between various shapes perfectly.
• {student’s name} can differentiate between some shapes, but not all. {he/she} needs to address it to reach a good level of understanding of geometric shapes.
• {student’s name} struggles with identifying geometric shapes and needs to work hard on it.

Application of Geometric Concepts - Math Report Card Comment Templates

• {student’s name} understands basic geometric concepts and can apply them very well to solve mathematical problems.
• While {student’s name} understands basic geometric concepts, {he/she} finds it difficult to solve mathematical problems focused around certain geometric concepts.
• {student’s name}struggles with understanding basic geometric concepts. {he/she} needs to work hard to understand {geometric concept(s)} in order to solve mathematical problems around these concepts.

Advanced Geometry - Math Report Card Comment Templates

• {student’s name} is excellent at learning advanced geometry concepts like {advanced geometry topic}.
• {student’s name} shows interest in learning advanced geometry concepts. I would recommend {book/course/class} for {student’s name} to learn these advanced concepts better.

General Math Report Card Comments

• {student’s name} pays attention to math, but is facing difficulty with understanding {math topic 1}, {math topic 2} and {math topic 3}.
• {student’s name} is struggling with math. I recommend that {he/she} improves {topic 1}, {topic 2} and {topic 3} by {studying/practicing} {suggestion 1} and {suggestion 2}.
• {student’s name} understands all mathematical concepts taught in class very well. {he/she} can communicate his understanding of these topics very well. {student’s name} also helps {his/her} peers when they hit roadblocks.
• {student’s name} when put {his/her} efforts delivers better results and learns more effectively. {student’s name} needs to be encouraged routinely so that {he/she} can put more effort into learning math with confidence.
• {student’s name} faces issues with concentrating when in class and as a result will face issues in learning advanced mathematical concepts in other grades.
• {student’s name} is often distracted during math class and never finishes their homework. It will be difficult for {him/her} to improve as we move towards harder mathematical topics like {topic 1} and {topic 2}.
• {student’s name} is attentive and learns well during math class. However, {he/she} isn’t practicing their math skills before the math tests which is reflected in lower grades. Starting practicing these questions a week or two before the math test will help {student’s name} get better grades.
• {student’s name} is facing issues with the following mathematical topics: {add topics here}. I would recommend you make sure that {he/she}works on their assignments to overcome these. Additionally, I will send out new monthly math assignments for students around {mathematical topic}, I would suggest that {student’s name} finish them a week before the math test too.
• {student’s name} has done a great job of understanding math concepts, math problem solving, and communication. I would recommend that {he/she} put a bit more effort into practicing more {mathematical topic} problems.
• {student’s name} has improved their math skills considerably. To improve {his/her} test scores in math, {he/she} needs to improve calculation speed.

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How to Teach Problem Solving in Kindergarten

Teaching kids to be independent thinkers is a huge part of education.  We want students to be able to solve their own “problems” without relying on adults for help.  While many kindergarteners aren't ready for complex problem solving, we can teach them how to address their own challenges on a smaller scale.  Keep reading for some tips on how to teach problem solving in kindergarten.

Tips for Teaching Problem Solving in Kindergarten

Learning how to problem solve is an advanced skill that people work on throughout their lives.  We definitely shouldn't expect children to be perfect in this skill!  However, your students can definitely start to understand that they can solve some of their small problems without adult intervention. Here are a few tips for how to teach problem solving in kindergarten.

1. Focus on Common Kindergarten Problems

When people think of solving problems in kindergarten, they often focus on conflict resolution between students.  However, in kindergarten, there can be a wide range of challenges that students experience during the day. For young students, this often means turning to an adult for help.

Procedural – Kindergartners are very routine-oriented.  When there is a small bump in the daily routines and procedures, the default is to ask the teacher what to do. These problems could include school supply issues or misplaced items.

Personal – Whether it’s untied shoes or complicated emotions, there are a variety of personal challenges that students experience throughout the school day.  These could include personal injury, self-care challenges, and emotional regulation difficulties.

Interpersonal – Kindergarten can be a challenging time for students who are learning to interact with their peers!  Students might experience problems related to turn-taking, making shared decisions, and working in groups. These are often the small problems that result in tattling.

2. Identify Your Preferred Solutions

Before teaching problem-solving skills to your students, take some time to identify the solutions that would be preferable in your classroom.  For example, when a child finds a lost school supply on the ground, would you prefer that they try to find the correct location for it, put it in your classroom Lost and Found bucket, or set it on your desk?

Since many of the challenges kindergartners experience can be procedural, it’s helpful to teach them appropriate solution options that fit within your classroom management system . For interpersonal problems, you might want to identify solutions that fit within your school’s conflict resolution procedures.

