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 identify and note focal points and explicit details, and their points of view; able to use new vocabulary and structures found in the reading to retort in speech or in writing; able to assert the knowledge in grammar to discover the meaning of difficult words; able to apply knowledge on roots and affixes (-ive, -able, -il, -sub, under; able to apply extensive knowledge or words and word meanings to communicate; able to use contextual clues to determine the meanings of multiple words, social expressions, figurative languages and idiomatic expressions, analyze and evaluate correct usage of words
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
