Language Proficiency Levels

K-2 LANGUAGE PROFICIENCY LEVELS (Expectations based on student’s grade level)

Student Name: ID#: Grade: Years in Program:

Listening Speaking Reading Writing 2008 2009 2010 2008 2009 2010 2008 2009 2010 2008 2009 2010

K-2 Listening/Speaking Reading Writing 1

l  Very limited understanding of English  Expresses self using words, drawings,  Draws, labels, copies familiar words e v gestures, and actions to: e  Learns to distinguish and produce  Writes to name, describe, or

L English phonemes o Sequence simple text complete a list  Uses words, gestures, and actions o Answer literal questions  Begins to use invented spelling,  Practices repetitive social greetings o Make simple predictions capital letters, participates in group Beginning  Imitates verbalizations of others to  Hears and produces familiar sounds editing communicate:  Reads sight words  Identifies an intended audience o Basic needs  Uses and comprehends highly  Sequences pictures to assist with o Participate in discussions and contextualized vocabulary organization activities  Listens to text read aloud  Participates in group writing process o Respond to simple directions  Begins to understand concepts of print

 Uses words and/or phrases  Expresses self using words and/or phrases  Writes sight words and phrases  Uses appropriate social greetings to:  Demonstrates inconsistent use of:  Participates in social discussions on o Identify characters o Capitals familiar topics o Identify setting o Punctuation  Participates in academic discussions on o Compare and contrast o Correct spelling Advanced familiar topics  Hears and produces familiar and  Identifies an intended audience Beginning  Develops correct word order in phrases unfamiliar sounds  Begins to write based on a model  Begins to use academic vocabulary  Increases sight vocabulary  Brainstorms and writes rough draft  Uses word-meaning strategies  Participates in group revision  Reads patterned and repetitive text  Applies concepts of print 2

l  Uses simple sentences with inconsistent  Expresses self using simple sentences to:  Writes simple sentences e v use of syntax, tense, plurals, and Describe images from text e o  Demonstrates increasing control of:

L subject/verb agreement: o Connect text to prior knowledge o Capitals  Recalls details in stories and expository  Makes generalizations based on text o Punctuation text read aloud using cues  Monitors for comprehension o Correct spelling  Participates in social discussions  Produces unfamiliar sounds  Writes for self, family, friends, and Intermediate  Participates in academic discussions  Decodes word patterns teacher Score Range:  Begins to use academic vocabulary  Reads sight words  Writes individually and in a group K=509-565  Selects appropriate social and academic  Reads familiar words in context process 1st=527-585 vocabulary for different audiences with  Increases vocabulary through reading 2nd=544-602 teacher guidance (register)  Uses text features to gain meaning  Asks questions  Distinguishes between: o Fiction/non-fiction o Fact/opinion o Fantasy/reality  Follows simple written directions (e.g., color, cut, glue) 3

l  Uses descriptive sentences with  Expresses self using descriptive sentences  Uses simple and descriptive e v common grammatical forms with some to: sentences e

L errors o Identify theme  Begins to adjust register for different  Participates in social discussions o Recognize literary devices audiences  Participates in academic discussions  Uses a variety of strategies to monitor  Uses grade level conventions Advanced  Retells stories using descriptive comprehension inconsistently Cut Scores: sentences  Recognizes phonemes within multi-  Needs assistance in editing and K=566-593  Begins to use word patterns to syllabic words revising 1st=586-626 determine the meaning of new words 2nd=603-649  Uses word parts to determine word  Uses appropriate social and academic meanings vocabulary for different audiences with  Reads with increasing fluency teacher guidance (register)  Independently confirms word meanings  Asks questions to clarify  Follows multi-step written directions  Text increases in length and complexity 4

l Transitional  Speaks clearly and comprehensibly  Adjusts reading rate as appropriate  Uses academic vocabulary across e v 5 using standard English grammatical content areas e  Uses academic vocabulary, uses multiple

L Has met forms with occasional errors meaning words appropriately  Uses standard grammar and criteria for  Gives oral presentations  Follows increasingly complex written conventions with teacher support as exiting  Uses appropriate social and academic directions needed Transitional vocabulary for different audiences  Reads and comprehends grade level text Bilingual (register) Instructional Program (TBIP)

12/14/09