English Report Comments for Cambridge Stages 1-3

English covers reading (phonics and word structure in the early stages, fluency, vocabulary, understanding and interpreting fiction, poetry, playscripts and non-fiction, and how writers use language and structure), writing for different purposes and audiences with spelling, grammar and punctuation, and speaking and listening, including group discussion and performance.

Below are 13 sample sentences for Stages 1-3: two strengths and one next step for each of the 4 comment levels (Extending / Secure / Developing / Beginning), plus a tip for families. They are a small selection from the 440 English sentences in the full pack. Copy one, then add a detail only you know about the student.

Jump to: Extending · Secure · Developing · Beginning · Writing tips

Student name Pronouns

Fills in the name and pronouns on this page. Nothing is sent anywhere.

Extending E

Strengths

To spell new words, [Name] segments them into sounds independently, and many tricky words are spelt correctly in [his/her/their] own writing.
Reading aloud or presenting, [Name] speaks clearly and with expression, adjusting voice and pace to keep listeners interested.

Next step

[Name] could now explain the meaning of new words met in stories and use them when retelling those stories aloud.

Secure S

Strengths

Rereading familiar books, [Name] reads more smoothly each time and pauses at full stops.
In writing, [Name] punctuates most sentences accurately and checks [his/her/their] work for mistakes when editing.

Next step

Checking that every sentence starts with a capital letter and ends with a full stop is [Name]'s next writing target.

Developing D

Strengths

In role play, [Name] joins in with familiar stories and, with an adult alongside, uses some words from the story.
When reading, [Name] sometimes works out a new word from the sentence around it and is learning to check that the meaning makes sense.

Next step

The next goal is to form letters correctly, starting each one at the right point, with a model to copy.

Beginning B

Strengths

With adult support, [Name] is starting to say the sounds in a short word and write a letter for each one.
During class discussion, [Name] listens to others and, with adult support, is starting to add a short comment.

Next step

A next step is to retell a short story using three pictures, saying what happens first, next and at the end.

Support at home

When your child shares an opinion about a book, asking "why do you think that?" helps [him/her/them] learn to give reasons.

How to write English comments for Stages 1-3

Name the reading skill: blending sounds to read new words, rereading a sentence for fluency or retelling a story in order. A family can then practise the same skill with any book at home, in English or another language.
For early writing, pick one thing the student controls, such as capital letters and full stops or joining ideas with 'because', and one small next step, such as saying the sentence aloud before writing it.
Speaking and listening is easy to leave out. If the student took turns well in a group, joined in with a rhyme or took part in role play, say so in plain words.

Watch out: Avoid reducing the comment to spelling and handwriting. Pair any accuracy target with a reading, writing or speaking strength, such as explaining a character's feelings with evidence from the text.

The four levels describe how independently and securely the student shows what has been taught, never a grade or a test result. Extending suits accurate, independent work applied to unfamiliar tasks, with reasons explained; Secure suits accurate work in familiar tasks with occasional support; Developing suits learning shown sometimes, or with a model, word bank or worked example; Beginning names what is starting to show and the support that helps. Show the level through the work rather than writing the level word.

What English covers

Strands and skills covered for English:

Reading: word structure and phonics (Stages 1-3), fluency, vocabulary, understanding and interpreting fiction, poetry, playscripts and non-fiction, and how writers use language and structure
Reading: appreciation and reflection, giving and justifying personal responses to texts from different times and cultures
Writing: planning, drafting, editing and presenting texts for different purposes and audiences, with spelling, grammar and punctuation, structure and language choices
Speaking and listening: making yourself understood, listening and responding, group work and discussion, performance, and reflecting on talk

More Cambridge Primary and Lower Secondary comments

How these sentences were made, and what has been checked: About these comments.

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