Kindergarten
SPEAKING EXAMPLE 1
Setting the scene
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.
© 2018 Alberta Education. Adapted by Pennsylvania Department of Education with permission, 2018.
PERFORMANCE REVIEW
Start with the Lowest 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 used extended, compound sentences and some academic vocabulary to talk about an academic topic. The student’s use of language fits the definition of (and clearly exceeds) the LOW level.
Next, look at 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 the descriptors for LOW and MODERATE is the addition of the ability to talk about academic topics. Since this student used extended, compound sentences and some academic vocabulary to talk about an academic topic, her use of language meets the definition of MODERATE, so you should move on to the definition 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 descriptors for MODERATE and LOW. To meet this level of language proficiency, the student must now use clear and expanded discourse and some academic vocabulary.
This student presented her ideas clearly. She was able to explain what they had done in class that day, the parts of her picture, why she had sorted the animals the way she did, and why she liked the gorilla the most out of the other animals. She also correctly used various descriptive words when talking about the animal and her picture – really black, really mean, happy heart, red cheeks, wavy, gently floating, edge of the page.
She used expanded discourse (more than simple words and phrases) about an academic topic. In describing her class that day, she said: “Well, we went to different tables, and we did different stuff there. We learned with animals and we did some drawings, and we did some more drawings.” In describing why she chose the gorilla as her favorite, she said, “Because he’s really mean, and he stomps his chest all the time”. She also said, “He looks really black, and he looks really mean, and I like how he runs with his arms and his legs.” These sentences are extended and compound with correct word order and word choice and have few or no grammatical errors.
You may have also noted that she did not struggle to form sentences or express her thoughts. She spoke fluently and did not pause often to formulate language.
She used some content-specific vocabulary and tier two vocabulary as well – gorilla, sea, jungle, beside, stomps.
CONCLUSION
This student’s use of language should be rated as HIGH based on the evaluation using the criteria in the reclassification rubric.
ADDITIONAL CRITERIA/RESOURCES
If you find it difficult to determine which level describes a student’s language use, or for an additional check for confidence in your decision, then you may reference the WIDA Performance Definitions for Speaking and Writing. The Performance Definitions are the foundation of the WIDA and PA English Language Development Standards. As the title implies, they define how students use language at various proficiency levels. There are two Performance Definitions documents (Writing/Speaking and Reading/Listening) and they apply to K-12. They are each divided into three dimensions – the word/phrase level, the sentence level, and the discourse level. For more information about the Performance Definitions or to download them, visit the WIDA website at https://wida.wisc.edu/teach/standards/eld and select the Performance Definitions documents from the download menu on the right.
| Discourse Dimension | Sentence Dimension | Word/Phrase Dimension | |
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| Linguistic Complexity | Language Forms and Conventions | Vocabulary Usage | |
| Level 6 – Reaching | |||
| English language learners will process a range of grade-appropriate oral or written language for a variety of academic purposes and audiences. Automaticity in language processing is reflected in the ability to identify and act on significant information from a variety of genres and registers. English language learners’ strategic competence in processing academic language facilitates their access to content area concepts and ideas. | |||
| At each grade, toward the end of a given level of English language proficiency, and with instructional support, English language learners will produce… | |||
| Level 5 Bridging |
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| Level 4 Expanding |
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| Level 3 Developing |
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| Level 2 Emerging |
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| Level 1 Entering |
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- Level 5 language use based on the Performance Definitions 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.
In the context of the Kindergarten developmental stage, the example student’s use of oral language can be defined mostly by the descriptors in the three dimensions of language for level 5, although a few might be more accurately defined by level 4. Overall, this supports the rating of HIGH in the Speaking portion of the Reclassification rubric.
If you still find it difficult to determine which level best describes a student’s language use (it is split between the descriptors for two levels on the Performance Definitions and it is not clearly one of the levels on the reclassification rubrics), then you should try to gather additional evidence that will help to make the 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.
