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I.

Beginning ESL or Zero English

Entry Descriptions:

Speaking and Listening Basic Reading and Writing Functional Skills


Student cannot understand or Individual has no or minimal Individual functions minimally
speak English or can writing or reading skills in the or not at all in English and can
understand only isolated words language. May have little or no communicate only through
or phrases comprehension on how print gestures or few isolated words
corresponds to spoken such as name, or other
language and may difficulty in personal information.
using writing instrument.

Exit descriptions:

Speaking Listening Reading Writing


Learners will Learners will Learners will Learners will
determine a purpose determine a purpose determine a purpose determine a purpose
for communication for listening and can for reading and can for writing and can
and respond using understand some read numbers, letters, print numbers, letters,
limited spoken English frequently used key and some common and basic sight words
to routine questions in words in familiar sight words. Learners related to personal
familiar situations. contexts when spoken can comprehend information and other
slowly and with phrases and some familiar contexts.
repetition. simple sentences with
familiar vocabulary
with pre-reading
assistance.
II. Low Beginning ESL

Entry Descriptions:

Speaking and Listening Basic Reading and Writing Functional Skills

Individual can understand Individual can read numbers, Individual functions with
basic greetings, simple letters, and some common difficulty in social situations and
phrases and commands. Can sight words. Individual may be in situations related to
understand simple questions able to sound out simple immediate needs. Can provide
related to personal words. Can read and write limited personal information on
information, spoken slowly some familiar words and simple forms, and can read very
and with repetition. phrases, but has a limited simple common forms of print
Understands a limited understanding of connected found in the home and
number of words related to prose in English. Can write environment, such as product
immediate needs and can basic personal information names.
respond with simple learned (e.g., name, address,
phrases to some common telephone number) and can
questions related to routine complete simple forms that
survival situations. Individual elicit this information.
speaks slowly and with
difficulty. Individual
Demonstrates little or no
control over grammar.

Exit descriptions:

Speaking Listening Reading Writing


Learners have the Learners will Learners can Learners can determine
ability to organize and determine a purpose determine the a purpose for writing,
produce spoken for listening and can purpose for reading can write a simple
language in routine understand some by using pre-reading sentences using familiar
and familiar situations frequently used key strategies, read words and phrases to
with some control of words in familiar common sight words, describe familiar
grammar and contexts when spoken and understand objects, events, and
intonation. slowly and with sentence level experiences; using
repetition. reading. Learners can simple punctuation, and
comprehend simple can demonstrate some
sentence level control of basic
discourse with grammar and spelling.
familiar vocabulary
and frequent re
reading.
III. High Beginning ESL

Entry Descriptions:

Speaking and Listening Basic Reading and Writing Functional Skills


Individual can understand Individual can read most sight Individual can function in some
common words, simple words, and many other situations related to immediate
phrases, and sentences common words. Can read needs and in familiar social
containing familiar vocabulary, familiar phrases and simple situations. Can provide basic
spoken slowly with some sentences but has a limited personal information on simple
repetition. Individual can understanding of connected forms and recognizes simple
respond to simple questions prose and may need frequent common forms of print found
about personal everyday re-reading. Individual can write in the home, workplace and
activities, and can express some simple sentences with community.
immediate needs, using simple limited vocabulary. Meaning
learned phrases or short may be unclear. Writing shows
sentences. Shows limited very little control of basic
control of grammar. grammar, capitalization and
punctuation and has many
spelling errors.

Exit Descriptions:

Speaking Listening Reading Writing


Learners can organize Learners can listen Learners can use Learners can produce
information and ask actively, monitor reading strategies that simple written texts,
simple questions comprehension of include previewing, motes, or messages
related to survival simple conversations viewing, and that are organized and
needs and simple with support of predicting and can present information to
social interchanges repetitions and slow read material in serve the purpose,
with some control of rate of speech and use familiar contexts when context, using
basic grammar, appropriate listening vocabulary is complete sentences
intonation and pace. strategies. controlled. with basic grammar
structures (present
and past tense) and
use correct
punctuation.
IV. Low Intermediate ESL

Entry descriptions:

Speaking and Listening Basic Reading and Writing Functional Skills


Individual can understand Individual can read simple Individual can interpret simple
simple learned phrases and material on familiar subjects directions and schedules, signs,
limited new phrases containing and comprehend simple and and maps; can fill out simple
familiar vocabulary spoken compound sentences in single forms but needs support on
slowly with frequent repetition; or linked paragraphs containing some documents that are not
can ask and respond to a familiar vocabulary; can write simplified.
questions using such phrases; simple notes and messages on
can express basic survival familiar situations but lacks
needs and participate in some clarity and focus. Sentence
routine social conversations, structure lacks variety but
although with some difficulty; shows some control of basic
and has some control of basic grammar (e.g., present and
grammar. past tense) and consistent use
of punctuation (e.g., periods,
capitalization).