3. Teach the Steps of Problem Solving

Once you’ve identified the problems and solutions you’d like to discuss with your students, it’s time for the instruction!  Teach your students the three easy steps of solving a problem:

First, they need to stop what they are doing.  This helps them focus on the challenge they are facing.

Next, they need to think about the problem and possible solutions. Problems and solutions at school can often be different than those at home or other places.

Finally, they need to choose the best solution for their problem. They should consider how their solutions impact those around them.

These simple steps are easy for students to remember so they are more likely to use them!  It's a good idea to keep these reminders posted as visual support in the classroom so students can reference them throughout the school year.

4. Practice with Real-Life Scenarios

Now that you’ve introduced the steps to problem-solving, it’s time to practice using real-life examples and scenarios!  Introduce a common problem that your students might experience in the classroom, on the playground, or even in the lunchroom.  Discuss the problem so that all students can understand the challenge that needs to be addressed.  

Once your students can identify the problem that needs to be solved, you can discuss possible solutions.  It’s helpful for students to learn that there can be different ways to solve a problem.  Sometimes students are hesitant to address challenges without adult intervention because they want to know what the “right” thing is to do.

Finally, it’s time for the students to choose the best solution.  Students should think about how their solution will impact those around them and find the best option. You can discuss why this particular choice is the best option for the scenario.  

After discussing this real-life scenario together as a class, you can also encourage students to practice independently. Invite your students to complete an independent practice worksheet to show how they would solve the problem.  

5. Repeat and Remind

It’s an ongoing process to teach students how to be more independent thinkers and problem solvers.  This process of discussing real-life situations will be ongoing in your classroom.  Take opportunities to repeat your instruction whenever you can!  

Consider modeling for your students when there is a problem that you need to solve as a teacher.  This helps them see that you go through the same three steps of problem solving! If a challenge arises that involves the whole class, you might also decide to discuss this together.

If you created an anchor chart during your class discussion of scenarios, you can keep those on display in your classroom.  Problem solving posters can serve as a helpful reminder to your students when they find themselves in a challenging situation.

Problem Solving Printables for Kindergarten

Would you like to help your students become more independent in addressing their own challenges?  I have created a resource to make it easy to teach problem solving in kindergarten.  

These posters and worksheets will help your students practice problem solving with engaging and relevant scenarios.  Every classroom is different and each teacher sets specific classroom expectations. This resource is editable so that you can customize the problem solving scenarios to fit the needs of your classroom.  

Would you like to take a closer look at everything included in this resource?  You can find it in the Teaching Exceptional Kinders shop or on Teachers Pay Teachers .

Save These Kindergarten Problem-Solving Ideas

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Ed Tech Integration in the Elementary Classroom

Kindergarten Problem Solving Skills! (Freebies!)

07.16.2013 by Jessica Kings //

The “Problem of the Day” is probably one of my favorite routines for the classroom!  I ended up starting this routine as prep work for the story problems that are on the Kindergarten IOWA test… and my kids just love it!  It’s the perfect introduction to mental math for little Kinder minds!

I know a lot of teachers do math journals with their kids, which is somewhat similar.  I have thought about doing those, but unfortunately the IOWA Test doesn’t allow for students to use scrap paper to solve their math problems, so I use my problem of the day to focus on counting with our fingers.

(Obviously when I teach my addition and subtraction units, we do many more hands on activities, but this is a quick five minute review… or introduction!  I actually use the problem of the day with my class long before I teach my addition and subtraction units!)

Anyway… back to this quick routine!   (I promise, it takes way longer to explain than it actually takes to do!)

I pick a student to be in the problem, and replace the name in the story with their name.

Then, I have the students turn to their partner for a turn and talk (I have assigned partners in the classroom which change monthly.)  I tell the class this little poem:

(This helps avoid the students all saying “I don’t have a partner!” when someone is absent or on the computer.)  I tell them to be sure that both their knees are touching – this also helps to make sure that they’re looking at their partner and focused!

Then, I’ll pick a partner to go first (perhaps the partner with longer/shorter hair).  That student has to tell their partner the answer and explain their reasoning for it.  For example, “I know the answer is two because I started with five fingers up, then put three fingers back down.”

It really interesting to hear the kids reasoning behind their answer.  After giving them enough time to discuss, I count backwards from five so the students finish up their answer.

Next: it’s time to see who was listening!  I call on students to explain their partner’s answer to me!  This really improves their listening skills!  I then repeat visa-versa and have the other partner explain their answer.

The kids just love this routine… they really love hearing their names in the story and sharing their answers/explanations with their partner.  And the best part… it really improved their listening and math skills and it made a major difference in my IOWA Test scores!!

Here’s a quick preview of how cute the questions look… and they’re super easy to cut as well!

