250+ strengths-based comments organized by subject and proficiency level, written in BC curriculum language. Copy one, swap in your student’s name, and make it yours.
Updated November 2026 · Written by a BC teacher with 25 years in the classroom · Free to use and share
How to build a comment in 3 parts
1. A strengthWhat can the student do? Be specific about the skill.
2. A next stepOne clear thing they’re working on, framed as growth.
3. A way to supportSomething the family can do at home. Optional, but parents love it.
Example · Reading · Developing
Maya reads familiar texts with growing fluency and can retell the main events in order. A next step is for Maya to explain what a character feels and why, using clues from the text. Asking Maya “What do you think will happen next, and why?” while reading together will strengthen comprehension.
Comments use [Name] and they/their. Replace them with your student’s name and pronouns. Read your finished comment aloud: if it could describe any student, add one specific detail from your observations.
English Language Arts: Reading
Comprehension, fluency, strategies and making connections.
Emerging
Strengths
[Name] is beginning to use pictures and familiar words to make sense of what they read.
[Name] enjoys listening to stories read aloud and can retell a favourite part.
With support, [Name] is beginning to use letter sounds to work out new words.
Next steps
A next step for [Name] is to practise blending sounds together to read unfamiliar words.
[Name] is working on stopping to check that what they read makes sense.
Support at home
Reading together for ten minutes a day and talking about the pictures will help [Name] build confidence.
Developing
Strengths
[Name] reads familiar texts with growing fluency and can retell the main events in order.
[Name] is starting to make connections between stories and their own experiences.
[Name] uses some strategies, such as rereading and looking at pictures, when a word is tricky.
Next steps
A next step is for [Name] to explain what a character feels and why, using clues from the text.
[Name] is working on reading with expression and paying attention to punctuation.
Support at home
Asking [Name] “What do you think will happen next, and why?” while reading together will strengthen comprehension.
Proficient
Strengths
[Name] reads grade-level texts fluently and can summarize the main idea in their own words.
[Name] makes thoughtful connections between texts, their own life, and the world.
[Name] uses a range of strategies to understand challenging passages, including rereading and asking questions.
Next steps
A next step for [Name] is to support their ideas about a text with specific evidence.
[Name] is ready to explore a wider range of genres, including non-fiction and poetry.
Support at home
Encourage [Name] to tell you about what they are reading and why the author made certain choices.
Extending
Strengths
[Name] reads widely and with deep understanding, often noticing themes and author’s craft that others miss.
[Name] makes insightful inferences and supports them with well-chosen evidence from the text.
[Name] enriches class discussions by comparing ideas across different texts.
Next steps
To extend their thinking, [Name] can explore how different authors approach the same theme.
[Name] is encouraged to share their interpretations in writing with the same depth they show in discussion.
Support at home
Offering [Name] more complex books and talking about the big questions they raise will keep them challenged.
English Language Arts: Writing
Ideas, organization, word choice, conventions and revision.
Emerging
Strengths
[Name] is eager to share ideas through drawings, labels and simple sentences.
[Name] is beginning to use letter sounds to spell the words they want to write.
With support, [Name] can write a simple sentence about a familiar topic.
Next steps
A next step for [Name] is to use spaces between words and a capital letter at the start of a sentence.
[Name] is working on adding one more detail to tell the reader more.
Support at home
Writing grocery lists, cards or notes together at home gives [Name] meaningful writing practice.
Developing
Strengths
[Name] writes about familiar topics with a clear beginning and is starting to add details.
[Name] is using more interesting words to make their writing come alive.
[Name] is starting to use punctuation, such as periods and capitals, more consistently.
Next steps
A next step is for [Name] to organize ideas into a beginning, middle and end.
[Name] is working on rereading their writing to check that it makes sense.
Support at home
Asking [Name] to tell a story out loud before writing it helps them organize their ideas.
Proficient
Strengths
[Name] writes clear, organized pieces with a strong beginning, supporting details and a conclusion.
[Name] adapts their writing for different purposes, such as stories, letters and explanations.
[Name] uses descriptive language and a variety of sentence types to engage the reader.
Next steps
A next step for [Name] is to revise by adding or reorganizing ideas, not only correcting spelling.
[Name] is working on using paragraphs to group related ideas.
