Here’s a meaningful list of report card comments for writing skills that you can use as you prepare your comments for lessons covered during your Writer’s Workshop block.

These report card comments for writing will help you get the job done before the big deadline!

Writing is a life-long skill that children will use for the rest of their days.

That’s why it’s so important that parents know how well their kids are progressing in writing and what steps they can take in order to improve in less-than-strong areas.

These writing skills report card comments do just that!

Tips for Drafting Report Card Comments for Writing Skills

Start Early.

Leaving your report card comments to the last minute is stressful and something that you don’t have to suffer through.

Instead, chunk your time.

Let’s say your report card comments for writing are due May 25th. Then start working on them May 17th or even May 11th.

The point is to give yourself enough time to complete all of them without feeling overwhelmed.

Do a couple of comments each day depending on how many students you have.

You may want to complete a certain number of comments daily or work for a specified amount of time each day. Whatever works for you.

Complete a certain number of comments daily or work for a specified amount of time each day.

With this system, your report card comments for writing won’t feel like such a huge task.

Before you know it, you’ll be done!

Focus on the Writing Process Plus Conventions.

When it comes to writing skills, they’re generally two areas they teachers tend to focus in on. . . conventions and the writing process.

In traditional writing programs, there tends to be a lot of focus on conventions which includes grammar, spelling, and punctuation.

While all of these elements are very important for being a skilled writer, conventions represent only one component of writing.

Equally important is the entire writing process . . .

How well does the child organize a piece of writing?

Are they able to express their ideas clearly and with relevant details?

Do they show and not only tell?

Does each piece have a strong introduction and conclusion?

Is the young author able to write across a range of genres?

So if it’s an opinion essay, are they able to structure an opinion essay differently from a fantasy story?

Do they understand the unique elements of each?

Not all kids are good at spelling and conventions (yet!), so demonstrating to parents other areas within the writing process where their child excels is powerful.

Be Specific.

To help parents visualize how their child is progressing, be specific in your report card comments for writing by using examples.

Say exactly how the child uses strong leads in narrative essays or consistent transitions in opinion essays.

Whatever it is the child is doing well (or not so well!), give an example to back it up.

During parent-teacher conferences, show these writing samples to parents in order to really hit the point home.

This stuff really works, folks!

Stay Positive.

I think it goes without saying. . .

Draft your report card comments for writing in a positive tone.

Even if the child is struggling in an area, you can put a positive spin on it by speaking about what you’re going to do from that point forward as the teacher to help the child do better in that area.

Those next steps give hope and encouragement.

Encourage the parents to reinforce those same skills and actions at home so that they see that helping the child succeed is a partnership effort between home and school.

And of course, begin and end your writing report card comments on a positive note.

Proofread.

Last but not least, proofread your report card comments for writing skills.

As humans, it’s inevitable that we’ll make errors in our writing, even after checking it over once.

There’s sometimes that one error you didn’t catch.

That’s why it’s a good idea to have another set of eyes review your writing report card comments to make sure that not only are they error-free . . .

But also to check for semantics and overall tone.

You may think your writing sounds fine, but someone else may read it and think you come across as a little strong or insensitive.

So have an unbiased and objective individual (and someone you trust!) look over your writing report card comments before submitting.

Have an unbiased and objective individual review your writing report card comments before submitting.

This step is super important!

report card comments for writing skills

Qualifiers for Writing Skills Report Card Comments

When drafting report card comments for writing skills, qualifiers such as seldom, often, always, etc., show the degree of progress that has been reached with respect to a standard.

You can can change the level of progress simply by replacing a qualifier.

Doing this saves you some time and eliminates the need for you to start from scratch when drafting a new writing report card comment.

The following is a list of descriptors/phrases to keep handy as you draft your report card comments for writing skills. . .

  • sufficiently
  • is weak
  • is strong
  • attempts
  • regularly
  • frequently
  • always
  • seldomly
  • exceeds
  • delays
  • actively
  • lacks
  • usually
  • tries
  • surpasses
  • adequately
  • inadequately
  • requires more time
  • needs to improve in
  • inconsistently
  • is evident that

Report Card Comments for Writing Skills

Now we get to the report card comments for writing skills, tweak them as needed.