Print them, laminate, and cut the paper into fourths.   I keep my problems organized by hole punching the corner of each card and using a binder ring to hold them together.

Then, each day I just turn one page and read the next problem.

To see the bundle for the whole year, click on this picture:

To see each individual month, click the pictures below!  Scroll down to April to grab a free month!!!

Share this:

July 16, 2013 at 12:49 am

Looks great! [email protected]

July 16, 2013 at 1:57 am

This will be great for my JK students who aren't ready for math journals!

July 16, 2013 at 1:59 pm

OH so happy for these! I just added them to my cart! They look awesome! Thank you!!! Carolyn Kindergarten: Holding Hands and Sticking Together

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4.6 Problem solving and innovating

On this page skip this page navigation.

For more information about this frame, see Chapter 2.4, "Thinking about Problem Solving and Innovating" .

For a complete list of the overall expectations in the Kindergarten program with their related specific expectations, see the appendix to this document.

Children develop a sense of appreciation for human creativity and innovation … [by] Bringing all their senses to exploring the constructed world … [and by] Learning to appreciate beauty, creativity and innovation in art, architecture, and technologies. (New Brunswick Department of Education and Early Childhood Development, For Now. For Life. Be Ready: New Brunswick Curriculum Framework for Early Learning and Child Care, 2007, pp. 157, 176)

Overall expectations

As children progress through the Kindergarten program, they:

1. communicate with others in a variety of ways, for a variety of purposes, and in a variety of contexts 4. demonstrate an ability to use problem-solving skills in a variety of contexts, including social contexts 6. demonstrate an awareness of their own health and well-being 9. demonstrate literacy behaviours that enable beginning readers to make sense of a variety of texts 10. demonstrate literacy behaviours that enable beginning writers to communicate with others 13. use the processes and skills of an inquiry stance (i.e., questioning, planning, predicting, observing, and communicating) 14. demonstrate an awareness of the natural and built environment through hands-on investigations, observations, questions, and representations of their findings 20. apply the mathematical processes to support the development of mathematical thinking, to demonstrate understanding, and to communicate thinking and learning in mathematics, while engaged in play-based learning and in other contexts 22. communicate their thoughts and feelings, and their theories and ideas, through various art forms 23. use problem-solving strategies, on their own and with others, when experimenting with the skills, materials, processes, and techniques used in drama, dance, music, and visual arts 24. use technological problem-solving skills, on their own and with others, in the process of creating and designing (i.e., questioning, planning, constructing, analysing, redesigning, and communicating)

All children are viewed as competent, curious, capable of complex thinking, and rich in potential and experience.

Expectation charts

As children progress through the Kindergarten program, they: communicate with others in a variety of ways, for a variety of purposes, and in a variety of contexts

Conceptual understandings

• Communication has the power to influence and encourage change.
• We learn about the world, others, and ourselves through listening.
• The ways in which people communicate are diverse and are influenced by their background experiences.
• Knowledge is socially constructed – created by people learning, working, and investigating together – and can be shared.

Professional learning conversation Re. SE1.5: The educators decide during a planning meeting to ask questions that encourage more complex sentences, such as, "I wonder – how do you cook food in the wok?" Or, "The red sari has many designs. I see things that shine. What do you see?" The educators agree that they will continue to ask questions that encourage children to express more of their thinking.

As children progress through the Kindergarten program, they: demonstrate an ability to use problem-solving skills in a variety of contexts, including social contexts

• We can use our problem-solving skills in social situations.
• There are many ways to solve a problem.
• I can think about and adapt my actions, depending on the context.
• We make choices and decisions when solving problems.
• Problems can provide an interesting challenge.
• Problems can have many solutions.

As children progress through the Kindergarten program, they: demonstrate an awareness of their own health and well-being

• We develop an understanding of the factors that contribute to healthy development, a sense of personal responsibility for lifelong health, and an understanding of how living healthy, active lives is connected with the world around us and the health of others.
• I have the right to be healthy and to feel safe.
• There are things that I need to know and do to keep myself safe and healthy. I am empowered to make choices that will keep me healthy.
• Healthy food choices affect my body and my feelings.
• I am learning to recognize when I am tired or need a break.
• I am learning to make healthy choices and to be physically active, in order to keep my body healthy and safe, and to grow strong.
• We learn adaptive, management, and coping skills, and practise communication and critical thinking skills, in order to learn how to build relationships.

Professional learning conversation Re. SE6.1: The educator teams in the school have been discussing the importance of outdoor play – and physical activity in general – for young children. They recognize that many children in their school community need some innovative ideas so they can engage in physical activity regardless of the context. Through their professional reading, they have learned that physical activity, including and perhaps especially outdoor play, contributes to children's ability to concentrate and to self-regulate, enhances their overall health, and furthers their physical development. They decide to observe the children during outdoor play and, based on their observations, to determine how they can increase the children's general level of activity. In addition, they decide to discuss with the parents on the school council ways in which this information can be shared with families, to encourage more outdoor play and physical activity outside school time. They share ideas like tracking the number of footsteps walked indoors, seeing how many footsteps it takes to cross a room, and walking or marching on the spot, increasing the time spent on these activities as the children progress.

