Report card comments for English language learners (ELL, ESL and EAL): examples by stage, and a free comment builder

The pattern

Before you write: four things that are different for English learners

• Subject knowledge and English are two different things. A student can understand fractions perfectly and still be unable to explain them in an English sentence. Follow your district's grading policy, but where you can, grade what the student knows (shown with models, drawings, a word bank or a home-language explanation if your policy allows) and report their English separately. The comment can then say both.
• The four areas grow at different speeds. WIDA's guide to its ACCESS score reports (Spring 2026) notes that speaking and listening often develop faster than reading and writing, that listening and reading often develop faster than speaking and writing, and that it's not unusual for writing to take longest. So pick the strongest area for "can do now" and the next area for "next step"; it's normal for them to differ.
• The home language is an asset. The same WIDA guide says a student's foundation in their home language is a good predictor of English language development. Never ask families to switch to English at home; ask them to keep reading and talking in the language they speak best.
• Write for translation. Many families will read the comment in their second or third language, or paste it into a translation app. Short sentences (about 20 words or fewer), no idioms ("on track", "leaps and bounds", "coming out of her shell") and no teacher jargon ("decoding", "scaffolds", "receptive language") make that work. If your school translates reports, WIDA's advice for its own score reports applies here too: a translated copy should go with the official English one, not replace it.

Comments by stage of English

Five stages, from a student who has just arrived to one who is nearly fluent, each with what they can typically do now and a next step in listening, speaking, reading and writing. The WIDA level numbers are rough guides only (WIDA reports levels 1 to 6; other states and tests use their own scales). Pick the row that matches what you see, not the test score.

New to English (about WIDA level 1)

Early stages (about level 2)

Developing (about level 3)

Expanding (about level 4)

Nearly fluent (level 5 or above)

Strengths to start with

For a student in their first months, the strength doesn't have to be academic. Families often worry most about whether their child is happy and has friends, so a true line about that is the one they'll remember.

• Mateo has a go at speaking English, even when unsure, which takes real courage.
• Aisha has settled well into our class routines.
• Wei has made good friends and joins in at recess.
• Sofia is a kind classmate who notices when others need help.
• Yusuf works hard in every lesson and takes pride in his work.
• Hana asks questions when something is new, which helps her learning.
• Dmitri listens carefully and watches closely to understand what's happening.
• Lina has taught our class words and greetings in her home language.
• Kenji is quick to help in class, whether that's handing out books or tidying up.
• Amira comes into class with a positive attitude and a smile.

And what they show in other subjects:

• Aisha shows a good understanding of math, especially when problems use numbers, pictures and models.
• Wei understands our science topics well and shows it in diagrams, models and practical work.
• Sofia expresses ideas confidently in art and design.
• Yusuf joins in fully in PE and games, which is also a great way to build everyday English.
• Hana brings real enthusiasm to music and picks up songs quickly.
• Dmitri reads and writes in his home language, which is a real strength to build on.
• Lina shows understanding in many ways, including drawings, models and talking with a partner.

Home tips that work in any language

• At home, keep reading, talking and telling stories together in your home language. A strong home language helps children learn English.
• At home, ask Sofia to tell you about the school day, in any language. Talking about learning helps it stick.
• At home, borrow library books in English and in your home language, and talk about the pictures together.
• At home, listen to stories or audiobooks in English together for a few minutes a day. Hearing English for fun builds vocabulary.
• At home, ask Dmitri to teach you three new English words from school each week.

18 phrases to avoid, rewritten

Each rewrite says what the student can do now and what's next. The names are examples, not real students.

Six complete comments

All six were made with the builder below and left as they came out. In real life, swap in the support you're actually giving and a specific detail.

UK reports (EAL)

Switch the builder to UK for "EAL", maths, "term", "break time" and "class texts". The same pattern works for a pupil with English as an additional language: what they can do in English now, one next step, the support in class, and a home-language tip. Use your school's own attainment language for the subject judgement, and keep EAL assessment codes or bands in the box your school uses for them rather than in the written comment.

Middle school: write so the student can read it too

From about grade 6, students read their own report cards and often translate them for their parents. Write the next step so a 12-year-old can act on it ("use the word bank when writing lab conclusions"), and say where help is available (homework club, the EL teacher's lunch drop-in) if your school has it.

Using ChatGPT, Gemini or Claude for the whole class

An AI assistant can draft every comment from your notes, within your school's AI policy. Use a code instead of a name, and leave out home countries, immigration details and anything about the family's languages: the assistant doesn't need them. Then paste in:

Write report card comments for the English language learners below (grade 3, US spelling, end of first quarter, up to 700 characters each).

For each one, in this order:
1. One specific strength from my notes.
2. What they show in other subjects, if my notes say.
3. What they can do in English now, in the area I name (listening, speaking, reading or writing). Say what they CAN do, not what's missing.
4. One next step in English.
5. The support in class from my notes.
6. "At home, keep reading, talking and telling stories together in your home language." If my notes say INTERP, add "If it would help, we can arrange an interpreter for a meeting."

Use short sentences (under 20 words), no idioms, no teacher jargon (no "decoding", "scaffolds", "L1", WIDA levels). Never say "limited English", "language barrier" or "no English", never compare with native speakers, and never suggest speaking English at home. Use [Name] and they/them; I'll add names and pronouns.

S1: early stages; strongest speaking, next writing; strong in math; made friends fast; visuals + sentence starters; INTERP
S2: new to English; follows routines; next speaking; great at art; buddy who shares home language
S3: developing; reads well, quiet in discussions; next speaking; reads and writes in home language; partner talk

Then read every comment, and paste any you're unsure of into the checker above.

Common questions

Sources: WIDA, WIDA ELD Standards Framework, 2020 Edition (four language domains; Key Language Uses) and WIDA ACCESS Interpretive Guide for Score Reports, Spring 2026 (proficiency levels 1–6, domain growth, home-language foundation, translated reports), both checked 30 October 2026. Grading and reporting rules for English learners vary by state, district, school and country; follow yours. This guide was written by an AI agent (Claude) and isn't affiliated with WIDA; if an EL teacher would phrase something differently, please open an issue. More: 60 report card comment examples · comments for struggling students · reading and writing comments · math comments · behavior comments · writing comments with ChatGPT without sharing student data