175 ESL Comments for Report Cards (2026): By Skill & Level

TL;DR

This article gives you 175 copy-ready ESL comments for report cards, organized by speaking, listening, reading, writing, grammar, vocabulary, participation, and end-of-year categories. Each comment follows a simple “strength + evidence + next step” formula designed to be honest, parent-friendly, and fast to personalize. Swap one detail (the skill, the support, the evidence, or the next step) to make any comment fit a specific student. If you need to generate fully personalized drafts faster, TeachTools’ Report Card Comment Generator can turn a few inputs into polished, professional comments.

Why ESL Report Card Comments Take So Much Time

Writing ESL report card comments is harder than filling in a grade. You need to describe language growth, effort, confidence, and next steps in terms families can understand, often for dozens of students in a narrow window. With 5.3 million English learners in U.S. public schools (10.6% of enrollment as of fall 2021), most teachers will write report card comments for English learners at some point in their careers.

Practitioners on Reddit describe the crunch vividly. One teacher shared that their district requires 3 to 5 individualized sentences per student with the student’s name used at least twice. When they reused a bank of about 20 comments and swapped names, administration objected that the comments sounded too similar. Source. Secondary teachers face an even bigger scale problem. In another thread, a teacher with roughly 180 students said they rely on preset dropdown codes because personalized comments are not realistic at that volume. Source.

The comments below are designed for that reality. Use them as starting points, add one detail from the student’s actual classwork, and move on.

The CAN Formula: Write Better ESL Comments in 30 Seconds

Before you scroll through 175 examples, learn the formula that holds them together. This three-part structure keeps every comment positive, specific, and useful.

C, Can-do skill. Start with what the learner can do right now.

A, Actual evidence. Name one observable classroom context: “during partner reading,” “in small-group discussions,” “when using a graphic organizer.”

N, Next step. Give one specific goal or strategy the student will work on.

This maps to the feedback framework summarized by Hattie and Timperley: Where am I going? How am I going? Where to next? Source. Research from the Education Endowment Foundation confirms that effective feedback should provide specific information on how to improve, and estimates well-implemented feedback adds an average of six months of academic progress.

Example using CAN:

Lina can follow familiar classroom directions and participate in partner tasks when visuals are provided. Her next step is to use sentence starters to explain her thinking in complete sentences.

This approach aligns with WIDA’s Can Do Descriptors, which frame English proficiency around what students can do with language rather than what they cannot.

5 Rules Before You Copy Any Comment

1. Use can-do language. Lead with a strength. WIDA’s descriptors are built around what learners can do with language at each proficiency level. Your comment should follow that lead.

2. Mention one concrete context. “During guided reading,” “when using visuals,” “in science discussions.” This one detail separates a useful comment from a generic one.

3. Separate language proficiency from effort or behavior. A quiet student is not necessarily unmotivated. A student who needs sentence frames is not lazy. Avoid conflating language level with work ethic.

4. Use plain language for families. U.S. Department of Education guidance under Title VI requires schools to communicate important information, including report cards, to limited-English-proficient parents in a language they can understand. Source. Even if translation happens downstream, keeping the English source text clear and jargon-free helps.

5. Give one next step, not five. An ESL feedback practitioner on LinkedIn argued that correcting every error undermines confidence and autonomy. Source. Choose the highest-leverage growth focus and save the rest for next term.

At-a-Glance Comment Chooser

Use this table to jump to the section you need. Each category includes comments for newcomer/beginner, developing/intermediate, and expanding/advanced learners.

