Ontario Kindergarten comments

Built on the 2026 Kindergarten Communication of Learning forms. Choose Initial Observations (one box) or the Communication of Learning (one box per strand), pick JK or SK, and build each box's Key Learning, Growth in Learning and Next Steps from 150 checked comments. Free, no login, and names stay on this computer.

Two reports, chosen by you

• Initial Observations (Form 3044E): One box. Draw on any strand. Box heading: Key Learning / Growth in Learning / Next Steps in Learning.
• Communication of Learning (Form 3046E): Four boxes, one per strand. Boxes: Foundations of Language and Mathematics, Problem Solving and Innovating, Self-Regulation and Well-Being, Belonging and Contributing, each headed Key Learning / Growth in Learning / Next Steps in Learning.

The Studio never ticks the ESL or IEP box: that is the school team's decision.

How Ontario Kindergarten reports

• The communication of learning is like a report card for your kindergarten child.

  Ontario Ministry of Education, Kindergarten communication of learning (Ontario Ministry of Education family page, updated August 20, 2026), Web page. The Communication of Learning is the Kindergarten report.

• Schools send an initial observations report between late October and November.

  Ontario Ministry of Education, Kindergarten communication of learning (Ontario Ministry of Education family page, updated August 20, 2026), Web page. Initial Observations goes home first; your board sets the date.

• Schools will send 2 additional communication of learning reports during the school year.

  Ontario Ministry of Education, Kindergarten communication of learning (Ontario Ministry of Education family page, updated August 20, 2026), Web page. Two more Communication of Learning reports follow later in the year.

• Key Learning / Growth in Learning / Next Steps in Learning

  Ontario Ministry of Education, Kindergarten Communication of Learning: Initial Observations, Public Schools (Form 3044E, 2026/06), Form 3044E, page 1. Initial Observations has one comment box with three parts.

• In Kindergarten, the learning expectations are organized within the four strands: Foundations of Language and Mathematics, Problem Solving and Innovating, Self-Regulation and Well-Being, Belonging and Contributing.

  Ontario Ministry of Education, Kindergarten Communication of Learning, Public Schools (Form 3046E, 2026/06), Form 3046E, page 3. The Communication of Learning has one box for each of the four strands.

• Key learning is the most significant learning for your child at the time each communication of learning is completed.

  Ontario Ministry of Education, Kindergarten communication of learning (Ontario Ministry of Education family page, updated August 20, 2026), Web page. Key Learning is the most significant learning at the time of the report.

• provide specific examples to illustrate your child’s learning

  Ontario Ministry of Education, Kindergarten communication of learning (Ontario Ministry of Education family page, updated August 20, 2026), Web page. Comments give specific examples of the child's learning.

• include next steps to support your child’s learning at school and home

  Ontario Ministry of Education, Kindergarten communication of learning (Ontario Ministry of Education family page, updated August 20, 2026), Web page. Next steps cover school and home.

• In Kindergarten, examples of learning from classroom documentation should be used to provide evidence of the student’s learning in a play environment.

  Ontario Ministry of Education, Kindergarten Communication of Learning: Initial Observations, Public Schools (Form 3044E, 2026/06), Form 3044E, page 2. Examples come from classroom documentation of play.

• Educators will indicate if the expectations for your child need to be modified by checking the English as a Second Language (ESL) box or the Individual Education Plan (IEP) box.

  Ontario Ministry of Education, Kindergarten communication of learning (Ontario Ministry of Education family page, updated August 20, 2026), Web page. Educators tick the ESL or IEP box when expectations are modified; the Studio never ticks them.

• For Catholic schools, the report also includes a section for comments about “Religious and family life education”.

  Ontario Ministry of Education, Kindergarten communication of learning (Ontario Ministry of Education family page, updated August 20, 2026), Web page. Catholic schools add a section the Studio does not cover.

• Comments about student learning should be entered in a font size that is clear and legible.

  Ontario Ministry of Education, Kindergarten Communication of Learning: Initial Observations, Public Schools (Form 3044E, 2026/06), Form 3044E, page 1. The forms set no character limit, only a legible font.

Sample comments

Shown with the sample name Sam. The highlighted part of each Key Learning and Growth in Learning sentence is an invented example: the Studio keeps Copy off until you replace it with what you saw or leave it out.

Foundations of Language and Mathematics

• Key Learning (SK, A1 Oral and Non-Verbal Communication): Sam speaks clearly in small and large groups. At our class meeting, Sam explained the rules of a new block game so others could join in. (invented example: replace with what you saw)
• Growth in Learning (SK, A1 Oral and Non-Verbal Communication): Earlier this year, Sam told stories in a few words. Now Sam tells them in order with details, describing a weekend trip from the car ride to the picnic. (invented example: replace with what you saw)
• Next Steps in Learning (SK, A1 Oral and Non-Verbal Communication): Next, we will help Sam build on a classmate’s idea by saying, “I agree, and...” At home, you could play a story game where each person adds one sentence.