These are general criteria for language use. You must consider the developmental level of the students when applying them in your decision-making. In other words, kindergartners will perform these language functions differently than older students, so you should ask yourself, For kindergartners, 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 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 Performance Definitions, 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 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 Performance Definitions, and the additional criteria outlined 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.
LISTENING EXAMPLE 1
SETTING THE SCENE
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.
Performance Review
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 a compound sentence with some academic vocabulary (sort) for her instruction to sort the animals. The student is able to understand without assistance or hesitation as evidenced by her ability to perform the task accurately. The teacher’s speech is clear, but not overly slowed. 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 presentations and videos in this example, we can clearly see that she understands clear and slow standard speech in discussions on familiar topics because she is able to respond appropriately to the teacher’s questions without assistance. She carries on the discussion and answers questions appropriately, therefor she appears to demonstrate listening proficiency at the MODERATE level.
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. This structure helps students understand language. 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 our example, it is difficult to discern if this student’s listening proficiency can accurately be described by the definition of HIGH in the rubric. The teacher’s speech is only slightly extended at one point, it is clearly structured, and relationships are signaled explicitly (e.g. she points to the picture and animals when asking the student to sort her animals). If the teacher had given the student more complex instructions (e.g. Using what you learned about animals, sort them by where they live on the drawing, and then explain to me why you sorted each of the animals that way.) without the use of signaling, and the student was able to respond appropriately and complete the task 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.
CONCLUSION
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.
ADDITIONAL CRITERIA/RESOURCES
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 Performance Definitions for Reading and Listening.
| Discourse Dimension | Sentence Dimension | Word/Phrase Dimension | |
|---|---|---|---|
| Linguistic Complexity | Language Forms and Conventions | Vocabulary Usage | |
| Level 6 – Reaching | |||
| English language learners will process a range of grade-appropriate oral or written language for a variety of academic purposes and audiences. Automaticity in language processing is reflected in the ability to identify and act on significant information from a variety of genres and registers. English language learners’ strategic competence in processing academic language facilitates their access to content area concepts and ideas. | |||
| At each grade, toward the end of a given level of English language proficiency, and with instructional support, English language learners will process… | |||
| Level 5 Bridging |
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| Level 4 Expanding |
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| Level 3 Developing |
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| Level 2 Emerging |
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| Level 1 Entering |
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As is the case for the Performance Definitions for Speaking and Writing:
- level 5 language use based on the Performance Definitions 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.
SPEAKING EXAMPLE 2
SETTING THE SCENE
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.
© 2018 Alberta Education. Adapted by Pennsylvania Department of Education with permission, 2018.
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.
The student’s use of language fits this definition. This student can use single words and some short sentences. (We learned about animals’ bodies). She also uses some simple compound sentences (He’s orange, and he eats meat). She can also use simple terms about familiar topics.
Next, look at the definition of MODERATE:
MODEREATE
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 descriptor for LOW and MODERATE is the addition of the ability to talk about academic topics. This student uses mostly simple disconnected sentences (i.e. none of her sentences related to each other to explain or discuss a point). She used many simple, incomplete sentences in response to questions about what she had learned in class (A hippopotamus. – In his tail. – A lion. – By a garden). She used some academic vocabulary (hooves, barn) but she struggled with some language forms (drew vs drawed, got vs gots, These are the water vs These live in the water). On some occasions she hesitated and seemed to struggle to formulate the sentence (I drawed—– my horse walking). She also struggled with the pronunciation of several words. Overall, her use of language seems to be defined by the descriptor of MODERATE, but you should look at the descriptor for HIGH to see if there are any indicators that she can use language at that level.
HIGH
Can present clear, expanded discourse about a familiar or academic topic using some content-specific vocabulary.
Using the examples from the analysis of whether or not she met the MODERATE level, this student’s language use does not appear to meet the definition of HIGH. Her discourse, although coherent and accurate, was not expanded.
CONCLUSION
This student’s use of language best fits the descriptor for MODERATE.
