Construction of

Anecdotal Comments
for Report Card

A Handbook for
Teachers
Revised October 2012



The Purpose of Report Cards
Report Cards are a communication tool that are used to inform parents/guardians
of their childs progress for an identified reporting period. The progress reported
includes both academic and work habits/ behaviors. To further elaborate on the
students academic progress, an anecdotal comment is included on the students
report card.

The Purpose of Report Card Anecdotal Comments

Report card comments should provide information that elaborates on the
students level of achievement in relation to the course outcomes. In combination
with the assigned final grade it should give the parent/guardian a picture of the
students progress over the course of the term identifying areas of successful
achievement and areas where he/she may need to continue to work on in the
future.

Structure of Anecdotal Comments

Strength- what the student knows and is able to do
Needs- an area(s) the student needs to work on
Suggestions for Improvement- a strategy to provide possibility for
improvement regarding area of need





Key Messages :
Always focus on each individual student as you write anecdotal
comments.

Necessary components to
consider:

Avoid:

Relate to curriculum outcomes

Focus on the child and the
achievement of the outcome(s)

Use parent friendly language

Identify strengths, needs ,
suggestions for improvement

Give examples to help clarify the
broad statements

Suggestions relate to needs

Be positive focus on what was
learned/achieved

Do not list what was taught. This is
not a program description!

Do not include attendance,
behaviour, attitudes. This is
Learner Profile Information

Do not emphasize the negative

Be specific in the suggestions for
improvement. Comments should
not reflect what the entire class
will be doing each term.




After reading their childs report card, parents should be able to:
Understand clearly how his/her child is doing in your class/ subject
Understand that his/her child has areas of strength.
Know what is being done to address any areas of weakness or need.



Creating Report Card Comments
The target would be the outcomes addressed. From the target identify
the major skills and knowledge that students were required to know
and be able to do for that reporting period.
Note, not all outcomes are related equally. They may have varying
degrees of complexity. You may choose to report on the outcomes that
you have identified as key outcomes for that reporting period.
Key understandings ( skills and knowledge) for this
reporting period :
As an example lets look at Mathematics
Identified skills and knowledge might be :

1.Working with integers
Addition
Subtraction
Multiplication
Division
2. Representations in mathematics
3. Linear Equations
Think of students accomplishments in relation to the outcomes.
Select target(s) where student has demonstrated as an area of
strength
Select target(s) where student is struggling
Identify further support that will be provided
Example:
Sarah is able to consistently add, subtract, multiply, and divide integers (positive
and negative numbers) using symbols and manipulatives. She is not yet
demonstrating an understanding of integers verbally, pictorially, and in context.
Sarah is able to follow the rules for order of operations; however, she has some
difficulty applying this to solve linear equations. This is a concept Sarah will
continue to work on next term in class in small group instruction.



Each comment is built individually, possibly in MS Word, and then copied into the
teachers personal comment bank in PTGB and ready to be used for each student using
the Score Inspector.

Or

For each target, that you have identified as key outcomes for that term, write a
strength statement, a challenge statement and suggestions in your comment
bank. You will then have many comments to select and insert for each student.
Identify the targets or outcomes and:
Develop statements that identify strengths
Develop statements that identify needs
Develop statements that identify suggestions for improvement
The target in this case is Working with Integers
Integers- strength statements
is able to consistently demonstrate success adding, subtracting,
multiplying and dividing integers
consistently demonstrates success with addition, subtraction,
multiplication and division of integers
demonstrates a solid understanding of operations using integers
Integers- Needs statements
Demonstrates a limited understanding of operations with integers
Struggles with the various operations using integers
Is rarely able to work with integers using the operations of addition,
subtraction , multiplication and division

Thinking of each individual
student, in relation to their
achievement, select
statements from your
comment bank, for
strengths, needs and
suggestions and build
comments for individual
students.


Integers- Suggestions
Sarah will continue to practice operations with integers while working in
small groups.
Sarah will continue to use manipulatives to build her understanding in the
operations of integers.
Sarah will be encouraged to use feedback from the teacher in order to
increase her understanding of integers.

