STEVESTON-LONDON SECONDARY SCHOOL
ELL Level 1 Learning Standards
Teacher:
Email:
Draft Updated April 11 2014
Name:
Student #:
Subject:
Recommended support level for 20
Date:
:
Homeroom:
SPEAKING AND LISTENING
The student can…
Approaching Level 1
Beginning Level 1
Meeting Level 1
Approaching Level 2
Comprehension
 understand some basic words and phrases with help
 follow simple classroom directions with support, repetition or
translation
 understand basic words and phrases on familiar topics when someone
speaks slowly and clearly
 understand simple classroom directions with help
 understand words and phrases on familiar topics most of the time
 understand basic classroom instructions most of the time
 understand the main point of short, clear, simple messages sometimes
 understand simple everyday conversation when someone speaks clearly, slowly and
directly and sometimes repeats or rephrases
 understand classroom directions and basic academic tasks
 understand the main point of short, clear simple messages
Fluency
 participate sometimes in classroom interactions by using
memorized words, with frequent repetitions and long pauses
 share simple personal information with long pauses and repetitions
 answer simple questions using single words and phrases, pausing to
find words and repeat
 participate in very simple everyday conversations, with frequent long pauses to
search for words and repetitions
 answer questions using very simple sentence structure, pausing to find words
 participate in simple everyday conversation, pausing and repeating while searching for
words
 ask and answer questions in a simple way
Vocabulary
 use very limited vocabulary to express him/herself
 use single words
 share information about self, background, family, people, hobbies and interests
in a simple way
 name most common items found at school and home
 ask for help using more than one expression
 communicate using memorized phrases and basic sentences with long pauses
 begin to share a simple message but grammar and word order often makes
meaning unclear to the listener
 describe self, family hobbies and interests in a simple way
 participate in everyday conversations and some classroom discussion
 ask for help by using a variety of expressions
Grammar
 share very basic personal information
 name some common items found at school and home
 ask for help by using familiar expressions (Excuse me, I don’t
understand)
 use a few memorized phrases
 use very basic grammar, but word choice and word order make it
difficult for the listener to understand
Pronunciation
 be understood occasionally by the listener
 be understood by others in practiced activities sometimes
 be understood in familiar and practiced activities sometimes
 communicate using memorized phrases, simple expressions and basic sentences
 share a simple message but grammar and word order may make meaning unclear for the
listener
 attempt to use present and past tenses
 be understood in familiar and practiced activities often
READING
The student can…
Strategies
Comprehension
Response
Approaching Level 1
Beginning Level 1
Meeting Level 1
Approaching Level 2
 sound out simple words with help
 begin to memorize common sight words (e.g. the, is, and, etc.)
 begin to recognize text features (e.g. headings, bolded words,
diagrams, subtitles) with help
 participate in sharing background knowledge with help
sometimes
 use translator or friend to build understanding
 participate in choral reading of words and phrases
 recognize and comprehend some short phrases and basic words
 recognize the big ideas of familiar texts with help
 sound out simple words
 memorize common vocabulary to make meaning
 use some text features (e.g. headings, bolded words, diagrams,
subtitles) with help
 participate in sharing background knowledge with help
 use tools (translators, dictionaries, friend, teacher) to build
understanding with help
 read aloud with help to start to build language fluency
 recognize big ideas of familiar texts
 recognize the main characters and setting in fiction
 identify the big idea and make notes with help
 make simple predictions with support
 sound out simple words with more success
 recognize familiar vocabulary
 use text features (e.g. headings, bolded words, diagrams, subtitles)
 participate in building and sometimes using background knowledge with help
 use tools such as translators, dictionaries, friend, or teacher sometimes to build
understanding
 read aloud with help to continue to build language fluency
 decode simple words by sounding out using syllables and word families
 build common vocabulary to make meaning with direct support
 use text features and context clues to understand with help
 participate in building and using background knowledge with help
 use tools such as dictionaries, translators, internet and friends to build understanding
 begin to ask questions to build understanding
 read aloud with some help to build language fluency
 recognize the big ideas and a couple of details in simple passages
 recognize the main characters, setting with greater ease, in fiction
 identify the big idea and make notes with some help
 make simple predictions sometimes
 retell, in different ways, main ideas and details of simple texts (pictures, Venn diagrams,
charts, words, sentences, labels, etc.)
 understand some elements of fiction (e.g. character, setting)
 make simple organized notes with help
 make simple predictions
 respond to simple questions with one or two words or home
language sometimes
 respond to reading using pictures, words, drawings, and sometimes
home language
 make simple personal connections to the text
 answer basic questions (5W’s) with help
 share basic reactions about the texts using sentences, pictures and gestures
with help
 make simple connections with help (text to text/self and world)
 answer basic questions (e.g. 5Ws + H)
 share basic reactions about text using sentences. pictures and gestures
 make simple connections (text to text/self/world)
 answer basic questions (5W’s +H) with some detail
WRITING
The student can…
Approaching Level 1
Beginning Level 1
Vocabulary
 copy simple words, phrases, or symbols
 use very basic vocabulary on familiar topics with help
 copy or write simple words, phrases or symbols
 use basic vocabulary on familiar topics
 learn new content words through translator and help
Sentence structure and
Meaning
 write basic phrases and simple sentences following an example
and with help
 label and write lists, short messages, postcards, and simple notes,
often following an example
 write basic phrases and sentences following an example
Organization and
Development
 copy words and phrases with help
Conventions: punctuation,
spelling, grammar
 use present tense with help
 use capitals and periods with help
 use a dictionary, friend, teacher, translator to check spelling and
meaning sometimes
Editing
 rely on help for editing
Meeting Level 1
Approaching Level 2
 use new simple vocabulary in correct context sometimes
 use familiar words correctly sometimes
 learn new content words in a variety of ways (e.g. friend, teacher, translator,
internet or dictionary)
 write simple sentences on a familiar topic
 connect basic ideas to write compound sentences using ‘and’/‘or’/‘but’, with
help
 write a clear message some of the time
 use new simple vocabulary about everyday topics
 use newly learned words in different ways
 learn new content words in many ways (e.g. friend, teacher, translator, internet or
dictionary)
 write simple sentences independently and more accurately
 connect basic ideas to make compound sentences using words such as ‘and’/’or’/’but’
 write a clear message most of the time
 copy and use simple words and phrases, often repeating ideas
 follow a sample writing plan
 follow a model to write a simple paragraph
 recognize transition words and their use
 use present tense with some accuracy
 begin to use capitalization and punctuation
 memorize the spelling of some common words
 use a dictionary, friend, teacher, translator, or internet to check
spelling and meaning
 begin to edit work with help
 use present tense accurately most of the time
 use past tense sometimes
 use capitals, punctuation and plurals accurately sometimes
 spell some common words correctly sometimes
 use various sources to check spelling and meaning
 begin to edit work
 write a simple paragraph that includes an introduction, body, and conclusion following a
model
 use a few simple transitions words such as ‘first’/‘then’/‘next’/‘finally’ etc.
 use present tense accurately
 use past tense accurately sometimes
 use correct capitalization, punctuation and plurals often
 spell common words correctly
 use basic spelling rules for writing new words
 revise and edit simple writing with help