I divided the comments into 5 categories:

  1. general writing report card comments
  2. conventions
  3. writing process
  4. handwriting
  5. needs improvement

I hope they save you time and overwhelm!

General Writing Report Card Comments

  • _____ continues to make good progress in. . . (target area).
  • During the writing mini lesson, _____ contributes lots of ideas. 
  • _____ takes accountability for his work. 
  • Within a group environment, ______ takes feedback positively and gives suggestions respectfully. 
  • _____ performs below grade level in (insert specific writing skill or strategy).  
  • _____ is making minimal process in (insert specific writing skill/strategy).
  • _____ is unfocused in maintaining grade-level writing expectations.
  • … progressing very well in writing for various purposes.
  • … struggles to apply (name specific writing skill/strategy) during Writer’s Workshop.
  •  … able to point out individual writing strengths and weaknesses during conferencing time with teacher.
  •  … reviews work thoroughly before submitting.
  •  … enjoys writing.
  •  … puts a lot of effort into creating a good piece of writing.
  •  … has blossomed as a writer (author)!
  • _____ puts forth a lot of effort. However, (insert any skill, strategy, or behavior) is still difficult for him/her.
  • _____ does not ask for help when he or she does not understand a concept.
  • Though _____ is making gradual steps to improve (insert skill or strategy), progress is delayed due to…
  •  _____ has a hard time editing written work using a checklist.
  • _____ often speeds to complete writing assignment without proper revising and editing.
  • _____ demonstrates difficulty revising writing pieces even using a checklist.
  • Even with accommodations and/or modifications, _____struggles with (insert any writing skill or strategy).
  • _____ seldomly uses anchor charts to assist with learning.
  • _____ exhibits minimal confidence in his writing skills.
  • _____ is a talented writer and gives a special touch to every piece she produces. 
  •  Though conventions isn’t her strong suite at the moment, ______ is a creative writer who engages the reader throughout the writing piece. 
  • _____ has a hard time writing independently and needs constant supervision in order to finish a writing piece. 

Conventions

  • _____ applies writing conventions easily and with high proficiency. 
  • _____ demonstrates an expansive vocabulary. 
  • _____ regularly uses standard grammar in most or all writing tasks. 
  • _____ shows a limited vocabulary in his writing. 
  • _____ needs improvement in using punctuation marks.
  • _____ substitutes stronger verbs and adjectives for “boring” ones.
  •   …. exhibits good use of grammar and mechanics.
  •  … struggles to apply (name specific writing skill/strategy) during Writer’s Workshop.
  •  … edits work independently and with a peer.
  •  … needs reinforcement in using (write any grammar rule).
  • … doesn’t have a good grasp of when to use capital letters.
  •  A significant number of spelling and/or grammatical errors make reading the writing difficult.
  •  … takes risks by using new vocabulary words.
  •  _____ frequently misspells grade-level high frequency words and/or sight words.
  •  _____ would greatly benefit from using a thesaurus to assist in using stronger verbs and adjectives within her writing.
  •  _____ lacks a clear understanding of how to apply grammar and/or punctuation rules appropriately.
  •  _____ hardly uses standard grammar and punctuation within context.
  •  _____ is successful with isolated grammar exercises but struggles to apply those concepts when producing authentic pieces of text. 
  • _____ demonstrates strong command of the conventions of standard English regarding capitalization, punctuation, and spelling.
  • Though _____ makes excellent marks on his spelling tests, he seldomly spells those same words correctly within his writing pieces. 
  • Because of frequent grammatical errors, ______ writing is hard to read and understand.
  • Frequent punctuation omissions in ________ writing cause the reader to have a hard time understanding the message. 

