# Comment Desk, full text > Draft Ontario report card comments for a whole class in your browser: right names and pronouns, no repeats, a live character count. Nothing is uploaded. Every public page of https://commentdesk-web.pages.dev, as Markdown, in sitemap order. Built from the exported pages at build time. The short index is https://commentdesk-web.pages.dev/llms.txt. --- # Ontario report card comment builder, Comment Desk URL: https://commentdesk-web.pages.dev/ Last reviewed: 2026-09-26 > Draft Ontario report card comments for a whole class in your browser: right names and pronouns, no repeats, a live character count. Nothing is uploaded. ## Report card comments that stay on your laptop Pick a level for each learning skill, and Comment Desk drafts a comment for every student with the right name and pronouns, no repeats across the class, and a live character count. No account, no upload, no spreadsheet formulas to break in report week. A draft for Maya: Responsibility G, Organization S, Collaboration E, Initiative G Maya is dependable about returning homework and forms, and keeps most assignments up to date. Maya is developing organizational habits and sometimes needs help to find materials or keep track of work. She builds respectful relationships with a wide range of classmates and is often chosen as a partner. She volunteers for classroom jobs and activities and approaches most tasks positively. Maya is ready to bring the same care to every task that she already shows in her best work. One goal for Maya is to use a simple step by step checklist for larger tasks, with the teacher checking in at each step. Every draft is yours to edit before it goes on a report card. ### How it works 1. **Add your class** Type or paste first names. Surnames are dropped. Set she/her, he/him, they/them or name only for each student. 2. **Pick a level per strand** E, G, S or N for each learning skill, a level for each subject strand, or a tone for each Kindergarten strand. Set the whole class at once and change the few who differ. 3. **Check, edit, copy** Read each draft, add the detail only you know, and copy it into your report software, one at a time or the whole class as a table. ### What stays on this device - Student first names and pronouns - The levels you pick and every comment you edit - Your classes and settings, saved as you go There is no account and no server behind the write page, so there is nowhere for a name to go. Download a backup file to move your work to another computer. ### The packs 852 original sentences across 3 packs, each checked by a test for six or more variants per strand and level, pronoun agreement, and variety. - [Ontario Learning Skills and Work Habits](https://commentdesk-web.pages.dev/packs/on-learning-skills/), grades 1 to 8 - [Ontario Kindergarten Communication of Learning](https://commentdesk-web.pages.dev/packs/on-kindergarten/), kindergarten (year 1 and year 2) - [Ontario Grades 4 to 6 Language and Mathematics](https://commentdesk-web.pages.dev/packs/on-language-math-4-6/), grades 4 to 6 ### Guides and examples - [Ontario learning skills comments, examples by level E G S N](https://commentdesk-web.pages.dev/learning-skills-comments/) - [Ontario Kindergarten report card comments for 2026, strands A to D](https://commentdesk-web.pages.dev/kindergarten-report-card-comments/) - [Communication of Learning explained for new Kindergarten teachers](https://commentdesk-web.pages.dev/communication-of-learning/) - [How to write a report card comment that says something](https://commentdesk-web.pages.dev/guide/) - [Report card comment generator vs comment bank vs AI](https://commentdesk-web.pages.dev/comment-generator-vs-comment-bank/) ### Why not a spreadsheet or an AI tool? Spreadsheet generators depend on formulas and drop-downs that break when a file is copied, opened in the wrong app, or updated. AI writers ask you to paste your students' names into someone else's service. Comment Desk is a plain web page: the sentences are written ahead of time, the assembly runs in your browser, and the only copy of your class is the one on your computer. [Read the FAQ](https://commentdesk-web.pages.dev/faq/) for pronouns, character limits, Chromebooks and backups. --- # Write report card comments for your class, Comment Desk URL: https://commentdesk-web.pages.dev/write/ Last reviewed: 2026-09-26 > Add your class, pick a level per learning skill or strand, and get a draft comment for every student with the right name and pronouns and no repeats. This page is the app itself. It runs in the browser; there is no text to extract. --- # Ontario report card comment banks, Comment Desk URL: https://commentdesk-web.pages.dev/packs/ Last reviewed: 2026-09-26 > Three original comment banks for Ontario report cards: learning skills for Grades 1 to 8, Kindergarten, and Grades 4 to 6 Language and Math, with review dates. ## Ontario report card comment banks A pack is a bank of sentences written for one report card job. Every sentence is original, written in plain teacher language, and checked by a test that every strand has at least six different ways to say each level. ### [Ontario Learning Skills and Work Habits](https://commentdesk-web.pages.dev/packs/on-learning-skills/) Grades 1 to 8288 sentencesLast reviewed 25 September 2026 The six learning skills and work habits on the Ontario elementary report card, at E, G, S and N, with a next step for each skill at each level. - Responsibility, Organization, Independent Work, Collaboration, Initiative and Self-Regulation - An observation sentence for every skill at E, G, S and N - A next step sentence for every skill at every level, written for the level so an E student gets a stretch and an N student gets a first step - Grades 1 to 8, in wording that fits a primary or a junior and intermediate classroom ### [Ontario Kindergarten Communication of Learning](https://commentdesk-web.pages.dev/packs/on-kindergarten/) Kindergarten (Year 1 and Year 2)240 sentencesLast reviewed 26 September 2026 One comment box for each of the four strands of the 2026 Ontario Kindergarten curriculum, each with key learning, growth in learning and a next step, in three tones so a thriving child and a child just settling in each get a comment that fits. - The four strands of The Ontario Curriculum, Kindergarten, 2026, in its A to D order: Foundations of Language and Mathematics, Problem Solving and Innovating, Self-Regulation and Well-Being, and Belonging and Contributing - One box per strand, the way the Communication of Learning is organised, each drafting key learning, growth in learning and a next step for that strand, with its own character limit - The previous format, three boxes for key learning, growth and next steps across all strands, is still one click away - Coding, investigating and designing; social skills such as taking turns and making friends; identity, community, caring for nature and responding to art - Three tones per strand: confident, growing, and beginning with support - Next steps that include simple ideas families can try at home - Not included: the initial observations report and the Catholic religious and family life education section ### [Ontario Grades 4 to 6 Language and Mathematics](https://commentdesk-web.pages.dev/packs/on-language-math-4-6/) Grades 4 to 6324 sentencesLast reviewed 25 September 2026 Subject comments for Language and Mathematics in the junior grades, at levels 1 to 4 for each strand, with next steps that extend a strong student and build a struggling one. - Language: reading and comprehension, writing, oral communication, and word study and conventions - Mathematics: number, algebra and coding, data, spatial sense, and financial literacy - An observation at level 1, 2, 3 and 4 for every strand - Next steps in two sets per strand: extending a student at level 3 or 4, and building a student at level 1 or 2 - Two report boxes, one for Language and one for Mathematics ### How the packs are written The sentences are paraphrased descriptions of what a teacher sees in a classroom, not copies of any policy or curriculum document. Skill and strand names are the short names teachers already use. Each level has its own sentences rather than one sentence with a word swapped, so a student at S reads differently from a student at G, and a next step for a strong student stretches while a next step for a struggling student gives a first step. Every sentence renders cleanly for she/her, he/him, they/them and name only, with verbs that agree. No two sentences in a pack share a run of eight words, so the repeated phrase warning on the write page only ever fires for a real repeat. The packs are drafts. You know the student; read every comment against what you have actually seen before it goes on a report card, and change anything that does not fit. --- # Learning skills comment bank, Grades 1 to 8, Comment Desk URL: https://commentdesk-web.pages.dev/packs/on-learning-skills/ Last reviewed: 2026-09-25 > 288 original Ontario learning skills comments for Grades 1 to 8: every skill at E, G, S and N with a next step at each level. Reviewed 25 September 2026. ## Ontario Learning Skills and Work Habits The six learning skills and work habits on the Ontario elementary report card, at E, G, S and N, with a next step for each skill at each level. 