1
Beginning
2
Developing*
3
Competent*
4
Exceptional*
RUBRIC ESL – LEVEL 1
Content area: Reading
Content area: Writing
Content area: Speaking
Content area: Listening / Observing
 Reading accurately demonstrates
ability to comprehend basic words,
common signs, and symbols about
self, home and environment
 Reading demonstrates complete
recognition of English alphabet and
Arabic numerals
 Simple, one-step written directions
are understood and followed
independently
 All information is filled in and
accurate
 Letters, worlds and numbers are
clear, properly spaced and dark
enough to read
 Capitalization and punctuation are
used correctly
 BE verb and subject pronouns are
used correctly in simple
statements
Statements of:
 Personal information
 Very basic needs and wants
 Numbers and names of letters
 Are intelligible accurate and stated
from memory with very little
hesitation in very structured,
familiar environment
In both familiar and unfamiliar contexts,
active listening reflects:
 Understanding of frequently used words
in context spoken very slowly
 No need for help or prompts when
listening task involves sound-symbol
relationships
 Awareness of non-verbal communication
 Effortless performance
 Reading usually demonstrates
ability to comprehend basic words,
common signs, and symbols about
self, home and environment
 Reading usually demonstrates
complete recognition of English
alphabet and Arabic numerals
 Simple, one-step written directions
are understood and followed with
limited assistance.
 Reading sometimes demonstrates
ability to comprehend basic words,
common signs, and symbols about
self, home and environment
 Reading sometimes demonstrates
complete recognition of English
alphabet and Arabic numerals
 Simple, one-step written directions
are understood and followed with
assistance.
 Reading demonstrates no
comprehension of how print gives
meaning to self, home and
environment
 Reading does not reflect
recognition of English alphabet
and Arabic numerals
 Simple, one-step written
directions are not understood
 Most information is provided and
accurate
 Most letters, worlds and numbers
are clear, properly spaced and
readable
 Capitalization and punctuation are
used correctly most of the time
 BE verb and subject pronouns are
usually used correctly
Statements of:
 Personal information
 Very basic needs and wants
 Numbers and names of letters
 Are intelligible and stated from
memory with some hesitation and
mistakes in very structured,
familiar environment
 Information is incomplete or
misplaced
 Letters, words and numbers are
often unclear, improperly formed
or spaced and difficult to read
 Capitalization and punctuation are
inconsistent
 BE verb and subject pronouns are
often used incorrectly
Statements of:
 Personal information
 Very basic needs and wants
 Numbers and names of letters are
stated from memory with
considerable prompting, hesitation
and mistakes in very structured,
familiar environment
 Little or no information is provided
 Letters, worlds and numbers are
unclear, improperly formed or
spaced and very difficult to read
 Capitalization and punctuation are
not used
 BE verb and subject pronouns are
missing or used incorrectly
Statements of:
 Personal information
 Very basic needs and wants
 Numbers and names of letters are
attempted from memory but
produced with very little accuracy
and intelligibility and with great
difficulty in very structured, familiar
environment
In familiar and some unfamiliar contexts,
active listening reflects:
 General understanding of frequently
used words in context spoken very slowly
 Minimal need for help and some prompts
needed when listening task involves
sound-symbol relationships
 General awareness of non-verbal
communication
 Usually consistent performance
In most familiar and some unfamiliar
contexts, active listening reflects:
 Some understanding of frequently used
words in context spoken very slowly
 A need for help or prompts when
listening task involves sound-symbol
relationships
 Some awareness of non-verbal
communication
 Difficulty in performing
In most familiar and a few unfamiliar
contexts, active listening reflects:
 Minimal understanding of frequently used
words in context spoken very slowly
 A need for substantial help and prompts
when listening task involves soundsymbol relationships
 Minimal awareness of non-verbal
communication
 Minimal or no performance
*It is understood that to move from beginning to developing, to competent, to exceptional, that each individual has met the criteria for the preceding descriptor. This also means that
individuals moving from one level to another will have attained a competent or exceptional score on the previous level.