If you need a comment about…	Section	Best for	Add this detail
Oral fluency, pronunciation, classroom talk	Speaking	Students building conversational or academic speaking	“during partner talk,” “in small groups,” “with sentence starters”
Following directions, comprehension of spoken English	Listening	Newcomers, students who understand more than they produce	“with visuals,” “after teacher modeling,” “during routines”
Decoding, fluency, comprehension, text evidence	Reading	Foundational literacy through grade-level comprehension	“during guided reading,” “with previewed vocabulary,” “using context clues”
Sentence structure, details, organization, revision	Writing	Written expression from labeling to academic paragraphs	“with sentence frames,” “using a graphic organizer,” “during editing”
Sentence patterns, verb tense, word choice, academic words	Grammar and Vocabulary	Accuracy and word knowledge across all four domains	“subject-verb agreement,” “content vocabulary,” “word parts”
Confidence, group work, effort, independence	Participation and Confidence	Quiet students, inconsistent engagement, strong effort	“in small groups,” “during independent work,” “when encouraged”
Areas that need honest, constructive framing	Needs Improvement	Students who are struggling and families need clear communication	“with teacher support,” “using checklists,” “with additional practice”
Progress summaries, warm closings, transitions	End of Year	Final reports, celebrations of growth, goal-setting for next year	“this year,” “next year,” “proud of”

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Now, the comments. Each section is labeled by category and organized from stronger performance to areas of growth. Swap the skill, evidence, support level, or next step to personalize any comment for a specific student.

1. ESL Speaking Report Card Comments

Best for: Oral language proficiency, pronunciation, classroom discussion, and academic talk.

Positive and strong speaking

1. [Name] participates confidently in class discussions and uses English to share ideas clearly. [He/She/They] is ready to work on adding more academic vocabulary to oral responses.

2. [Name] speaks clearly during partner and small-group activities and is beginning to explain ideas with supporting details.

3. [Name] uses familiar vocabulary accurately in conversations and classroom discussions. Next, [he/she/they] can work on using more precise words from each unit.

4. [Name] is willing to take risks when speaking English, which supports steady language growth. Continued practice with complete sentences will strengthen oral communication.

5. [Name] answers questions about familiar topics and is beginning to add reasons or examples, an important step toward stronger academic speaking.

6. [Name] initiates conversation with classmates and asks questions to clarify meaning. This shows growing independence as an English speaker.

7. [Name] uses new vocabulary from lessons in everyday classroom conversations without prompting.

Beginner and newcomer speaking

8. [Name] is beginning to use English words and short phrases during familiar classroom routines. Visuals, gestures, and repeated practice continue to support communication.

9. [Name] responds to simple questions with words, gestures, or short phrases. A helpful next step is practicing common classroom expressions such as asking for help or clarification.

10. [Name] is building confidence speaking English in low-pressure settings. Partner practice and sentence frames help [him/her/them] participate successfully.

11. [Name] is starting to name familiar objects, people, and actions in English. Continued vocabulary practice will help [him/her/them] communicate needs and ideas more clearly.

12. [Name] is developing the confidence to speak in English during structured activities and benefits from wait time and repeated oral practice.

13. [Name] can repeat modeled phrases and is beginning to use them independently in familiar situations.

Speaking growth areas

14. [Name] understands many classroom discussions but is still building confidence speaking in front of the group. Sentence starters can help [him/her/them] share ideas aloud.

15. [Name] often gives short answers and is working on expanding responses with details. A next step is answering using complete sentences during class discussion.

16. [Name] benefits from rehearsing ideas with a partner before sharing with the class. This support helps [him/her/them] speak more clearly and confidently.

17. [Name] is encouraged to use English more consistently during group work. Practicing key phrases for asking, explaining, and agreeing will support participation.

18. [Name] is working on speaking at a pace and volume that classmates can understand. Continued practice with pronunciation and oral rehearsal will help.

19. [Name] can express basic ideas but needs practice organizing thoughts before speaking. Planning responses aloud with a partner is a useful strategy.

20. [Name] participates more during structured speaking activities and is working toward contributing to open discussions.

Advanced academic speaking

21. [Name] explains reasoning clearly and is beginning to use transition words when presenting ideas orally.

22. [Name] participates in academic discussions by building on classmates’ ideas and citing evidence from texts or lessons.

23. [Name] uses content-area vocabulary accurately during class discussions across subjects.

24. [Name] is developing the ability to argue a position and support it with reasons during class debates and Socratic discussions.

25. [Name] speaks with clarity and confidence across settings and is refining the use of academic register in formal presentations.

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2. ESL Listening Report Card Comments

Best for: Following directions, understanding spoken English, receptive language skills, and comprehension during instruction.

