Grade 1

Review the speaking portion of rubric #1 - Interaction, Listening, Speaking, and Reading Language Use Inventory for kindergarten and then watch the following video. Take note of what you see in the video related to the descriptors in the reclassification rubric and then proceed to the performance review. 

Start with the Lowest performance descriptor and work your way up. 

LOW

Can use a series of connected phrases and short, simple sentences to talk in simple terms about familiar topics.

This student can clearly use a series of connected phrases and short, simple sentences. She uses compound, complex sentences throughout the interview. For example, when answering the questions about what she did with the cloth, she said, 

“I made it a floater by putting it in here and shutting it so it doesn’t suck up all the water.” 

Furthermore, she is discussing an academic topic, which requires her to use academic vocabulary on unfamiliar topics (those not part of everyday life or ordinary social interactions – e.g. What did you do after school yesterday?). 

Her use of language meets and exceeds the definition of LOW, so move on to the definition of MODERATE.

MODERATE

Can use a series of connected phrases and short, simple sentences to talk in simple terms about familiar and academic topics.

The difference between the LOW and MODERATE level descriptors is the addition of the ability to talk about academic topics. From the analysis of her language for the previous level, we’ve determined that she is speaking effectively about an academic topic (the characteristics of things that float and those that sink and what makes them different), so you can now move on to the descriptor for HIGH. 

HIGH

Can present clear, expanded discourse about a familiar or academic topic using some content-specific vocabulary.

This descriptor is markedly different than the other two. Now you must determine if her language use is clear and expanded and if she is using academic vocabulary. 

Her use of language is clear. For example, she is able to provide a well-defined and comprehensible description of the cutter and why it sinks – “It’s a cutter and it sinks because there’s no bottom to it, so that’s why the water goes through it”. It is also expanded. She uses more than simple phrases and short sentences – “I drew a wood block because the wood floats, so I put it on the surface, and an egg, which is that one, without any things in it, and a cork because it’s made out of wood and wood usually floats.” This is a compound, complex sentence and she did not struggle to produce it. 

Lastly, you have to determine if the student is able to use content-specific vocabulary. In this example, she uses several content-specific words and other tier 2 words/phrases – surface, float(er), sink(er), hollow, scrunched, soak it up, cork. 

In addition, you may have noted that her pace when speaking is not slowed. She speaks fluently and without many pauses. She is also able to select the appropriate tenses and correct forms of speech (were learning, tried to make, is a cutter and it sinks, it’s made of, hollow means…, makes it float, made it a floater). 

This student’s use of language should be rated as HIGH based on the evaluation using the criteria in the reclassification rubric.

• Level 5 language use based on the Proficiency Level Descriptors supports a rating of HIGH on the reclassification rubric. 

• Level 4 language use on the Proficiency Level Descriptors supports a rating of MODERATE in most cases. 

• Level 3 language use can support a rating of LOW or MODERATE. 

 In this example, her speech can be characterized most accurately by the descriptors in level 5 for all three dimensions of academic language (discourse, sentence and word level), which supports a rating of HIGH on the reclassification rubric. 

If you find it difficult to determine which level of language use the student demonstrates using the reclassification rubrics and the Proficiency Level Descriptors (it is split evenly between two levels), then you can reference the WIDA Speaking Interpretive Rubric for grades 1-12. 

Students whose language use soundly meets the definition of level 5 or 6 meet the criteria for HIGH on the reclassification rubrics. Students whose language use soundly meets Level 4 on the WIDA rubric meet the definition of MODERATE on the reclassification rubrics. 

In this example, her language use can be characterized best by the descriptors for levels 5 and some for level 6, which supports a rating of HIGH on the reclassification rubric. 

If you find it difficult to determine whether a student’s language use is HIGH or MODERATE on the reclassification rubrics and WIDA Proficiency Level Descriptors, and it fits some descriptors for level 4 and some for level 5 on the WIDA rubric, then you should try to gather additional evidence to make an overall determination. 

The following are some additional criteria to consider when making the determination. 

Students at the MODERATE level of English proficiency level can:

• clearly express feelings about something experienced and give reasons to explain those feelings using common terms and phrases.

• give clear descriptions and presentations on most familiar subjects.

• describe the personal significance of events and experiences with some detail.

• give a clear description of how to carry out a familiar procedure.