Support at home
Inviting [Name] to read their writing aloud to you, and asking one question about it, encourages revision.
Extending
Strengths
[Name] writes with a strong, confident voice and makes deliberate choices to engage the reader.
[Name] organizes complex ideas skillfully and uses precise, vivid vocabulary.
[Name] revises thoughtfully, considering the audience and purpose of each piece.
Next steps
To extend their writing, [Name] can experiment with new forms, such as persuasive writing or poetry.
[Name] is encouraged to give and use peer feedback to refine their craft further.
Support at home
Encouraging [Name] to keep a journal or write for a real audience, such as a family newsletter, will nurture their talent.
English Language Arts: Oral Language
Speaking, listening and collaborating in conversation.
Emerging
Strengths
[Name] is beginning to share ideas with a partner and in small groups.
[Name] listens to stories and instructions and responds with gestures or short answers.
With encouragement, [Name] is starting to take turns in conversation.
Next steps
A next step for [Name] is to share an idea with the class using a sentence starter.
[Name] is working on looking at the speaker and listening until they finish.
Support at home
Talking about [Name]’s day at dinner and asking open questions builds oral language.
Developing
Strengths
[Name] shares ideas in small groups and is building confidence speaking in front of the class.
[Name] listens to others and sometimes builds on their ideas.
[Name] can retell events in order when speaking.
Next steps
A next step is for [Name] to ask a question to learn more about a classmate’s idea.
[Name] is working on speaking clearly and at a volume everyone can hear.
Support at home
Encourage [Name] to explain how to do something they are good at, step by step.
Proficient
Strengths
[Name] communicates ideas clearly and confidently in partner, group and whole-class settings.
[Name] listens respectfully and builds on the ideas of others.
[Name] asks thoughtful questions to deepen understanding.
Next steps
A next step for [Name] is to support opinions with reasons and examples when speaking.
[Name] is working on adjusting how they speak for different audiences.
Support at home
Family conversations about a shared book or local event give [Name] a chance to practise explaining their opinions.
Extending
Strengths
[Name] is an articulate communicator who expresses complex ideas with clarity and confidence.
[Name] skillfully guides group discussions, inviting others in and summarizing ideas.
[Name] presents to an audience with poise, using voice and expression to engage listeners.
Next steps
To extend their skills, [Name] can take on leadership roles, such as facilitating a class discussion.
[Name] is encouraged to consider and respond to perspectives different from their own.
Support at home
Opportunities to present, such as sharing a project with family or community, will continue to stretch [Name].
Mathematics: Number Sense & Computation
Counting, place value, operations, fluency and estimation.
Emerging
Strengths
[Name] is beginning to count and recognize numbers with the help of objects and pictures.
With support, [Name] can solve simple addition problems using manipulatives.
[Name] is building an understanding of how numbers can be put together and taken apart.
Next steps
A next step for [Name] is to practise counting on from a number instead of starting from one.
[Name] is working on recognizing small quantities at a glance.
Support at home
Counting everyday objects together, such as stairs, snacks or coins, builds [Name]’s number sense.
Developing
Strengths
[Name] uses objects, drawings and some mental strategies to add and subtract.
[Name] is developing an understanding of place value.
[Name] is beginning to recall some math facts with growing confidence.
Next steps
A next step for [Name] is to choose an efficient strategy and explain why it works.
[Name] is working on checking answers to see if they make sense.
Support at home
Card and dice games that involve adding and comparing numbers help [Name] build fluency.
Proficient
Strengths
[Name] demonstrates a solid understanding of grade-level number concepts and operations.
[Name] uses flexible mental math strategies and can explain their thinking.
[Name] computes accurately and uses number sense to estimate reasonable answers.
Next steps
A next step for [Name] is to show their thinking in more than one way, using words, numbers and pictures.
[Name] is working on applying these skills to multi-step problems.
Support at home
Involving [Name] in real-life math, such as budgeting, cooking or measuring, deepens understanding.
Extending
Strengths
[Name] demonstrates a sophisticated understanding of number and moves easily between strategies.
[Name] notices patterns and relationships in numbers and uses them to solve problems efficiently.
[Name] explains mathematical thinking with precision and helps others understand.
Next steps
To extend their learning, [Name] can explore open-ended problems that have more than one solution.