1. [Name] follows familiar classroom directions and routines with increasing independence and benefits from visuals when directions include several steps.

2. [Name] listens carefully during lessons and is beginning to identify key information from oral instruction. Next, [he/she/they] will work on asking clarifying questions when needed.

3. [Name] understands simple questions and directions related to familiar topics. Continued exposure to academic vocabulary will strengthen listening comprehension.

4. [Name] can follow one-step directions in English and is developing understanding of multi-step directions. Visual cues and teacher modeling remain helpful supports.

5. [Name] shows growth in listening for main ideas during stories, discussions, and videos. [He/She/They] should continue practicing how to identify important details.

6. [Name] listens respectfully to peers and responds appropriately during partner work. Next, [he/she/they] will focus on using classmates’ ideas to build a response.

7. [Name] sometimes needs directions repeated or rephrased. Checking for understanding and using classroom visuals will help [him/her/them] complete tasks more independently.

8. [Name] is developing the ability to understand teacher directions without relying only on peer translation. Continued practice with classroom vocabulary will support this growth.

9. [Name] can understand familiar spoken English but may need support when speech is fast or vocabulary is new. Previewing key words before lessons will help.

10. [Name] demonstrates strong listening during structured activities and is learning to apply oral directions to independent work.

11. [Name] identifies the main idea when listening to short read-alouds and can answer supported comprehension questions.

12. [Name] is beginning to distinguish between important details and supporting information during listening tasks.

13. [Name] follows classroom routines independently and is working on understanding new or unfamiliar instructions without visual support.

14. [Name] listens attentively and demonstrates understanding through gestures, actions, and brief responses, even when verbal production is still developing.

15. [Name] benefits from having key vocabulary introduced before listening activities. This pre-teaching strategy supports comprehension and confidence.

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3. ESL Reading Report Card Comments

Best for: Decoding, phonics, fluency, comprehension, main idea and details, vocabulary in context, and reading grade-level text with support.

Teachers looking for additional practice materials for beginner readers may find phonics blend activities helpful as a classroom supplement.

1. [Name] is developing confidence reading English texts and uses pictures, context, and familiar words to support understanding. Next, [he/she/they] will work on explaining the main idea.

2. [Name] reads familiar words and short sentences with growing accuracy. Continued phonics and vocabulary practice will support reading fluency.

3. [Name] can identify key details in short passages when questions are supported with visuals or sentence frames. A next step is answering comprehension questions more independently.

4. [Name] is beginning to use context clues to understand new words. This strategy will help [him/her/them] read more challenging texts.

5. [Name] reads grade-level texts best when vocabulary is previewed before reading. Continued practice with academic words will support comprehension.

6. [Name] shows progress in decoding English words and recognizing common spelling patterns. [He/She/They] should continue practicing high-frequency words.

7. [Name] can retell important events from a story with support. Next, [he/she/they] will work on including characters, setting, problem, and solution.

8. [Name] is working on reading carefully instead of rushing through text. Rereading and underlining key details will help improve comprehension.

9. [Name] demonstrates growing stamina when reading in English. Continued independent reading at an appropriate level will support vocabulary and fluency.

10. [Name] is able to compare information from a text when guided by questions. A helpful next step is using evidence from the text in written or oral responses.

11. [Name] recognizes sight words and common word families, which supports reading fluency during guided reading groups.

12. [Name] can read short informational texts with support and is beginning to distinguish facts from opinions.

13. [Name] is developing the ability to make predictions before and during reading using titles, headings, and illustrations.

14. [Name] reads with appropriate pacing during familiar texts and is working on maintaining fluency with unfamiliar vocabulary.

15. [Name] can identify the author’s purpose in simple texts when guided by teacher questions.

16. [Name] benefits from paired reading, where a partner provides support with unfamiliar words and phrasing.

17. [Name] is working toward reading grade-level passages independently and currently performs best with pre-taught vocabulary and graphic organizers.

18. [Name] uses text features such as headings, bold words, and captions to support comprehension in informational texts.

19. [Name] can summarize a short passage in one or two sentences with support. Next, [he/she/they] will practice summarizing independently.

