Make the words match the letter
E says what stands out; G says most of the time; S says some of the time, or with reminders; N says what is not happening yet and what helps. Next steps change too: E gets a stretch, N a small first step.
Examples for every skill and level
These are examples from the Comment Desk Learning Skills pack for made up students. Each cell holds six or more variants.
Responsibility
Example student: Maya (she/her).
| Level | Example | Next step |
|---|---|---|
| E | Maya reliably completes class work and home tasks on time and takes real pride in doing each one well. | As a next step, Maya can set a personal stretch goal for the quality of her work and track progress toward it. |
| G | Maya usually completes and hands in her work on time and takes good care of classroom materials. | Maya will benefit from using a planner or checklist to keep track of due dates without reminders. |
| S | Maya completes most class work, although some tasks are handed in late or left unfinished. | Maya will benefit from breaking larger tasks into smaller parts and finishing one part each day. |
| N | Maya often needs reminders and adult support to complete class work and hand it in. | Maya will benefit from a simple home and school routine, such as a folder checked each night, so that work and forms come back. |
Organization
Example student: Theo (he/him).
| Level | Example | Next step |
|---|---|---|
| E | Theo keeps his desk, binders and digital files in excellent order and can find what he needs right away. | Theo can share his organization strategies with classmates, for example by modelling how he plans a project. |
| G | Theo plans and completes most tasks in a sensible order and manages class time well. | Theo can work toward preparing materials for the next lesson before each transition. |
| S | Theo can plan the steps of a task with support but finds it harder to manage time on longer projects. | Theo can practise gathering everything he needs before starting a task, using a picture or word list. |
| N | Theo needs a lot of support to plan the steps of a task and to manage the time given for it. | With adult support, Theo can practise breaking a task into two or three small steps before beginning. |
Independent Work
Example student: Sam (they/them).
| Level | Example | Next step |
|---|---|---|
| E | Sam starts tasks promptly, stays on track throughout the work period and checks their work before handing it in. | Sam is encouraged to try more complex independent projects with fewer checkpoints from the teacher. |
| G | Sam generally stays focused during independent work and returns to the task quickly after a distraction. | Sam is encouraged to check their work carefully before handing it in, using a simple checklist. |
| S | Sam completes some independent work in the time given, though tasks are often left partly done. | Sam is encouraged to use class resources such as anchor charts before asking an adult for help. |
| N | Sam often leaves independent work unfinished and needs one to one support to complete it. | Sam can work toward starting a task on their own after the instructions, using a picture cue card. |
Collaboration
Example student: Noor (she/her).
| Level | Example | Next step |
|---|---|---|
| E | Noor responds to other points of view with respect and helps the group settle disagreements fairly. | To extend this strength, Noor could lead a group reflection on what went well and what the group would change. |
| G | Noor gets along well with peers and can solve most small disagreements with a little help. | To build confidence, Noor could practise stating a different opinion respectfully during class discussions. |
| S | Noor gets along with most classmates and needs adult help to work through disagreements. | Noor can aim to offer one idea in each small group discussion, with a sentence starter if needed. |
| N | Noor finds it hard to accept ideas that differ from her own, and conflicts with peers need adult help to resolve. | Noor is encouraged to listen to one classmate's idea in each group activity and say something kind about it. |
Initiative
Example student: Mateo (he/him).
| Level | Example | Next step |
|---|---|---|
| E | Mateo recognizes when help is needed and asks for it confidently and at the right time. | Mateo will benefit from setting a learning goal beyond grade expectations and tracking progress toward it. |
| G | Mateo asks questions to clarify his understanding and is growing more confident taking risks. | Mateo should aim to try a new strategy on his own before asking the teacher for an answer. |
| S | Mateo tries new challenges with encouragement and is learning that mistakes are part of learning. | Mateo should aim to volunteer for a classroom job or activity each week. |
| N | Mateo tends to avoid challenges and is learning that effort and practice help him grow. | Mateo should practise saying I will try when a task feels hard, with praise for effort along the way. |
Self-Regulation
Example student: Jordan (name only).
| Level | Example | Next step |
|---|---|---|
| E | Jordan responds to setbacks with a positive attitude and sees mistakes as a chance to learn. | Jordan is ready to set longer term goals and plan the steps needed to reach each one. |
| G | Jordan accepts feedback well most of the time and uses it to improve Jordan's work. | A next step for Jordan is to set one learning goal each week and check it at the end of the week. |
| S | Jordan accepts feedback at times, and is learning to see it as a way to improve. | A good goal for Jordan is to use a feelings check in tool to notice and name emotions early. |
| N | Handling strong emotions and staying focused are still hard for Jordan, who benefits from predictable routines and a calm space. | A first step for Jordan is to practise one calming strategy, such as breathing or counting, with adult coaching each day. |
Worked example: one student, four skills
Maya is G in Responsibility, S in Organization and E in Collaboration. Write one strength, one skill to work on, and add a detail: "Maya led her group's science fair board and made sure everyone had a part." That proves the E better than any adjective. End with the Organization next step.
Common mistakes
- An S letter with E words, which surprises the family at the next report.
- Next steps that are diagnoses ("needs to be more organized") instead of actions.
- Labels such as chatty or lazy instead of the behaviour you saw.
- The same opening sentence for every student in the class.
Write yours
The write page drafts a comment for every student from the letters you pick, with names, pronouns and no repeats. See the Learning Skills pack.
Last reviewed 26 September 2026. Comment Desk is not affiliated with any school board or ministry.