Exit Descriptions:

Speaking Listening Reading Writing


Learners can express Learners can monitor Learners can use Learners can organize,
basic needs and can comprehension, use reading strategies and convey, and revise
engage in social listening strategies context clues to ideas in simple
conversations in an when participating in a comprehend and paragraphs in familiar
organized way to conversation or analyze clearly contexts with control
address the reason for completing a simple organized texts and of basic grammar
communicating and task and can can reflect on the structures, spelling
use some strategies to understand learned meaning of the text and punctuation.
monitor the and new phrases in and combine new
conversation. familiar context. knowledge with prior
Conversations can knowledge.
include limited
descriptions, concrete
terms, and more
complex grammar
structures (passive
voice, conditional).
V. High Intermediate ESL

Entry Descriptions:

Speaking and Listening Basic Reading and Writing Functional Skills


Individual can understand Individual can read text on Individual can meet basic
learned phrases and short new familiar subjects that have a survival and social needs, can
phrases containing familiar simple and clear underlying follow some simple oral and
vocabulary spoken slowly and structure (e.g., clear main idea, written instruction, and has
with some repetition; can chronological order) and can some ability to communicate on
communicate basic survival use context to determine the telephone on familiar
needs with some help; can meaning. Individual can subjects. Individual can write
participate in conversation in interpret actions required in messages and notes related to
limited social situations and use specific written directions; can basic needs; can complete basic
new phrases with hesitation; write simple paragraphs with medical forms and job
and relies on description and main idea and supporting applications.
concrete terms. There is details on familiar topics (e.g.,
inconsistent control of more daily activities, personal issues)
complex grammar. by recombining learned
vocabulary and structures; and
can self and peer edit for
spelling and punctuation errors.

Exit Descriptions:

Speaking Listening Reading Writing


Learners can organize Learners can Learners can read Learners can produce
thoughts, provide comprehend narrative prose and and edit
information, and conversations on descriptive essays if well-developed
monitor day-to-day subjects the topic or context is descriptive and
communication in a that are supported by familiar and analyze narrative paragraphs
conversation on a repeating, restating, the meaning or using basic
variety of day-to-day and adjusting rate of purpose. Learners can punctuation and basic
subjects with firm speech and can use appropriate and complex grammar
control of basic incorporate reading strategies, structures.
grammar, and are able information from context clues and
to express thoughts listening with prior inference skills with
creatively knowledge. familiar materials.
VI. Advanced ESL

Entry descriptions:

Speaking and Listening Basic Reading and Writing Functional Skills


Individual can understand and Individual can read moderately Individual can function
communicate in a variety of complex text related to life independently to meet most
contexts related to daily life and roles, descriptions, and survival needs and to use
work. Can understand and narratives from authentic English in routine social and
participate in conversation on a materials on familiar subjects. work situations. Individual can
variety of everyday subjects, Uses context and word analysis communicate on the telephone
including some unfamiliar skills to understand vocabulary, on familiar subjects and
vocabulary, but may need and uses multiple strategies to understands radio and
repetition or rewording. Can understand unfamiliar texts. television on familiar topics.
clarify own or others meaning Can make inferences, Can interpret routine charts,
by rewording. Individual can predictions, and compare and tables and graphs and can
understand the main points of contrast information in familiar complete forms and handle
simple discussions and texts. Individual can write work demands that require
informational communication in multi-paragraph text (e.g., non-technical oral and written
familiar contexts. Shows some organizes and develops ideas instructions and routine
ability to go beyond learned with clear introduction, body, interaction with the public.
patterns and construct new and conclusion), using some
sentences. Shows control of complex grammar and a variety
basic grammar but has difficulty of sentence structures.
using more structures that are Individual can makes some
complex. Has some basic grammar and spelling errors.
fluency of speech Individual uses a range of
vocabulary.

Exit Descriptions:

Speaking Listening Reading Writing


Learners can organize Learners can Learners can read, Learners can produce
thoughts and converse comprehend comprehend, and well-developed
clearly on a variety of conversations on a analyze narrative prose descriptive and
subjects using basic variety of subjects and descriptive essays narrative essays that
grammar, appropriate using monitoring applying appropriate include the mastery of
word choice, register, strategies and reading strategies, punctuation and
and pace and are able incorporating new comprehension grammar structures
to express thoughts knowledge with prior strategies and prior and can edit and revise
clearly and creatively knowledge knowledge to improve
communication.
M&S Academy

English Level Assessment Guide

INDICATORS : These refer to what the learners can demonstrate to the instructors through the
completion of performance activities designed for specific units.