Ontario report card comment examples
[Student] applies knowledge of text forms and genres to create, edit, and proofread texts using appropriate features and strategies for the chosen purpose and audience.
A next step is to edit a written draft focusing on two genre-appropriate features, such as paragraph structure and an opening that fits the form.
The scale behind these examples
- Level 4
- Demonstrates the knowledge and skills with a high degree of effectiveness. Achievement surpasses the provincial standard.
- Level 3
- Demonstrates the knowledge and skills with considerable effectiveness. Achievement meets the provincial standard.
- Level 2
- Demonstrates the knowledge and skills with some effectiveness. Achievement approaches the provincial standard.
- Level 1
- Demonstrates the knowledge and skills with limited effectiveness. Achievement falls much below the provincial standard.
Generated with Compass and lightly edited for clarity.
Ontario Grade 4 Language comment examples
Overall expectation C2Comprehension Strategies
[Student] uses a range of strategies before, during and after reading, listening or viewing to make connections and explain complex ideas across different texts.
Next stepCompare two texts. Cite evidence from each to explain how the creator’s perspective shapes meaning.
[Student] uses strategies before, during and after reading, listening or viewing to make sense of a variety of texts.
Next stepTry predicting or summarizing while reading. Explain how the strategy helped clarify the text.
[Student] uses some strategies before, during and after reading, listening or viewing to identify main ideas and clarify meaning.
Next stepPractise one strategy with a short text, such as finding the main idea and two supporting details.
[Student] is beginning to use comprehension strategies and identifies some straightforward ideas when reading, listening or viewing.
Next stepWith guiding questions, practise retelling the main events of a short text.
Overall expectation D2Creating Texts
[Student] draws on different text forms and genres when creating and revising, making deliberate choices about organization and language to guide the audience.
Next stepRevise a draft using two features of the genre. Explain how each helps the text achieve its purpose.
[Student] uses features of different text forms and genres to create, edit and proofread texts for a particular purpose and audience.
Next stepEdit a draft for two features of its form, such as paragraph structure and an opening that suits the piece.
[Student] uses some basic features of the chosen form when creating and revising texts.
Next stepRevise one feature of a draft, such as adding topic sentences to organize the paragraphs.
[Student] is beginning to use a few basic features of the chosen form when creating or revising a text.
Next stepUse a model of the form to write a short piece with a clear beginning and one supporting detail.
Overall expectation B1Oral and Non-Verbal Communication
[Student] uses listening, speaking and non-verbal strategies to convey subtle meaning in varied settings and adapts them for different audiences and purposes.
Next stepPrepare a short explanation. Use two non-verbal cues to reinforce the main idea and check the audience’s understanding.
[Student] uses listening, speaking and non-verbal strategies to communicate for different purposes in familiar formal and informal settings.
Next stepOrganize the speaking points for a short presentation and practise a non-verbal cue that supports the message.
[Student] uses some listening, speaking and non-verbal strategies in familiar settings and is developing consistency in getting a message across.
Next stepPrepare brief speaking notes and practise one non-verbal cue, such as facing the audience.
[Student] is beginning to use listening, speaking and non-verbal strategies to convey simple messages, with varying success.
Next stepListen and respond to a short prompt. Practise one non-verbal cue, such as nodding to show understanding.
Start with what you taught
Ontario Grade 4 Math comment examples
Specific expectation B1.1Representing whole numbers
[Student] reads, represents, composes and decomposes whole numbers up to 10 000 using appropriate tools and strategies, and describes several everyday uses for these numbers.
Next stepShow the same number in three ways: on a place-value chart, in expanded form and in a base-ten drawing. Explain how each shows the same value.
[Student] reads, represents, composes and decomposes whole numbers up to 10 000 using familiar tools and identifies situations where these numbers are used.
Next stepBuild and break apart several numbers using blocks or drawings. Label the value of each part.
[Student] reads, represents, composes and decomposes whole numbers up to 10 000 with some accuracy using familiar tools.
Next stepUse a chart or base-ten blocks to break several numbers into thousands, hundreds, tens and ones. Label each part.
[Student] is developing skills in reading, representing, composing and decomposing whole numbers up to 10 000 and may find it easier with concrete materials.
Next stepUse base-ten blocks or drawings to build and label numbers with up to four digits. Say the value of each place.
Specific expectation B1.2Comparing and ordering whole numbers
[Student] accurately compares and orders whole numbers up to 10 000 in different contexts and explains the comparisons using place value and more than one strategy.
Next stepChoose one comparison and explain why the strategy works, using place value to describe each step.
[Student] compares and orders whole numbers up to 10 000 in familiar contexts and uses place value to explain most comparisons.
Next stepOrder four or five numbers. Choose one pair and explain which place value determines their order.
[Student] compares and orders whole numbers up to 10 000 in simple situations or with support, and uses some place-value ideas to explain the order.
Next stepCompare two numbers on a place-value chart. Identify the digits that determine the order and explain why.
[Student] is beginning to compare and order whole numbers up to 10 000 and may rely on counting or comparing individual digits.
Next stepPut two numbers on a place-value chart. Say which digits to compare first and why.
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Questions about Compass
Can I use my school’s reporting scale?
Yes. You can set up a custom scale with your school’s level names and add examples of the wording you usually use.
Does Compass write a separate comment for each student?
Compass creates starters for each reporting level from the outcomes your class has covered. You choose the starter that fits and add details from the student’s work.
Which plans include Report Card Comment Starters?
Report Card Comment Starters are included in Compass Plus and the CARL + Compass bundle.
Create custom starters for your class
Use your class’s outcomes, your reporting scale and the wording you normally use.
Writing preferences in Compass Plus