20. [Name] is building a stronger sight-word vocabulary, which is improving overall reading speed and confidence.

For students working on comprehension across content areas, reading comprehension passages can provide structured practice at accessible levels.

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4. ESL Writing Report Card Comments

Best for: Sentence construction, written expression, grammar in context, paragraph development, revision, and academic writing.

1. [Name] is beginning to express ideas in English through words, labels, and short sentences. Sentence frames and word banks help [him/her/them] write with more confidence.

2. [Name] writes simple sentences about familiar topics and is developing control of word order. Next, [he/she/they] will work on adding details to each sentence.

3. [Name] has strong ideas and is learning how to organize them in English. Planning with a graphic organizer will help [him/her/them] write more complete responses.

4. [Name] is improving in writing complete sentences with capital letters and punctuation. Continued editing practice will support clearer writing.

5. [Name] can use sentence starters to write about reading, science, and social studies topics. A next step is using more academic vocabulary independently.

6. [Name] is beginning to connect ideas with words such as “because,” “but,” and “also.” This will help [him/her/them] write longer and more detailed responses.

7. [Name] benefits from oral rehearsal before writing. Talking through ideas first helps [him/her/them] produce clearer written sentences.

8. [Name] is working on using correct verb tense in writing. Continued practice with editing and modeled examples will help.

9. [Name] can write short paragraphs with support and is learning to include a topic sentence and details. Next, [he/she/they] will focus on stronger conclusions.

10. [Name] is developing academic writing skills and can explain ideas more clearly when using a checklist. Continued revision practice will strengthen the work.

11. [Name] is learning to write with a specific audience in mind, which improves clarity and word choice.

12. [Name] can copy modeled sentences accurately and is beginning to generate original sentences on familiar topics.

13. [Name] is developing the ability to revise writing for meaning, not just spelling. This is an important step toward stronger composition.

14. [Name] uses drawings and labeled pictures to communicate ideas and is transitioning toward writing full sentences.

15. [Name] writes with increasing fluency during timed writing activities and is working on expanding ideas with more supporting details.

16. [Name] can write a short response to a reading passage using evidence from the text when guided by questions or sentence frames.

17. [Name] is beginning to use transition words to connect ideas across sentences, making writing easier to follow.

18. [Name] writes best when given a clear prompt, a graphic organizer, and time to discuss ideas before drafting.

19. [Name] is working toward writing multiparagraph responses and currently writes strong single paragraphs with a clear topic sentence and supporting details.

20. [Name] can revise for capitalization, punctuation, and spelling when using an editing checklist. Next, [he/she/they] will focus on revising for content and organization.

Students who are ready to practice structuring longer written responses may benefit from an essay outline template that breaks down paragraphs into manageable steps. For building fluency with creative expression, writing prompts can provide engaging practice.

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5. ESL Grammar and Vocabulary Report Card Comments

Best for: Sentence patterns, verb tense, word order, academic vocabulary, content vocabulary, and word-learning strategies.

Grammar

1. [Name] is developing control of basic English sentence patterns. Continued practice with subject-verb agreement will help [him/her/them] speak and write more accurately.

2. [Name] can form simple sentences and is beginning to use more varied sentence structures. Next, [he/she/they] will work on combining ideas with conjunctions.

3. [Name] is learning to use past, present, and future tense more accurately. Modeled examples and editing practice support this growth.

4. [Name] understands many grammar patterns during guided practice but needs reminders to apply them independently. Continued practice in writing will help.

5. [Name] is improving in the use of articles, prepositions, and word order. These are common areas of growth for English learners and will strengthen with practice.

6. [Name] is beginning to self-correct grammar errors during speaking and writing. This shows growing awareness of English language patterns.

7. [Name] is ready to work on using more complex sentences to explain ideas. Sentence combining and transition-word practice will be helpful next steps.

8. [Name] applies grammar rules more consistently in structured tasks and is working toward transferring these skills to independent writing.

9. [Name] uses correct word order in most simple sentences and is developing accuracy with question formation and negation.

10. [Name] can identify and correct common errors (such as missing articles or incorrect verb forms) when using an editing checklist.

