I.
Beginning ESL or Zero English
Entry Descriptions:
Speaking and Listening
Student cannot understand or
speak English or can
understand only isolated words
or phrases
Exit descriptions:
Speaking
Learners will
determine a purpose
for communication
and respond using
limited spoken English
to routine questions in
familiar situations.
Basic Reading and Writing Functional Skills
Individual has no or minimal Individual functions minimally
writing or reading skills in the or not at all in English and can
language. May have little or no communicate only through
comprehension on how print gestures or few isolated words
corresponds to spoken such as name, or other
language and may difficulty in personal information.
using writing instrument.
Listening Reading Writing
Learners will Learners will Learners will
determine a purpose determine a purpose determine a purpose
for listening and can for reading and can for writing and can
understand some read numbers, letters, print numbers, letters,
frequently used key and some common and basic sight words
words in familiar sight words. Learners related to personal
contexts when spoken can comprehend information and other
slowly and with phrases and some familiar contexts.
repetition. simple sentences with
familiar vocabulary
with pre-reading
assistance.
II. Low Beginning ESL

Entry Descriptions:

Speaking and Listening Basic Reading and Writing Functional Skills

Individual can understand Individual can read numbers, Individual functions with
basic greetings, simple letters, and some common difficulty in social situations and
phrases and commands. Can sight words. Individual may be in situations related to
understand simple questions able to sound out simple immediate needs. Can provide
related to personal words. Can read and write limited personal information on
information, spoken slowly some familiar words and simple forms, and can read very
and with repetition. phrases, but has a limited simple common forms of print
Understands a limited understanding of connected found in the home and
number of words related to prose in English. Can write environment, such as product
immediate needs and can basic personal information names.
respond with simple learned (e.g., name, address,
phrases to some common telephone number) and can
questions related to routine complete simple forms that
survival situations. Individual elicit this information.
speaks slowly and with
difficulty. Individual
Demonstrates little or no
control over grammar.

Exit descriptions:

Speaking Listening Reading Writing

Learners have the Learners will Learners can Learners can determine
ability to organize and determine a purpose determine the a purpose for writing,
produce spoken for listening and can purpose for reading can write a simple
language in routine understand some by using pre-reading sentences using familiar
and familiar situations frequently used key strategies, read words and phrases to
with some control of words in familiar common sight words, describe familiar
grammar and contexts when spoken and understand objects, events, and
intonation. slowly and with sentence level experiences; using
repetition. reading. Learners can simple punctuation, and
comprehend simple can demonstrate some
sentence level control of basic
discourse with grammar and spelling.
familiar vocabulary
and frequent re
reading.
III. High Beginning ESL

Entry Descriptions:

Speaking and Listening Basic Reading and Writing Functional Skills

Individual can understand Individual can read most sight Individual can function in some
common words, simple words, and many other situations related to immediate
phrases, and sentences common words. Can read needs and in familiar social
containing familiar vocabulary, familiar phrases and simple situations. Can provide basic
spoken slowly with some sentences but has a limited personal information on simple
repetition. Individual can understanding of connected forms and recognizes simple
respond to simple questions prose and may need frequent common forms of print found
about personal everyday re-reading. Individual can write in the home, workplace and
activities, and can express some simple sentences with community.
immediate needs, using simple limited vocabulary. Meaning
learned phrases or short may be unclear. Writing shows
sentences. Shows limited very little control of basic
control of grammar. grammar, capitalization and
punctuation and has many
spelling errors.

Exit Descriptions:

Speaking Listening Reading Writing

Learners can organize Learners can listen Learners can use Learners can produce
information and ask actively, monitor reading strategies that simple written texts,
simple questions comprehension of include previewing, motes, or messages
related to survival simple conversations viewing, and that are organized and
needs and simple with support of predicting and can present information to
social interchanges repetitions and slow read material in serve the purpose,
with some control of rate of speech and use familiar contexts when context, using
basic grammar, appropriate listening vocabulary is complete sentences
intonation and pace. strategies. controlled. with basic grammar
structures (present
and past tense) and
use correct
punctuation.
IV. Low Intermediate ESL
Entry descriptions:
Speaking and Listening
Individual can understand
simple learned phrases and
limited new phrases containing
familiar vocabulary spoken
slowly with frequent repetition;
can ask and respond to
questions using such phrases;
can express basic survival
needs and participate in some
routine social conversations,
although with some difficulty;
and has some control of basic
grammar.
Exit Descriptions:
Speaking
Learners can express
basic needs and can
engage in social
conversations in an
organized way to
address the reason for
communicating and
use some strategies to
monitor the
conversation.
Conversations can
include limited
descriptions, concrete
terms, and more
complex grammar
structures (passive
voice, conditional).
Basic Reading and Writing Functional Skills
Individual can read simple Individual can interpret simple
material on familiar subjects directions and schedules, signs,
and comprehend simple and and maps; can fill out simple
compound sentences in single forms but needs support on
or linked paragraphs containing some documents that are not
a familiar vocabulary; can write simplified.
simple notes and messages on
familiar situations but lacks
clarity and focus. Sentence
structure lacks variety but
shows some control of basic
grammar (e.g., present and
past tense) and consistent use
of punctuation (e.g., periods,
capitalization).
Listening Reading Writing
Learners can monitor Learners can use Learners can organize,
comprehension, use reading strategies and convey, and revise
listening strategies context clues to ideas in simple
when participating in a comprehend and paragraphs in familiar
conversation or analyze clearly contexts with control
completing a simple organized texts and of basic grammar
task and can can reflect on the structures, spelling
understand learned meaning of the text and punctuation.
and new phrases in and combine new
familiar context. knowledge with prior
knowledge.
V. High Intermediate ESL

