able to write individual paragraphs and can convey message adequately but contains many mechanical errors that may interfere with comprehension; sentences are coherent and unified but occasionally monotonous or ineffective; the paragraph has weak sentence; able to develop main idea adequately but with occasional disproportion or inappropriate emphasis; commits isolated serious errors in grammar, punctuation, and occasional misspellings
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 use present and past sentences with nominal errors; able to create sentences in perfect tense form with some errors; able to compose sentences in declarative, interrogative, exclamatory, imperative functions with nominal errors in sentence pattern
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 give short, simple responses and able to describe people, places and objects containing familiar vocabulary; able to provide personal information on simple words; able to properly articulate on vowel and consonant sounds
