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
able to understand short phrases presented in a recognizable context; able to answer exact (who, what and where) questions; able to retell familiar story with the book as a referencemay need visual indication; able to concede and ascertain pair of words in analogical statements and determine their meaning based on the given context; able to identify the beginning, final and medial sounds in one syllable words and can read words derived from common word families; able to use common spelling patterns to form new words
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