288 sentencesLast reviewed 25 September 2026 ### What it covers - Responsibility, Organization, Independent Work, Collaboration, Initiative and Self-Regulation - An observation sentence for every skill at E, G, S and N - A next step sentence for every skill at every level, written for the level so an E student gets a stretch and an N student gets a first step - Grades 1 to 8, in wording that fits a primary or a junior and intermediate classroom #### Level choices - E: Excellent - G: Good - S: Satisfactory - N: Needs improvement #### Report boxes - Learning skills and work habits: observation and next step ### A sample comment Drafted by the write page for a made up student, Maya, with a mix of level choices. Maya is dependable about returning homework and forms, and keeps most assignments up to date. Maya is developing organizational habits and sometimes needs help to find materials or keep track of work. She builds respectful relationships with a wide range of classmates and is often chosen as a partner. She volunteers for classroom jobs and activities and approaches most tasks positively. Maya is ready to bring the same care to every task that she already shows in her best work. One goal for Maya is to use a simple step by step checklist for larger tasks, with the teacher checking in at each step. ### Strands in this pack | Strand | What it is about | Sentences | | --- | --- | --- | | Responsibility | Following through on work, commitments and classroom jobs, and owning one's choices.For example: Theo usually completes and hands in his work on time and takes good care of classroom materials. | 48 | | Organization | Planning time and tasks, keeping materials ready, and finding and using information.For example: Theo usually comes prepared for lessons and keeps his materials in good order. | 48 | | Independent Work | Getting started, staying on task and finishing work without constant help.For example: Theo usually works independently and completes most tasks in the time given. | 48 | | Collaboration | Working with others, sharing ideas and jobs, and resolving disagreements.For example: Theo works well with others and shares ideas and materials in group activities. | 48 | | Initiative | Curiosity, taking on new challenges, and asking for help or offering ideas unprompted.For example: Theo shows interest in new learning and often participates in class discussions. | 48 | | Self-Regulation | Managing feelings and attention, setting goals, and sticking with hard tasks.For example: Theo usually manages his emotions well and can calm down with a little support when upset. | 48 | ### Use it Open the write page, add your class, choose Learning Skills, and pick a level for each student. Every comment is a draft you can edit. --- # Kindergarten Communication of Learning bank, Comment Desk URL: https://commentdesk-web.pages.dev/packs/on-kindergarten/ Last reviewed: 2026-09-26 > 240 original Kindergarten comment sentences for the four 2026 strands, key learning, growth and next steps, in three tones. Reviewed 26 September 2026. ## Ontario Kindergarten Communication of Learning One comment box for each of the four strands of the 2026 Ontario Kindergarten curriculum, each with key learning, growth in learning and a next step, in three tones so a thriving child and a child just settling in each get a comment that fits. 240 sentencesLast reviewed 26 September 2026 ### What it covers - The four strands of The Ontario Curriculum, Kindergarten, 2026, in its A to D order: Foundations of Language and Mathematics, Problem Solving and Innovating, Self-Regulation and Well-Being, and Belonging and Contributing - One box per strand, the way the Communication of Learning is organised, each drafting key learning, growth in learning and a next step for that strand, with its own character limit - The previous format, three boxes for key learning, growth and next steps across all strands, is still one click away - Coding, investigating and designing; social skills such as taking turns and making friends; identity, community, caring for nature and responding to art - Three tones per strand: confident, growing, and beginning with support - Next steps that include simple ideas families can try at home - Not included: the initial observations report and the Catholic religious and family life education section #### Tone choices - Confident: Confident and consistent - Growing: Growing steadily - Beginning: Beginning, with support #### Report boxes - Foundations of Language and Mathematics: key learning, growth in learning and next steps in learning - Problem Solving and Innovating: key learning, growth in learning and next steps in learning - Self-Regulation and Well-Being: key learning, growth in learning and next steps in learning - Belonging and Contributing: key learning, growth in learning and next steps in learning #### Also available: Three boxes by section (previous format) Key learning, growth in learning and next steps as three boxes, each with a sentence from every strand. For a board template that still uses them. - Key learning: key learning - Growth in learning: growth in learning - Next steps in learning: next steps in learning ### A sample comment Drafted by the write page for a made up student, Maya, with a mix of tone choices. Foundations of Language and Mathematics Maya can copy a simple repeating pattern and is learning to make new patterns. Maya now recognizes more letters and is beginning to match some letters with the right sounds. Maya is encouraged to practise letter sounds through games, songs and rhymes. Problem Solving and Innovating Maya uses a wide range of materials creatively and can explain why she chose each one for her creation. She has grown in explaining her thinking and now uses words, drawings and models to share ideas. She can build on this strength by working with a partner to plan, build and improve a shared creation. Self-Regulation and Well-Being Maya enjoys active play and is building balance and coordination on the climber and in the gym. Maya is staying with activities longer and can now complete a simple puzzle or building project. Maya is encouraged to invite a new classmate to play at least once a day. Belonging and Contributing Maya speaks proudly about her family, languages and traditions, and listens with interest to how other families celebrate. Since the start of the year, Maya has grown into a leader who welcomes new classmates and helps newcomers feel at home. Maya will benefit from opportunities to share her culture and traditions with the class. ### Strands in this pack | Strand | What it is about | Sentences | | --- | --- | --- | | Foundations of Language and Mathematics | Talking and listening, early reading and writing, stories, counting, patterns, sorting, shapes and measuring.For example: Theo recognizes many letters, especially those in his name, and is learning the sound each one makes. | 57 | | Problem Solving and Innovating | Giving and following step by step directions, predicting and testing, designing and improving, and exploring the world outside.For example: Theo follows two or three step directions in movement games and is beginning to put the steps of a routine in order. | 54 | | Self-Regulation and Well-Being | Getting along with others, managing feelings and attention, routines, healthy habits, and large and small muscle skills.For example: Theo is learning to recognize his feelings and, with a reminder, can use a strategy to calm down. | 72 | | Belonging and Contributing | Identity, family and traditions, the class and wider community, caring for nature, and making and responding to art.For example: Theo feels comfortable in our classroom and talks with educators about family members and favourite things at home. | 57 | ### Use it Open the write page, add your class, choose Kindergarten, and pick a tone for each student. Every comment is a draft you can edit. --- # Grades 4 to 6 Language and Math comment bank, Comment Desk URL: https://commentdesk-web.pages.dev/packs/on-language-math-4-6/ Last reviewed: 2026-09-25 > 324 original Grades 4 to 6 Language and Math comments for Ontario report cards, every strand at levels 1 to 4 with next steps. Reviewed 25 September 2026. ## Ontario Grades 4 to 6 Language and