[Name] is encouraged to create their own problems to challenge classmates.
Support at home
Logic puzzles and strategy games are great ways to keep [Name] challenged at home.
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Mathematics: Problem Solving & Reasoning
Strategies, representing thinking, communicating and connecting.
Emerging
Strengths
[Name] is beginning to use materials and drawings to make sense of math problems.
With guidance, [Name] can identify what a problem is asking.
[Name] shows curiosity when exploring patterns and shapes.
Next steps
A next step for [Name] is to try a strategy independently before asking for help.
[Name] is working on explaining their thinking using a picture or model.
Support at home
Asking [Name] “How did you figure that out?” encourages them to talk about their thinking.
Developing
Strengths
[Name] tries different strategies when solving problems and is building persistence.
[Name] can represent their thinking with pictures, numbers or materials.
[Name] is starting to explain how they solved a problem.
Next steps
A next step for [Name] is to slow down and check each step of multi-step problems.
[Name] is working on using math vocabulary to explain their reasoning.
Support at home
When [Name] gets stuck, encourage them to draw the problem or try a smaller version of it.
Proficient
Strengths
[Name] approaches problems with confidence, selects appropriate strategies and checks their work.
[Name] explains and justifies their reasoning using clear mathematical language.
[Name] connects math concepts to real-world situations.
Next steps
A next step for [Name] is to compare different strategies and decide which is most efficient.
[Name] is working on explaining why a strategy works, not only how.
Support at home
Talking through everyday problems together, such as planning a trip or a recipe, builds reasoning skills.
Extending
Strengths
[Name] tackles complex problems with creativity and persistence, often finding multiple solutions.
[Name] reasons mathematically with depth and can generalize patterns.
[Name] communicates sophisticated mathematical thinking clearly to others.
Next steps
To extend their thinking, [Name] can investigate rich, open-ended problems and justify their conclusions.
[Name] is encouraged to support peers by explaining strategies in different ways.
Support at home
Math challenges, puzzles and coding activities will continue to stretch [Name]’s thinking.
Science
Questioning, predicting, investigating and communicating findings.
Emerging
Strengths
[Name] shows curiosity about the natural world and enjoys hands-on exploration.
With support, [Name] is beginning to make simple observations and share them.
[Name] asks questions about what they notice.
Next steps
A next step for [Name] is to describe observations using their senses and new science words.
[Name] is working on recording what they notice with drawings or labels.
Support at home
Exploring outdoors and wondering aloud together (“What do you notice?”) builds [Name]’s scientific curiosity.
Developing
Strengths
[Name] makes observations and is beginning to make simple predictions.
[Name] participates in investigations and shares what they discovered.
[Name] is starting to use science vocabulary to describe their learning.
Next steps
A next step is for [Name] to explain why they think something happened.
[Name] is working on recording results in a clear, organized way.
Support at home
Simple experiments at home, like planting seeds or testing what floats, support [Name]’s learning.
Proficient
Strengths
[Name] asks questions, makes predictions and carries out investigations with growing independence.
[Name] records and interprets observations to draw reasonable conclusions.
[Name] demonstrates a clear understanding of the big ideas we explored this term.
Next steps
A next step for [Name] is to consider how to make an investigation a fair test.
[Name] is working on connecting their findings to real-world examples.
Support at home
Watching nature documentaries or visiting a science centre together can extend [Name]’s interests.
Extending
Strengths
[Name] designs thoughtful investigations and draws insightful conclusions from evidence.
[Name] makes sophisticated connections between science concepts and the world around them.
[Name]’s curiosity and questions often deepen learning for the whole class.
Next steps
To extend their learning, [Name] can pursue an independent inquiry on a topic of their choice.
[Name] is encouraged to communicate findings to an audience in creative ways.
Support at home
Supporting [Name] in pursuing a science interest, through library books or a home project, will feed their curiosity.
Social Studies
Communities, perspectives, evidence and connecting past to present.
Emerging
Strengths
[Name] is beginning to share ideas about their family, community and traditions.
With support, [Name] can identify ways people in a community help one another.
[Name] shows interest in learning about different places and people.
Next steps
A next step for [Name] is to ask questions to learn about others’ experiences.
[Name] is working on using new vocabulary to describe communities.
Support at home
Sharing family stories and traditions with [Name] connects home to our learning.