• express him/herself with relative ease. Despite some problems with formulation resulting in pauses, he/she is able to keep going effectively without help.

Students at the HIGH level of proficiency can:

• explain a viewpoint on a topical issue giving the advantages and disadvantages of various options.

• give clear, detailed descriptions and presentations on a wide range of subjects, expanding and supporting ideas with subsidiary points and relevant examples.

• express him/herself similar to a native speaker with few or no extended pauses or need for support. 

• produce stretches of language with a mostly even tempo; although he/she can be hesitant as he/she searches for patterns and expressions, there are few noticeably long pauses. 

You must consider the developmental level of the students when applying these criteria. In other words, 1st graders will perform these language functions differently than older students. Ask yourself, for a 1st grader, what does this type of language use look like and can the EL perform it similar to a typical native speaker? 

If, after gathering additional evidence, you still find that a student’s language use cannot be classified as a particular level on the reclassification rubric, the Proficiency Level Descriptors, the WIDA Speaking Interpretive Rubric, and you’ve considered the additional criteria listed here, then you will have to make a judgment based on your general experience with that student about whether or not his/her overall use of language is HIGH or MODERATE on the reclassification rubrics. Here are some guiding questions to help you make that determination: 

• Will this student benefit from continued participation in the LIEP?

• Does he/she struggle to access academic content in an environment without specialized language support?

• If this student struggles with academic content, is it the result of lacking comprehension of the language used in instruction? (Remember, students can struggle academically for many reasons that are unrelated to language)

• Does this student feel that he/she needs language supports?

• Is this student currently receiving a high level of support for language in order to effectively access academic content?

If the answers to all or most these questions is yes, then the student may not be ready for reclassification and should be rated as MODERATE or LOW depending on his/her language use in relation to the descriptors from the language use rubric, the Proficiency Level Descriptors, the Speaking Interpretive Rubric, and the additional criteria listed here. 

If you are a content teacher and are having difficulty answering these questions, then you should consult with an ESL teacher who is familiar with the student. 

Now look at the reclassification rubric for listening. You may want to review the video again before making a decision about which level describes the student’s listening skills. 

Since listening is an internal process, you must rely on the student’s reactions to oral language in order to make an evaluation of their listening proficiency. 

It is not uncommon for a student to have HIGH listening proficiency, but MODERATE, or even LOW, speaking proficiency. The ability to understand language generally precedes the ability to speak it as long as the other speakers have a familiar accent and do not employ a great deal of unfamiliar colloquialisms. It is important to remember to separate a student’s apparent comprehension of spoken language from his/her speaking ability when evaluating listening proficiency. 

Start with the Lowest performance descriptor and work your way up. 

LOW

Can understand the main point in simple messages in slow and clear standard speech. Can understand phrases and high frequency vocabulary related to familiar topics

Note the language that the teacher uses when interacting with the student and the student’s responses. In this example, the teacher is mostly asking simple questions to elicit descriptions and explanations from the student. Her speech is not overly slowed, though, and she is using complete, and sometimes, compound sentences with academic vocabulary. The student is able to understand without assistance or hesitation and respond appropriately. The student obviously understands language at a more complex level than phrases and high frequency words related to familiar topics. 

Now, review the descriptor for MODERATE. 

MODERATE

Can understand the main points in slow and clear standard speech on familiar topics in discussions, presentations, and educational videos.

The difference between the descriptor for LOW and MODERATE is the addition of the ability to understand the main points in more complex speech in discussions, presentations, and educational videos. Although we cannot see the student’s responses to videos in this example, we can clearly see that she understands clear and slow standard speech on familiar topics because she is able to respond appropriately without assistance. She carries on the discussion and answers questions appropriately. In evaluating your students, make sure that you give them the opportunity to respond to presentations and other forms of language so that you can determine the scope of their listening proficiency. 

Next, review the description for HIGH. 

HIGH

Can understand extended speech even when it is not clearly structured and when relationships are only implied and not signaled explicitly.

This descriptor differs from the descriptors for MODERATE and LOW in significant ways. The student must be able to understand extended speech (not just simple sentences). He/she must also be able to follow speech that is not structured. For example, a description of the difference between animals based on their color is structured by purpose and the categories of color and animals. Directions for completing a project in a step-by-step format is structured by time and purpose. A free discussion with other students, even about a particular topic, which can incorporate many variables and change focus spontaneously, is unstructured. School announcements, which may include information about several unrelated and possibly unfamiliar topics, may also be unstructured. Social interactions are unstructured as well. The ability to follow and understand unstructured speech requires a greater level of listening proficiency.

