EMERGING (0-7)
EXPANDING (8-12)
BRIDGING (13-15)
ELD Language Assessment Rubric Grades 3-6
(All cells in
this row
are scored
as “3”)
(All cells in
this row
are scored
as “2”)
(All cells in
this row
are scored
as “1”)
Score cells
in this row
as “0”
Phonology
Rarely makes spelling
errors, but when errors
occur, they are similar to
typical English Only
errors
Demonstrates an
understanding of
English phonemes
through phonetic
spelling:
E.g., tacing (taking)
pichers (pictures)
cids (kids)
wus (was)
mite (might)
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
Vocabulary
Consistent use of
specific nouns and
precise verbs,
adverbs and
adjectives. Many
examples of Tier II
academic
vocabulary (words
that can be used
across content, such
as produce, require,
rather than make,
need)
Uses more varied or
specific nouns, verbs
and adjectives. Some
examples of Tier II
academic
vocabulary (words
that can be used
across content, such
as produce, require,
rather than make,
need)
Uses basic nouns,
verbs and adjectives,
such as help, nice,
good, man (Tier I
vocabulary)
Unintelligible or
written in another
language
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
Accurate use of
compound/complex
sentences and
includes several
examples of
predicate expanders
/prepositional
phrases. Sentence
variety and accurate
syntax must be
evident.
Some errors in
subject/verb
agreement,
pronouns and verb
tense. Occasionally,
these errors may
impede
understanding for the
reader.
Contains more than
one
subject/predicate
(verb) and some
examples of
predicate expanders
/prepositional
phrases. Includes
some sentence
variety and mostly
accurate syntax.
Contains sentence
fragments or runons, and/or
subject/predicate
(verb) only. May
contain errors in
syntax (word order).
Missing subject or
predicate, or both
Numerous errors in
subject/verb
agreement,
pronouns and verb
tense. Errors impede
understanding for the
reader.
Errors make meaning
impossible
Score for each
column
Language Function
Consistent use of more academic
terms that signal language
function, such as:
Sequencing- in the beginning,
secondly
Cause/Effect – consequently, as a
result, due to…
Compare/Contrast-while, unlike,
like…
Describing-transition words
(also, as well) and precise
verbs, adjectives and adverbs
(saunter, rather than walk)
Some basic terms that signal
language function, such as:
Sequencing-first, next, finally
Cause/Effect – because, since, so
Compare/Contrast-and, but,
both…
Describing-use of basic verbs,
adjectives and adverbs
Few terms that signal language
function:
Sequencing
Cause/Effect
Compare/Contrast
Describing
No terms that signal
related/logical language function
TOTAL
SCORE
Glossary will contain bolded words, their definition, and examples that are specific to the picture and prompt.
January 2013