Report Card Comment Qualifiers for English

Language Learners
When using any of the ESL report card comments below, make them more/less
positive or negative simply by adding or eliminating a word or phrase.
Examples:
 _____is progressing very well…
 _____meeting standards…
 _____struggling with…
 _____frequently…
 _____often…
 _____does not…
 _____soars in the area of…
 _____rarely…
 _____not progressing well…
 _____has a hard time…
 _____excelling in…
 _____needs improvement with…

ESL Report Card Comments Bank

General ESL Report Card Comments for Reading
 _______ regularly decodes words using sound-letter relationships,
prefixes, suffixes, base words, and cognates.
 _______reads from left to right, top to bottom with ease.
 _______needs reinforcement in new vocabulary.
 _______ has a strong sight word vocabulary.
 _______ frequently uses reading aids such as illustrations, text features,
context clues, and graphic organizers to comprehend text.
 As the semester progresses, _______ requires decreasing amounts of
linguistic accommodations.
 _______greatly benefits from frequent rephrasing and repetition of
unfamiliar material.
 It is evident that _______ applies prior knowledge when reading to assist
her in understanding the text fully.
  _______actively and confidently participates in readers/writers
workshop.
 I recommend that _______ develop her stamina for reading silently for
increasing amounts of time.
 _______ is strong in (insert any specific reading skill).

 I recommend that _______utilizes a bilingual dictionary when

appropriate to assist with comprehension.
 _______ demonstrates frequently that he utilizes meta-
cognitive reading strategies (e.g. making connections) to comprehend
text.
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Proficiency-Level Specific Comments for Reading

Beginning
 ______has little to no ability to read and understand English within an
academic context.
 ______reading comprehension level is defined as beginning.
 ______understanding of English is limited to some high-frequency
words.
 ______is highly dependent on prior knowledge and visuals to
comprehend text.
 ______has difficulty understanding fundamental English language
structures.
 ______often reads slowly, word by word.
Intermediate
 ______has ability to read and understand simple English within an
academic context.
 ______struggles to comprehend grade-level texts at an independent level.
 ______reading comprehension level is defined as intermediate.
 ______understands a variety of English vocabulary across contexts.
 ______routinely applies some higher-order thinking skills when reading
texts but relies on scaffolding to sustain understanding.
 ______regularly re-reads a text to clarify meaning.
  ______exhibits a growing understanding of fundamental English
language structures.
 ______often reads slowly and in short phrases.
Advanced
 With accommodations, ______ comprehends grade-appropriate English
within an academic context.
 ______occasionally has difficulty with less commonly-used vocabulary
words.

 ______reading comprehension level is defined as advanced.

 ______displays a solid understanding of multiple-meaning words.
 ______understands a variety of grade-appropriate English vocabulary
across contexts when sufficient support is provided.
 ______routinely applies higher-order thinking skills when reading texts,
though may sometimes require scaffolding.
 ______demonstrates that he/she is using English language structures to
comprehend grade-level texts.
 ______commonly reads familiar simple sentences and longer phrases
with appropriate speed and rate.
Advanced High
 _______ comprehends grade-appropriate English within an academic
context while provided minimal linguistic accommodations.
 _______basic and higher-level comprehension skills are on par with
native English-speaking peers.
 _______level of English vocabulary acquisition is comparable to his/her
native English-speaking peers, with some exceptions related to technical or
low-frequency terms.
 _______frequently recites texts with grade-appropriate expression,
speed, rate, and intonation.
General ESL Report Card Comments for Writing
 _______regularly makes the effort to put into practice recently-learned
vocabulary from various content areas.
 _______applies English spelling rules and patterns with accuracy.
  After drafting, _______ edits her writing, noting standard grammar
usage.
 _______displays an increasing ability to apply more complex
grammatical structures in his writing.
 _______ is progressing very well in (insert any specific writing skill).
 _______utilizes a variety of sentence structures in her writing.
 I recommend that _______utilizes a bilingual dictionary when needed to
assist with appropriate vocabulary usage.
 _______is able to express himself through writing quite easily.

Proficiency-Level Specific Comments for Writing

Beginning
 _______demonstrates little ability to meaningfully express himself in
English withing grade-appropriate writing tasks.
 _______ writing is most clear and accurate when using high-frequency
words along with simple sentences.
 Most frequently, ________uses the present tense.
 Semantic and syntactic errors in _______writing hinders readers’
understanding.
 ______has difficulty implementing the 6 elements of good writing.
Intermediate
 ______exhibits limited English which inhibits his meaningful expression
of ideas in writing.
 ______applies high-frequency English vocabulary in her writing.
 ______frequently has difficulty expressing abstract ideas.
 ______limited vocabulary often causes repetition of ideas.
 ______uses the past and future tenses inconsistently.
 Semantic and syntactic errors in parts of _______writing hinders readers’
understanding.
 Though _______ routinely has inaccuracies in her writing, it’s wonderful
that she’s taking risks in her writing.

