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
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 participate on conversation, convey information and opinions in simple terms; able to communicate basic survival needs; able to speak with proper word stress and intonation pattern