As children progress through the Kindergarten program, they: demonstrate literacy behaviours that enable beginning readers to make sense of a variety of texts

• Reading is an active process of interacting with and constructing meaning from text.
• Reading strategies help us to understand the meaning of different texts.
• Readers use a variety of strategies to think about and understand what they read.

As children progress through the Kindergarten program, they: demonstrate literacy behaviours that enable beginning writers to communicate with others

• Written communication enables us to make thoughts, ideas, and feelings visible to others.
• We write for a variety of reasons and purposes.
• It is important for others to understand what we are trying to say through writing.
• Writers think first about the purpose and audience for their writing and then about what form of writing would best convey their desired meaning.
• Writers use different tools and resources to help them write.

See the Professional Learning Conversation following the chart.

Professional learning conversation Re. OE10: The educators post the stages of picture making and the stages of writing in the writing area and on the Family Information Board. They also post pedagogical documentation that shows the children's thinking and learning. The children have been drawing and writing to communicate a memory, retell an experience, describe a point of view, describe a structure, and/or gather data from their classmates. At subsequent family conferences, the educators ask parents to share the kinds of writing that children do at home, and discuss with parent(s) how the samples of the children's work illustrate the stages of picture making and writing. Together, the educators and the parent(s) discuss the children's thinking, learning, and progress. At their drop-in coffee mornings, several parents comment that talking about the documentation has helped them understand their child's learning process.

As children progress through the Kindergarten program, they: use the processes and skills of an inquiry stance (i.e., questioning, planning, predicting, observing, and communicating)

• People have the capacity to feel a sense of wonder about the world.
• Curiosity is part of an inquiry stance.
• Wonderings, questions, ideas, and theories can be created through inquiry.
• The inquiry process helps us to discover new information and to confirm or question our theories about the world.
• The inquiry process is organized and systematic but not necessarily linear.

Professional learning conversations Re. SE13.1: (1) The educators observe and listen to children as they engage in play. They then decide to talk with children about the "bigger concepts" in relation to their working theories. The educators reflect that they used to be concerned that the children's interests would change so quickly that they wouldn't be able to effectively respond to them. This led them to plan "themes" that were based on the children's interests ( e.g. , nouns – "Dinosaurs", "Cars", "Fishing"). Focusing instead on the children's thinking now causes them to move away from their former planning model, which was carried out away from the children and often focused on isolated activities. (2) The educators view a video of children investigating the properties of water. As they watch, they compare their observations, noting the way children approach and learn from the experience. They then discuss among themselves ways of extending the children's learning by providing further opportunities for exploration and inquiry.

As children progress through the Kindergarten program, they: demonstrate an awareness of the natural and built environment through hands-on investigations, observations, questions, and representations of their findings

• The natural and built worlds are connected and have an impact on one another.
• Human-built and natural systems interact with one another.

As children progress through the Kindergarten program, they: apply the mathematical processes to support the development of mathematical thinking, to demonstrate understanding, and to communicate thinking and learning in mathematics, while engaged in play-based learning and in other contexts

• Problem solving: Problems can be solved collaboratively. There are many ways to solve a problem. Solving problems helps us learn how to think like mathematicians.
• Reasoning and proving: Observing mathematical strategies and talking about them help make us aware of our mathematical thinking. When we explain our thinking and reasoning, we all learn more.
• Reflecting: Reflective statements and questions deepen our understanding by helping us think critically about our answers/solutions.
• Selecting tools and strategies: The processes of thinking about and choosing tools and strategies help us to understand ideas and solve problems.
• Connecting: Connections can be made between the mathematics in play-based learning and questions related to our interests and daily experiences.
• Representing: There are many ways to represent our ideas and thinking. We can show our thinking by using concrete materials, pictures, numbers, and gestures, or by using physical actions, such as hopping, tapping, or clapping, or in various other ways.
• Communicating: Mathematical thinking can be communicated in many ways, including oral, visual, and concrete means.

Note: The specific expectations in the following chart are used as examples to illustrate that the mathematical processes are relevant to and embedded in all expectations that relate to demonstrating mathematics behaviours, regardless of their particular focus ( e.g. , on number sense and numeration or measurement or geometry and spatial sense).

In the following chart, the mathematical processes that are most relevant in the examples provided are identified in square brackets. (Other mathematical processes may also be involved, but are not stated.)

