Writing Language Progress Report Comments

#Structure (60-120 words)

1. Strength with evidence - a specific skill and an example from this term.
2. Progress - what has improved, with a measure if available (test, level, task).
3. Area to develop - one or two, specific.
4. Next step - what the learner will do, and how parents or the learner can support it.
5. Close - genuine, specific encouragement (optional).

Ana has made clear progress in speaking this term: in her presentation about her home town she spoke for two
minutes with only short pauses. Reading remains a strength (78% in the end-of-term test). Her writing is the next
focus: she should plan one main idea per paragraph and check verb tenses before handing work in. Reading English
stories at home for 15 minutes a day will also help her writing.

#Phrase bank

#Strengths

• [Name] speaks confidently in pair and group discussions and keeps the conversation going with questions.
• [Name] understands the main ideas of [texts / recordings] on familiar topics and can find specific details.
• [Name]'s written work is well organised, with clear paragraphs and linking words such as however and because.
• [Name] uses a wide range of vocabulary from our units, for example...
• [Name]'s pronunciation is clear and easy to understand.
• [Name] corrects their own mistakes when given a hint, which shows growing accuracy.

#Progress

• This term [Name] has moved from [describing simple facts] to [giving reasons for opinions].
• [Name]'s score in [skill] rose from X to Y.
• [Name] now uses the past tenses accurately in stories, which was a target last term.

#Areas to develop

• [Name] sometimes finds it hard to [follow fast speech / organise longer texts / use past tenses accurately].
• [Name] understands more than they can say: the next step is to speak in longer turns.
• Spelling of common words is not yet consistent.

#Next steps

• Next term [Name] will focus on...
• [Name] should read graded readers at level X for 15 minutes a day.
• Watching short videos in English with English subtitles twice a week will help [Name]'s listening.
• Keeping a vocabulary notebook with example sentences will help [Name] use new words.
• [Name] would benefit from speaking more in class; we will give them roles that build confidence.

#Explaining levels in plain language

Write "working at B1 (independent user, everyday situations)" rather than "B1".

#Tone

• Specific beats general: "spoke for two minutes" beats "speaks well".
• Balanced: every comment has a strength, even when progress is a concern.
• About learning, not personality ("does not yet complete homework" rather than "is lazy").
• Concerns that need a conversation (behaviour, attendance, wellbeing) go to a meeting, not only the report.
• Check names and pronouns: comments are often copied between learners; comment_check.py catches other learners' names.

#Avoid