Kindergarten Belonging and Contributing comments - Ontario

12 sample Ontario Kindergarten comments for Belonging and Contributing: Key Learning, Growth in Learning and Next Steps in Learning, for JK and SK. The highlighted part of each sentence is an invented example to replace with what you saw. Write a whole box in the free Studio.

Write all of these in the free Studio

Sample comments

Shown with the sample name Sam. The Studio uses the child's first name and keeps Copy off until each invented example is replaced or left out. Some sample comments say they or their: change these to fit how the child's family refers to them.

A chip shows the overall expectation a sentence speaks to. It is for your reference and stays off the report.

Key Learning

• JK. Sam shares the things they enjoy. At show-and-share, Sam held up a toy train and said, “I love trains!” (invented example: replace with what you saw) D19 Identity and Self-Image
• JK. Sam is learning about the groups they belong to. Sam said, “I’m in my family, my class and my swimming lessons.” (invented example: replace with what you saw) D20 Understanding Perspectives and Canadian Identity
• SK. Sam stands up for self and others. When a friend was told “girls can’t build,” Sam said, “Everyone can build!” (invented example: replace with what you saw) D21 Self-Confidence
• SK. Sam describes the work of people in the community. Sam explained, “Firefighters keep us safe, and they check smoke alarms.” (invented example: replace with what you saw) D22 People and Communities

Growth in Learning

• JK. At the start of the year, Sam walked past the garden. Now Sam stops to look closely, showing us a ladybug on a leaf. (invented example: replace with what you saw) D23 Respect and Care for Nature
• JK. At the start of the year, Sam watched during music. Now Sam joins in, clapping and swaying to songs. (invented example: replace with what you saw) D24 Responding to Art
• SK. Earlier this year, Sam copied examples. Now Sam creates original designs, inventing a new pattern for a paper quilt square. (invented example: replace with what you saw) D25 Exploring and Creating Art
• SK. 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) D19 Identity and Self-Image

Next Steps in Learning

• JK. Next, we will help Sam notice ways our families are the same and different. At home, talk about what your family eats, celebrates or speaks. D20 Understanding Perspectives and Canadian Identity Home tip
• JK. Next, we will help Sam use a strong, calm voice to say, “Stop, I don’t like that.” At home, practise using clear words for feelings. D21 Self-Confidence Home tip
• SK. Next, we will help Sam map places near the school. At home, draw a map of places you visit, like the store, the library and the park. D22 People and Communities Home tip
• SK. Next, we will help Sam plan a way to help the schoolyard, like planting or a cleanup. At home, choose one family action, such as reusing containers. D23 Respect and Care for Nature Home tip

How Ontario Kindergarten reports

• Initial Observations goes home first; your board sets the date.

  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 · Source

• The Communication of Learning has one box for each of the four strands.

  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 · Source

• Comments give specific examples of the child's learning.

  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 · Source

Questions teachers ask

What goes in a Kindergarten Belonging and Contributing comment?

On the Communication of Learning, the Belonging and Contributing box is headed "Key Learning / Growth in Learning / Next Steps in Learning": what matters most now, how the child has grown, and next steps at school and at home. On Initial Observations, the one box may draw on any strand. Source: Ontario Ministry of Education, Forms 3044E and 3046E (2026/06).

Are these Belonging and Contributing comments tied to the curriculum?

All 12 name an overall expectation of The Kindergarten Curriculum (2026), shown by its code and title beside the sentence. The code is for your planning and stays off the report. Judge the fit against what you observed.

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.

More report card comments

Other Kindergarten subjects

• Kindergarten Foundations of Language and Mathematics
• Kindergarten Problem Solving and Innovating
• Kindergarten Self-Regulation and Well-Being

All Ontario report card comments · Ontario Kindergarten Studio

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.
• Independent resource from Milestone Teachers; not a Ministry of Education publication. Where your board's forms or wording differ, use your board's.