Writing Process

  • ________ is able to organize her thoughts clearly with/without the use of graphic organizers.
  • ______ expresses himself well through words. 
  • ______ ideas flow smoothly from one thought to the next.
  •   …. voice within writing piece is unclear or confusing.
  •   … writing pieces are well-organized with clear details.
  •  … struggles to apply (name specific writing skill/strategy) during Writer’s Workshop.
  •  … brainstorms a decent bank of ideas before drafting.
  •  … appropriately uses a writing checklist to review work.
  • … accepts and attempts to apply feedback provided by the teacher and/or peers.
  • … follows the writing process when completing a piece of major writing.
  • … revises work independently and with a peer.
  •  … begins writing piece with a strong lead (beginning).
  • … ends writing piece with a strong ending (conclusion).
  •  … writing has a clear beginning, middle, and end.
  • … paper lacks supporting details that help the reader to visualize.
  • … includes lots of sentences that “show” and not only “tell.”
  • … transitions from one idea or paragraph to the next using a variety of transition words.
  • … does not use transition words appropriately.
  •  … uses pre-writing strategies to guide the writing process.
  •  … purpose for writing and for what audience are clear.
  •  … understands that different writing genres serve different purposes.
  • … does a great job of using figurative language to make writing more interesting and colorful.
  •  … has a hard time writing (typing) at least one good paragraph or page.
  • ______ demonstrates difficulty applying new writing skills.
  • ______ written pieces lack clear and vivid details that help the reader understand and visualize the main idea.
  • _____ writing frequently lacks a clear idea or main message.
  • _____ ideas are hardly ever fully developed.
  • _____ has a hard time using a variety of sentence structures in his/her writing.
  • _____ sentences very often lack semantics making them difficult to comprehend.
  •  _____ writing pieces lack an interesting lead that grabs the reader’s attention.
  •  A clear conclusion is frequently missing from _____ writing pieces.  
  •  _____ has difficulty writing across a variety of genres.

Handwriting

  • _____ takes a lot of pride in her handwriting; it’s always neat!
  • _____ always showcases good penmanship on assignments. 
  • _____ excellent fine motor skills contributes to his neat handwriting. 
  • _____ handwriting is always neat and legible. 
  • … handwriting makes reading the writing piece difficult.
  •  On a regular basis, _____ handwriting is illegible.
  • _____ rarely forms letters legibly.
  •  Poor fine motor skills hinders writing performance for _____.
  • _____ needs to devote more time to learning cursive writing strokes.
  • Even though _____ handwriting is frequently disorganized, his work is legible and beautiful when he takes his time. 
  • _____ has a frequent habit of over-erasing his marks causing his writing to become illegible. 
  • _____ frequently reverses the letters _____ and ______. 
  •  I am very concerned about ______ handwriting as it causes his grades in other subject areas to lower because the writing is very hard-to-read, even with repeated attempts to correct. 
  • _____ has trouble forming the letters _____. 
  •  Very often, _____ assignments are not neat. 
  •  _____ needs to continuously practice cursive handwriting strokes. 
  •  _____ has beautiful penmanship, in print and cursive. 
  •  Though _____ handwriting is legible, with a bit more focus on strokes, it could be neater. 
  •  _____ work is always neat and clean. 
  •  An abundance of erasure marks makes _____ writing hard to read. 
  •  _____ is capable of writing well but refuses to write his assignments neatly. 

Next Steps for Improving Writing Skills

  • The following modifications/accommodations in the area of writing will be helpful to implement:
  • _____ will continue to work within small groups and one-on-one with the teacher at least two times a week.
  • I suggest _____ participates in after-school tutoring x number of times per week.
  • It would be helpful to review at home with _____ …
  • _____ would benefit from…
  • I strongly encourage _____ to (insert any action that will help to improve situation + how often) in order to improve (insert issue).
  • During the summer, continue to… (insert any action that will help to improve situation + how often) in order to improve (insert issue).
  • I recommend….
  • _____ needs more opportunities to…
  • In order to increase proficiency in using strong verbs, _____ requires assistance using a thesaurus and/or dictionary.
  • Let’s schedule a follow-up meeting/conference for the date of …. to discuss…
  • Let’s schedule a conference/meeting soon in order to discuss how to help… succeed in meeting the learning objectives.
  • Please continue to reinforce skills at home.
  • Help and encouragement from us keeps him motivated.
  • The extra support ______ is receiving is evident. Let’s keep up the great work!
  • Any extra support helps _____ improve in her academic endeavors. 
  • Continue to reinforce the writing strategies at home.
  • I suggest that_____ practice Daily Oral Language activities in order to improve (insert a writing skill).
  • Practice writing authentic texts with your child in English or Spanish regularly. (applies to bilingual/dual language students).

Wrapping Up

Finishing your report card comments for writing skills need not become a chore.

Use these quality writing comments, which cover all areas of writing, to get the job done fast and efficiently.

To working smarter,

~Missi

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