Term
Students performing at this level of English-language proficiency communicate effectively with various audiences on a wide range of familiar and new topics to meet social and learning demands. In order for students at this level to attain the English-proficiency level of their native English-speaking peers, further linguistic enhancement and refinement are still necessary. Students at this level are able to identify and summarize concrete details and abstract concepts during unmodified instruction in all content areas. Oral and written production reflects discourse appropriate for content areas. Errors are infrequent and do not reduce communication. |
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Definition
| Advanced Overall Descriptor |
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Term
Students performing at this level of English-language proficiency begin to combine the elements of the English language in complex, cognitively demanding situations and are able to use English as a means for learning in content areas. They are able to identify and summarize most concrete details and abstract concepts during
unmodified instruction in most content areas. Oral and written production is characterized by more elaborate discourse and fully-developed paragraphs and compositions. Errors
are less frequent and rarely complicate communication. |
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Definition
| Early Advanced Overall Description |
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Term
Students performing at this level of English-language proficiency begin to tailor their English-language skills to meet communication and learning demands with increasing accuracy. They are able to identify and understand more concrete details and some major abstract concepts during unmodified instruction. They are able to respond with increasing ease to more varied communication and learning demands with a reduced number of errors. Oral and written production has usually expanded to sentences, paragraphs, and original statements and questions. Errors still complicate communication. |
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Definition
| Intermediate Overall Description |
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Term
Students performing at this level of English-language proficiency continue to develop receptive and productive English skills. They are able to identify and understand more concrete details during unmodified instruction. They may be able to respond with increasing ease to more varied communication and learning demands with a reduced number of errors. Oral and written production is usually limited to phrases and memorized statements and questions. Frequent errors still reduce communication. |
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Definition
| Early Intermediate Overall Description |
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Term
Students performing at this level of English-language proficiency may demonstrate little or no receptive or productive English skills. They are beginning to understand a few concrete details during unmodified instruction. They may be able to respond to some communication and learning demands, but with many errors. Oral and written production is usually limited to disconnected words and memorized statements and questions. Frequent errors make communication difficult |
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Definition
| Beginning Overall Description |
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Term
| Level at which students have a "fairly advanced vocabulary" |
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Definition
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Term
| Students make "frequent errors that impeded communication." |
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Definition
| Early Intermediate (Speaking) |
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Term
| typically match vocabulary words to pictures; choose the correct word to complete a sentence. |
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Definition
| Reading (grades 3-5) Early Intermediate |
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Term
| Understand basic vocabulary and syntax, with frequent errors and limited comprehension |
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Definition
| Early Intermediate (grades 6-8) Listening |
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Term
| typically use articles and pronouns correctly; use capitalization and punctuation correctly; and write at least one complete sentence |
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Definition
| Early Intermediate (grades 6-8) Writing |
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Term
| demonstrate familiarity with idioms and expressions; composition contains relevant details and a logical sequence of events |
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Definition
| Early Advanced (6-8) Writing |
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Term
| tell a coherent story based on a picture sequence that may not clearly express major events, using phrases and incomplete sentences |
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Definition
| Intermediate (9-12) Speaking |
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Term
| characterized by frequent errors and limited comprehension; understand basic oral directions |
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Definition
| Early Intermediate Listening: All levels |
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Term
| identify words with multiple meanings; distinguish between fact and opinion and make more subtle inferences from a text |
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Definition
| Early Advanced (3-5) Reading |
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Term
| Grade levels that are only tested in Listening and Speaking (not reading or writing). |
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Definition
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Term
| characterized by extensive vocabulary, and complex syntax, appropriate to setting an purpose; tell a coherent and detailed story, based on a picture sequence |
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Definition
| Advanced (all levels) Speaking |
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Term
| Students may have little or no receptive skills, or may demonstrate extremely limited comprehension of a few basic words; they attempt to follow simple oral directions with limited success. |
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Definition
| Beginning Level all grades |
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