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English report comments: examples for reading, writing and speaking, A to E

Original English report comments for Foundation to Year 10, grouped by A–E level and tied to Australian Curriculum v9 language, literature and literacy.

✓ By the TeacherPay AU Editorial Team · fact-checked against official sources Updated 20 October 2026 10 min read
On this page (9 sections)
  1. What the English curriculum asks for
  2. Foundation to Year 2 English comments
  3. Years 3 and 4 English comments
  4. Years 5 and 6 English comments
  5. Years 7 to 10 English comments
  6. Skill-specific sentences you can mix in
  7. Next steps for English that parents can act on
  8. Mistakes to avoid in English comments
  9. FAQs

The short answer

A good English report comment names a specific reading, writing or speaking skill the student has shown, gives one example from the semester's texts or tasks, and sets one next step. Match it to the grade: A and B comments describe independent, sophisticated use of skills; C describes sound, expected achievement; D and E focus on what the student can do with support.

  • Cover at least two of reading, writing, and speaking and listening
  • Use plain words for curriculum ideas: 'work out meaning from clues' not 'inferential comprehension'
  • One next step parents can support at home

What the English curriculum asks for

Australian Curriculum English (Version 9.0) is organised into three strands: Language (how English works: grammar, vocabulary, spelling, punctuation), Literature (responding to and creating literary texts) and Literacy (reading, viewing, writing, speaking and listening for a range of purposes). Each year level has an achievement standard describing what students should typically be able to do by the end of the year, and the C grade means a student has met it. NSW teachers report against the NSW English K–10 syllabus and Victorian teachers against Victorian Curriculum 2.0, but the skills are close enough that these comments work in both with light editing.

Your comment doesn't need to mention strands. It needs to name the skill in words a parent understands, give evidence and point forward. For the general structure and grade language, start with our pillar guide on writing report card comments.

Write this student's comment in seconds Add your notes, pick the year level and grade, and get three polished comments to choose from. Your first set is free.

Foundation to Year 2 English comments

In the early years, comments focus on phonics and decoding, early writing, oral language and enjoyment of reading. Parents want to know whether their child is on track with reading, so say it plainly.

Foundation to Year 2, by achievement level
LevelComment
A[Name] is a confident and fluent reader who decodes unfamiliar words using their knowledge of letter sounds and blends. They retell stories in detail and talk about why characters act the way they do. [Name] writes several connected sentences with capital letters and full stops. Their next step is to add describing words to make their writing more interesting.
B[Name] reads familiar texts accurately and is using sound knowledge to work out new words. They write simple sentences independently and spell many common words correctly. [Name] listens well during shared reading and answers questions about the story. Their next step is to reread their writing to check it makes sense.
C[Name] has made sound progress in English this semester. They recognise most letter sounds and are blending them to read simple words. [Name] can write a sentence with support and enjoys sharing ideas during class discussions. Their next step is to practise reading common sight words every night.
D[Name] is developing their knowledge of letter sounds and can recognise many letters of the alphabet. With support, they can blend short words. [Name] enjoys listening to stories and is beginning to retell the main events. Their next step is to practise the sounds we are learning in class through short daily games at home.
E[Name] is at an early stage of learning to read and write. They can recognise the letters in their name and some letter sounds, and they participate in shared reading with support. [Name] is receiving extra small-group support with phonics, and their next step is to learn [number] new letter sounds by the end of next term.

Years 3 and 4 English comments

By Years 3 and 4 the focus moves from learning to read to reading to learn: fluency, comprehension, paragraphing and writing for different purposes such as narratives and persuasive texts.