For targeted practice, grammar exercises at the elementary level can reinforce patterns students are learning in class.

Vocabulary

11. [Name] is learning and using new vocabulary from class lessons. A next step is using these words more often in speaking and writing.

12. [Name] recognizes many familiar English words and is building confidence using them in context. Continued practice with word banks and visuals will help.

13. [Name] is developing academic vocabulary across subjects. Previewing key words before lessons supports understanding.

14. [Name] uses everyday English vocabulary well and is beginning to expand into more precise academic language.

15. [Name] benefits from repeated exposure to new words through reading, discussion, and writing. This practice will support long-term vocabulary growth.

16. [Name] is beginning to use context clues, prefixes, suffixes, and word parts to understand unfamiliar words.

17. [Name] can explain the meaning of new vocabulary when examples and visuals are provided. Next, [he/she/they] will work on using these words independently.

18. [Name] is building content-area vocabulary in [science/math/social studies] and can use key terms during structured activities.

19. [Name] shows curiosity about new words and frequently asks about meanings, which supports vocabulary growth.

20. [Name] retains vocabulary best when words are practiced across reading, writing, and speaking activities rather than memorized from a list.

Teachers looking for interactive ways to support vocabulary growth can explore vocabulary-building activities that pair well with classroom instruction.

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6. ESL Participation, Confidence, and Work Habit Comments

Best for: Quiet students, students building classroom confidence, effort and persistence, small-group collaboration, and independent work skills.

One teacher on Reddit, reflecting on ESL reports in an international school context, noted that the best old reports were the ones that captured specific moments and personality, not just skills. They described separating academic feedback from a general comment that served as a “time capsule” of the student’s experience. Source. The comments below balance academic observation with the human side.

1. [Name] is becoming more comfortable participating in class and is willing to try even when language tasks are challenging.

2. [Name] participates best in small groups, where [he/she/they] can rehearse ideas before sharing with the class.

3. [Name] is encouraged to ask for help or clarification when directions are unclear. This will support independence and confidence.

4. [Name] works well with partners and is learning to use English to share ideas, ask questions, and respond to classmates.

5. [Name] is quiet during whole-class discussions but shows understanding through written work, gestures, and small-group participation.

6. [Name] is developing the confidence to take risks in English. Continued encouragement and structured speaking opportunities will support growth.

7. [Name] shows persistence when learning new English words and language patterns. This positive effort is helping [him/her/them] make progress.

8. [Name] comes prepared to class and follows routines independently. [He/She/They] is building the confidence to contribute more during discussions.

9. [Name] has made noticeable gains in classroom confidence this term and now volunteers answers during familiar activities.

10. [Name] works independently during structured tasks and is learning to manage time during open-ended assignments.

11. [Name] collaborates respectfully with peers and is beginning to take on leadership roles during group activities.

12. [Name] benefits from encouragement and positive reinforcement, which helps [him/her/them] take risks with English in front of peers.

13. [Name] is developing stronger self-advocacy skills and is beginning to ask for clarification or repetition when needed.

14. [Name] has adjusted well to the classroom environment and is building positive relationships with classmates while developing English.

15. [Name] brings a positive attitude to learning and supports classmates during partner work, which reflects growing confidence and community.

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Need to personalize these for a specific student’s strengths, growth area, and tone? TeachTools’ Report Card Comment Generator turns a few simple inputs into a polished draft, so you can spend less time writing from scratch and more time on what matters.

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7. ESL Comments for Students Who Need Improvement

Best for: Honest, growth-focused comments for students who are struggling with language development, engagement, or completion. These comments avoid deficit labels while giving families a clear picture.

A discussion among Canadian teachers highlighted the tension between positivity and accuracy. One practitioner advised that subject comments should say what the class covered and what the specific student did, including phrases like “had difficulty with ___” or “with teacher assistance, student ___.” Source. That directness, paired with a next step, is exactly what these comments aim for.

1. [Name] is developing English proficiency and needs continued practice using complete sentences during speaking and writing tasks.

2. [Name] sometimes relies on short answers and would benefit from adding reasons, examples, or details.

