120 Kindergarten Report Card Comments (by Skill and Trimester)

A strong kindergarten report card comment names one specific skill the child can do now, one skill they’re working on, and one easy way families can help at home. Kindergarten families are often new to report cards, so concrete language (“names 18 of 26 letters,” “counts to 45”) beats education jargon every time. Below you’ll find 120 comments organized by skill and by time of year. Replace [Name] and adjust the numbers to match your own checks.

The kindergarten comment formula

Use this structure for any skill:

[Name] can [specific skill with a number or example]. Next, [Name] is working on [next skill]. At home, [one simple activity].

Example: Leo can name all 26 uppercase letters and 20 lowercase letters. Next, he is working on matching each letter to its sound. At home, try “I spy something that starts with /m/” in the car.

Two to four sentences is plenty. Most districts set a character limit in the grading software, so check yours first.

What to write in each trimester

Letters and sounds (1–20)

1. [Name] recognizes all 26 uppercase and lowercase letters.
2. [Name] can name [number] uppercase and [number] lowercase letters and is learning the rest.
3. [Name] knows the sounds of most consonants and is learning short vowel sounds.
4. [Name] matches letters to their sounds quickly during our daily review.
5. [Name] sometimes confuses b and d, which is very common at this age. We practice with a hand trick in class.
6. [Name] is working on telling the difference between letter names and letter sounds.
7. [Name] can identify the first sound in a spoken word.
8. [Name] hears and produces rhyming words easily.
9. [Name] is learning to blend three sounds into a word, like /c/ /a/ /t/ → cat.
10. [Name] can break a short word into its sounds.
11. [Name] enjoys our sound games and listens carefully for the sounds in words.
12. [Name] is beginning to hear the middle sound in short words.
13. [Name] knows [number] of our letter sounds. Practicing five sounds a week at home will help.
14. [Name] recognizes the letters in their name and is learning the others.
15. [Name] can clap the syllables in words.
16. [Name] is learning to hear the difference between similar sounds, like /f/ and /v/.
17. [Name] knows all short vowel sounds.
18. [Name] is gaining confidence in our daily phonemic awareness routine.
19. [Name] can substitute the first sound in a word to make a new word (mat → sat).
20. [Name] is working on tracking print from left to right with a finger.

Early reading (21–35)

21. [Name] reads simple CVC words like map, sit and hop.
22. [Name] reads [number] of our heart words (high-frequency words).
23. [Name] can read a short decodable book with support.
24. [Name] reads simple sentences independently.
25. [Name] understands that print carries meaning and points to words while reading.
26. [Name] retells a story with a beginning, middle and end.
27. [Name] answers questions about characters and setting after a read-aloud.
28. [Name] makes thoughtful predictions about what will happen next.
29. [Name] enjoys books and often chooses to read during free time.
30. [Name] is beginning to self-correct when a word doesn’t sound right.
31. [Name] can identify the title, author and illustrator of a book.
32. [Name] is working on reading heart words automatically, without sounding out.
33. [Name] connects stories to experiences at home.
34. [Name] is learning to blend sounds smoothly instead of stopping between them.
35. [Name] is ready for longer decodable books and will move up this trimester.

Writing and fine motor (36–50)

36. [Name] writes first and last name with correct letter formation.
37. [Name] is learning to write their name starting with a capital and continuing in lowercase.
38. [Name] labels drawings with beginning sounds.
39. [Name] writes simple words by listening for each sound.
40. [Name] writes a complete sentence with a capital letter and a period.
41. [Name] uses spaces between words in writing.
42. [Name] is working on holding a pencil with a comfortable tripod grip.
43. [Name] cuts along a line with control.
44. [Name] draws detailed pictures that tell a story.
45. [Name] is practicing forming letters from the top down.
46. [Name] can copy words from the board accurately.
47. [Name] writes a few sentences about a topic during writer’s workshop.
48. [Name] is building hand strength. Play dough, tongs and stickers at home help a lot.
49. [Name] is learning to stay on the lines when writing.
50. [Name] shares their writing proudly with the class.