Entry Descriptions:

Speaking and Listening Basic Reading and Writing Functional Skills

Individual can understand
learned phrases and short new
phrases containing familiar
vocabulary spoken slowly and
with some repetition; can
communicate basic survival
needs with some help; can
participate in conversation in
limited social situations and use
new phrases with hesitation;
and relies on description and
concrete terms. There is
inconsistent control of more
complex grammar.
Individual can read text on
familiar subjects that have a
simple and clear underlying
structure (e.g., clear main idea,
chronological order) and can
use context to determine
meaning. Individual can
interpret actions required in
specific written directions; can
write simple paragraphs with
main idea and supporting
details on familiar topics (e.g.,
daily activities, personal issues)
by recombining learned
vocabulary and structures; and
can self and peer edit for
spelling and punctuation errors.
Individual can meet basic
survival and social needs, can
follow some simple oral and
written instruction, and has
some ability to communicate on
the telephone on familiar
subjects. Individual can write
messages and notes related to
basic needs; can complete basic
medical forms and job
applications.

Exit Descriptions:

Speaking Listening Reading Writing

Learners can organize Learners can Learners can read Learners can produce
thoughts, provide comprehend narrative prose and and edit
information, and conversations on descriptive essays if well-developed
monitor day-to-day subjects the topic or context is descriptive and
communication in a that are supported by familiar and analyze narrative paragraphs
conversation on a repeating, restating, the meaning or using basic
variety of day-to-day and adjusting rate of purpose. Learners can punctuation and basic
subjects with firm speech and can use appropriate and complex grammar
control of basic incorporate reading strategies, structures.
grammar, and are able information from context clues and
to express thoughts listening with prior inference skills with
creatively knowledge. familiar materials.
VI. Advanced ESL

Entry descriptions:

Speaking and Listening Basic Reading and Writing Functional Skills

Individual can understand and
communicate in a variety of
contexts related to daily life and
work. Can understand and
participate in conversation on a
variety of everyday subjects,
including some unfamiliar
vocabulary, but may need
repetition or rewording. Can
clarify own or others meaning
by rewording. Individual can
understand the main points of
simple discussions and
informational communication in
familiar contexts. Shows some
ability to go beyond learned
patterns and construct new
sentences. Shows control of
basic grammar but has difficulty
using more structures that are
complex. Has some basic
fluency of speech Individual uses a range of
Individual can read moderately
complex text related to life
roles, descriptions, and
narratives from authentic
materials on familiar subjects.
Uses context and word analysis
skills to understand vocabulary,
and uses multiple strategies to
understand unfamiliar texts.
Can make inferences,
predictions, and compare and
contrast information in familiar
texts. Individual can write
multi-paragraph text (e.g.,
organizes and develops ideas
with clear introduction, body,
and conclusion), using some
complex grammar and a variety
of sentence structures.
Individual can makes some
grammar and spelling errors.
vocabulary.
Individual can function
independently to meet most
survival needs and to use
English in routine social and
work situations. Individual can
communicate on the telephone
on familiar subjects and
understands radio and
television on familiar topics.
Can interpret routine charts,
tables and graphs and can
complete forms and handle
work demands that require
non-technical oral and written
instructions and routine
interaction with the public.

Exit Descriptions:

Speaking Listening Reading Writing

Learners can organize Learners can Learners can read, Learners can produce
thoughts and converse comprehend comprehend, and well-developed
clearly on a variety of conversations on a analyze narrative prose descriptive and
subjects using basic variety of subjects and descriptive essays narrative essays that
grammar, appropriate using monitoring applying appropriate include the mastery of
word choice, register, strategies and reading strategies, punctuation and
and pace and are able incorporating new comprehension grammar structures
to express thoughts knowledge with prior strategies and prior and can edit and revise
clearly and creatively knowledge knowledge to improve
communication.
 M&S Academy

English Level Assessment Guide

INDICATORS : These refer to what the learners can demonstrate to the instructors through the
completion of performance activities designed for specific units.