Professional learning conversation Re. SE20.2: The educators decided they needed to know more about probability before they could intentionally provide rich opportunities for the children to explore the concept in play. After doing some professional reading individually, they came back together to talk about what each of them had learned and to determine how they might begin to provide provocations for the children. They decided to introduce the concept of probability with the whole class, using a coin toss. They explained the idea of "heads" and "tails" to the children and modelled probability language, such as "chance of …" and "likely to …", as they kept a tally of the results of multiple tosses of the coin.

As children progress through the Kindergarten program, they: communicate their thoughts and feelings, and their theories and ideas, through various art forms

• There are many ways to communicate thinking, theories, ideas, and feelings.
• We can discover and interpret the world around us through the arts.
• Through the arts, we can become critically literate and creative citizens of the world.
• The arts provide a natural vehicle through which we can explore and express ourselves in a variety of creative ways.
• We develop our ability to communicate through our engagement in imaginative and innovative thought and action.

As children progress through the Kindergarten program, they: use problem-solving strategies, on their own and with others, when experimenting with the skills, materials, processes, and techniques used in drama, dance, music, and visual arts

• Exploration of materials and modes promotes creative expression and thought.
• The arts provide ways of perceiving, interpreting, organizing, and questioning various aspects of our world through exploration and experimentation.
• There are many collaborative ways to solve a problem.
• We can explore and create original "artistic texts" in kinesthetic, visual, spatial, aural, and dramatic ways.

Professional learning conversation Re. SE23.4: The educators invite a parent who is an artist working in various media to discuss the educators' plans to improve the Kindergarten visual arts program. Together, they map out a plan to provide opportunities for the children to explore photography and clay sculpture in addition to the usual painting and drawing. They also discuss plans for the parent/artist to work with the educator team and the children on one day a week to broaden the educators' knowledge about how to observe and assess the children's accomplishments. Throughout the process, the educators work with the children to collect samples of their paintings, photographs, and sculptures for a "Gallery Opening" to be held at the end of the term.

As children progress through the Kindergarten program, they: use technological problem-solving skills, on their own and with others, in the process of creating and designing (i.e., questioning, planning, constructing, analysing, redesigning, and communicating)

• Inventions change our relationship with the world.
• We use technology and design for different purposes.
• Function and design are interrelated.
• Safety is an important design consideration.

Professional learning conversation Re. SE24.3: The educators meet to discuss what types of books might be added to some of the learning areas in the classroom. A team member notes that the children have been asking questions about how simple machines work. The educators decide to start by adding age-appropriate non-fiction books about simple machines to the blocks area. The educators meet later to discuss how they can support the children's use of these books when they are working on their own designs.

The Ultimate Guide for Preschool Report Card Comments (+90 Templates)

What could be more difficult than the responsibility of writing distinct remarks about each child in your class? The preschool assessment report comments that follow will assist you in tailoring your remarks and highlighting their abilities. Also, check out our progress report templates for a comprehensive list of achievements for the preschool year in several areas of the curriculum. You’ll discover the correct terms here to keep your remarks current and accurate. By using the preschool assessment tool you can effectively record observations and evidence over time.

Table of Contents

6 strategies for effective preschool report card comments.

• The secret magic format of writing preschool report card comments
• 80 Sample Preschool Report Card Comments
• 5 Tips for Writing Preschool Report Card Comments Fast
• Preschool Report Card Templates from Illumine

10 Steps for Creating Progress Reports on the Illumine App

Faqs about preschool report card comments.

Keep these hacks in mind for writing honest and credible preschool assessment report comments:

• Begin your assessment report comments for kindergarten by telling parents how pleased you are to be teaching their kid, or how much their child is learning and developing. Positive comments can motivate pupils to do better.
• Report cards aren’t the best place to go over preschool curriculum . Student performance and ambitions for the coming term should be highlighted in the short remarks for the assessment report.
• Incorporating both parents and students in preschool assessment report comments broadens the scope of the report and decreases the likelihood of conflict between preschool teachers, pupils, and parents.
• Avoid general comments in preschool assessments. While vague phrasing may make parents feel better, it will not help your student improve and will prove to be a massive challenge for you later. To write specific preschool assessment report comments, look for important moments in class.
• Report card comments for kindergarten should cover a wide range of topics related to a student’s performance, like cognitive, social, emotional, linguistic, adaptive, etc.
• The primary goal of a report card is to inform parents of their child’s progress. MAJOR issues should be discussed face-to-face with the child’s parents. No matter if the child is doing well or not, the report card should be an honest reflection of the child’s performance. That said, of course, we want to frame things as positively as possible and in a way that is encouraging, with suggestions.