From these statements you would then select specific statements in relation to
student achievement. You would then continue the process with other
identified targets for the term.
Therefore all students will have individual comments in relation to the
identified targets (outcomes) for that reporting period.
Within Power Teacher GradeBook:
Ensure you are working in the correct reporting period!!

Go to Tools and then scroll to preferences









Comment bank will open and go to Add and click








Create a New Comment will open. Create code, comment and
category and click OK. The comment will populate your comment
bank to be used once you go to Score Inspector.









Once you go to Tools and click on Score Inspector you open comment
tab and you can access your own comment bank to create report card
comments. Click on the comment and insert.
Watch number at bottom left re. character count!! It counts back.

























Grade P-6 Character Counts & Smart Pronouns
All Grade
Levels
Learner
Profile
Additional
Comments
English
Language Arts
French
Language Arts
Math Other Subjects
450 2500 1500 1500 1500 600 (700 for
Primary)

Smart pronouns MUST be entered exactly as shown and will only work on a printed report card,
not on PowerSchool Verification Sheets or PowerTeacher Gradebook reports:
~(he/she)
~(He/She)
~([01]first_name)
~(his/her)
~(His/Her)
~(son/daughter)
~(him/her)
Grade 7-12 Character Counts & Smart Pronouns
Grade
Levels
Learner
Profile
Additional
Comments
English
Language Arts
French
Language Arts
Math Other
Subjects
7-9 400 N/A 800 800 800 400
10-12 400 400 400 400 400 400
(Grade 7-9 Immersion Report Card will have a character count of 400 for ELA )

Smart pronouns MUST be entered exactly as shown and will only work on a printed report card,
not on PowerSchool Verification Sheets or PowerTeacher Gradebook reports:
<he/she>
<He/She>
<first_name>
<his/her>
<His/Her>
<son/daughter>
<him/her>
The PowerTeacher Personal Comment Bank now supports enhanced Smart Text. Pronouns
and select student fields, namely the student's first name, can be added to a comment using
a drop down menu and be translated instantly upon use.

Although formerly used 'reporting smart pronouns', such as ~([01]first_name), will still
translate on a printed report card, teachers are strongly encouraged to use the new Smart
Text feature of the PTGB Comment Bank.
NOTE:These specific
Smart Pronouns
can only be used on
7-12 Report Cards
NOTE:These specific
Smart Pronouns
can only be used on
P-6 Report Cards


Or
Generate a basic generic comment that identifies the key outcomes
addressed for that reporting period. You would then tweak the
language within the comment structure to identify the level of
achievement for that particular student. The next steps would be a
continuation of the needs addressed.
For example: the purple relates to the targets (knowledge and skills)
for this reporting term. Following the color code;
Strength/need/suggestions
Student achievement can be inserted into the generic comment
structure.
Sarah is able to consistently / demonstrates success/ is unable to demonstrate
understanding of/ needs ongoing assistance with / add, subtract, multiply, and
divide integers (positive and negative numbers) using symbols and manipulitives.
She is not yet demonstrating understanding/ demonstrates limited ability to/
demonstrates a clear understanding of/ exceeds expectations in the area of of
integers verbally, pictorially, and in context. Sarah is able /is unable to
/demonstrates difficulty in the area of/ displays strong understanding of/ is
proficient in the use of to follow the rules for order of operations; however, she
has some difficulty applying/ is rarely able to /does not demonstrate/
consistently applies/ demonstrates exceptional this to solve linear equations.
This is a concept Sarah will continue to work on next term in class in small group
instruction/ will have opportunities to practice/ is encouraged to ask further
clarification of/would benefit from one to one support while using hands on
materials.




Be careful to:

- Select appropriate descriptive phrase/words to describe students
achievement and then correct grammar and flow of language.
- Avoid a reiteration of the outcomes taught during the reporting period, but
rather focus on the childs experience with them.
- Do not exclude any achievement information about particular students that
may not necessarily be the major focus for that reporting period.
Therefore all students will have individual, personalized comments in
relation to the identified targets (outcomes) for that reporting period.