Developing
Strengths
[Name] is building an understanding of how communities and cultures are similar and different.
[Name] can find information in pictures, maps and simple texts.
[Name] is beginning to consider other perspectives.
Next steps
A next step for [Name] is to explain why an event or decision mattered to people.
[Name] is working on asking deeper questions during inquiry.
Support at home
Looking at maps or local history together can spark [Name]’s interest.
Proficient
Strengths
[Name] demonstrates a clear understanding of the big ideas explored this term.
[Name] gathers information from a variety of sources and draws reasonable conclusions.
[Name] considers different perspectives, including First Peoples’ perspectives, when discussing issues.
Next steps
A next step for [Name] is to support their opinions with evidence from sources.
[Name] is working on making connections between past and present.
Support at home
Talking with [Name] about community events in an age-appropriate way encourages thoughtful citizenship.
Extending
Strengths
[Name] thinks critically about issues and offers insightful, well-supported ideas.
[Name] makes sophisticated connections across time, place and perspective.
[Name] asks thought-provoking questions that deepen class inquiry.
Next steps
To extend their learning, [Name] can investigate a question that matters to them and share their findings.
[Name] is encouraged to explore how they can take action on issues in their community.
Support at home
Visiting museums, cultural centres or local historical sites will enrich [Name]’s understanding.
Arts Education
Visual arts, music, drama and dance: creating, reflecting and sharing.
Emerging
Strengths
[Name] enjoys exploring materials, sounds and movement.
With encouragement, [Name] is beginning to share their creative work.
[Name] is experimenting with new tools and techniques.
Next steps
A next step for [Name] is to try a new idea or material when creating.
[Name] is working on describing what they made and how they made it.
Support at home
Simple art supplies and music at home encourage [Name]’s creativity.
Developing
Strengths
[Name] experiments with a variety of materials and techniques.
[Name] participates in music, drama and dance with growing confidence.
[Name] is beginning to express ideas and feelings through their work.
Next steps
A next step for [Name] is to plan their work and make choices on purpose.
[Name] is working on giving and receiving feedback about artwork.
Support at home
Asking [Name] to tell you about their art, rather than guessing what it is, builds confidence.
Proficient
Strengths
[Name] uses elements and techniques purposefully to express ideas.
[Name] reflects on their creative process and makes thoughtful revisions.
[Name] participates confidently and respectfully in creating and sharing the arts.
Next steps
A next step for [Name] is to take creative risks and explore unfamiliar forms.
[Name] is working on explaining the choices they made and why.
Support at home
Attending local performances or galleries together can inspire [Name].
Extending
Strengths
[Name] creates original, expressive work that shows sophisticated use of techniques.
[Name] takes creative risks and reflects insightfully on their process.
[Name] inspires others through their creativity and enthusiasm.
Next steps
To extend their skills, [Name] can explore how artists from different cultures express ideas.
[Name] is encouraged to share their work with a wider audience.
Support at home
Lessons, clubs or community arts programs could nurture [Name]’s talent further.
Physical and Health Education
Movement skills, fair play, healthy choices and goal setting.
Emerging
Strengths
[Name] participates in physical activities and is building basic movement skills.
With support, [Name] is learning to follow the rules of games and activities.
[Name] is beginning to identify healthy choices.
Next steps
A next step for [Name] is to keep trying when a new skill is challenging.
[Name] is working on taking turns and cooperating in group games.
Support at home
Active family time, such as walks or playground visits, supports [Name]’s development.
Developing
Strengths
[Name] participates willingly and is developing a range of movement skills.
[Name] is learning to work cooperatively and show fair play.
[Name] can identify some ways to stay healthy and safe.
Next steps
A next step for [Name] is to set a personal goal for a skill and practise toward it.
[Name] is working on encouraging teammates.
Support at home
Encouraging [Name] to try a new activity or sport can build confidence.
Proficient
Strengths
[Name] demonstrates a range of movement skills with control and confidence.
[Name] shows fair play, cooperation and leadership in games.
[Name] makes healthy choices and can explain why they matter.
Next steps
A next step for [Name] is to apply skills and strategies in new games and settings.
[Name] is working on reflecting on their progress toward personal fitness goals.
Support at home
Supporting [Name] in being active every day helps maintain their enthusiasm.