In addition, the student must be able to understand speech in which relationships between concepts are only implied and not signaled explicitly. 

From this example, it may be difficult to discern if this student’s listening proficiency can accurately be defined by the descriptor of HIGH in the rubric. The teacher’s speech is not extended, it is clearly structured, and relationships are signaled explicitly (she points to the objects when asking the student to provide explanations and descriptions). If the teacher had asked the student more complex questions or given more complex instructions (e.g. Can you give me an example of a floater and then explain the difference between a floater and a sinker using other examples from class?) without the use of signaling, and the student was able to respond appropriately without assistance, then the performance would have more clearly met the definition of HIGH in this rubric. More importantly, we needed to see the student interact with other students in small group discussions and respond to other forms of unstructured language to see how effectively she was able to participate/comprehend. 

Overall, the evidence from this example is inconclusive. Without additional evidence, and based only on this video example, it is not possible to rate this student as HIGH. That doesn’t mean that she doesn’t have HIGH listening proficiency (she likely does). We just do not have enough evidence to support that rating. 

When evaluating your students’ listening proficiency, make sure that you have communicated with them in extended and unstructured speech and without explicitly signaled relationships to see if they are able to understand and respond appropriately. Also, ensure that you have observed them participating in academic and social discussions and responding to other unstructured forms of language to see if they demonstrate understanding. Note their responses. 

• Do they have difficulty responding appropriately the first time? 

• Do they frequently require additional explanation? 

• Do you often have to use simplified language? 

• Do you frequently have to break up instructions into smaller chunks in order to be understood? 

• Do they often need visuals to support comprehension of oral language?

•  Do they lose track of discussions or conversations if there is little or no structure?

• Do they have difficulty retelling or summarizing information from school announcements and other non in-person sources of language?  

 If the answer to most or all of these questions is yes, then the student is not at the HIGH level yet.

If you are having difficulty determining which level of listening proficiency a student exhibits, you may reference the WIDA Proficiency Level Descriptors for Reading and Listening. 

As is the case for the Proficiency Level Descriptors for Speaking and Writing:

• level 5 language use based on the Proficiency Level Descriptors supports a rating of HIGH on the reclassification rubric. 

• Level 4 language use supports a rating of MODERATE in most cases. 

• Level 3 language use can support a rating of LOW or MODERATE. 

If you find it difficult to determine which level best describes a student’s language use (it appears split between the descriptors for two levels), then you should try to gather additional evidence that will help to make the determination.

Here are some additional descriptors for the MODERATE and HIGH levels:  

MODERATE:

• Can, with some effort, understand much of what is said around him/her, but may find it difficult to participate effectively in discussion with several native English speakers who do not modify their language in any way. 

• Can understand detailed instructions well enough to be able to follow them successfully with occasional errors or need for assistance.

• Can generally follow the main points of extended classroom discussion, provided speech is clearly articulated

• Can distinguish when people are talking about the past, present, and future. 

• Can understand simple, short stories, fairy tales and the main plot in them and the sequence of the most important events

• Can understand the main points of audio news bulletins and simpler recorded material about familiar subjects delivered relatively slowly and clearly. 

HIGH:

• Can keep up with an animated conversation between native English speakers.

• Can understand standard spoken language, live or broadcast (announcements, videos, audio recordings, etc.), on both familiar and unfamiliar topics encountered in social or academic contexts. Idiomatic expressions or inadequate/highly nonconventional discourse may hinder comprehension in some cases. 

• Can follow audio recordings and video on academic topics with little or no language support. 

• Can understand announcements and messages on concrete and abstract topics spoken at normal speed.

If, after gathering additional evidence and reviewing the additional descriptors above, you still find that a student’s language use cannot be classified as a particular level on the reclassification rubric or level on the Proficiency Level Descriptors, then you will have to make a judgment based on your overall experience with that student about whether or not his/her use of language is HIGH or MODERATE on the reclassification rubrics. Here are some guiding questions to help you make that determination: 

• Will this student benefit from continued participation in the LIEP?

• Does he/she struggle to access academic content in an environment without specialized language support?