Kindergarten Foundations of Language and Mathematics comments

Problem Solving and Innovating

• Key Learning (SK, B12 Scientific Investigation and Engineering Design): Sam looks into questions and shares what was found. Sam tested which paper towel soaked up the most water and told the class, “The thick one won.” (invented example: replace with what you saw)
• Growth in Learning (SK, B12 Scientific Investigation and Engineering Design): Earlier this year, Sam built without a plan. Now Sam draws a simple plan first, sketching a tower before building it. (invented example: replace with what you saw)
• Next Steps in Learning (SK, B12 Scientific Investigation and Engineering Design): Next, we will help Sam record what is noticed with pictures and words. At home, plant a seed in a cup and draw it each week.

Kindergarten Problem Solving and Innovating comments

Self-Regulation and Well-Being

• Key Learning (SK, C14 Social Skills): Sam plays well in a group and shares ideas. At the block centre, Sam suggested, “You build the road and I’ll build the bridge.” (invented example: replace with what you saw)
• Growth in Learning (SK, C14 Social Skills): Earlier this year, Sam played mostly with one friend. Now Sam plays with many classmates, joining a new group at the sand table this week. (invented example: replace with what you saw)
• Next Steps in Learning (SK, C14 Social Skills): Next, we will help Sam invite others into play. At home, practise saying, “Do you want to play with us?”

Kindergarten Self-Regulation and Well-Being comments

Belonging and Contributing

• Key Learning (SK, D19 Identity and Self-Image): Sam speaks with confidence about what they love and what they do well. At our class meeting, Sam said, “I’m really good at drawing horses.” (invented example: replace with what you saw)
• Growth in Learning (SK, D19 Identity and Self-Image): Earlier this year, Sam often said “I can’t” when trying new things. Now Sam says, “I’ll try,” as when Sam wrote a whole sentence for the first time. (invented example: replace with what you saw)
• Next Steps in Learning (SK, D19 Identity and Self-Image): Next, we will invite Sam to set a goal and celebrate reaching it. At home, make a “Things I can do now” list together.

Kindergarten Belonging and Contributing comments

Pair it

Ontario Kindergarten Communication of Learning Kit. The free Studio has one version of every comment: 150 in all (25 overall expectations, JK and SK, three parts each). The Ontario Kindergarten Communication of Learning Kit has all three versions (450), plus a whole-class tracker, a child comment planner, three worked examples, conference pages, and editable Word and Excel files.

Questions teachers ask

When does the Initial Observations report go home?

The Ministry's family page says: "Schools send an initial observations report between late October and November." It adds: "Schools will send 2 additional communication of learning reports during the school year." Your board sets the dates.

What is the difference between Initial Observations and the Communication of Learning?

Initial Observations (Form 3044E) has one comment box headed "Key Learning / Growth in Learning / Next Steps in Learning", so one comment can draw on any strand. The two later reports (Form 3046E) have one box for each strand, each with the same three parts: "In Kindergarten, the learning expectations are organized within the four strands: Foundations of Language and Mathematics, Problem Solving and Innovating, Self-Regulation and Well-Being, Belonging and Contributing."

Does the Studio tick the ESL or IEP box?

No. That is the school team's decision. The family page says: "Educators will indicate if the expectations for your child need to be modified by checking the English as a Second Language (ESL) box or the Individual Education Plan (IEP) box."

Can I copy the example in each comment?

No. Each Key Learning and Growth in Learning sentence ends with an invented moment, highlighted, so you can see the shape. Replace it with what you saw, or leave it out; Copy stays off until you do. The Ministry's form asks for examples from classroom documentation.

Is there a character limit?

The 2026 forms set none; they say "Comments about student learning should be entered in a font size that is clear and legible." Your board's software may set a limit.

Where do student names go?

Nowhere. Names, ratings and comments are kept in this browser's storage on your computer and are never sent to Milestone Teachers or anyone else. One button clears them.

Honest limits

• Every sentence is a starting point. The example in each Key Learning and Growth in Learning sentence describes an invented moment: replace it with what you saw, or leave it out. Copy stays off until you do.
• The free Studio has one version of every comment: 150 in all (25 overall expectations, JK and SK, three parts each). The Ontario Kindergarten Communication of Learning Kit has all three versions (450), plus a whole-class tracker, a child comment planner, three worked examples, conference pages, and editable Word and Excel files.
• Some sample comments say they or their: change these to fit how the child's family refers to them.
• The Studio never ticks the ESL or IEP box. Whether expectations are modified is the school team's decision.
• Not covered: the French-language Kindergarten program, and the Religious and Family Life Education section in Catholic schools.
• Your board sets the report dates, the template version and any length limit. The 2026 forms ask only for a clear, legible font.
• One child at a time, with no account. Names and edits stay in this browser and nothing is submitted anywhere: you copy the text into your board's software yourself.
• Independent resource from Milestone Teachers; not a Ministry of Education publication. Where your board's forms or wording differ, use your board's.

Ontario Grades 1-8 Studio · Ontario comments by grade and subject · All places