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 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 recognize and identify text feature (comparison / contrast) and can discern between fact and opinion; able to read simple text that contain non-complex and clear underlying structure on familiar subject but has difficulty with more complex authentic material; able to interpret action required in specific written direction; able to review a paragraph and identify spelling and punctuation errors; able to identify roots and affixes in multi-syllabic words; able to identify and construct appropriate synonyms, antonyms, and homonyms; able to understand simple idiomatic expressions
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