Extending
Strengths
[Name] performs movement skills with precision and applies strategy effectively.
[Name] is a positive leader who encourages and includes others.
[Name] demonstrates a strong understanding of healthy, active living.
Next steps
To extend their learning, [Name] can take on leadership roles, such as helping to lead warm-ups.
[Name] is encouraged to explore new activities to broaden their skills.
Support at home
Community sports or activity programs can continue to challenge [Name].
Core Competencies and learning habits
In BC, students self-assess the Core Competencies. Use these to support goal-setting conversations and to describe how a student learns, not to grade them.
Communication
Strengths
[Name] shares ideas clearly and listens respectfully to others.
[Name] works well with a partner, contributing ideas and helping the group stay on task.
[Name] explains their thinking so that others can understand it.
Goals
[Name] has set a goal to share their ideas in whole-class discussions more often.
[Name] is working on building on others’ ideas during group work.
Creative Thinking
Strengths
[Name] generates many original ideas and enjoys trying new approaches.
[Name] is willing to take creative risks and learn from mistakes.
[Name] finds imaginative ways to solve problems.
Goals
[Name] is working on developing one idea fully before moving to the next.
[Name] is learning to build on an idea after feedback.
Critical and Reflective Thinking
Strengths
[Name] asks thoughtful questions and considers evidence before deciding.
[Name] reflects honestly on their learning and can name their next steps.
[Name] compares ideas and explains which makes the most sense, and why.
Goals
[Name] is working on checking their work and making improvements before handing it in.
[Name] is learning to explain the reasons behind their choices.
Personal Awareness and Responsibility
Strengths
[Name] takes responsibility for their learning and belongings.
[Name] is developing strategies to manage strong feelings and refocus.
[Name] perseveres when tasks are challenging.
Goals
[Name] is working on using a calming strategy independently when frustrated.
[Name] is building independence in starting tasks.
Positive Personal and Cultural Identity
Strengths
[Name] shares pride in their family, culture and interests.
[Name] recognizes their strengths and is growing in confidence.
[Name] values what makes them unique and celebrates the same in others.
Goals
[Name] is working on recognizing and naming what they do well.
[Name] is learning to share more about who they are with the class.
Social Awareness and Responsibility
Strengths
[Name] is kind and inclusive, often inviting others to join in.
[Name] shows care for our classroom and the environment.
[Name] works through disagreements respectfully.
Goals
[Name] is working on considering how their actions affect others.
[Name] is building skills to solve conflicts independently.
Learning Habits
Strengths
[Name] works independently and uses class time well.
[Name] organizes materials and completes tasks thoughtfully.
[Name] seeks help when needed and uses feedback to improve.
Goals
[Name] is working on staying focused during independent work.
[Name] is working on completing tasks within the time given.
Swap this for that: strengths-based language
The same concern, written so a family can act on it. Describe the behaviour, not the child, and pair every concern with a next step.
Instead of
Try
Can’t read yet.
[Name] is developing reading strategies, such as sounding out words and using picture clues. A next step is…
Is lazy / doesn’t try.
[Name] is working on starting tasks independently. Breaking work into small steps is helping.
Talks too much.
[Name] is social and enjoys sharing ideas. They are working on choosing the right moments to share.
Struggles with math.
[Name] is building confidence with [skill]. With support, [Name] can [what they can do].
Is always off task.
[Name] is working on staying focused during independent work. A quiet workspace and checklists help.
Has a bad attitude.
[Name] is learning to manage frustration when tasks feel challenging.
Work is messy.
[Name] is working on presenting work neatly so readers can follow their ideas.
Doesn’t listen.
[Name] is working on following multi-step instructions. Repeating them back is a helpful strategy.
Is behind.
[Name] is working toward the grade-level learning standards in [area] and is currently Emerging.
Never finishes anything.
[Name] is working on completing tasks within the time given.
Is bossy.
[Name] shows leadership and is learning to invite others’ ideas.
Is too shy.
[Name] is a thoughtful observer who shares ideas in small groups and is building confidence to share with the class.
Poor speller.
[Name] is developing spelling strategies, such as stretching out sounds and using the word wall.
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Social Studies
Communities, perspectives, evidence and connecting past to present.
Emerging
Developing
Proficient
Extending