The MAGIC report card format

If the child is doing well on the whole… you have an easy task ahead! An easy-report card is the one everyone likes to make. Sadly , not all  children are Newton and Picasso, and a teacher needs  to mention  certain  areas that need improvement . This is where the magic format comes in handy

• Start with a compliment. You may have to dig deep here, but be creative, while still being sincere and kind. Every  kid  has attributes we can praise, even the most  challenging ones. 
• Then add a line or two about the kid’s challenges, and how he/she struggles in a certain area, and be sure to offer a solution or suggestions.
• End with a positive tone. A compliment is a nice touch at any time of the year and for the Year-End report card. Remember that your report card shouldn’t make life tough for the kids and the parents. Each parent like showing the report card of their kids to everyone. My best wishes for ____ school year or a great summer, or I am so happy to have been the _____ teacher this year, and so on.

Tips for drafting preschool assessments

These tips for drafting preschool assessment comments are real-time savers:

• Set a timer for fifteen minutes and write two or three assessment report remarks within that period. Tell yourself you just have 15 minutes to complete it. You’ll be more productive and efficient .
• Break down the large process of drafting a report into smaller segments. Consider starting with your broad observations . Break out your general assessment report remarks into two or three parts every day.
• Begin with the most difficult assignment. It’s surprising how empowering and inspiring it is to know that you’ve finished the part you were most dreading.
• Make positive self-talk a habit. Tell yourself that you’ve got this!
• When you’re having trouble expressing yourself, comment banks are a great place to start.

150 Sample Preschool Report Card Comments

Our preschool teachers have compiled a list of assessment report comments that are meaningful and impactful for both the parents and the students alike:, for behaviour.

• _____ is caring, enjoyable, curious, and a hard worker. [He/she] loves school and is a great classmate. Great work!
• _____manages and regulates emotions in an appropriate manner and responds well to feedback.
• _____ is very good at finishing things which [he/she] begins and makes sure that the work done completed perfectly.
• _____ communicates with peers, teachers, and other staff in a highly effective and respectful manner.
• _____ is reliable and trustworthy, responds well to leadership and coaching, and delivers on commitments to himself and others.
• _____ is responsible for working, behaving, and communicating within and outside the classroom.
• _____ has a lot of empathy and always seeks ways to be useful to other students and staff of the school community.
• _____ works very well with schoolmates and others on projects and group activities and is comfortable being a leader and taking charge of the groups.
• _____has good relations with others and is sensitive to different perspectives, experiences, and circumstances.
• _____ manages his/her feelings with maturity and responds appropriately to feedback.
• _____ cooperates with other students.
• _____ is respectful and has decent manners.
• _____observes the rules of the classroom.
• _____ responds appropriately when corrected.
• _____ sets a high standard for behavior.
• _____ is helpful and friendly to everyone in the classroom.
• _____ resists the urge to be distracted by other students.
• _____ maintains a laser-like concentration on tasks at hand.
• _____ is courteous.
• _____ transitions between classroom activities without distraction.

For Class Participation

• is considerate of others in the class.
• carefully executes group activities.
• collaborates with peers in a democratic manner.
• encourages his peers to follow directions.
• pays close attention to others’ answers.
• follows directions.
• replies to what was read or spoken about in class.
• asks for clarification when needed.
• remains an active learner throughout the day.
• puts forth their best effort.

For Social Skills

• makes friends quickly in the classroom.
• is well-liked by peers.
• chooses to spend breaks with friends.
• enjoys conversation with pals during breaks.
• appears to be at ease in new situations.
• empathetic towards their peers.
• treats other pupils with the utmost fairness.
• handles disagreements with peers well.
• doesn’t interrupt others.
• demonstrates a high level of respect for classmates.

For Communication and Collaboration

• Listens and follows directions given by the teachers
• Speaks and writes clearly to express his or her views and ideas.
• Communicates well with students and  educators  in different learning  settings.
• Works respectfully in group settings
• Listens and values someone else’s ideas.
• Actively participates in discussions.
• Speaks confidently.

20 general positive comments on student performance

• ______ is going in the correct direction. You can remember more information on the test day if you begin studying early. ______ performance has been excellent this year. 
• I’ve seen ______ character development over time. I’m proud of their growth.
• It’s fantastic that ______ is giving it its all. 
• ______ growth has been massive this year. Keep working hard to get even greater outcomes. 
• ______work is excellent. Continue searching for ways to push harder and strive for greatness.
• If ______ continues to be consistent with your performance, your grades will improve massively. 
• This is ______ greatest attempt, I can tell! I really like your drive. You seem very committed. I’m extremely fortunate to evaluate your work.
• ______ excitement is wonderful! Their work is excellent. What a fantastic vision you possess. 
• ______  has come a long way. You have quick problem-solving skills. I want to learn more from you!
• I am happy that ______ made a fresh discovery in my class. I had fun reading their essay.
• ______  has talent and is really wise. I appreciate their ideas in my class.
• ______  wrote a wonderful essay on ______  using precise language and beautiful imagery.
• Although the examples ______  offered were compelling and brilliant, providing additional context for how they are related to the essay is a good idea.
• ______  has emphasized their points using evocative language.
• I appreciate that ______ checks their writing for spelling and punctuation errors.
• ______ did a fantastic job on this project, but for future ones, strive to use shorter sentences.
• ______ completed the assignment on time and with great accuracy.
• ______ makes astounding observations that are right on point. Doesn’t it feel great to do such awesome work?
• ______, what fantastic math abilities you’re displaying!
• ______ is demonstrating outstanding comprehension. They write complete, succinct, and straightforward essays.

