Address: Lorikeet Drive, Peregian Beach, Queensland, 4573, AU
Telephone: 61412171969

5 to 8 Year Old SPEAKING

How to Rate an ESL Student’s English Proficiency Level

With reference to work samples and observations, highlight language capabilities at or above known English Proficiency Level. Rate the student at the level which contains the most highlighting.

Name: Date: New Level: ___

Beginner 1 Language Capabilities	Beginner 2 Language Capabilities	Elementary 3 Language Capabilities	Elementary 4 Language Capabilities	Intermediate 5 Language Capabilities	Intermediate 6 Language Capabilities	Advanced 7 Language Capabilities
·Watches carefully but may not speak,·Names some objects,·Uses 1-2 word utterances to convey a larger meaning eg ‘ruler’ = ‘give me the ruler’,·Uses basic vocabulary to express immediate needs,·Echoes words and phrases of peers and adults,·Responds non-verbally,·Copies actions of others,·Uses gestures to express needs, likes and dislikes,·Uses L1 in,communicating with English speakers	Uses routine and formulaic social language such as familiar courtesies, eg ‘No thanks’, ‘play time’,·Combines words creatively, eg ‘Me no like this.’,·Uses intonation patterns to assist in conveying meaning,·Uses objects and pictures to help communication,·Uses simple imperatives to gain some control over environment, eg ‘Come here!’,·Joins in repetitive language of chants, stories, songs and poems,·Names objects and events, gives simple descriptions, e.g., colour, quantity, size,·Uses non-verbals to express immediate needs and to participate in group work,·Attempts English intonation patterns to convey meaning,·Repeats questions or statements of others,·Uses L1 with other L1 speakers in class	·Participates in greetings and routine classroom exchanges,· initiates face to face interactions on familiar personal topics,·Gives short responses to teacher’s guiding questions,·Takes risks in testing hypotheses as a way of generating their own language beyond formulaic structures,·Experiments with stress patterns, pronunciation, intonation,·Uses L1 with peers and adults to clarify or communicate ideas and concepts	·Sustains conversation with attentive adult on familiar topic, eg autobiographical information, past and present events,·Gives a short morning talk about familiar item,·Answers questions about an item being studied,·Persists in getting meaning across - rephrases, attempts to self-correct, experiments with sentence structures and new vocabulary,·Uses a small range of connectors, eg and, but, because,·Shows some awareness of tense,·Uses small range of prepositions,e.g., in/out, on/off, up/down,·Expresses ideas across curriculum areas, as vocabulary and concepts widen,·Adopts some features of Australian pronunciation (younger students)	·Expresses ideas, contributes own opinion in class discussions,·Participates actively in mainstream class if topics are familiar,·Asks for help, eg clarification from teachers and peers,·Uses connectives confidently, e.g., and, but, because, then, so,·Speaks with some fluency, despite hesitations and self-corrections,·Shows some control of intonation and stress patterns,·May seek to explore more complex ideas in L1 with L1 peers	Can express own complex ideas on new topics with well grounded content,·Can explain things to other learners,·Uses well-developed content area vocabulary, with approximations to fill gaps, eg “the thing you put the water in.”,Attempts complex verbal meanings, eg “When the sun comes out, I will go inside.” and uses modals e.g., relationships of time - might, could, to convey subtle intention,·Contributes L1 cultural understandings to enrich class,experience of topic	Communicates fluently and accurately in all social and learning contexts appropriate to this age level and phase of schooling,·Explains with facility when the correct English term is unknown,·Encourage use of knowledge of the world in both L1 and English