Language Suggestions for Descriptors in Report Card Comments
100% 50%
A
The student demonstrates
achievement of the
expected learning
outcomes addressed
during the current
reporting period.
B
The student demonstrates
achievement of most of the
expected learning
outcomes addressed during
this current reporting
period.
C
The student
demonstrates
achievement of some of
the expected learning
outcomes addressed
during this current
reporting period.
D
The student
demonstrates
achievement of few of
the expected learning
outcomes addressed
during this current
reporting period.
exceeding
sometime
exceeds
consistently
to a high degree
without
prompting
is skilled at
has fully
demonstrated
clear(ly)
confident(ly)
independent(ly)
is proficient
comprehensive
understanding
easily
excellent
sometimes
exceeds
is able to
is very good at
skillfully uses
understands
that/how


most of the time
is able to
for the most part
often can
usually
demonstrates
demonstrates
some
understanding of
understands most
of
competent
capable
general(ly)
common(ly)

sometimes
with support
with
prompting
occasionally
is beginning to
has some
difficulty with
is developing
is aware
ofbut is not
applying
independently
strives to
has a basic
understanding
of
understands
some of

is not able to
does not yet
is unable to
needs a great
deal of
assistance
seldom
has not yet
demonstrated
with repeated
assistance
rarely
has difficulty
with
struggles to
has a limited
understanding
of
Strengths and Needs:
Give specific examples (e.g. for example, for
instance, such as
Suggestions: Next steps
Needs to continue to
Would benefit from
Will have opportunities to
Can practice/ apply by


Useful Words and Phrases to Consider When Writing Report Card
Comments
Strengths Needs Suggestions for Improvement
- Able to construct, determine,
extend, research, support
- Can accurately, easily,
effectively, explain, identify,
can solve
- Continues to
- Demonstrates a clear
understanding
- Demonstrates effective
- Displays strong, exceptional
- Has achieved
- Has a grasp of
- Has successfully
- Has learned
- Has very good insight
- Improved tremendously
- Is able to
- Is capable of
- Is developing
- Recognizes the importance of
- Shows commitment
- Is competent
- Is proficient
- Is skilful
- Is very good at
- Often uses
- Recognizes
- Successfully interprets
- Skillfully uses
- Understands how
- Uses a variety of
- Action Verbs to consider:
applies, builds, compares,
completes, constructs,
creates, describes,
evaluates, experiments,
explains, expresses,
extends, illustrates,
interprets, knows,
organizes, operates,
participates, performs,
produces, shows, solves,
utilizes.
- Attempts to
- Continues to need help with
- Could profit by
- Demonstrates a limited ability
to
- Does not always
- Does not demonstrate
- Encouragement is needed
- Experiences difficulty with
- Finds it difficult at times to
- Has not yet demonstrated the
ability to , understanding
- Has trouble with
- Is seldom able to
- Is encouraged to
- Is benefiting from practice with
- Is learning to/that
- Is receiving additional help
with
- Needs ongoing assistance with
- Needs support
- Needs to clarify
- Needs to develop
- Often lacks
- Rarely uses, is able to
- Requires adult support to/for
- Requires more time
- Seems to use few
- Tries to
- Struggles to
- Unable to
- Can practice by
- Greater focus on
- Is encouraged to
- Is encouraged to seek
clarification on
- It is recommended that
- It is suggested that
- Needs to spend more time
on
- Needs to consider
- Needs to continue to
- Needs to develop
- Needs to expand on
- Needs to improve by
- Requires guided
instruction in small groups
- Requires additional
practice
- Should continue to
practice
- Would benefit from
- Will have increased
opportunities to practice
- Needs to focus on refining
work
- Needs to use feedback
from teacher in revisions
of assignments

*Note that it makes sense to
combine needs and suggestions for
improvements statements into
one sentence as the suggestion is
often in response to the need.




