able to write short sentences or individual paragraphs on familiar topics but the main idea is loosely defined or developed with occasional irrelevance, redundancy, or inconsistency; the sentences are occasionally incoherent and not unified; able to convey message but frequently inadequate, commit frequent mechanical errors and there is overall lack of proper sentence structure, and use inappropriate or vague expressions
Grammar
able to understand a range of familiar statements and questions just like everyday classroom language and instructions for setting tasks; able to respond to a clear model of standard language but they may need items to be replaced; able to make distinctions about the relative value and significance of specific data, facts, and ideas, but need to see pictures or objects to have an educational guess about the topics being heard.
Read/Voc
able to create sentences using present and past tenses but most of the times choppy; able to use simple conjunctions, adjectives, adverbs, prepositions, and articles with a number of errors in communicating with others; able to remember subject and verb agreement; mistakes are frequently made
Writing
has no reading skills in the language or has nominal skills, such as the ability to read and write name or simple isolated words; may be diminutive or no comprehension of how print corresponds to spoken language; may need visual indication; can’t distinguish even a single and simple word or alphabet; have the difficulty in familiarizing parts of speech
Speaking
able to take part in simple structured conversations and able to participate routine conversations; able to express and support ideas or information with the correct tense of the verb; able to distinguish and discriminate sounds between the grapheme and the sound
