Student: Student ID # Date of Report: Academic Year: Grade: ESOL Teacher(s): With visual, graphic, or interactive support the student can process and produce the language needed to: Level 1: Entering Level 2: Emerging Level 3: Developing Level 4: Expanding Level 5: Bridging Match oral language to Sort picture or objects Follow two-step oral Find pictures that match Order picture of events L classroom and everyday according to oral instructions directions, one step at a time oral descriptions according to sequential I objects Match picture, objects or Draw pictures in response to Follow oral directions and language Point to stated pictures in movements to oral oral instructions compare with visual or Arrange objects or pictures T context descriptions Respond non-verbally to nonverbal models (e.g., according to descriptive oral Respond non-verbally to Follow one-step oral confirm or deny (e.g, a circle under the discourse “Draw oral commands or directions (e.g., up”; sit thumbs up, thumbs down) line.”) Identify pictures/realia “ statements (e.g., through down”) Act out songs and stories Distinguish between what associated with grade-level physical movement) Identify simple patterns using gestures happens and next in academic concepts from oral Find familiar people and described orally oral activities or readings descriptions places orally Respond with gestures to Role play in response to Make patterns from real songs, chants, or stories stories read aloud objects or pictures based on modeled by teachers detailed oral descriptions Listening Comments: Identify people or objects in Restate some facts from Retell short narrative stories Retell narrative stories Tell original stories with illustrated short stories illustrated short stories through pictures through pictures with emerging detail Repeat words, simple Describe pictures, classroom Repeat sentences from emerging detail Explain situation (e.g., phases objects or familiar people rhymes and patterned stories Sing repetitive songs and involving feelings) K Answer yes/no questions using simple phrases Make predictions (e.g. chants independently Offer personal opinions “What about personal information Answer questions with one or will happen next?”) Compare attributes of real Express dislikes, or Name classroom and two words (e.g., is Answer explicit questions objects (e.g., size, shape, preferences with “Where everyday objects Sonia?”) from stories read aloud (e.g., color) reasons Complete phrases in rhymes, who, what, or where) Indicate spatial relations songs, and chants or real-life objects using phrases or short sentences Speaking Comments:
Student: Student ID # Date of Report: Academic Year: Grade: ESOL Teacher(s): With visual, graphic, or interactive support the student can process and produce the language needed to: Level 1: Entering Level 2: Emerging Level 3: Developing Level 4: Expanding Level 5: Bridging L I Match oral language to classroom and everyday objects Point to stated pictures in context Respond non-verbally to oral commands or statements (e.g., through physical movement) Find familiar people and places orally Sort picture or objects according to oral instructions Match picture, objects or movements to oral descriptions Follow one-step oral directions (e.g., up”; “ sit down”) Identify simple patterns described orally Respond with gestures to songs, chants, or stories modeled by teachers Follow two-step oral directions, one step at a time Draw pictures in response to oral instructions Respond non-verbally to confirm or deny (e.g, thumbs up, thumbs down) Act out songs and stories using gestures Find pictures that match oral descriptions Follow oral directions and compare with visual or nonverbal models (e.g., “Draw a circle under the line.”) Distinguish between what happens and next in oral activities or readings Role play in response to stories read aloud Order picture of events according to sequential language Arrange objects or pictures according to descriptive oral discourse Identify pictures/realia associated with grade-level academic concepts from oral descriptions Make patterns from real objects or pictures based on detailed oral descriptions Listening Comments: K Identify people or objects in illustrated short stories Repeat words, simple phases Answer yes/no questions about personal information Name classroom and everyday objects Restate some facts from illustrated short stories Describe pictures, classroom objects or familiar people using simple phrases Answer questions with one or two words (e.g., “Where is Sonia?”) Complete phrases in rhymes, songs, and chants Retell short narrative stories through pictures Repeat sentences from rhymes and patterned stories Make predictions (e.g. “What will happen next?”) Answer explicit questions from stories read aloud (e.g., who, what, or where) Retell narrative stories through pictures with emerging detail Sing repetitive songs and chants independently Compare attributes of real objects (e.g., size, shape, color) Indicate spatial relations or real-life objects using phrases or short sentences Tell original stories with emerging detail Explain situation (e.g., involving feelings) Offer personal opinions Express dislikes, or preferences with reasons Speaking Comments: T
Elem%20Progress%20Reports%20Kindergarten.docx