40 positive attitude comments

• ______ regularly attends class prepared and eager to learn.
• ______ possesses a curious and active mind.
• ______ is eager to do their chores each day.
• ______ enjoys attending school and studying with their buddies.
• ______ has a constructive outlook on personal growth.
• ______ likes to enter the classroom with an upbeat attitude and an open mind.
• ______ sets very high goals for themselves and works hard to reach them every day.
• ______ consistently exhibits excellent behavior in class.
• ______ is always ready to follow commands.
• ______ is a diligent and courteous student.
• ______ never acts improperly in class.
• ______ is a fantastic example for peers to aspire to.
• ______ is excellent at adhering to the rules.
• ______ can always be trusted with tasks assigned to them.
• ______ consistently carries themselves with integrity and honesty.
• ______ is forthright, honest, and open about their ideas and convictions.
• ______ offers intelligent and sincere comments.
• ______ is always eager to examine themselves and offer sincere assessments of their development.
• ______ is always eager to pitch in and help with any assignment.
• ______ is a wonderful helper who never hesitates to provide a helping hand to anyone who asks for it.
• ______ participates in all duties. This zeal is admirable.
• ______ always shows up prepared to participate in the lessons and activities.
• ______ always offers to help out first when work has to be done.
• ______ loves to learn by getting engaged and experiencing things firsthand.
• ______ possesses excellent self-reflection abilities.
• ______  is able to recognize its own advantages and disadvantages.
• ______ takes a moment to reflect on their work and finds opportunities for development.
• ______ possesses the capacity to pause and alter their direction when they spot opportunities for development.
• ______ is particularly proficient in finding and fixing draft-related mistakes.
• ______ has shown a lot of consideration for their own potential.
• ______ has demonstrated a strong capacity for empathy and compassion for classmates.
• ______ has made significant progress in their communicative abilities since preschool.
• ______ is a good team player.
• ______ is a pleasant and kind kid who gets along well with others.
• During play situations, ______ always shares and keeps others in mind.
• ______ is a well-liked student who has little trouble making friends with other kids.
• ______ always shares and thinks about others during play scenarios.
• ______ is a popular student who finds it very easy to make friends with other children.
• ______ has demonstrated some excellent budding leadership abilities in role-playing situations.
• ______ is quite glad to play with and learn from others in groups. 

30 critical comments

• ______ requires extra help to keep on target.
• ______ needs some persuasion to finish things.
• ______ is occasionally disinterested in studying or distracted.
• ______ is trying to focus more intently on their responsibilities.
• ______ occasionally have days where they lack motivation in studying.
• ______ usually arrives at class hesitant to participate in group discussions.
• During class, ______ needs to improve focus and attentiveness.
• ______ has made progress in certain areas but is still lagging in others.
• ______ is losing some of their attention and falling behind in their coursework.
• There is still a great deal of opportunity for improvement, and in the upcoming months, we’ll be working hard to increase ______ attention and motivation.
• In the future, it would be wonderful to see ______ progress in their areas of weakness.
• When ______ gets stuck on a task, I want to see them seek assistance.
• ______ can occasionally disturb their classmates and friends.
• ______ is occasionally disruptive to other pupils.
• When returning to class after a hiatus, ______ may get uneasy.
• ______ can be chatty when doing solo work.
• ______ could do better if they are more courteous of fellow students.
• ______ is having a hard time this year feeling at ease in class.
• ______ has occasionally tried to attract too much attention and disturbed the flow of teaching.
• ______ occasionally has trouble participating in class discussions.
• ______ needs several rewards from outside sources to become focused.
• Due to a lack of desire to perform to their full potential, ______ works far below her talents.
• ______ significantly depends on external incentive. 
• In the upcoming months, it would be wonderful to see the more intrinsic motivation for success from ______.
• ______ struggles to find activities that interest them.
• ______ has a hard time being interested in and involved in the class.
• ______ will respond favorably to rewards but finds it difficult to take initiative.
• In the future months, ______ has to dig deep and discover more drive to study.
• ______ plays with other kids, but in the next months has to establish cooperative play strategies. They need prodding to engage in more language-based play-based learning.
• ______ plays well by himself, but he still has to learn to share and play with other kids. They are interested in playing with others yet tend to withdraw out of shyness.