3. [Name] needs support staying engaged during independent language tasks. Clear directions, checklists, and teacher check-ins help [him/her/them] complete work.

4. [Name] is working on using class time productively and completing assignments consistently. Continued routines and reminders will support progress.

5. [Name] needs more practice applying new vocabulary after it is introduced. Reviewing key words before and after lessons will help.

6. [Name] understands familiar topics but needs support when texts or discussions include new academic language. Previewing vocabulary will be important.

7. [Name] is encouraged to participate more often in partner and small-group speaking activities. Sentence starters can help [him/her/them] begin.

8. [Name] is still building confidence asking questions when [he/she/they] does not understand. Practicing clarification phrases will support independence.

9. [Name] would benefit from rereading directions and checking work before turning it in.

10. [Name] is working toward completing written responses with more detail and clearer sentence structure.

11. [Name] needs additional practice with reading comprehension strategies, including identifying the main idea and supporting details.

12. [Name] can follow simple directions but struggles with multi-step instructions. Breaking tasks into smaller parts and using visuals will help.

13. [Name] is developing English proficiency and currently needs consistent support from sentence frames, word banks, and teacher modeling to complete tasks successfully.

14. [Name] is working on staying focused during whole-group instruction. Frequent comprehension checks and proximity support help [him/her/them] stay on track.

15. [Name] needs encouragement to attempt challenging tasks and is building the resilience to keep trying when language is difficult.

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8. End-of-Year ESL Report Card Comments

Best for: Final reports, celebrating growth, setting goals for the following year, and warm closing comments.

1. [Name] has made meaningful progress in English this year and is more confident participating in classroom activities. Continued practice with academic vocabulary will support success next year.

2. [Name] has grown in [speaking/listening/reading/writing] and should be proud of the effort shown this year. A helpful goal for next year is to expand responses with more detail.

3. [Name] is ending the year with stronger English skills and greater independence during classwork. [He/She/They] should continue reading, discussing, and writing about familiar topics over the break.

4. [Name] has adjusted well to learning in English and has shown persistence throughout the year. Continued support with vocabulary and sentence structure will help [him/her/them] keep growing.

5. [Name] has become more comfortable using English with classmates and teachers. I look forward to seeing [him/her/them] build on this progress next year.

6. [Name] made steady progress this year and benefits from visuals, modeling, and sentence frames. These supports should continue as [he/she/they] works toward greater independence.

7. [Name] has shown growth in understanding classroom routines and participating in structured language tasks. Next year, [he/she/they] should continue practicing complete oral and written responses.

8. [Name] began the year using short phrases and now produces full sentences during class discussions and in writing. This growth reflects real effort and engagement.

9. [Name] has developed a stronger English vocabulary and is applying it across reading, writing, and speaking. Continued content-area vocabulary practice will support next year’s learning.

10. [Name] has been a positive member of our class community. [His/Her/Their] willingness to try, ask questions, and support classmates while learning English has been impressive.

11. [Name] has made strong progress as a newcomer this year and should feel proud of the confidence gained. Continued practice during the summer, through reading and conversation in any language, will support ongoing growth.

12. [Name] has grown as a reader and writer this year. With continued practice and support, [he/she/they] is well prepared for the challenges of [next grade].

13. [Name] has demonstrated that [he/she/they] is capable, curious, and hardworking. These qualities will continue to drive English language development in the years ahead.

14. [Name] arrived this year with [limited/developing] English and has made remarkable progress. [His/Her/Their] courage and effort throughout the year deserve recognition.

15. It has been a pleasure to work with [Name] this year. [He/She/They] should continue building English skills through reading, writing, and conversation over the summer.

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What Not to Write in ESL Report Card Comments

Getting the tone wrong on a report card can damage trust with families, misrepresent a student’s abilities, or create problems down the line. Here are common mistakes and stronger alternatives.