Years 3–4, by achievement level
LevelComment
A[Name] reads a wide range of texts fluently and with expression, and uses clues in the text to explain what a character is thinking or feeling. In our narrative unit, they wrote a well-structured story with paragraphs, varied sentences and vivid vocabulary. [Name] is ready to experiment with dialogue and different openings to engage the reader.
B[Name] is a capable reader who understands the main ideas of a text and can find evidence to support an answer. Their persuasive writing presented clear reasons and used linking words such as 'firstly' and 'in addition'. [Name]'s next step is to develop each reason with an example to strengthen their argument.
C[Name] has achieved a sound standard in English. They read grade-level texts accurately and can retell the main events in order. [Name] writes in paragraphs with growing confidence and spells most common words correctly. Their next step is to use a wider range of punctuation, including commas in lists and question marks.
D[Name] is working towards the expected standard in English. They read simpler texts accurately and are building fluency with more challenging ones. With a planning scaffold, [Name] can write a short narrative with a beginning, middle and end. Their next step is to read aloud for 10 minutes each night to build fluency.
E[Name] is developing early reading and writing skills and is receiving targeted support. They can read texts at [level] and are using their knowledge of sounds to spell simple words. [Name] contributes ideas orally, which we are using to help them plan their writing. Their next step is to write two connected sentences independently.

Years 5 and 6 English comments

Upper primary comments can talk about analysing texts, author's purpose, editing, vocabulary choices and oral presentations, which prepares students and parents for secondary English.

Years 5–6, by achievement level
LevelComment
A[Name] analyses texts with insight, explaining how authors use language and structure to influence readers. Their writing is sophisticated, with deliberate vocabulary choices and a strong, consistent voice. [Name]'s oral presentation on [topic] was confident and well researched. To extend themselves, they could compare how different authors present the same theme.
B[Name] reads complex texts with thorough understanding and supports their interpretations with relevant quotes. Their writing is well organised, and they edit carefully for spelling and punctuation. [Name] contributes thoughtful ideas to discussions. Their next step is to vary sentence length and structure for effect.
C[Name] has demonstrated sound skills in English this semester. They identify the main idea and purpose of a text and can explain their opinion about it. [Name]'s writing is clearly paragraphed and uses topic sentences. Their next step is to include more precise vocabulary and to proofread for run-on sentences.
D[Name] is working towards the expected standard. They understand the literal meaning of texts and are beginning to make inferences with guidance. With a scaffold, [Name] can plan and write an information text. Their next step is to use the editing checklist independently before handing in work.
E[Name] is developing foundational reading and writing skills and benefits from adjusted tasks and small-group support. They can read and understand short texts on familiar topics and share ideas orally with confidence. Their next step is to write a paragraph with a topic sentence and two supporting sentences.

Years 7 to 10 English comments

Secondary English comments are usually shorter (40 to 80 words) and centre on analytical writing, close reading, creative writing and speaking tasks. Mention the text or unit by name; it's the most efficient way to make a comment specific.

Years 7–10, by achievement level
LevelComment
A[Name] demonstrates an extensive understanding of [text], producing analytical essays that are perceptive, well structured and supported by carefully chosen evidence. Their creative writing shows control of voice and deliberate stylistic choices. [Name] should continue to read widely beyond the set texts to deepen their critical perspective.
B[Name] has produced thorough, well-organised work this semester. Their analysis of [text] used relevant quotes and explained their effect clearly. [Name]'s next step is to develop a sustained line of argument across the whole essay rather than paragraph by paragraph.
C[Name] has achieved a sound standard in English. They understand the key themes of [text] and can structure a paragraph using a point, evidence and explanation. To improve, [Name] should explain how the language in each quote creates meaning, not just what it says.
D[Name] is working towards the expected standard. They can identify key ideas in [text] and, with a scaffold, write a structured paragraph. [Name] should focus on completing drafts by the due date so they can act on feedback before final submission.
E[Name] has found the demands of this semester's tasks challenging. They have shown understanding of the plot and characters of [text] in class discussion. With continued support, [Name]'s next step is to write a single analytical paragraph using the scaffold provided.

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Tell the AI Report Comment Writer the year level, grade, the texts and skills you covered and one next step. It returns several personalised English comments using [Name], ready to edit.

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Skill-specific sentences you can mix in

Sometimes you only need one sentence to make a comment fit a particular student. Combine an opening, a skill sentence and a next step.

