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
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
Score for each
column
Glossary will contain bolded words, their definition, and examples that are specific to the picture and prompt.
TOTAL
SCORE
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
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;
predicate
predicate expander
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
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 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
Tier II vocabulary
Tier III vocabulary
verb tense
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
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