• If this student struggles with academic content, is it the result of lacking comprehension of the language used in instruction? (Remember, students can struggle academically for many reasons that are unrelated to language)

• Does this student feel that he/she needs language supports?

• Is this student currently receiving a high level of support for language in order to effectively access academic content?

 If the answers to all or most the questions is yes, then the student may not be ready for reclassification and therefor is not at the HIGH level yet. The student should be rated as MODERATE or LOW depending on his/her language use in relation to the descriptors from the language use rubric, the Proficiency Level Descriptors,  and the additional criteria here. 

If you are a content teacher and are having difficulty answering these questions, then you should consult with an ESL teacher who is familiar with the student. 

Review the speaking portion of rubric #1 - Interaction, Listening, Speaking, and Reading Language Use Inventory for Grade 1 and then watch the following video. Take note of what you see in the video related to the performance descriptor in the reclassification rubric and then proceed to the performance review. 

Start with the Lowest performance descriptor and work your way up. 

LOW

Can use a series of connected phrases and short, simple sentences to talk in simple terms about familiar topics.

This student uses short, simple sentences or phrases in his responses to the teacher’s questions. His responses are accurate and clear. His language use meets this definition, so move to the descriptor for MODERATE. 

MODERATE

Can use a series of connected phrases and short, simple sentences to talk in simple terms about familiar and academic topics.

The difference between LOW and MODERATE is the addition of the ability to speak about academic topics using the same language as that described in LOW. He is speaking about an academic topic and he does so effectively using a series of connected phrases and short, simple sentences, so he meets this definition. Review the descriptor for HIGH. 

HIGH

Can present clear, expanded discourse about a familiar or academic topic using some content-specific vocabulary.

To meet this definition, the student must now use expanded discourse and some academic vocabulary. He does not use expanded discourse in this example. All of his answers are short, simple sentences or incomplete sentences. He does use one compound sentence at the end of the video, though (“You open it up, and you do this and you close it”), but it is the exception and he uses simple vocabulary in his explanation. In this example, he does not use any content-specific vocabulary. This indicates that he does not have proficiency that meets the definition of HIGH.

This student’s use of language is best fits the descriptor for MODERATE.

We can reference the WIDA Proficiency Level Descriptors to helping to make the decision if necessary. 

In this example, his use of language is most accurately defined by the descriptor for level 2 and some for level 3. Levels 2 and 3 support a rating of MODERATE or LOW on the reclassification language use rubrics. 

If you find it difficult to determine which level of language use the student demonstrates (it is split evenly between two levels), then you can reference the WIDA Speaking Interpretive Rubric for grades 1-12. 

Students whose language use soundly meets the definition of level 5 or 6 meet the criteria for HIGH on the reclassification rubric. Students whose language use soundly meets Level 4 on the WIDA rubric meet the definition of MODERATE on the reclassification rubric. 

In this example, his language use can be characterized best by the descriptors for levels 3, which supports a rating of MODERATE on the reclassification rubric. 

If you find it difficult to determine whether a student’s language use is HIGH or MODERATE on the reclassification rubrics and WIDA Proficiency Level Descriptors, and it fits some descriptors for level 4 and some for level 5 on the WIDA rubric, then you should try to gather additional evidence to make an overall determination. 

You may use the additional listening criteria from the previous example if necessary to help make a determination.  

If, after gathering additional evidence, you still find that a student’s language use cannot be classified as a particular level on the reclassification rubric, the Proficiency Level Descriptors, the WIDA Speaking Interpretive Rubric, and the additional criteria then you will have to make a judgment based on your general experience with that student about whether or not his/her overall use of language is HIGH or MODERATE on the reclassification rubrics. Here are some guiding questions to help you make that determination: 

• Will this student benefit from continued participation in the LIEP?

• Does he/she struggle to access academic content in an environment without specialized language support?

• If this student struggles with academic content, is it the result of lacking comprehension of the language used in instruction? (Remember, students can struggle academically for many reasons that are unrelated to language)

• Does this student feel that he/she needs language supports?

• Is this student currently receiving a high level of support for language in order to effectively access academic content?

 If the answers to all or most these questions is yes, then the student may not be ready for reclassification yet and should be rated as MODERATE or LOW depending on his/her language use in relation to the descriptors from the language use rubric, the Proficiency Level Descriptors, the Speaking Interpretive Rubric, and the additional criteria listed here. 

