1
Beginning
2
Developing*
3
Competent*
4
Exceptional*
RUBRIC ESL – LEVEL 2
Content area: Reading
Content area: Writing
Content area: Speaking
Content area: Listening / Observing
 Reading demonstrates complete
and accurate comprehension of a
variety of simple texts about self,
home and environment.
 Simple multiple-step written
directions are understood and
followed independently.
 Sentences are related, sequenced
logically and use descriptive
vocabulary
 Simple sentences using BE verb
and present progressive tense are
used correctly
 Capitalization and end punctuation
used correctly; familiar words are
spelled correctly
In structured, familiar environments,
with few mistakes and little
hesitation:
 Communication of needs,
likes/dislikes and feelings is
intelligible
 Description of familiar objects and
activities using basic vocabulary
is intelligible
In both familiar and unfamiliar contexts,
active listening reflects:
 No need for guidance, responds to
simple learned phrases and limited new
phrases
 Effortless response to simple oral
requests
 Understanding of non-verbal
communication
 Reading usually demonstrates
ability to comprehend a variety of
simple texts about self, home and
environment.
 Simple, multiple-step written
directions are sometimes
understood and followed with
limited assistance.
 Sentences are usually related,
sequenced logically and some
descriptive vocabulary is used
 Simple sentences using BE verb
and present progressive tense are
usually used correctly
 Capitalization and end punctuation
used correctly; familiar words are
usually spelled correctly
In structured, familiar environments,
with some mistakes and hesitation:
 communication of needs,
likes/dislikes and feelings is
adequate
 description of familiar objects and
activities using basic vocabulary
is adequate
In most familiar and unfamiliar contexts,
active listening reflects:
 A need for guidance, sometimes
responds to simple learned phrases and
limited new phrases without prompting
 Minimal effort required to respond to
simple oral requests
 Often understanding of non-verbal
communication
 Reading sometimes demonstrates
ability to comprehend a variety of
simple texts about self, home and
environment.
 Simple multiple-step written
directions are understood and
followed with assistance.
 Sentences may be complete but
not related or sequenced logically
 To BE verb and present
progressive are often used
incorrectly
 Capitalization and punctuation are
often used incorrectly; familiar
words are often misspelled
In structured, familiar environments
with considerable prompting,
hesitation and mistakes:
 communication of needs,
likes/dislikes and feelings is
inconsistent
 description of familiar objects and
activities using basic vocabulary
is consistent
In most familiar and some unfamiliar
contexts, active listening reflects:
 A need for clarification and some
guidance, to respond to simple learned
phrases and limited new phrases without
prompting
 Noticeable effort required to respond to
simple oral requests
 Sometimes understanding non-verbal
communication
 Reading demonstrates little ability to
comprehend a variety of simple
texts about self, home and
environment.
 Simple multiple-step written
directions are not understood.
 Sentences are incomplete and/or
incomprehensible
 BE verb and present progressive
are not used or incorrect
 Capitalization and punctuation are
not used or used incorrectly; many
words are misspelled
In structured, familiar environments,
with little accuracy and intelligibility
and a great deal of hesitation:
 communication of needs,
likes/dislikes and feelings is rarely
achieved
 description of familiar objects and
activities using basic vocabulary
is rarely achieved
In most familiar and a few unfamiliar
contexts, active listening reflects:
 A need for clarification and strong
guidance to responds to simple learned
phrases and limited new phrases
 Great effort required to respond to simple
oral requests
 Minimal understanding of non-verbal
communication
*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.