EXPANDING (8-12)
BRIDGING (13-15)
ELD Language Assessment Rubric Grades K-2
All cells
in this
row are
scored
as “3”
All cells
in this
row are
scored
as “2”
EMERGING (0-7)7)77)7)MERGIN (0-7)
All cells
in this
row are
scored
as “1”
Score
cells in
this row
as “0”
Score for
each
column
Phonology
Makes spelling errors that
are similar to typical
English Only errors
Vocabulary
Consistent use of
specific nouns and
precise verbs and
adjectives. Some use
of Tier II academic
vocabulary (words that
can be used across
content, such as
produce, require, rather
than make, need)
Grammar
Minimal errors in
subject/verb agreement
and pronouns, and
accurate use of verb
tense. These errors do
not impede
understanding for the
reader.
Sentence Structure
Contains more than one
subject/predicate
(verb) and several
examples of predicate
expanders/preposition
al phrases. Syntax is
usually accurate. Some
sentence variety must
be evident.
Language Function
Consistent use of terms that
signal language function,
such as:
Sequencing- first, next,
finally
Cause/Effect-because, since
Compare/Contrast
Describing- transition
words (also, as well) and
precise verbs, adverbs
and adjectives (skipped,
rather than walked)
Some basic terms that signal
language function, such as:
Sequencing-then, and
Cause/Effect – because, so
Describing-use of basic
verbs, adjectives and
adverbs
Demonstrates an
understanding of English
phonemes through
correct phonetic spelling:
E.g., tacing (taking)
pichers (pictures)
cids (kids)
wus (was)
mite (might)
Uses specific nouns,
verbs and adjectives
Some errors in
subject/verb
agreement, pronouns
and verb tense.
Occasionally, these
errors may impede
understanding for the
reader.
Contains sentence
fragments or run-ons,
but has at least one
subject and predicate;
some examples of
predicate
expanders/preposition
al phrases; may
contain errors in syntax
Writing does not
demonstrate knowledge
of English phonemes:
e.g. Spanishai (I), pipl (people)
Korean-r/l, omits
final “s”
No evidence of phonemic
awareness in either
language
Limited production of
basic nouns, verbs and
adjectives, such as nice,
good, big, little, walk,
run (Tier I
vocabulary)
Numerous errors in
subject/verb
agreement, pronouns
and verb tense. Errors
impede understanding
for the reader.
Contains letters only, or
partial words and/or
sentence fragments.
Few terms that signal
language function:
Sequencing
Cause/Effect
Compare/Contrast
Describing
Unintelligible or
written in another
language
Errors make meaning
impossible
Missing subject or
predicate, or both
No terms that signal
related/logical language
function
TOTAL
SCORE
Glossary contains bolded words, their definition, and examples that are specific to the picture and prompt .
January 2013
ELD Language Assessment Rubric – GLOSSARY
Term
academic vocabulary
basic
Bridging
complex sentence
compound sentence
dependent clause
Emerging
English Only
English phonemes
Expanding
independent clause
language function
modal
phonetic
precise
predicate
predicate expander
Definition
vocabulary that is used to explain a curriculum concept, but is not content-specific and may apply to a
variety of curricula: Example - analyze, compare, contrast, predict, collaborate, explain
forming an essential foundation or starting point, fundamental, simplistic: Examples – play, kid, mom,
fun, like, nice, good, pretty
students at this level of Language Acquisition are nearly proficient; somewhat comparable to CELDT
levels IV and V
a sentence that contains an independent clause and at least one dependent (subordinate) clause:
Example – When someone needs help, firemen are always prepared.
contains two or more independent clauses and no dependent (subordinate) clauses: Example –
Fireman are trained to help anyone who needs them and they will help animals and people.
(subordinate) does not express a complete thought and cannot stand alone as a sentence: Example
– When the horse fell in the mud.
