Kindergarten Self-Regulation and Well-Being comments - Ontario

12 sample Ontario Kindergarten comments for Self-Regulation and Well-Being: 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 joins friends in play. At the house centre, Sam asked, “Can I be the baby?” and joined the game. (invented example: replace with what you saw) C14 Social Skills
• JK. Sam is doing more of our routines independently. At home time, Sam zipped up a coat and put on boots with little help. (invented example: replace with what you saw) C15 Self-Regulation Home tip
• SK. Sam explains why healthy habits matter. Sam told a friend, “Cover your cough so you don’t spread germs.” (invented example: replace with what you saw) C16 Understanding Health Concepts
• SK. Sam takes part in daily physical activity with energy. During outdoor play, Sam organized a relay race with three friends. (invented example: replace with what you saw) C17 Active Participation

Growth in Learning

• JK. At the start of the year, Sam held crayons in a fist. Now Sam uses a finger grip, colouring inside a large shape. (invented example: replace with what you saw) C18 Movement Skills and Concepts
• JK. At the start of the year, Sam played beside others. Now Sam plays with friends, building a zoo together with two classmates. (invented example: replace with what you saw) C14 Social Skills
• SK. Earlier this year, Sam waited for adult help to start tasks. Now Sam gets started right away, gathering materials for a painting project. (invented example: replace with what you saw) C15 Self-Regulation
• SK. Earlier this year, Sam named some healthy foods. Now Sam talks about what makes a balanced meal, pointing out vegetables, fruit and grains in a lunch at the pretend kitchen. (invented example: replace with what you saw) C16 Understanding Health Concepts

Next Steps in Learning

• JK. Next, we will help Sam try new ways to move, like galloping and skipping. At home, have a family dance party and take turns choosing moves. C17 Active Participation Home tip
• JK. Next, we will practise cutting with scissors along lines. At home, Sam could cut pictures from flyers or magazines. C18 Movement Skills and Concepts Home tip
• SK. Next, we will help Sam invite others into play. At home, practise saying, “Do you want to play with us?” C14 Social Skills Home tip
• SK. Next, we will help Sam set a small goal and check on it. At home, choose a goal together, like getting dressed before breakfast, and celebrate progress. C15 Self-Regulation 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 Self-Regulation and Well-Being comment?

On the Communication of Learning, the Self-Regulation and Well-Being 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 Self-Regulation and Well-Being 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 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.