Avoid	Why it’s a problem	Write this instead
“Doesn’t speak English.”	Deficit framing, too absolute.	“Is beginning to use English words and phrases during familiar routines.”
“Needs to speak English at home.”	Assumes families should stop using home languages, which research does not support.	“Will benefit from continued opportunities to read, discuss, and build vocabulary at school and at home, in any language.”
“Lazy” or “doesn’t care.”	Judgmental and not based on observable behavior.	“Needs support completing assignments consistently and using class time productively.”
“Low level.”	Vague and stigmatizing.	“Is developing English proficiency and benefits from visuals, modeling, and sentence frames.”
“Parents don’t help.”	Blame-based and not actionable.	“Home-school communication and regular practice routines can support continued progress.”
“Should be fluent by now.”	Inaccurate and dismissive of how long academic English takes to develop.	“Continues to develop academic English and is working toward using grade-level vocabulary independently.”
“Carlos is developing greater responsibility in written work.”	Coded language that tells parents nothing specific.	“Carlos completes short written responses with sentence frames and is working toward adding details independently.”

A discussion on CanadianTeachers reinforced the risk of overly coded positive wording. As one teacher put it, vague positivity can leave parents unaware of real difficulties. Being direct and kind at the same time is the goal. Source

How to Personalize ESL Report Card Comments Quickly

You do not need to write every comment from scratch. Use the “4 swaps” method:

Swap 1: Skill. Change the language domain. A comment about reading comprehension becomes a comment about listening comprehension with one word change.

Swap 2: Support level. Change the scaffold: “independently,” “with visuals,” “with sentence frames,” “with teacher modeling,” “with a partner.”

Swap 3: Evidence. Change the classroom context: “during guided reading,” “in science discussions,” “when responding to a writing prompt,” “during vocabulary practice.”

Swap 4: Next step. Change the goal: “add details,” “use complete sentences,” “reread for key information,” “ask clarifying questions,” “revise for grammar.”

This approach lets you reuse a core comment structure while making each report card feel specific to the student. Teachers on Reddit describe this as the only realistic strategy when writing comments for large rosters under tight deadlines. Source

Quick example of the 4 swaps in action:

Base comment:

[Name] participates in small-group discussions using sentence starters and is working toward explaining ideas with more detail.

Swapped for a different student:

[Name] reads short passages with visual support and is working toward identifying the main idea independently.

Same structure. Different skill, support, evidence, and next step. Still personal enough to pass admin review.

Using AI to Write ESL Report Card Comments

Teachers are already experimenting with AI for report card comments, and the results are mixed. Practitioners on Reddit report that generic chatbot outputs tend to be too long, overly cheerful, or written in the wrong perspective (addressed to the student rather than about the student). One teacher advised being extremely specific with prompts, while another recommended preloading performance-level templates and swapping names and pronouns. Source

If you use AI, here is a prompt template that produces better results:

Draft a parent-facing ESL report card comment for a [grade] student. Write in third person, 2 sentences, warm but honest. Focus on [speaking/listening/reading/writing]. Strength: [specific evidence]. Growth area: [specific next step]. Support used: [visuals/sentence frames/teacher modeling/partner practice]. Avoid jargon and do not exaggerate.

Three ground rules for using AI with report card comments:

1. Do not enter student names, IDs, or sensitive details into tools your school or district has not approved. Follow district policy on data and AI use. For background on student privacy with AI tools, see this COPPA compliance guide for classroom AI.

2. Review every draft. AI does not know your student. It generates plausible text, not accurate assessment. The teacher remains the author.

3. Check tone, length, and perspective. Request third-person, parent-facing, plain language. Reject anything that sounds like a greeting card.

A LinkedIn post by a teacher described report-card writing as a complex professional task: analyzing learning data, identifying growth patterns, translating information into accessible language, and giving actionable, strengths-based feedback to multiple stakeholders. Source. AI can speed up drafting, but the judgment behind each comment is yours.

If you find prompt engineering tedious, TeachTools’ Report Card Comment Generator uses simple form inputs (grade, strength, growth area, tone, length) to generate draft comments without requiring you to write detailed prompts. It supports PDF and Google Docs export, and is designed with FERPA-supportive privacy practices including AES-256 encryption and no training on user data.

7 General ESL Progress Comments

Use these when you need a broad overview comment rather than a domain-specific one.

1. [Name] has made steady progress in using English during classroom routines and structured activities. Next term, [he/she/they] will work on using more complete sentences when sharing ideas.