Math (51–75)

51. [Name] counts to [number] by ones.
52. [Name] counts to 100 by ones and by tens.
53. [Name] recognizes numbers 0–20.
54. [Name] writes numbers 0–[number] with correct formation.
55. [Name] counts a group of objects accurately, touching each one once.
56. [Name] understands that the last number counted tells how many.
57. [Name] compares two groups and tells which has more or fewer.
58. [Name] is working on counting on from a number other than 1.
59. [Name] solves addition word problems within 10 using objects or drawings.
60. [Name] solves subtraction word problems within 10.
61. [Name] knows the ways to make 5 and is learning ways to make 10.
62. [Name] adds and subtracts within 5 fluently.
63. [Name] names and describes 2D shapes like circles, squares, triangles and rectangles.
64. [Name] identifies 3D shapes such as cubes, cones and spheres.
65. [Name] uses position words like above, below and next to.
66. [Name] sorts objects by color, size and shape and explains the rule.
67. [Name] creates and extends simple patterns.
68. [Name] compares objects by length and weight.
69. [Name] is working on writing teen numbers in the correct order (14, not 41).
70. [Name] understands that teen numbers are ten ones and some more ones.
71. [Name] explains math thinking with words and pictures.
72. [Name] is building number sense. Counting objects at home, like forks or socks, helps.
73. [Name] recognizes small quantities on dot cards without counting.
74. [Name] is learning to count backward from 10.
75. [Name] enjoys math games and plays them fairly with classmates.

Social skills and self-regulation (76–100)

76. [Name] separates from family easily in the morning and starts the day calmly.
77. [Name] is learning to say goodbye at drop-off and join the class routine.
78. [Name] plays cooperatively and takes turns.
79. [Name] shares materials with classmates.
80. [Name] is learning to use words to solve problems with friends.
81. [Name] shows kindness and includes others in play.
82. [Name] follows class rules and routines.
83. [Name] is working on waiting for a turn to speak.
84. [Name] uses our calm-down space when upset and returns ready to learn.
85. [Name] is learning to handle disappointment, like losing a game.
86. [Name] apologizes and makes things right after a conflict.
87. [Name] respects personal space in line and on the carpet.
88. [Name] is a good listener during group time.
89. [Name] is beginning to understand how others feel.
90. [Name] cleans up and takes care of classroom materials.
91. [Name] is learning to follow two-step directions.
92. [Name] asks for help when needed.
93. [Name] transitions between activities with fewer reminders than in the fall.
94. [Name] is a helpful classmate and enjoys classroom jobs.
95. [Name] is working on keeping hands to self during carpet time.
96. [Name] shows confidence when trying new things.
97. [Name] makes friends easily.
98. [Name] is learning to play with a wider group of classmates.
99. [Name] uses polite words like please and thank you.
100. [Name] is learning to stay with a task for 10 minutes before asking for a change.

Work habits and end of year (101–120)

101. [Name] completes tasks independently.
102. [Name] stays focused during small-group work.
103. [Name] is working on finishing work within the time given.
104. [Name] takes pride in their work and checks it carefully.
105. [Name] is organized with folders and belongings.
106. [Name] tries hard even when work is challenging.
107. [Name] participates actively in class discussions.
108. [Name] brings back the take-home folder regularly.
109. [Name] is curious and asks thoughtful questions.
110. [Name] is learning to work quietly when others are working.
111. [Name] has grown so much this year, especially in [skill].
112. [Name] is ready for 1st grade reading and math.
113. [Name] has become a confident reader of simple books.
114. [Name] made big gains in writing, from labels in the fall to full sentences now.
115. [Name] will benefit from reading every day this summer to keep the progress going.
116. Practicing addition and subtraction within 10 this summer will help [Name] start 1st grade strong.
117. [Name] has been a wonderful friend and helper this year.
118. [Name] is ready for more independence in 1st grade.
119. It has been a joy to watch [Name] grow this year.
120. Please keep reading together this summer. A library card is a great start.

Tips for honest, kind comments

• Avoid labels. “Lazy,” “immature” and “low” stay off the report card. Describe the behavior instead.
• Don’t compare children. Each comment is about one child’s growth.
• No surprises. If a concern is serious, families should hear it in person first. Our parent-teacher conference comments help with that conversation.
• Use your data. Letter checks, number checks and running records give you real numbers.
• Protect privacy. If you draft with any digital tool, use initials, never full names (FERPA).

Kindergarten literacy comments line up with the skills in our reading report card comments, and the comment structure is the same one used in our report card comments guide, where you’ll find banks for every grade and subject.