Mathematics Subject comments for Language and Mathematics in the junior grades, at levels 1 to 4 for each strand, with next steps that extend a strong student and build a struggling one. 324 sentencesLast reviewed 25 September 2026 ### What it covers - Language: reading and comprehension, writing, oral communication, and word study and conventions - Mathematics: number, algebra and coding, data, spatial sense, and financial literacy - An observation at level 1, 2, 3 and 4 for every strand - Next steps in two sets per strand: extending a student at level 3 or 4, and building a student at level 1 or 2 - Two report boxes, one for Language and one for Mathematics #### Level choices - Level 4: Level 4, beyond the standard - Level 3: Level 3, meeting the standard - Level 2: Level 2, approaching the standard - Level 1: Level 1, well below the standard #### Report boxes - Language: observation and next step - Mathematics: observation and next step ### A sample comment Drafted by the write page for a made up student, Maya, with a mix of level choices. Language Maya identifies the main idea and key supporting details in most texts and summarizes each text clearly. Maya writes texts with some organization, although ideas are not always developed with enough detail. A next step for Maya is to support every inference with two pieces of evidence from the text. Maya will benefit from adding one or two specific details to each main idea. Mathematics Maya adds and subtracts accurately and uses appropriate strategies to multiply and divide. Maya identifies common shapes and objects and needs support to describe the properties of each one. Maya will benefit from explaining solutions using precise math vocabulary in writing as well as aloud. Maya will benefit from using square tiles to build shapes and count the area before using a formula. ### Strands in this pack | Strand | What it is about | Sentences | | --- | --- | --- | | Reading and comprehension | Understanding, inferring and responding to a range of texts, and reading aloud fluently.For example: Theo reads grade level texts with good understanding and makes reasonable inferences using evidence from the text. | 36 | | Writing | Planning, drafting, organizing and revising written work for a purpose and an audience.For example: Theo writes clear, organized texts that develop ideas with relevant details. | 36 | | Oral communication | Listening, speaking, discussing and presenting ideas clearly.For example: Theo shares ideas clearly in class and small group discussions and supports each idea with relevant details. | 36 | | Word study and conventions | Spelling patterns, vocabulary, grammar and punctuation in reading and writing.For example: Theo spells most grade level words correctly and uses spelling patterns to attempt new words. | 36 | | Number | Whole numbers, fractions and decimals, and the strategies used to calculate with them.For example: Theo understands place value with whole numbers and decimals and uses it to compare and order numbers. | 36 | | Algebra and coding | Patterns, equations and unknown values, and writing, reading and fixing simple code.For example: Theo identifies and extends growing and shrinking patterns and describes the pattern rule. | 36 | | Data | Collecting, organizing and displaying data, reading graphs, and describing likelihood.For example: Theo collects and organizes data using tally charts and tables with accuracy. | 36 | | Spatial sense | Shapes and solids, measurement, area and perimeter, and location and movement on a grid.For example: Theo identifies and classifies two dimensional shapes and three dimensional objects by properties such as sides, angles and faces. | 36 | | Financial literacy | Money, making change, needs and wants, budgets and comparing value.For example: Theo counts money and makes change accurately in everyday situations. | 36 | ### Use it Open the write page, add your class, choose Language and Math 4 to 6, and pick a level for each student. Every comment is a draft you can edit. --- # How to write report card comments, Comment Desk URL: https://commentdesk-web.pages.dev/guide/ Last reviewed: 2026-09-26 > How to write report card comments that say something: specific evidence, one next step, honest words that match the level, and a fit to the character limit. ## How to write a report card comment that says something A report card comment says something when it names one specific thing you saw the student do, gives one next step they can start tomorrow, uses words that agree with the mark, and fits the box without being cut off. A family reads it looking for what is true about their child that they did not know before. Here is how to write one that answers that, step by step, with examples. ### The steps in short 1. **Lead with specific evidence** Name one thing you saw the student do: a behaviour, a piece of work or a moment in a discussion. 2. **Give one next step a child can act on** Write one small, concrete step the student could start tomorrow, and how a family can help at home. 3. **Keep the tone honest and kind** Describe behaviour and work, not character, and say a real concern plainly alongside its step. 4. **Make the words agree with the level** Use words that match the letter or level you assigned, so the family is not surprised later. 5. **Fit the limit without losing the point** Cut empty openers and extra adverbs, keep one example per skill, and never cut a sentence in half. 6. **Check before you paste** Read the finished comment against a short checklist: evidence, next step, level, pronouns, tone, length and no repeats. ### 1. Lead with specific evidence The weakest comments are true of every child in the room. "Works hard" and "is a pleasure to have in class" tell a family nothing, because they could be pasted onto any report card in the school. A comment earns its space when it names something you actually saw: a behaviour, a piece of work, a moment in a discussion. Ontario's reporting policy says the same thing. Growing Success (2010, chapter 6, last reviewed 26 September 2026) asks teachers to describe what the student has learned, name significant strengths and next steps, and use language parents understand instead of repeating curriculum wording. Says little Ava is a good reader. Says something Ava reads grade level novels with good understanding and backs up her predictions with clues from the text. The second version names two things a family can ask about at dinner: the kind of book, and what backing up a prediction looks like. You do not need a paragraph of anecdote. One precise verb and one precise object carry most of the weight: "returns forms the next day", "explains which operation a problem needs", "invites a quieter classmate into the group". If you can picture the child doing it, a parent can too. Comment Desk drafts the structure and the level language for you. The best use of the time it saves is to add or swap in one detail only you know: the novel they finished, the project they led, the week things clicked. ### 2. Give one next step a child can act on A next step is a promise about what happens after the report card goes home, so it should be small enough to start tomorrow and concrete enough that you would notice it happening. "Needs to improve organization" is a diagnosis, not a step. Says little Liam needs to be more organized. Says something A next step for Liam is to write each assignment in his planner and check it with the teacher before home time. The strong version names the tool, the moment, and who checks, so Liam, his family and his teacher all know what to look for. One good next step beats three vague ones. If a student needs several, write the one that will unlock the others first. For a student who is already strong, the next step is a stretch rather than a fix: an extension, a leadership role, a harder text, a more open problem. A strong student with no next step reads as a student nobody is still teaching. Where it helps, add how a family can support the step at home, especially in the primary grades: reading together for fifteen minutes, counting things on a walk, a folder checked each night. Keep it to one small habit a busy family can manage. ### 3. Keep the tone honest and kind Honest and kind are not opposites. Describe what the child does, not who the child is. "Often talks while others are speaking" is a behaviour that can change; "chatty" is a label that sticks. "Finds it hard to start writing without adult prompts" is fair and specific; "lazy" is neither. - Describe behaviour and work, never character or family circumstances. - Use growth words that are true: "is beginning to", "with support", "is learning to". Do not use them to hide a real concern; say the concern plainly and pair it with the step. - Avoid