ESL Student Progress Report Grades 3-5

Student Name: RAMOS, DALERIE "FLACA" A Grade: 3 Date: June 2024

ESL Teacher: R Bansal Marking Period: 4

LANGUAGE LEVEL 1 LEVEL 2 LEVEL 3 LEVEL 4 Level 5

AREA ENTERING EMERGING DEVELOPING EXPANDING BRIDGING
 Point to stated pictures,  Categorize content-  Follow multi-step oral  Interpret oral  Carry out oral
words, or phrases based pictures or directions information and instructions
Listening  Follow one-step oral objects from oral  Identify illustrated apply to new containing grade-
directions (e.g., physically descriptions main ideas from situations level, content-based
or through drawings)  Arrange pictures or paragraph-level oral  Identify illustrated language
 dentify objects, figures, objects per oral discourse main ideas and  Construct models or
people from oral information  Match literal meanings supporting details use manipulatives to
statements or questions  Follow two-step oral of oral descriptions or from oral discourse problemsolve based
(e.g., “Which one is a directions oral reading to  Infer from and act on on oral discourse
rock?”)  Draw in response to illustrations oral information  Distinguish between
 Match classroom oral oral descriptions  Sequence pictures from  Role play the work of literal and figurative

Level 6
language to daily routines  Evaluate oral oral stories, processes, authors, language in oral
information (e.g., about or procedures mathematicians, discourse
lunch options) scientists, historians  Form opinions of
from oral readings, people, places, or
videos, or multi- ideas from oral
media scenarios

 Express basic needs or  Ask simple, everyday  Answer simple  Answer opinion  Justify/defend
conditions questions (e.g., “Who is contentbased questions questions with opinions or
Speaking  Name pre-taught objects, absent?”)  Re/tell short stories or supporting details explanations with
people, diagrams, or  Restate content-based events  Discuss stories, evidence
pictures facts  Make predictions or issues, and concepts  Give content-based
 Recite words or phrases  Describe pictures, hypotheses from  Give content-based presentations using
from pictures of everyday events, objects, or discourse oral reports technical vocabulary
objects and oral modeling people using phrases or  Offer solutions to  Offer creative  Sequence steps in
 Answer yes/no and choice short sentences social conflict solutions to gradelevel problem-
questions  Share basic social  Present content-based issues/problems solving
 information with peers information  Compare/contrast  Explain in detail
 Engage in problem- content-based results of inquiry
solving functions and (e.g., scientific
relationships experiments)

 Match icons or diagrams  Identify facts and  Interpret information or  Classify features of  Summarize
with words/concepts explicit messages from data from charts and various genres of text information from
Reading  Identify cognates from illustrated text graphs (e.g., “and they lived multiple related
____ first language, as  Find changes to root  Identify main ideas and happily ever after”— sources
applicable words in context some details fairy tales)  Answer analytical
 Make sound/symbol/word  Identify elements of  Sequence events in  Match graphic questions about
relations story grammar (e.g., stories or content-based organizers to grade-level text
 Match illustrated words/ characters, setting) processes different texts (e.g.,  Identify, explain, and
phrases in differing  Follow visually  Use context clues and compare/contrast give examples of
contexts (e.g., on the supported written illustrations to with Venn diagram) figures of speech
board, in a book) directions (e.g., “Draw determine meaning of  Find details that  Draw conclusions
a star in the sky.”) words/phrases support main ideas from explicit and
 Differentiate between implicit text at or
fact and opinion in near grade level
narrative and
expository text

 Label objects, pictures, or  Make lists from labels  Produce simple  Take notes using  Produce extended
diagrams from or with peers expository or narrative graphic organizers responses of original
Writing word/phrase banks  Complete/produce text  Summarize content- text approaching
 Communicate ideas by sentences from word/  String related sentences based information grade level
drawing phrase banks or walls together  Author multiple  Apply content-based
 Copy words, phrases, and  Fill in graphic  Compare/contrast forms of writing (e.g., information to new
short sentences organizers, charts, and content based expository, narrative, contexts
 Answer oral questions tables information persuasive) from  Connect or integrate
with single words  Make comparisons  Describe events, models personal experiences
using real-life or people, processes,  Explain strategies or with
visually supported procedures use of information in literature/content
materials solving problems  Create grade-level
stories or reports

ELL Student Achievement in English

 Language Level 1 Level 2 Level 3 Level 4 Level 5 Level 6
Area Entering Emerging Developing Expanding Bridging Reaching

Listening x

Speaking x

Reading x

Writing x

Teacher Comment
Dalerie’s language skills developed slowly but steadily.
To continue to develop her language skills at home, please encourage Dalerie to use apps such as RazKids, Starfall.com, and getepic.com over the summer.

She must focus on her academics to grow and learn academically.

Please write neatly summer journal with Dalerie. Visit local library as it is free and helpful!

Have a happy and safe summer 

“The Can Do Descriptors work in conjunction with the WIDA Performance Definitions of the English language proficiency standards. The Performance Definitions use three criteria (1. linguistic
complexity; 2. vocabulary usage; and 3. language control) to describe the increasing quality and quantity of students’ language processing and use across the levels of language proficiency.”