Short standardized phrases teachers use to indicate proficiency.
Sample from a popular site:
“Maria is a pleasure to have in class. She tries her best and is improving in English. Continue to read at home.”
Review: ❌ Not verified – No standard reference, no specific skill, no data. Useless for ESL progress reports.
Better (truly verified against CEFR A2):
“Maria (CEFR A2) can understand short, simple texts on familiar topics (Can Do statement 3.1). Next step: answer simple ‘why’ questions about a story using ‘because.’”
The difference between a useless report card and a powerful one is word choice and evidence. By using the sample ESL report card comments verified in this guide, you are not just filling in blanks—you are building a bridge between home, school, and the student’s future language development.
Save this article. Bookmark the verification checklist. And the next time you sit down to write 20 report cards, remember: a verified comment is a kind comment. It tells the truth, celebrates real progress, and gives a clear path forward.
Call to Action: Download our free one-page "ESL Comment Verifier" checklist at [your website link] or share your own verified comment in the comments section below to help other teachers.
Use these templates to write concise, specific comments quickly.
Use when student functions well in classroom language but still needs refinement for academic tasks.
If a comment does not reference a specific observable behavior or proficiency descriptor, it is not truly verified.
Effective communication between teachers and parents is vital for student success, especially for English as a Second Language (ESL) learners. Crafting report card comments that are accurate, encouraging, and actionable can be time-consuming.
The following sample ESL report card comments are verified to help you describe student progress across different proficiency levels and language domains. Understanding ESL Proficiency Levels
Before selecting a comment, identify the student’s current standing: sample esl report card comments verified
Emerging/Beginning: Students have limited English and rely on gestures and basic phrases.
Expanding/Intermediate: Students can communicate in most social situations and are developing academic language.
Bridging/Advanced: Students speak and write English with proficiency approaching that of native peers. Oral Communication: Listening and Speaking Emerging
[Name] is beginning to follow simple classroom instructions when supported by visual cues.
[Name] is gaining confidence in using basic greetings and social phrases with peers.
[Name] listens attentively to stories read aloud and identifies key characters through pictures. Expanding
[Name] participates in group discussions and is becoming more comfortable sharing ideas in English.
[Name] can follow multi-step directions with occasional clarification.
[Name] uses a growing range of vocabulary to describe personal experiences and academic topics. Bridging
[Name] speaks fluently and confidently in both social and academic settings.
[Name] can summarize complex information and present it clearly to the class.
[Name] actively engages in debates, using evidence to support their perspective. Reading and Vocabulary Acquisition Emerging
[Name] is learning to identify high-frequency sight words and basic phonics patterns.
[Name] uses illustrations to help predict the meaning of new texts. Sample from a popular site:
[Name] is developing an interest in reading and enjoys exploring picture books. Expanding
[Name] reads short, leveled texts with increasing fluency and comprehension.
[Name] can identify the main idea and supporting details in a story.
[Name] is successfully using context clues to determine the meaning of unfamiliar words. Bridging
[Name] analyzes a variety of genres and can explain the author's purpose.
[Name] demonstrates strong comprehension of grade-level academic texts.
[Name] has a broad vocabulary and is beginning to understand figurative language. Writing and Grammar Skills Emerging
[Name] is beginning to write simple sentences using a subject-verb-object pattern.
[Name] uses inventive spelling and relies on word walls to complete writing tasks.
[Name] can label drawings and write short phrases about familiar topics. Expanding
[Name] is writing multi-paragraph essays with a clear introduction and conclusion.
[Name] is working on consistent use of verb tenses and punctuation.
[Name] effectively uses transition words to connect ideas in their writing. Bridging
[Name] produces well-structured writing that is clear, concise, and organized. “Maria is a pleasure to have in class
[Name] shows a strong command of complex grammar and varied sentence structures.
[Name] proofreads and edits their work independently to improve clarity and flow. Social and Behavioral Development
[Name] is a motivated learner who shows great resilience when faced with language challenges.
[Name] collaborates well with others and is a helpful member of our classroom community.
[Name] is developing effective self-advocacy skills by asking for help when needed.
[Name] maintains a positive attitude toward learning a new language and culture. Tips for Writing Your Own ESL Comments
Be Specific: Instead of saying "improving," mention the specific skill, like "using past tense verbs correctly."
Stay Positive: Focus on what the student can do while gently noting areas for growth.
Avoid Jargon: Use clear language that parents who may also be learning English can understand.
Use "Sandwich" Feedback: Start with a strength, mention a challenge, and end with a goal.
💡 Key Takeaway: Verified report card comments provide a professional foundation, but personalizing them to each student's unique journey is what truly supports their growth.
If you tell me more about your specific needs, I can help further: Grade level of your students (e.g., primary, middle school) Specific areas of struggle (e.g., phonics, essay structure) Preferred tone (e.g., formal, warm, strictly academic)
This is the most critical part of the comment. It moves the narrative from judgment to partnership. It tells the family that the school is an active participant in the child's success.
| Unverified (Bad) | Why It’s Harmful | Verified (Good) | |----------------|----------------|----------------| | "Quiet in class." | Confuses personality with proficiency. | "Uses non-verbal responses (thumbs up/down) to show comprehension during whole-group questioning." | | "Good English." | Vague; doesn't help anyone. | "Independently uses present progressive tense in 4/5 journal entries." | | "Needs to work on writing." | No direction; shames student. | "Next step: Using a period at the end of every sentence. Currently does so in 60% of sentences." | | "Struggles with pronunciation." | No specificity. | "Confuses /r/ and /l/ in initial word positions ('light' for 'right'). Weekly targeted minimal pair drills recommended." |