comparisons with classmates and avoid absolutes such as "never" and "always" unless they are literally true. - Leave out jargon and acronyms a family would need to look up. - Nothing in a comment should surprise a family who has been kept informed. A serious concern belongs in a conversation first. ### 4. Make the words agree with the level Families read the letter or the number first and the comment second. If the mark says Satisfactory and the comment reads like Excellent, the family believes the comment and is surprised later. Each level in the packs has its own sentences for that reason: an S sentence says "most of the time" or "with reminders", an N sentence says what is not yet happening and what support helps, and an E sentence says what makes the work stand out. When you edit a draft, keep that agreement. If a student has grown past the level you picked, change the level, not just the words. ### 5. Fit the limit without losing the point Report software counts characters, including spaces, and cuts off anything past the limit. Set the limit on the write page to match yours and every box shows a live count. When a draft runs long, Comment Desk leaves out whole sentences, extra next steps first, and tells you which ones it dropped. It never cuts a sentence in half. To shorten your own edits: - Cut the opener that says nothing, such as "This term, Ava has continued to". - Keep one example per skill, not two. - Merge two short sentences about the same skill into one. - Drop adverbs that do not change the meaning: very, really, quite. Watch for repeats across the class too. Families compare report cards, and two children with the same sentence notice. The write page lists any run of eight or more words that appears in two comments. ### 6. Kindergarten is different A Kindergarten Communication of Learning describes learning rather than grading it. Since the 2026 Kindergarten curriculum it is organised by the four strands: Foundations of Language and Mathematics, Problem Solving and Innovating, Self-Regulation and Well-Being, and Belonging and Contributing. Inside each strand you say what the child has learned, how the child has grown, and what comes next. Write about the child in play and investigation, keep each strand's comment about that strand rather than a list of everything, and keep next steps practical for home. The Kindergarten pack drafts one box per strand, each with a key learning, a growth and a next step sentence, in a confident, growing or beginning tone, so a thriving child and a child still settling in each get a comment that fits. If your board template still has three boxes by section, choose the previous format on the write page. ### 7. A checklist before you paste 1. Does the comment name something specific you saw? 2. Is there one next step the child could start tomorrow? 3. Do the words agree with the level or mark? 4. Are the name and pronouns the ones this family uses? 5. Is it free of labels, comparisons and jargon? 6. Is it under the character limit, with no sentence cut off? 7. Is it different from every other comment in the class? Comment Desk handles the last three for you and gets you a sound draft for the first four. The detail that makes a comment ring true is still yours to add. ### Worked example: a draft made specific Here is a learning skills draft for a made up student, Maya, at Responsibility G, Organization S, Collaboration E and Initiative G, as the write page produces it: Example draft for Maya (she/her), from the Learning Skills pack > Maya is dependable about returning homework and forms, and keeps most assignments up to date. Maya is developing organizational habits and sometimes needs help to find materials or keep track of work. She builds respectful relationships with a wide range of classmates and is often chosen as a partner. She volunteers for classroom jobs and activities and approaches most tasks positively. Maya is ready to bring the same care to every task that she already shows in her best work. One goal for Maya is to use a simple step by step checklist for larger tasks, with the teacher checking in at each step. It is accurate, agrees with each letter and has a next step. To make it say something, replace one general sentence with what you saw: "Maya organised the class book swap and kept its sign out sheet up to date all term." Now the E in Collaboration and the G in Responsibility have evidence a family can ask about. ### Common mistakes - Praise that fits any child: works hard, pleasure to have in class. - A next step that is a diagnosis ("needs to focus") rather than an action. - Words that promise more than the mark, or less. - Copying curriculum or policy wording that a family cannot picture. - A sentence cut off by the software because the limit was not checked. - The same sentence on several report cards in one class. ### More guides and examples - [Ontario learning skills comments, examples by level E G S N](https://commentdesk-web.pages.dev/learning-skills-comments/) - [Ontario Kindergarten report card comments for 2026, by strand](https://commentdesk-web.pages.dev/kindergarten-report-card-comments/) - [Communication of Learning explained for new Kindergarten teachers](https://commentdesk-web.pages.dev/communication-of-learning/) - [Report card comment generator vs comment bank vs AI](https://commentdesk-web.pages.dev/comment-generator-vs-comment-bank/) Last reviewed 26 September 2026. Comment Desk is not affiliated with any school board or ministry. ### Sources - [Growing Success: Assessment, Evaluation, and Reporting in Ontario Schools, First Edition, 2010](https://www.edu.gov.on.ca/eng/policyfunding/growsuccess.pdf), Ontario Ministry of Education. Chapter 2 (the six learning skills and work habits), chapter 6 (the E, G, S, N scale, reporting dates, and how teachers should write anecdotal comments). Last reviewed 26 September 2026. - [Kindergarten communication of learning](https://www.ontario.ca/page/kindergarten-communication-learning), Government of Ontario. The four areas, key learning, growth in learning and next steps, the initial observations report, and the extra sections some reports carry. Last reviewed 26 September 2026. ### Frequently asked questions **How long should a report card comment be?** As long as your report software allows and no longer than it needs to be. Ontario policy sets no character count; boards set limits in their software. Three to five sentences per box is typical: evidence, a strength, and one next step. **What is a good next step on a report card?** One small action the student can start now, with who does what and when, such as writing each assignment in a planner and checking it with the teacher before home time. It should be something you would notice happening. **Should report card comments use the student's name or pronouns?** Both. Open with the name so the comment is clearly about this child, then use the pronouns the family uses. Name only is fine when a family prefers no pronouns. --- # Ontario Kindergarten report card comments 2026, Comment Desk URL: https://commentdesk-web.pages.dev/kindergarten-report-card-comments/ Last reviewed: 2026-09-26 > Example Ontario Kindergarten comments for 2026, three per strand A to D, each with key learning, growth and a next step, plus how to write your own. ## Ontario Kindergarten report card comments for 2026, strands A to D with examples From the 2026-27 school year, an Ontario Kindergarten Communication of Learning follows the four strands of The Ontario Curriculum, Kindergarten, 2026: A Foundations of Language and Mathematics, B Problem Solving and Innovating, C Self-Regulation and Well-Being, and D Belonging and Contributing. In each strand you write key learning, growth in learning and a next step. Below are three example comments per strand. ### What changed in 2026 The 2016 Kindergarten Program used four frames, and many templates had three boxes, key learning, growth and next steps, each covering every frame. The 2026 curriculum names four strands in A to D order, and the ministry's Communication of Learning page organises the report by those four areas. That means four shorter comments, one per strand. If your board template still has three boxes, the write page keeps that format too. ### The shape of one strand comment 1. **Key learning.** The most important thing the child knows or can do in this strand right now, with one example you saw. 2. **Growth in learning.** What has changed since the last report or since September: a skill that is new, steadier, or used in more places. 3. **Next step.