Beginning Language Acquisition level; somewhat comparable to CELDT levels I and II
refers to students for whom English is their only language; Native English speakers
one sound that may be represented by one or more letters: Example – bet has three phonemes
(b/e/t), but back also has three phonemes, though it has four letters (b/a/ck); bake has three
phonemes (b/a/k); sand (s/a/n/d); play (p/l/ay)
Intermediate Level Language Acquisition; somewhat comparable to CELDT level III
words that express a complete thought and can stand alone as a sentence: Example – Children are
playing.
a specific purpose for which we use language; each language function utilizes specific vocabulary – to
sequence (first, next, then), predict (believe, determine), compare/contrast (but, both, similar,
different), persuade (perspective, point of view), describe (also, as well, in addition)
verb that combines with another verb to indicate mood or tense: Example - can, could, may, might,
must, ought, shall, should, will, would
related to speech sounds, their production, or their transcription in written symbols: English phonetic
spelling Examples – tacing (taking); pichers (pictures); cids (kids); wus (was); mite (might)
Spanish phonetic spelling Examples – ai (I); pipl (people); Korean – r/l, omits final “s”
definite, distinct, strictly stated or defined; precise verbs, adjectives, and adverbs help paint a more
vivid picture for the reader: Example – hoist as opposed to pull up; dangerous as opposed to hard;
frightened as opposed to scared; four as opposed to some; galloped as opposed to ran
tells what the subject is doing or a state of being (verb): Example – The horse fell. Firemen are strong.
adds details about the predicate - answers "where, how, when, why": Example - The firemen pulled
preposition
prepositional phrase
pronoun
pronoun/antecedent
agreement
run-on sentence
sentence
sentence fragment
sentence variety
sequencing
simple sentence
specific
subject
subject/verb agreement
syntax
Tier I vocabulary
Tier II vocabulary
Tier III vocabulary
the horse from the sticky mud. The children are playing with their friends in the afternoon.
shows the relationship of a noun or pronoun to another word – shows direction, time, position, or
location: Example - in, through, beside, under, over, for, from, inside, in front of, unlike, until, behind,
around, at, upon, with, off, on, between
a preposition and a noun or noun phrase: Example – Children played on the slippery slides.
pronouns takes the place of a noun: Example – I, we, they, she, he, their, my, her, his
pronoun should agree with number and gender of antecedent: Example – The parents talked on their
cellphones.
two or more complete sentences run together as one: Example – Children are playing on the
equipment their parents are watching to see that they are safe. OR Children are running, and playing,
and they are yelling, and no one is sad, and I wish I was there, and I would bring my dog too.
word or word group that contains a subject and a verb and that expresses a complete thought
a group of words that is punctuated as if it were a complete sentence, but that does not contain both a
subject and a verb or that does not express a complete thought: Example – When the horse came out
of the mud.
look for varied sentence beginnings, gerunds to begin a sentence, dependent clauses, preposition
phrases may be at the beginning, middle or end of sentences: Example – “Pulling the horse from the
mud was difficult because the horse struggled to get free.” instead of “The firemen are helping. The
horse is kicking. The lady pulls the rope. One fireman stands there.”
following of one thing after another; order of succession; subsequent event, result or consequence.
Key words might include: first, in the beginning, next, then, finally, in the end, afterwards
contains one independent clause and no dependent (subordinate) clause: Example – Tall, leafy trees
surround the playground.
particular, unambiguous: Example – fireman instead of man; helmet instead of hat; bench instead of
chair; parent instead of mom; slide instead of thing; sweater instead of shirt
tells whom or what the sentence is about: Example – At last, five firemen came to the rescue.
verb agrees in number with subject: Example – The firemen are trying to help the horse. The fireman
is trying to help the horse.
arrangement of words in a sentence; ways words combine to form phrases, clauses, and sentences:
Example – Correct syntax - the tall fireman races to the horse. Incorrect syntax – To the horse the
fireman tall races.
everyday casual vocabulary: Example – happy, sad, pretty, good, kids, moms, dads, trees, help
high frequency words found across academic content: Example – analyze, monitor, explain, refer,
identify, compare, contrast, assist, require, solution, solve, entertain, support, active, discuss
content specific: Example – neighborhood, profession, career, forest, biomes
verb tense
time of action or state of being expressed by the verb: Example – (present – Firemen are rescuing)
(past – Firemen rescued)
Program Quality/Academic English Learner/Categorical
January 2013