Kindergarten Report Card Comments

Kindergarten Report Card Comments
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  • 0:01 The Kindergarten Experience
  • 0:33 Structuring Report…
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Lesson Transcript
Instructor: Sharon Linde
Comments are important pieces of report cards that help to explain student performance. In this lesson, you will learn about strategies to help you construct meaningful kindergarten report card comments for parents.

The Kindergarten Experience

For kindergarten students, everything is new: the classroom, the school building, and even the playground. Teachers of these young children spend a good amount of time helping them to adjust. They should also consider the adjustment the parents of these children are experiencing. New academic languages, skills, and strategies are coming at them all at once. Educators can ease parents' transitions into the world of report cards by creating user-friendly comments to help guide their understanding.

Structuring Report Card Comments

parents reading reportcard

The comments section of a kindergarten report card is perhaps the most important to a parent. This section gives teachers a chance to elaborate on student performance and helps parents understand grading criteria. Kindergarten report card comments should reflect the uniqueness of the individual child.

Teachers can use the structure know as PEGS:

  • Positive
  • Evidence
  • Goals
  • and Support

What educator doesn't love an acronym? Let's take a closer look at how each of these is used within report card comments.

Comments should start off with a positive statement. A teacher can let parents know how much they enjoy a specific aspect of their child or how much their little one has learned and grown. This is an opportunity to demonstrate how well teachers know their students and how much they care for them during the day. Some possible sentence starters include:

  • Henry has worked so hard this quarter on being a great friend to the new student.
  • Henry has been wonderful to get to know. I love his easy smile and calm demeanor.
  • Henry takes great pride in his work. I enjoy watching him craft careful answers.
  • Henry has a fantastic sense of humor and keeps us smiling throughout the day.

kindergarten students

The goal in this section is to highlight the uniqueness of each child. Educators should stay away from general comments such as:

It's been great to get to know him.


I've enjoyed having him.

They can make them more personal by using the child's name.

The next component of PEGS involves showing evidence, or supporting information about the grades a child receives. This is the section parents will look at in order to understand why certain grades were given. Teachers should be thoughtful, honest, and focus on actions that show how the child did in relation to the standards.

When constructing comments relating to work habits or behavior, teachers should lead with verbs:

  • He shows kindness and grace when working in groups.
  • He demonstrates the ability to make good choices.
  • He focuses his attention correctly and appropriately.
  • He stays on task and is self-motivated.
  • He follows directions and shows good listening skills.

For academic comments, teachers should focus on the child's level of accomplishment of standards:

  • He can identify the attributes of most two- and three-dimensional objects.
  • Henry is able to identify 19 out of 20 sight words.
  • He adds single digits with 80% accuracy.
  • Henry identifies all seven continents on a map.
  • He uses punctuation, grammar, and spelling on grade level 90% of the time.

For both types of comments, the goal is to relay accurate, specific information in a neutral, objective way. Parents will want to know how and why their child received each grade, and this is an opportunity to explain. Teachers should keep record books close by to be as accurate as possible. They should prepare to explain certain words, as parents of kindergarten students may be new to some academic jargon included within report card standards.

Next, teachers should look ahead by setting goals to move beyond the current quarter or grade level. They can identify what the child is most in need of, and suggest at least one specific objective to work on.

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