** One thing to work on next, small enough to start this week, with a way a family can help at home. ### Example comments by strand These are examples, drafted by the Comment Desk write page for made up children: Maya at confident, Theo at growing, Sam at beginning with support. The detail that makes a comment true is yours to add. #### A. Foundations of Language and Mathematics Talking and listening, early reading and writing, stories, counting, patterns, sorting, shapes and measuring. Example: Maya (she/her), confident and consistent > Maya counts objects accurately well beyond ten and can tell which group has more or fewer. Maya has grown as a reader and now chooses books independently and talks about favourite parts. Maya will benefit from chances to write for real purposes, such as lists, cards and signs for play. Example: Theo (he/him), growing steadily > Theo talks about pictures in books and can tell what happened at the start and end of a familiar story. He has started to notice shapes in the classroom and can name a circle, square and triangle. Next, Theo can try labelling drawings with letters, saying each word slowly to hear the sounds. Example: Sam (they/them), beginning > Sam is beginning to recognize some letters, including the first letter of their name. Sam has started to show interest in letters, especially the ones in their own name. Sam is encouraged to find the letters of their name in books and around the classroom. #### B. Problem Solving and Innovating Giving and following step by step directions, predicting and testing, designing and improving, and exploring the world outside. Example: Maya (she/her), confident and consistent > Maya uses a wide range of materials creatively and can explain why she chose each one for her creation. She has grown in explaining her thinking and now uses words, drawings and models to share ideas. She can build on this strength by working with a partner to plan, build and improve a shared creation. Example: Theo (he/him), growing steadily > Theo is learning to keep trying when a tower falls or a ramp does not work the way he planned. Theo now notices changes outdoors, such as puddles drying or leaves changing colour, and wonders aloud about the reasons. A next step for Theo is to talk about a plan before building and check whether it worked afterward. Example: Sam (they/them), beginning > Sam explores materials with all the senses and is beginning to show curiosity about new objects. Sam has started to explore new areas of the classroom and is trying a wider range of materials. Sam is encouraged to explore new materials and areas of the classroom with an educator nearby. #### C. Self-Regulation and Well-Being Getting along with others, managing feelings and attention, routines, healthy habits, and large and small muscle skills. Example: Maya (she/her), confident and consistent > Maya takes turns easily, shares materials and can settle a small disagreement with a friend using calm words. Over the term, Maya has widened her circle of friends and now plays with many different classmates. Maya is encouraged to try new physical challenges, such as skipping or catching a smaller ball. Example: Theo (he/him), growing steadily > Theo is developing control with scissors, glue and drawing tools, and enjoys practising at the art table. Theo has made new friends this term and is beginning to join in shared games and pretend play. At home, families can support independence by letting Theo practise zipping a coat and putting on boots. Example: Sam (they/them), beginning > Sam is beginning to name feelings such as happy, sad and angry, and needs an educator's help to calm down. Sam is showing early interest in drawing and playdough, which is helping to build hand strength. As a first step, Sam can follow one part of the daily routine, such as hanging up their backpack, independently. #### D. Belonging and Contributing Identity, family and traditions, the class and wider community, caring for nature, and making and responding to art. Example: Maya (she/her), confident and consistent > Maya speaks proudly about her family, languages and traditions, and listens with interest to how other families celebrate. Since the start of the year, Maya has grown into a leader who welcomes new classmates and helps newcomers feel at home. Maya will benefit from opportunities to share her culture and traditions with the class. Example: Theo (he/him), growing steadily > Theo is gaining confidence to try new activities and is proud to show educators what he can do. Theo has become more comfortable joining group activities and now shares ideas more often during circle time. A next step for Theo is to share an idea or experience during circle time with the whole group. Example: Sam (they/them), beginning > With support, Sam is starting to share simple ideas about family and home with an educator. They are beginning to join small group activities for short periods, especially when the activity is hands on. They can explore paint, clay and musical instruments freely, with an educator naming what they are doing. ### Worked example: from draft to finished comment Theo's strand A draft above could describe any child growing steadily. Add one thing you saw: Example: Theo, strand A, with one observed detail added > At our pretend grocery store, Theo counted out play coins for each item and wrote price tags with the numbers 1 to 10. Theo talks about pictures in books and can tell what happened at the start and end of a familiar story. He has started to notice shapes in the classroom and can name a circle, square and triangle. Next, Theo can try labelling drawings with letters, saying each word slowly to hear the sounds. The new sentence is evidence for the key learning, names a play context the family will recognise, and stays inside strand A. ### Common mistakes - Writing about every strand in every box. Keep each box to its own strand. - Grading. The Communication of Learning describes learning; it has no marks or levels to justify. - Listing activities ("enjoys the sand table") instead of what the child learned there. - A next step that is really a concern ("needs to listen better") with no first step attached. - Three next steps in one strand. One that the child and family can act on is enough. - The same sentence for half the class. ### Write yours On the [write page](https://commentdesk-web.pages.dev/write/), choose the Kindergarten pack and pick a tone per strand. Each child gets four boxes, no sentence repeated across the class. See the [Kindergarten pack](https://commentdesk-web.pages.dev/packs/on-kindergarten/) and [Communication of Learning explained](https://commentdesk-web.pages.dev/communication-of-learning/). Last reviewed 26 September 2026. Comment Desk is not affiliated with any school board or ministry. ### Sources - [Kindergarten](https://www.ontario.ca/page/kindergarten), Government of Ontario. The Ontario Curriculum, Kindergarten, 2026 applies to every Kindergarten program from the 2026-27 school year. Last reviewed 26 September 2026. - [The Ontario Curriculum, Kindergarten, 2026](https://www.dcp.edu.gov.on.ca/en/curriculum/kindergarten), Ontario Ministry of Education, Curriculum and Resources. The four strands A to D and the names of their overall expectations. Last reviewed 26 September 2026. - [Kindergarten communication of learning](https://www.ontario.ca/page/kindergarten-communication-learning), Government of Ontario. The four areas, key learning, growth in learning and next steps, the initial observations report, and the extra sections some reports carry. Last reviewed 26 September 2026. ### Frequently asked questions **What are the Kindergarten strands in Ontario for 2026?** The Ontario Curriculum, Kindergarten, 2026 has four strands: A Foundations of Language and Mathematics, B Problem Solving and Innovating, C Self-Regulation and Well-Being, and D Belonging and Contributing. It applies to every Kindergarten program from the 2026-27 school year. **How long should a Kindergarten comment be for each strand?** Three to four sentences is usual: one for key learning, one for growth, and one next step, with a specific example. The ministry pages reviewed on 26 September 2026 set no character count; your board's report software sets the limit for each box. **Can I copy these example comments?