Reading

  • [Name] reads with fluency and expression, adjusting their pace to suit the text.
  • [Name] uses clues in the text to work out the meaning of unfamiliar words.
  • [Name] can explain how the author builds tension or suspense in a story.
  • [Name] makes connections between texts and their own experiences.
  • [Name] is building stamina for reading longer chapter books independently.
  • [Name] is beginning to self-correct when a word doesn't make sense.

Writing

  • [Name] plans their writing carefully and organises ideas into logical paragraphs.
  • [Name] chooses precise vocabulary to create a clear picture for the reader.
  • [Name] uses a range of sentence structures, including complex sentences, for effect.
  • [Name] writes persuasively, supporting each argument with evidence.
  • [Name] applies spelling strategies such as syllables and word families to unfamiliar words.
  • [Name] is developing legible handwriting and consistent letter formation.

Speaking and listening

  • [Name] presents information clearly and confidently, making eye contact with the audience.
  • [Name] listens respectfully and builds on others' ideas in group discussions.
  • [Name] asks thoughtful questions to clarify their understanding.
  • [Name] is growing in confidence when speaking in front of the class.

Next steps for English that parents can act on

Specific next steps

  • Read aloud to an adult for 10–15 minutes most nights
  • Talk about a book after reading: what happened, and why
  • Use the class editing checklist before handing in writing
  • Learn the weekly spelling words using look, say, cover, write, check
  • Add one piece of evidence to support each argument
  • Use paragraphs to show a new idea, time or place
  • Explain how a quote creates meaning, not just what it says
  • Read a wider range of genres, including non-fiction

Mistakes to avoid in English comments

The biggest risk in English is jargon. Words like 'modality', 'cohesion', 'nominalisation' and 'text structures' mean a lot to you and little to most parents. Either explain them in the same sentence or leave them out. Second, don't just list texts studied; say what the student did with them. Third, if a student is reading well below the year level, say so clearly and early, and say what support is in place. Our guide to comments for struggling students has honest wording for that conversation.

For EAL/D students, describe progress in English language development as well as achievement against the year-level standard, and acknowledge the skills they bring in their first language. Many schools report EAL/D students against a separate progression; check your school's approach.

Writing maths next? See our maths report comments, or browse positive report card comments for strong openings.

Frequently asked questions

What do you write in an English report comment?
Name a specific reading, writing or speaking skill the student has shown, give one example from a text or task studied this semester, and set one clear next step. Match the language to the A–E grade.
How do you describe a good reader in a report?
Describe what they do: reads fluently and with expression, works out unfamiliar words from context, explains characters' motives using evidence and reads widely. Specific behaviours are more useful to parents than 'excellent reader'.
What is a good next step for writing?
Choose one that fits the student, such as using paragraphs to organise ideas, adding evidence to each argument, varying sentence beginnings or proofreading with a checklist. One specific step is better than three general ones.
Should English comments mention the reading level?
Only if your school reports reading levels and parents understand them. If you do, explain what the level means against the year-level expectation, for example 'reading texts typically expected in Year 2'.
How long should an English report comment be?
In primary school, about 60 to 100 words, because English carries the most weight with parents. In secondary, 40 to 80 words is typical. Check your school's limit.
How do I write an English comment for an EAL/D student?
Describe what the student can do in English now, the progress they've made in learning English, and the next step. Avoid implying a learning difficulty when the student is learning a new language, and check whether your school uses a separate EAL/D scale.
Can I reuse English comments from last year?
You can reuse your own structure and phrasing, but update every comment with this semester's texts, the student's specific skills and a fresh next step. Recycled comments are easy for parents with older children to spot.

Sources we checked · last verified 2026-10-20

  1. 1.ACARA: Australian Curriculum Version 9.0 (English)
  2. 2.NSW Curriculum: Reporting and using grades
  3. 3.Victorian Department of Education: Reporting student achievement and progress policy
  4. 4.QCAA: Australian Curriculum reporting advice and guidelines

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Written and fact-checked by the TeacherPay AU Editorial Team against the enterprise agreements, awards and official pages listed in the sources. It is general information, not personal financial, tax or legal advice. Spotted something out of date? Tell us and we'll fix it, usually within a day. See our editorial policy and how we calculate.

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