Advanced
  With linguistic accommodations, _______expresses himself meaningfully
in grade-appropriate writing assignments.
 _______demonstrates a solid grasp of English grammatical rules.
 _______writing increasing has a more academic tone.
 _______writing is generally understood by readers.
 _______occasionally showcases errors in his writing associated with ESL
learners such as…

Advanced High
 With minimal linguistic accommodations, _______expresses himself
meaningfully in grade-appropriate writing assignments.
 _______demonstrates a strong grasp of English grammatical rules.
 _______writing is easily understood by its readers.
 With minimal linguistic support, _______ is able to utilize the primary
elements of writing.
 Overall, _______writing is comparable to those of his native English-
speaking peers.
 _______writing is generally understood by readers.
 _______errors in writing are minor.
 Though _______ is a strong writer, he/she could use some reinforce in
(insert any specific writing skill).
 _______occasionally showcases errors in his writing associated with ESL
learners such as…

General ESL Report Card Comments for Listening

 _______easily recognizes the elements of the English sound system.
 With practice and time, _______grasps basic and academic vocabulary,
expressions, and language structures heard in classroom instruction.
 _______routinely seeks clarification of listening comprehension when
needed.
 To support listening comprehension, ______often uses linguistic,
contextual, and visual cues.
  _______strategically builds listening understanding of the English
language through various medias such as video and audio.
 With a bit of explanation, _______comprehends figurative language and
more complex spoken language.
 _______has little difficultly understanding the main idea and essential
details of a conversation.
 _______easily follows instructions, responds to requests/questions, and
retells a sequence of events.
 Listening to music and watching television in English will support his
English listening comprehension.

Proficiency-Level Specific Comments for Listening

Beginning
 _______struggles to understand spoken English in an academic setting.
 _______has a hard time comprehending basic conversations and
discussions, even when visual cues are provided and the topics familiar.
 With little support, _______frequently has trouble understanding
instructions.
 ______usually does not ask for assistance when understanding isn’t clear.
 ______chooses to observe peers for cues or remain silent when
comprehension fails.

Intermediate
 With unfamiliar topics, ________ needs verbal and visual cues to aid
listening comprehension.
 _______comprehends basic high-frequency spoken English within
academic environments.
 _______is able to identify the key words and phrases needed to grasp the
main idea of a message.
 When comprehension breaks down, _______routinely asks for
clarification by asking questions and asking the speaker to slow down,
rephrase, or repeat.

Advanced
  With linguistic support, _______ has the ability to comprehend academic
English within academic settings.
 _______grasps well the main idea and details of the spoken messages.
 Occasionally, _______requests that the speaker rephrase, repeat, or slow
down in order to clarify meaning.
 _______understands elaborate discussions, directions, and conversations
even though she at times needs a bit of time to process the information.

Advanced High
 With minimal accommodations, _______understands grade-appropriate
spoken English within an academic setting.
 _______understands elaborate discussions, directions, and conversations
with only an occasional need for more time to process the information.
 At times, _______ needs cues to process specialized language.
 ______habitually comprehends the main idea and details of the spoken
word comparable to her native English-speaking peers.
 ______rarely requests the speaker to slow down, rephrase, or repeat
information in order to clarify understanding.

General ESL Report Card Comments for Speaking

 ______produces comprehensible sounds in English.
 ______routinely speaks with clear and accurate detail.
 ______actively contributes to interactions among peers.
 ______grade-appropriate vocabulary is expanding at a steady pace.
 ______speaks using a variety of grammatical structures.
 ______strategically shifts between academic and social English within the
appropriate contexts.
 ______applies a range of vocabulary necessary when giving and
requesting information.
 ______is able to express her feelings, opinions, thoughts, and ideas with
ease.

Proficiency-Level Specific Comments for Speaking

Beginning
  _______struggles to speak English in an academic setting.
 _______often speaks using simple phrases or words and the topics are
very familiar.
 _______exhibits a very limited vocabulary.
 In order to connect sentences more fluently, _______ requires an
improvement in grammar usage.
 _______linguistic errors significantly hinders the message he tries to
communicate.

 _______pronunciation greatly hinders communication.

Intermediate
 ______often uses English most frequently heard in academic settings.
 ______English pronunciation is generally understood by others.
 ______easily expresses himself in simple sentences.
 ______linguistic errors only hinder communication when more complex
English is used.
 ______exhibits basic vocabulary needed to perform within academic
contexts.
 ______grammar and semantic usage is emerging. However, she most
often uses the present tense.
Advanced
 _______frequently speaks using grade-appropriate English within
academic contexts.
 _______comfortably participates in conversations with peers.
 With ease, _______ discusses familiar topics with others using abstract
and content-based terms.
 _______exhibits a solid understanding of the basic English grammatical
rules.
 _______significant linguistic errors occur most frequently when she’s
attempting to use more complex grammar and sentence structures.
 Though _______at times mispronounces words, her speaking is generally
understood by others.
Advanced High
 ______speaks grade-appropriate English well with minimal support.
 ______frequently and actively participates in academic conversations
with peers.
 When communicating, ______utilizes content-based and abstract
vocabulary on par with that of his native English-speaking peers.
 ______commonly using complex sentences and grammatical structures
similar to those of her native English-speaking peers.
 ______rarely makes linguistic errors that interfere with his general
message.
 Though _______ at times mispronounces words, his overall
communication is rarely affected.