Kindergarten Problem Solving and Innovating comments - Ontario

12 sample Ontario Kindergarten comments for Problem Solving and Innovating: 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 follows simple movement instructions. In our robot game, Sam followed “two steps forward, one hop” to reach the carpet. (invented example: replace with what you saw) B11 Coding Skills
• JK. Sam asks questions while exploring. At the water table, Sam asked, “Why does the boat float but the rock sinks?” (invented example: replace with what you saw) B12 Scientific Investigation and Engineering Design
• SK. Sam describes changes in nature and wonders why they happen. After a frost, Sam asked, “Why is the grass crunchy in the morning?” (invented example: replace with what you saw) B13 Exploring Environments
• SK. Sam plans and follows a sequence of moves. At the coding mat, Sam drew arrows to guide a friend from start to finish. (invented example: replace with what you saw) B11 Coding Skills

Growth in Learning

• JK. At the start of the year, Sam played with the materials. Now Sam uses them to try out ideas, testing three blocks to see which made the steepest ramp. (invented example: replace with what you saw) B12 Scientific Investigation and Engineering Design
• JK. At the start of the year, Sam enjoyed outdoor play. Now Sam points out what is new, showing us a spider web on the fence. (invented example: replace with what you saw) B13 Exploring Environments
• SK. Earlier this year, Sam gave one direction at a time. Now Sam plans four or five moves before trying them out on the grid. (invented example: replace with what you saw) B11 Coding Skills
• SK. 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) B12 Scientific Investigation and Engineering Design

Next Steps in Learning

• JK. Next, we will help Sam describe the weather using new words. At home, check the sky each morning and choose a word for it together. B13 Exploring Environments Home tip
• JK. Next, we will help Sam use words like “left” and “right” in directions. At home, give directions to find a hidden toy: “Walk three steps, then turn right.” B11 Coding Skills Home tip
• SK. 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. B12 Scientific Investigation and Engineering Design Home tip
• SK. Next, we will help Sam record the weather over a week and talk about the pattern. At home, make a simple weather chart on the fridge. B13 Exploring Environments 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 Problem Solving and Innovating comment?

On the Communication of Learning, the Problem Solving and Innovating 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 Problem Solving and Innovating 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 Self-Regulation and Well-Being
• Kindergarten Belonging and Contributing

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.