ADDITIONAL CRITERIA/RESOURCES
Again, you can reference the WIDA Performance Definitions to help make the decision if necessary.
| Discourse Dimension | Sentence Dimension | Word/Phrase Dimension | |
|---|---|---|---|
| Linguistic Complexity | Language Forms and Conventions | Vocabulary Usage | |
| Level 6 – Reaching | |||
| English language learners will process a range of grade-appropriate oral or written language for a variety of academic purposes and audiences. Automaticity in language processing is reflected in the ability to identify and act on significant information from a variety of genres and registers. English language learners’ strategic competence in processing academic language facilitates their access to content area concepts and ideas. | |||
| At each grade, toward the end of a given level of English language proficiency, and with instructional support, English language learners will produce… | |||
| Level 5 Bridging |
|
|
|
| Level 4 Expanding |
|
|
|
| Level 3 Developing |
|
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| Level 2 Emerging |
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| Level 1 Entering |
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In the context of the Kindergarten developmental stage, this student’s use of oral language can be defined mostly by the descriptors in the three dimensions of language for level 3, which supports a rating of MODERATE on the reclassification rubric.
LISTENING EXAMPLE 2
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.
PERFORMANCE REVIEW
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 a compound sentence with some academic vocabulary (sort) for her instruction to sort the animals. The student is able to understand without assistance or hesitation and perform the tasks accurately. The teacher’s speech is clear, but slightly slowed in some cases. The student appears to 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.
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.
Next, review the descriptor 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 for HIGH in the rubric. The teacher’s speech is only extended once, it is clearly structured, and relationships are signaled explicitly. Her speech was also slightly slowed and her enunciation was over-stressed in some places to make it easier to understand. Most importantly, and as was the case for our first example, we did not see the student engaging in situations with unstructured language (spontaneous conversations, discussions about unfamiliar topics, announcements, audio recordings, telephone calls, etc.).
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.
CONCLUSION
The evidence from this example is inconclusive. This student appears to have MODERATE listening proficiency and may have HIGH proficiency, but you need additional evidence to make a reliable and accurate rating.
You may also use the additional criteria and guiding questions from the first listening example if necessary.
INTERACTION
Interaction involves both speaking and listening, but is encompasses qualities that are not simply a combination of those for speaking and listening. The descriptors in the rubric provide detailed explanations of what to look for, but additional criteria to consider are listed below.
| Low (0) | Moderate (0.3) | High (0.5) | |
|---|---|---|---|
| Interaction | Can engage in very short social exchanges, and sustain the conversation with substantial support. Can communicate in simple and routine tasks requiring a simple and direct exchange of information on familiar topics and activities, possibly using provided language frames or structures. | Can function in most social situations in the classroom. Can enter unprepared in conversation on topics that are familiar, of personal interest, or connected to everyday life. Can use provided language frames or structures as models for original expression. | Can use language spontaneously, flexibly, and effectively for social and academic purposes. Can formulate ideas and opinions with precision and relate contributions skillfully to those of other speakers. |
You should observe your ELs as they interact with each other as well as with you for making this determination. Here are some criteria to consider in addition to those 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:
- struggles to make himself/herself clear to you or others.
- struggles to find alternative ways of explaining him/herself.
- contributes less than others 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 in situations like this.
READING
| Low (0) | Moderate (0.3) | High (0.5) | |
|---|---|---|---|
| Reading | Can apply grade-level phonics and word analysis skills in decoding with substantial support or inability. | Can apply grade-level phonics and word analysis skills in decoding with limited prompting and support. | Can apply grade-level phonics and word analysis skills in decoding. |
For the most part, ELs can be compared to their typical non-EL peers when evaluating reading at the kindergarten level. If an EL cannot decode and apply phonics skills similar to non-ELs without some support, then he/she is at the MODERATE level. If the EL requires substantial support to decode at the level of his/her non-EL peers or cannot decode or apply phonics skills at all, then he/she should be rated as LOW.
This is the end of the Kindergarten section of the training. You may choose another grade or grade band to explore or exit the training.