Needs Improvement Report Card Comments

• Mostly  does good work but [he/she] is  inconsistent . We will  keep   working  to  help  him/her  present his/her best work every time – please continue with the great support at home
• He/she is easily distracted and has trouble sticking to the task.
• Usually does quality work, but sometimes focuses too much on doing independent work too quickly, leading to accuracy issues.
• He/she struggles to complete his work quickly.
• ___ has   great   difficulty understanding concepts for his  academic level. He/she would benefit from reading with an adult every day
• _____ has a difficult time knowing when it is appropriate to share his/her thoughts.  He is working on learning when it is a good time to share and when it is a good time to listen.
• ____ is not proud of the work he/she does. We are trying to teach him and cultivate the feeling of being proud of his/her work

Preschool Assessment Report Card from Illumine

One of the most important components in defining a student’s learning path is creating short remarks that are both relevant and meaningful. It is one of the best strategies for effective engagement and teacher-parent communication . Illumine enables teachers to effectively capture and track progress through preschool comments for assessment report s. It also provides support and training to teachers. Illumine collects and analyses rich, detailed data throughout the school year and saves time by organizing the data for you

Creating preschool assessment reports is easy, fast, and hassle-free when you use a preschool assessment software . Illumine pre-school assessment tool is compatible with various curriculum structures such as Montessori , Early Years Foundation Stage Statutory Framework (EYFS), and other country-specific frameworks.

Here’s the breakdown of the steps:

Step 1: Go to the menu and select learning, then milestones .

Step 2: To create a development area, go to the top right corner and click the add development area button.

Step 3: Select the classrooms for which you wish to construct the development area and give it a short name, label, and add.

Step 4: After that, give it a title and submit it. The development area will be added to the list successfully.

Step 5: Next to the development area you wish to add it to, select the subdomain option.

Step 6: Select the classrooms for which you wish to construct the development area and give it a short name, label, and add.

Step 7: After that, give it a title and submit it. The development area will be added to the list successfully.

Step 8: Next to the development area or subdomain you wish to add it to, select the milestone option.

Step 9: After that, add a description and hit submit.

Step 10: The achievement will be added to the list.

Using Illumine’s high-tech tools to create and share accurate progress reports with parents can help you develop a strong working connection with them. Our app also enables you to write preschool comments for assessment reports fast, helping you save a massive amount of time. Get a free 11-day trial today with all features included!

SAMPLE PRESCHOOL REPORT TEMPLATES

Q 1. How do you write preschool comments for assessment reports?

You highlight the students’ achievements and deficiencies in preschool comments for assessment reports and highlight what they are good at.

Q 2. What are some positive preschool comments for assessment reports?

Some positive preschool comments for assessment reports include: keep it up, you’ve done an excellent job, you’re doing superbly, good luck!

Q 3. How do you end preschool comments for assessment reports?

You end preschool comments for assessment reports with positive affirmations and an encouraging remark or two.

Q 4. How do you write a comment for a kindergarten student?

You write positive comments for assessment reports, even if you’re talking about the child’s weak areas. 

1 thought on “The Ultimate Guide for Preschool  Report Card Comments (+150 Templates)”

Thanks for sharing the fantastic blog with us with helpful information about the tips for the perfect ultimate guide to preschool.

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Kindergarten Four Frame Program: Problem Solving and Innovating

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   The learning encompassed by this frame supports collaborative problem solving and bringing innovative ideas to relationships with others.   

Curriculum Expectations

This frame encompasses children's learning and development with respect to:

• exploring the world through natural curiosity, in ways that engage the mind, the senses, and the body;
• making meaning of their world by asking questions, testing theories, solving problems, and engaging in creative and analytical thinking;
• the innovative ways of thinking about and doing things that arise naturally with an active curiosity, and applying those ideas in relationships with others, with materials, and with the environment.

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For login in information for our board resources and databases, please ask your LCI or teacher!

K-Gr. 6: Teacher Resources

I Love Computers!

Colour changing milk.

Fun to read

Check with your Learning Commons Informationist or public library to see if this title is available to borrow.

Fun Science for Kinders!

Computer Technology

All about COMPUTERS!!

Mouse Practice

Activities to help practice mouse manipulation.

Keyboarding Skills

Activities to practice keyboard skills and alphabet recognition.

iPads & Tablets

iPads & tablets ~ goals for JK/SK students:

-Use the iPad (Drag items across the screen, tap items on the screen)

-vocabulary development

-letter/number/shape/alphabet recognition

-expressive language/speech practice

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