Exemplars: These may be of interest to you!
ELA 7
Student is developing independence in selecting appropriate texts. Student can read and understand a
range of literature, information, and visual texts, once appropriate text is selected. Student has difficulty
determining strategies to develop effective writing and is only beginning to integrate interesting ideas in
written work. Student is encouraged to follow the writing process more closely when working on a
written piece. A focus for our individual conferences will be on developing strategies to generate ideas
in personal writing tasks . Student needs to participate in discussions about the main idea presented in
any piece of information. In small group discussions, the student will be encouraged to paraphrase
conversations after listening to the speaker.

Math 8
Student is able to represent numbers written in scientific notation in standard form, and vice versa with
some assistance. Student sometimes struggles to explain and demonstrate the meaning of negative
exponents for base 10. Student consistently demonstrates the ability to recognize perfect squares
between 1 and 144 and is usually able to apply patterns related to them. Student is beginning to
develop an understanding of the Pythagorean relationship when using models but sometimes needs
support to apply the relationship in problem situations. Continued practice using hands on materials to
further develop math concepts will be a focus for the student during the next term.

Math Foundations 10
Student has achieved most of the learning outcomes in Data Management, and Numbers and
Operations. For example, she can create various graphs following models but has some difficulty
interpreting graphs. She struggles with the outcomes in Geometry such as the relationship of surface
area to volume. She is encouraged to refer to whole-class sample problems in both 2-d and 3-D
geometry , when working independently, and to ask for clarification when necessary.

Canadian History 11
Student is able to explain how Canada's economy has evolved from pre-contact societies to colonial
Canada. Student has a solid understanding of the development of modern trends and policies in the
Canadian economy including the free trade/globalization debate. Student is encouraged to review
modern trends in the Canadian economy in order to deepen his/her understanding and to transfer
information into written format. I would recommend that the student use identified references to
deepen their understanding in this area.


Grade P Mathematics (N1 and S1) Term 1

In mathematics so far this year, we have been learning about 2-D shapes, counting, and simple
patterns. Student easily recognizes names, describes, builds and compares 2-D shapes. He/she
is also skillful at counting and creating sets of items (6 or less). He/she easily determines which
set has more and which has less or if sets are equivalent. Student recognizes the numbers to 6
but finds it difficult to form the numbers on paper. He/she will continue to practice forming
numbers in small group guided instruction and will be using number cards at times to
demonstrate his/her understandings.

She/he can identify, extend, copy, and create simple AB patterns based on color, size, or shape.
However, student has not yet demonstrated the ability to work with more difficult patterns (i.e.
ABC, AABB, ABB, etc). Through math work stations with a partner, student will continue to
explore more complex patterning through directed tasks.



Grade 1 Mathematics (N3 and S2) Term 2

During this reporting period, we have been working on addition and subtraction through story
problems as well as exploring concepts in 3-D geometry. Student demonstrates a good
understanding of numbers to 20 and is able to consistently solve simple joining story problems
using counters, pictures and symbols with total to 20. He/she can also create simple story
problems for addition. However, he/she requires support with solving more complex joining
problems (i.e. Tom had some candy. He bought 3 more. He has 8 in total. How many did he
have at the start?). Opportunities will be provided for him/her to practice using a joining mat
and counters to model these more difficult story problems in a small group setting.

Student can recognize, name, and represent a variety of 3-D shapes and can identify examples
of them in their surroundings. He/she skillfully sorts, builds, and patterns with 3-D shapes;
however, she/he needs ongoing assistance with describing shapes. Student will grain practice
with this skill through partner games such as Guess My Shape, where students are required
to provide clues describing the shape.



Grade 2 Mathematics (N2 and N4) Term 2

During this reporting period, much of our focus has been on addition and subtraction through
story problems as well as exploring fractions. Student demonstrates an understanding of
several addition strategies and is able to use them to solve most addition facts to 20. He/she is
able to consistently solve simple joining and separating story problems using counters, pictures
and symbols with totals to 20. He/she can also create simple story problems for addition and
subtraction. However, he/she continues to need help with making the connection between
addition and subtraction and requires support with solving more complex joining and
separating problems (i.e. Tom had some candy. He ate 9. He had 8 left. How many did he have
at the start?). She/he will benefit from guided practice solving more complex problems while
working in a small group.