** They are examples written for made up children, so use them as models. A comment is only true when it describes what you saw this child do, so change the detail before it goes on a report. --- # Ontario learning skills comments, E G S N, Comment Desk URL: https://commentdesk-web.pages.dev/learning-skills-comments/ Last reviewed: 2026-09-26 > Ontario learning skills report card comment examples for all six skills at E, G, S and N, each with a next step, and how to make the words match the letter. ## Ontario learning skills report card comments, examples by level E G S N The Ontario report card rates six learning skills, Responsibility, Organization, Independent Work, Collaboration, Initiative and Self-Regulation, as E (Excellent), G (Good), S (Satisfactory) or N (Needs Improvement). The comment explains strengths and next steps in words that match the letter. Below is an example and a next step for every skill at every level. ### 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](https://commentdesk-web.pages.dev/write/) drafts a comment for every student from the letters you pick, with names, pronouns and no repeats. See the [Learning Skills pack](https://commentdesk-web.pages.dev/packs/on-learning-skills/). Last reviewed 26 September 2026. Comment Desk is not affiliated with any school board or ministry. ### Sources - [Growing Success: Assessment, Evaluation, and Reporting in Ontario Schools, First Edition, 2010](https://www.edu.gov.on.ca/eng/policyfunding/growsuccess.pdf), Ontario Ministry of Education. Chapter 2 (the six learning skills and work habits), chapter 6 (the E, G, S, N scale, reporting dates, and how teachers should write anecdotal comments). Last reviewed 26 September 2026. ### Frequently asked questions **What are the six learning skills on the Ontario report card?** Responsibility, Organization, Independent Work, Collaboration, Initiative and Self-Regulation, each reported with E (Excellent), G (Good), S (Satisfactory) or N (Needs Improvement), as set out in Growing Success (2010). **What should a learning skills comment include?** Growing Success asks the teacher to elaborate on the student's strengths and next steps for improvement in the learning skills. In practice that is one or two specific strengths, a skill that needs work, and one next step the student can act on. **Is there a character limit for learning skills comments?** Growing Success sets none. The limit comes from your board's report card software. Set it on the Comment Desk write page and each draft is kept under it by leaving out whole sentences. --- # Communication of Learning explained, Comment Desk URL: https://commentdesk-web.pages.dev/communication-of-learning/ Last reviewed: 2026-09-26 > The Ontario Kindergarten Communication of Learning for new Kindergarten teachers: when it goes home, the four areas, key learning, growth and next steps. ## Communication of Learning explained for new Kindergarten teachers The Communication of Learning is the Ontario Kindergarten report. It has no marks. For each of four areas, the educators write the child's key learning, growth in learning, and next steps in learning, using specific examples. Families receive an initial observations report in the fall and two more communications of learning later in the year. Here is what each part means and how to write it well the first time. ### When it goes home The ministry's Communication of Learning page describes three written reports a year. The first, the initial observations report, goes home between late October and November and describes how the child is settling in and what the educators have noticed so far. The other two are full communications of learning later in the school year. Your board sets the exact dates and the software you write in. Grades 1 to 8 teachers work to a similar rhythm under Growing Success, with a progress report card in the fall and provincial report cards in the winter and at the end of June. ### The four areas Each communication is organised by four areas, which from the 2026-27 school year line up with the four strands of The Ontario Curriculum, Kindergarten, 2026: 1. Foundations of Language and Mathematics (strand A) 2. Problem Solving and Innovating (strand B) 3. Self-Regulation and Well-Being (strand C) 4. Belonging and Contributing (strand D) Catholic schools add a section on religious and family life education. The report also has places to note English as a second language support and an Individual Education Plan where they apply. ### Key learning, growth and next steps - **Key learning** is the most significant learning for the child at the time you write: what they know and can do in this area, shown with an example from play, inquiry or conversation. - **Growth in learning** is the change you have seen: a more complex stage, a skill that is new or more consistent, or knowledge that has widened since the last report. - **Next steps in learning** are the goals you set from the curriculum expectations for this child, with ideas for how school and home can each support them. ### Where the evidence comes from New Kindergarten teachers often find the report hardest because there are no tests to draw from. The evidence is your documentation: photos of a structure with the child's explanation, a transcribed conversation, a drawing with the child's label, notes from observing play. Start a simple folder or note per child in September, and aim for one dated observation per child per area every couple of weeks. When the report is due, key learning and growth write themselves from what you already have. ### Worked example Here is one area, Self-Regulation and Well-Being, written for a made up child. It is an example of the shape, not a comment to copy. Example, Self-Regulation and Well-Being, for a made up child, Leo (he/him) > Leo can now name when he feels frustrated and asks for a break at the calm corner before returning to play. In September he often left activities when a tower fell; this term he rebuilds it and asks a friend to help. Next, Leo will practise using words to share materials during play. At home, families can take turns in short games and name the waiting out loud. Sentence one is key learning with evidence. Sentence two is growth, framed as a change since September. The last two are the next step, with one idea for school and one for home. ### Common mistakes in a first Communication of Learning - Describing the program ("We have been exploring patterns") instead of the child. - Writing a growth sentence that is really another key learning, with no sense of change. - Next steps that only the school can act on, or only the family. - Jargon such as expectation codes, frames or strands that a family has never been shown. - Writing each area from memory the night before, instead of from dated documentation. ### Doing it faster without losing the child With a full class, each area for every child adds up. The [Kindergarten comment examples](https://commentdesk-web.pages.dev/kindergarten-report-card-comments/) show three drafts per strand, and the [write page](https://commentdesk-web.pages.dev/write/) drafts all four boxes for every child from a tone you pick, with names, pronouns and no repeats handled. Keep your minutes for the sentence only you can write: the example from your documentation. Last reviewed 26 September 2026. Comment Desk is not affiliated with any school board or ministry. ### Sources - [Kindergarten communication of learning](https://www.ontario.ca/page/kindergarten-communication-learning), Government of Ontario. The four areas, key learning, growth in learning and next steps, the initial observations report, and the extra sections some reports carry. Last reviewed 26 September 2026. - [Kindergarten](https://www.ontario.ca/page/kindergarten), Government of Ontario. The Ontario Curriculum, Kindergarten, 2026 applies to every Kindergarten program from the 2026-27 school year. Last reviewed 26 September 2026. - [The Ontario Curriculum, Kindergarten, 2026](https://www.dcp.edu.gov.on.ca/en/curriculum/kindergarten), Ontario Ministry of Education, Curriculum and Resources. The four strands A to D and the names of their overall expectations. Last reviewed 26 September 2026. - [Growing Success: Assessment, Evaluation, and Reporting in Ontario Schools, First Edition, 2010](https://www.edu.gov.on.ca/eng/policyfunding/growsuccess.pdf), Ontario Ministry of Education. Chapter 2 (the six learning skills and work habits), chapter 6 (the E, G, S, N scale, reporting dates, and how teachers should write anecdotal comments). Last reviewed 26 September 2026. ### Frequently asked questions **What is a Communication of Learning?** It is the written report Ontario Kindergarten families receive instead of a report card with marks. For each of four areas it describes the child's key learning, growth in learning and next steps in learning. **How many Communications of Learning are there in a year?** The ministry page describes an initial observations report sent home between late October and November, followed by two more communications of learning during the school year. **Are there grades or levels in Kindergarten?** No. The Communication of Learning describes what the child has learned and how they have grown, with next steps. There are no letter grades, levels or learning skills letters as in Grades 1 to 8. **What is the difference between key learning and growth in learning?