If you are a content teacher and are having difficulty answering these questions, then you should consult with an ESL teacher who is familiar with the student. 

Now look at the reclassification rubric for listening. You may want to review the video again before making a decision about which level describes the student’s listening skills.  

Start with the Lowest performance descriptor and work your way up. 

LOW

Can understand the main point in simple messages in slow and clear standard speech. Can understand phrases and high frequency vocabulary related to familiar topics.

Note the language that the teacher uses when interacting with the student and the student’s responses. The teacher uses mostly simple sentences with some academic vocabulary (light, heavy, float) in her questions. The student is able to understand without assistance or hesitation and answers her questions appropriately. The teacher’s speech is clear, but slightly slowed and over-enunciated in some cases. The student appears to understand language at this level. 

Now, review the descriptor for MODERATE. 

MODERATE

Can understand the main points in slow and clear standard speech on familiar topics in discussions, presentations, and educational videos.

Although we cannot see the student’s responses to videos in this example, we can see that he appears to understand clear and slow standard speech on familiar topics because he is able to respond appropriately without assistance. He carries on the discussion and answers questions appropriately. However, this example does not provide a great deal of varied types of speech for us to make a sound determination. 

Next, review the description for HIGH. 

HIGH

Can understand extended speech even when it is not clearly structured and when relationships are only implied and not signaled explicitly.

From this example, it may be difficult to discern if this student’s listening proficiency can accurately be defined by the descriptor of HIGH in the rubric. The teacher’s speech is not extended, it is clearly structured, and relationships are signaled explicitly. As stated earlier, her speech was also slightly slowed and her enunciation was over-stressed in some places to make it easier to understand. 

Overall, the evidence from this example is inconclusive. Without additional evidence, and based only on this video example, it is not possible to rate this student as HIGH. There is also a lack of evidence to support a rating of MODERATE, since we do not see him respond to discussions, presentations, or educational videos. 

When evaluating your students’ listening proficiency, make sure that you have given them the opportunity to listen to extended speech at a non-modified pace without explicitly signaled relationships to see if they are able to understand and respond appropriately. Also, ensure that you have observed them participating in academic and social discussions and responding to other unstructured forms of language to see if they demonstrate understanding. 

Interaction involves both speaking and listening, but is encompasses qualities that are not simply a combination of those for speaking and listening. The definitions in the rubric provide detailed explanations of what to look for, but additional criteria to consider are listed below.

You should observe your ELs as they interact with each other as well as with you for making this determination. Here are some considerations in addition to the descriptors in the rubric. 

A student who has proficiency at the MODERATE level can:

• Communicate with people on common, everyday topics with few errors that impede understanding 

• discuss common interests/hobbies with classmates

• collaborate in shared tasks, provided that other participants occasionally help him/her to contribute and to express his/her suggestions

• initiate, maintain and close relatively simple, face-to-face conversations

• interact with multiple native English speakers at once, but may have some difficulty as the size of the group increases (before the point at which native speakers begin to struggle with interaction). 

A student who has proficiency at the HIGH level can:

• Use language to interact with you and with peers for academic as well as social purposes. Some students can communicate effectively in social settings, but struggle to engage in academic topics that may require the use of content-specific vocabulary or structures. It is important to note the difference and ensure you evaluate interaction in both contexts. 

• Contribute equally to classroom conversations and discussions.

• Interact with a degree of fluency and spontaneity that makes regular interaction and sustained relationships with native speakers of English possible without additional effort from either party. 

• Present ideas in conversations or discussions in multiple ways to help with communication and understanding when it is apparent that others require that.

• follow conversations or discussions at a different paces and can adjust accordingly. In other words, the student does not require others to slow the pace and is able to adjust their own pace when needed to accommodate different situations. 

• engage with others on unfamiliar or new topics without support. 

A student who may not have proficiency at the HIGH level often:

• must provide additional explanations to make himself/herself clear to you or others.

•  struggles to find alternative ways of explaining him/herself.

• contributes less than other in conversations and discussions or may not contribute at all

• requires that others repeat themselves or rephrase for understanding

• requires that others use a slower pace when speaking 

• requires that others are prepared to assist in the fluency of the communication for it to be effective.  

• struggles to participate in conversations or discussion about new or unfamiliar topics. The student may disengage or lose the focus or topic when discussing new or unfamiliar things.