2. [Name] is developing confidence as an English learner and is beginning to participate more often in class. Continued practice with sentence starters will help [him/her/them] express ideas more independently.

3. [Name] shows growing understanding of spoken and written English, especially when visuals and examples are provided. A helpful next step is to use new vocabulary in both speaking and writing.

4. [Name] is making positive progress in English language development and benefits from modeling, repetition, and guided practice. [He/She/They] should continue working on explaining answers with more detail.

5. [Name] approaches English learning with effort and persistence. Continued opportunities to practice academic vocabulary will support progress across subjects.

6. [Name] is becoming more comfortable using English to communicate with teachers and classmates. Next term, [he/she/they] will focus on expanding responses beyond short phrases.

7. [Name] demonstrates growth in understanding classroom directions and participating in familiar tasks. [He/She/They] will benefit from continued practice asking and answering questions in English.

Sentence Stems to Build Your Own Comments

When none of the 175 comments above quite fits, build your own using these stems.

Strength stems:

• “[Name] is beginning to…”
• “[Name] is developing confidence in…”
• “[Name] demonstrates growing control of…”
• “[Name] uses English to…”
• “[Name] can explain… when…”
• “[Name] participates best when…”

Evidence stems:

• “during small-group discussion”
• “when using visuals”
• “after teacher modeling”
• “with sentence frames”
• “during guided reading”
• “in written responses”
• “when discussing familiar topics”

Next-step stems:

• “Next, [Name] will work on…”
• “Continued practice with… will help…”
• “A helpful goal is…”
• “[Name] would benefit from…”
• “To build independence, [Name] should…”

Combine one from each category, and you have a complete, parent-friendly ESL report card comment in under a minute.

FAQ

What should I write in an ESL report card comment?

Write one sentence about what the student can currently do in English, grounded in a specific classroom context. Then write one sentence about the next step. The strongest ESL comments for report cards name a language domain (speaking, listening, reading, or writing) and include observable evidence, not just general impressions.

How do I write a positive comment for a struggling ESL student?

Start with a real strength, not empty praise. Then name one growth area and one support strategy. For example: “Ana follows classroom routines with visual support and is beginning to use English phrases during partner work. Her next step is to answer familiar questions using complete sentence frames.” This is honest and kind without being vague.

How do I comment on a student who understands English but does not speak much?

Do not assume the student lacks understanding. Mention listening comprehension, participation in low-pressure settings, and confidence-building supports. For example: “Miguel listens carefully and shows understanding through gestures, written responses, and partner work. He is building confidence speaking in English and benefits from wait time and sentence starters.”

Should ESL report card comments mention grammar?

Yes, but only when grammar is the most useful next step. Avoid listing every error. Choose one high-leverage pattern, such as verb tense consistency, subject-verb agreement, or sentence structure. ESL feedback experts recommend against treating every error as equally important.

How long should ESL report card comments be?

Most report card systems work best with two to four sentences. If your system has a character limit, aim for two strong sentences: one about current performance and one about the next step. Teachers with large rosters may need even shorter comments, and a single well-crafted sentence is better than three vague ones.

What should I avoid saying in ESL report card comments?

Avoid deficit labels (“doesn’t speak English,” “low level”), blame-based language (“parents don’t help”), and coded phrases that tell families nothing specific. Also avoid recommending that families stop using their home language. Comments should be clear, specific, and focused on observable skills and next steps.

Can I use AI to write ESL report card comments?

Yes, if your school or district permits it and you avoid entering student names or sensitive information into unapproved tools. Always review AI-generated drafts for accuracy, tone, and fit. Tools built for teachers, like TeachTools, offer structured form inputs and privacy protections that generic chatbots lack.

How do I make report card comments easier for multilingual families to understand?

Use plain English. Avoid idioms (“turning a corner”), acronyms (“BICS,” “CALP,” “ELP”), and jargon unless your district format requires it. Under Title VI, schools must communicate important information to limited-English-proficient parents in languages they can understand, and federal guidance specifically includes report cards. If your school provides translations, make sure the source English is clear enough to translate accurately.