** Key learning is the most significant learning right now. Growth in learning is the change over time: a skill that is new, steadier, more complex, or used in more places than before. --- # Comment generator vs comment bank vs AI, Comment Desk URL: https://commentdesk-web.pages.dev/comment-generator-vs-comment-bank/ Last reviewed: 2026-09-26 > Report card comment generator, comment bank or AI writer: how each works, how long a class takes, the privacy question, and which fits an Ontario report. ## Report card comment generator vs comment bank vs AI A comment bank is a list of pre-written sentences you copy from. A comment generator assembles pre-written sentences for you from the levels you pick and fills in each student's name and pronouns. An AI writer composes new text from a prompt, usually on someone else's server. For Ontario report cards, a generator built on a good bank is the fastest route to a consistent, private first draft; AI adds variety but needs the most checking and raises a privacy question your board may already have answered. ### Side by side | Question | Comment bank | Comment generator | AI writer | | --- | --- | --- | --- | | What you do | Search a list, copy a sentence, change the name and pronouns by hand | Pick a level per skill or strand; sentences are assembled for you | Type a prompt about the student; new text is written for you | | Wording | Fixed, written ahead of time | Fixed, written ahead of time, varied across the class | New each time, unpredictable | | Pronouns and names | By hand, the most common source of errors | Filled in, with verbs that agree | Usually right, needs checking | | Repeats across a class | Common, because everyone copies the best sentence | Avoided while an unused variant is left | Rare, but phrasing drifts toward the same habits | | Matches the level | If you pick the right list | Each level has its own sentences | Only if the prompt says so, and it can overstate | | Where student names go | Nowhere, if the bank is a document | Nowhere, if it runs in the browser | To the AI provider's servers | | Checking needed | Light | Light: read for accuracy and add a detail | Heavy: read every claim, the text may invent specifics | ### What Ontario policy says about standard comments Growing Success (2010), the ministry's assessment and reporting policy for Grades 1 to 12, asks for comments that describe what the student has learned, name significant strengths and next steps, and use language parents understand rather than repeating curriculum wording. It also says teachers must have the opportunity to write personalized comments as an alternative to a prepared set of standard comments, and that boards should not prevent it. None of the three tools is forbidden. The policy is a reminder that whatever produces the draft, the finished comment has to be about this child. ### The privacy question A bank in a document and a generator that runs in your browser never send a student's name anywhere. An AI writer does, unless it runs on your own device. Ontario school boards handle student personal information under provincial privacy law and their own policies, and many publish a list of approved online tools. If you are unsure, ask before you paste a name, or leave names out of the prompt and add them afterwards. ### Worked example: 25 learning skills comments With a bank, you look up six skills for each student, copy a sentence or two, and fix names, pronouns and verbs by hand: that is 25 rounds of search, paste and edit, and the good sentences end up on half the class. With a generator, you set the whole class to G in one click, change the few students who differ, and read 25 drafts that already use the right names, agree with the letters and do not repeat. With AI, you write one prompt per student or one long prompt for the class, then read every line for invented details, for a tone that does not match the letter, and for the same phrases coming back. In each case the last step is the same: add the one detail only you know. ### Common mistakes whichever tool you use - Pasting a draft without reading it against what you saw the student do. - Letting the tool's wording outrun the letter or level you assigned. - Leaving a wrong pronoun or a previous student's name in a copied sentence. - Giving the same strong sentence to most of the class. - Pasting student names into a service your board has not approved. ### Where Comment Desk fits Comment Desk is a generator built on an original bank of 852 sentences for Ontario learning skills, Kindergarten and Grades 4 to 6 Language and Mathematics. It runs entirely in your browser, uses no AI service, and keeps each comment under the character limit you set. It is not a substitute for knowing the student; it saves the mechanical part so the time goes to the detail. Read [how to write a comment that says something](https://commentdesk-web.pages.dev/guide/), or open the [write page](https://commentdesk-web.pages.dev/write/) and try it with your class. Last reviewed 26 September 2026. Comment Desk is not affiliated with any school board or ministry. ### Sources - [Growing Success: Assessment, Evaluation, and Reporting in Ontario Schools, First Edition, 2010](https://www.edu.gov.on.ca/eng/policyfunding/growsuccess.pdf), Ontario Ministry of Education. Chapter 2 (the six learning skills and work habits), chapter 6 (the E, G, S, N scale, reporting dates, and how teachers should write anecdotal comments). Last reviewed 26 September 2026. ### Frequently asked questions **Is a report card comment generator the same as AI?** Not necessarily. A generator can assemble sentences written in advance, with no AI involved, which is how Comment Desk works. An AI writer composes new text from a prompt, usually on a remote server. **Can I put student names into an AI tool?** Check your school board's guidance first. Ontario school boards handle student information under provincial privacy law and their own policies, and many limit which online services may receive it. A tool that runs in your browser and uploads nothing avoids the question. **Are pre-written report card comments allowed in Ontario?** Growing Success (2010) says teachers must be able to write personalized comments instead of choosing only from a prepared set, and encourages them to write their own. A bank or generator is a starting point, and the finished comment should be personal to the student. **Which is fastest for a class of 25?** A generator, because the name, pronoun and variety work is done for the whole class at once. A bank is slower because each sentence is copied and edited by hand. AI is fast to draft but slow to check. --- # Report card comment builder FAQ, Comment Desk URL: https://commentdesk-web.pages.dev/faq/ Last reviewed: 2026-09-26 > Where student names are stored (only on your device), pronouns, repeats, Ontario character limits, offline use, backups and which report cards the packs fit. ## Report card comment builder FAQ Where student names are stored (only on your device), pronouns, repeats, Ontario character limits, offline use, backups and which report cards the packs fit. ### Frequently asked questions **Do my students' names leave my computer?** No. Comment Desk is a set of static pages that run in your browser. Your class list, the levels you pick and every comment are saved in this browser's own storage on this device. Nothing is uploaded, there is no account, and there is no server that could receive a name. **Is this an AI writing tool?** No. Every sentence was written in advance, in plain language, and stored in the pack; none is generated for your students by AI. The sentences have not yet been reviewed by a classroom teacher, so read each comment before it goes on a report card. The write page picks sentences for the levels you choose, fills in the name and pronouns, and makes sure no two students get the same sentence while another one is left. Nothing is generated on the fly and nothing is sent to an AI service. **Does it work offline?** Once the write page has loaded, everything runs in the page, so you can keep writing without a connection. Your work is saved to the browser as you go. **How are pronouns handled?** Each student has a pronoun setting: she/her, he/him, they/them, or name only. Every sentence in every pack is tested with all four, including verbs that change with they (they are, they have). Name only uses the first name wherever a pronoun would go. **How does it stop two students getting the same comment?** Every strand has at least six different sentences at every level. The write page hands each student a sentence nobody else in the class has while an unused one is left. If more students sit at one level than there are sentences, it spreads the repeats evenly, and the repeated phrase warning names the students so you can regenerate or edit one. **What about my report software's character limit?