Report card comments for reading

Good reading comments separate the skills: decoding, fluency, comprehension and the habit of reading. These original examples run from strong readers to children still building confidence.

Every example is original and free to copy. Replace [Name] with the student's first name, then change anything that does not fit. Use the Copy button beside each comment.

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Strong progress (exceeding expectations)

• [Name] has had a wonderful year in reading. It has been lovely to see that they summarize long passages accurately and pick out the key ideas quickly. Next, we would love them to analyze how a narrator’s point of view shapes a story.
• [Name] has made excellent progress in reading this year. He asks good questions about the pictures and the words in a story. He has maintained his level of work. He will benefit from trying to read a challenging book over several weeks.
• [Name] is a highly capable learner in reading. She reads widely and with real fluency, choosing challenging books for herself, which is a real strength. She works with impressive determination. To move forward, she needs to read more nonfiction alongside stories.
• [Name] is working at a high standard in reading. In particular, they use context clues to work out new words. Next, they should back up answers with evidence from the text.
• [Name] has achieved a very high standard in reading. Notably, he recognizes most first-grade sight words on sight. He has kept up a steady standard since the last report. A useful next step is to practice the next set of sight words at home.
• [Name] really shines in reading. A real strength is that she retells a story with a clear beginning, middle and end. She always gives her very best effort. The next target is to stop and retell after each page of a chapter book.
• [Name] approaches reading with real confidence. In particular, they answer who, what, where, when and why questions about a text. A useful next step is to reread a sentence that does not sound right.
• [Name] really shines in reading. We are delighted that he explains how characters’ actions affect the story. He has kept up his good work steadily. Next, he should explain how a writer builds tension or atmosphere.

On track (meeting expectations)

• [Name] is a capable and steady learner in reading. They decode words with two syllables. Next, they should notice how a character changes from the start to the end.
• [Name] has worked well in reading this year. Notably, he can retrieve information from a text accurately. He has kept up a steady standard since the last report. The priority for next year is to explain the meaning of figurative language.
• [Name] has made good progress in reading this year. In particular, she uses context clues to work out new words. She is a willing and conscientious worker. A useful next step is to use the pictures and headings to find information.
• [Name] has shown a secure grasp of the key ideas in reading. They explain the theme of a story using details, which is a real strength. In order to progress further, they should aim to read words with long vowel sounds and silent e.
• [Name] has a sound understanding of the reading we have covered. A real strength is that he uses the context of a sentence well to work out unfamiliar words. He has maintained his level of work. To move forward, he needs to summarize a chapter in a few sentences.
• [Name] has grown in confidence in reading. We are delighted that she reads second-grade texts smoothly and with expression. Her effort is good and she usually finishes tasks well. She will benefit from trying to read a short book aloud each night.
• [Name] has a sound understanding of the reading we have covered. They compare firsthand and secondhand accounts of an event, which is a real strength. The next target is to back up answers with evidence from the text.
• [Name] has had a positive year in reading. It has been lovely to see that he reads fluently and with good expression. He has kept up his good work steadily. Next, we would love him to analyze how a narrator’s point of view shapes a story.

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Still developing (approaching expectations)

• [Name] has begun to build firm foundations in reading. We are delighted that they can now find simple facts in a text when given a little time. A useful next step is to practice the next set of sight words at home.
• [Name] has made steady progress in reading this year. In particular, he listens well to stories and can recall the main events. He has made clear progress since the last report. The next target is to stop and retell after each page of a chapter book.
• [Name] is becoming more confident in reading. She is becoming more confident when reading aloud, which is a real strength. She works hard in lessons. Next, she should use the pictures and headings to find information.
• [Name] is continuing to consolidate the basics in reading. Notably, they use phonics to sound out new words with growing confidence. To move forward, they need to read a short book aloud each night.
• [Name] is developing his skills in reading. A real strength is that he listens well to stories and can recall the main events. His results show real improvement since last year. He will benefit from trying to read aloud at home for ten minutes most days.
• [Name] has been working hard in reading. She can now find simple facts in a text when given a little time. She puts good effort into her work. Next, we would love her to explain the meaning of figurative language.
• [Name] is developing their skills in reading. In particular, they use phonics to sound out new words with growing confidence. Next, they should notice how a character changes from the start to the end.
• [Name] has taken some positive steps in reading. It has been lovely to see that he is becoming more confident when reading aloud. It has been great to see his work improve so much recently. Next, we would love him to talk about what he has read to check understanding.

Reading next steps families can help with

• Read together for a few minutes every day, even with older readers.
• Ask about the story: who, what happened, why.
• Let children choose some books just for fun.