Student can identify simple fractions using area models (i.e. Show five-eighths of the pie).
He/she has more difficulty identifying fractions of a set (i.e. How many raisins did I eat if I ate
three-fourths of 20 raisins?) Student will be provided with additional opportunities to identify
fractions of a set in real-world contexts (i.e. We have 30 students in our class. If I ask one-sixth
of the students to line up, how many students should line up?)


Grade 3 Mathematics (N5 and S3) Term 3 * note next steps are a bit different

This term, we explored the concept of decimal tenths, time, and transformational geometry
(rotations of 2-D shapes). Student has shown skill with recording numbers involving tenths and
with modeling them in different ways (i.e. showing 0.4 using 4 small cubes from the base ten
materials when a rod represents one; showing 0.4 of a set of 10 two-colored counters; showing
0.4 of a rectangle divided into 10 sections). She/he can also compare and order numbers
involving tenths. However, she/he has difficulty showing decimals on a number line and using
decimals to describe measurement situations. Student will benefit from opportunities around
the home where she/he is asked to describe measurements using parts of a centimeter,
decimeter, or meter (i.e. My foot is 20.3 cm long. I am about 1.4 m tall.)

Student is able to name, describe, and represent half and quarter rotations/turns of 2D shapes
and can tell time to the nearest 5 minutes. However, she/he needs support with determining
elapsed time (i.e. What time will it be in 40 minutes?) He/she has worked with clock faces to
model the rotation of clock hands and is reminded to visualize the hands rotating when dealing
with problems relating to the passage of time. To help develop students understanding of time
concepts at home, it would be helpful to ask questions related to time in his/her everyday life
(i.e. You can play video games for 30 minutes. If you start now, what time will it be when you
finish?)





Grade 4 Mathematics (N1, S1) Term 1

This term, in mathematics, we have worked on extending our understanding of numbers, up to
and including 99 999. Student has demonstrated success when showing different ways to
model and compare large numbers. In addition and subtraction situations, student is skillful at
determining an appropriate method for solving a problem (i.e. draw a picture, use base 10
blocks, etc). However, student requires further practice with accurately carrying out his/her
plan. During second term, student will continue to solve problems and be encouraged to check
his/her work and explain his/her solution to a partner.

When working with two-dimensional shapes, student is able to determine the similarities and
differences of triangles and quadrilaterals (4-sided figures). Student is able to make
generalizations about the angles and sides of quadrilaterals. He/she continues to need help
when determining whether or not a quadrilateral has symmetry. He/she especially struggles
with whether or not a given parallelogram has symmetry. Through small group instruction,
student will be provided with additional hands-on investigations of parallelograms in order to
increase his/her understanding of this shape.


Grade 5 Mathematics (N1, N5, S1) Term 1

Student has demonstrated success when representing and comparing numbers to millions.
He/she has successfully applied addition and subtraction of whole numbers and decimals to
story problem situations. He/she is able to model decimals to thousandths, but sometimes
requires support when representing decimals in numerical form when a zero is needed as a
place holder (i.e. five and twenty-three thousandths written as 5.23, rather than 5.023).
Through small and whole group instruction, student will be provided with additional
opportunities to further develop his/her understanding of place value of decimals. We will
continue to represent decimals using base ten, pictures, words, and numbers and make
connections between these representations.

When working with two-dimensional shapes, student has had opportunity to use a protractor
and is able to accurately determine the measure of angles. He/she requires further practice
estimating a reasonable measure for angles. Student will be provided with additional
opportunities to estimate angle size by playing the partner game, Whats My Angle?, where
students compete to estimate the size of an angle closest to exact measure. He/she will be
encouraged to strategize by visualizing the benchmarks 0, 90, and 180 degrees when
determining a reasonable angle approximation.