** Set the limit on the write page and every box shows a live count. If a draft runs over, whole sentences are left out, extra next steps first, and the page tells you which. A sentence is never cut in half. Your own edits are counted too and flagged if they run over. **Is there an Ontario character limit for report card comments?** Not in provincial policy. Growing Success (2010) and the ministry's Kindergarten Communication of Learning page, both last reviewed on 26 September 2026, set no character count. The limit comes from your board's report card software and can differ between boards and between boxes, so set it on the write page to match what your software allows. **Can I edit the comments?** Yes. Every comment is a draft in an editable box. Your wording is kept until you change a level in that box or regenerate that student, and you can undo your edits at any time. **How do I get the comments into my report card software?** Copy one comment at a time, or copy the whole class as a two column table of names and comments that pastes into a spreadsheet or a document. A CSV file and a printable class sheet are also available. **What happens if I clear my browser or change computers?** Clearing site data for this page deletes your classes, because they only exist in this browser. Download a backup file from the write page to keep a copy, and restore it on another computer or browser. The backup holds first names and comments, so keep it where you would keep a class list. **Does it work on a school Chromebook?** Yes, in Chrome like any web page. Your work is saved in that browser profile, so use the same profile each time, and download a backup if the device is shared or wiped between users. **Which curriculum do the packs follow?** The packs are written for Ontario elementary report cards: the learning skills and work habits, the four strands of the Kindergarten Communication of Learning under The Ontario Curriculum, Kindergarten, 2026, and Grades 4 to 6 Language and Mathematics strands. The sentences are original paraphrases of classroom behaviour, not copies of curriculum or policy text. Each pack page shows the date it was last reviewed. **Is Comment Desk connected to a school board or the ministry?** No. Comment Desk is not affiliated with any school board or ministry. Check your own board's guidance on report card comments, and treat every draft as a starting point you are responsible for. --- # Privacy: student names never leave your device, Comment Desk URL: https://commentdesk-web.pages.dev/privacy/ Last reviewed: 2026-09-26 > How Comment Desk handles your data: student names, levels and comments stay in your browser on your device, are never uploaded, and are never sent to AI. ## Privacy: student names never leave your device How Comment Desk handles your data: student names, levels and comments stay in your browser on your device, are never uploaded, and are never sent to AI. ### What stays on your device The write page runs entirely in your browser. There is no server side to this site: it is a set of static files. Your class names, the first names and pronouns of your students, the levels you pick and every comment you draft or edit are saved in your browser's own local storage, under keys beginning with `commentdesk.`, and nowhere else. That means your classes belong to one browser on one device. They are not sent to us, not backed up anywhere, and not visible to anyone who does not have your device. Clearing site data for this site removes them permanently and immediately, and there is nothing we can restore, because we never had a copy. ### Student information Comment Desk asks only for a first name, a pronoun set and an optional grade, and has no field for a surname, a student number or anything else. The comments are drafted from sentences stored in the page, so no student information is sent to an AI service or to any other service. The backup file you can download from the write page contains first names and comments. Store it where you would keep a class list, and follow your school board's guidance on where student information may be kept. ### No accounts There is no sign up, no sign in, no email capture and no password. Every page on this site can be used without identifying yourself. ### What is collected No account, no advertising identifiers, and no analytics of what you type. The static host may keep ordinary web server logs of a page request, its time and a network address, as any web server does. Page visits may be counted by the host, Cloudflare, with a cookieless count that records that a page was opened, never what you entered on it. ### Purchases If paid features are offered, purchases are handled by RevenueCat and Stripe. An anonymous purchase id is kept in this browser so your purchase is recognised on this device. Your payment details go to the payment provider, not to us, and your classes are never part of a purchase. ### Cookies Comment Desk sets no cookies of its own and carries no advertising or cross site tracking scripts. ### Children The site is a tool for teachers. It is not directed at children, and students do not use it or enter anything into it. ### Changes If this policy changes in a way that affects what is collected, the change will appear on this page. ### Contact Questions about privacy go to socialreminderinfo@gmail.com. Since nothing is stored on a server, most requests are answered by telling you which local storage keys to clear. --- # Terms of use for the comment builder, Comment Desk URL: https://commentdesk-web.pages.dev/terms/ Last reviewed: 2026-09-26 > The terms that apply when you use Comment Desk, what a drafted report card comment can and cannot be relied on for, and what stays free for every teacher. ## Terms of use The terms that apply when you use Comment Desk, what a drafted report card comment can and cannot be relied on for, and what stays free for every teacher. ### What this is Comment Desk is a drafting aid for report card comments. It assembles pre-written sentences according to the levels you pick. Every comment it produces is a draft: you are responsible for checking that each comment is accurate for the student, consistent with the mark or level you assign, and in line with your school board's requirements before it is used. ### The comment banks The sentences in every pack are original writing that describes classroom behaviour in plain language. No text from any curriculum, policy or assessment document is reproduced; skill and strand names are the short names teachers use and are used only to say what a sentence is about. Comment Desk is not affiliated with any school board or ministry. You may use the comments the site drafts on your own report cards, edited or not. You may not republish the banks themselves as a collection. ### What is free The write flow for a class of up to five students with the Learning Skills pack, the guide, the packs pages and the FAQ are free to use with no account and stay that way. When billing is enabled, a paid tier adds larger classes, more packs, the CSV file and the printed class sheet on top of that, and does not take anything away from the free flow. ### Your data Your classes are stored by your own browser on your own device. They can be cleared by you at any time, cannot be recovered by us, and do not follow you to another device unless you use the backup file. ### Refunds Not happy with a purchase? Email [socialreminderinfo@gmail.com](mailto:socialreminderinfo@gmail.com) within 14 days of a first purchase, or within 7 days of a renewal, and we will refund it. Send the message from the email address you used at checkout, and include: - the email address used at checkout (if you are writing from a different address) - your access code, shown on the Premium page while you have Premium on the browser you purchased from - roughly when you purchased, and which plan (yearly or lifetime) - the last 4 digits of the card, if you have the receipt handy That is everything needed to find the purchase and process the refund. This policy does not limit any statutory rights you may have. ### Acceptable use Use the site for writing your own report card comments. Do not scrape it at a rate that degrades it for other people, and do not present the banks as your own published work. ### Warranty and liability The site is provided as it is, without warranty of any kind. To the extent the law allows, Comment Desk is not liable for any loss arising from the use of the site or from reliance on a drafted comment. ### Contact Questions, a sentence that reads wrongly, or a pronoun that does not agree all go to socialreminderinfo@gmail.com. A sentence that says the wrong thing is a defect and gets fixed.