Profile comments

Hello readers and fellow teachers! I'm back with more templates. This is for profiles we can use for the students.

This template has two categories. Initial basic proficiency and Adequate basic proficiency. Students that fit the category are explained below:

Initial basic proficiency

·         Learner is literate in the same alphabet in another language, but has minimal understanding of written text in English.

·         Shows little word sight recognition except for a small number of familiar words and simple phrases in predictable contexts, related to immediate needs.

·         Limited knowledge of the language and limited exposure to sound-symbol relationship and spelling conventions in English limits learner’s ability to decode unfamiliar words.

·         Can match simple illustrations and written short sentences containing some familiar words.

Adequate basic proficiency

·         Learner’s understanding of written text is expanding with her or his knowledge of the language and with improving awareness of the sound-symbol relationship and spelling conventions in English.

·         Can phonetically decode familiar and some unfamiliar words.

·         Can read a simple paragraph passage within a familiar, predictable context of daily life and experience: simple narratives of routine events (e.g., stories written and read in class); descriptive prose about people, places and things; a set of simple instructions.

·         Can find specific detailed information in plain language texts with clear layout (e.g., in very short news items, weather forecasts, sales promotion coupons and flyers).

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Template:

Level 1

1: Initial basic proficiency

·         Learner can speak very little, responding to basic questions about personal information.

·         Speaks in isolated words or strings of two to three words.

·         Demonstrates almost no control of basic grammar structures and tenses.

·         Demonstrates very limited vocabulary.

·         No evidence of connected discourse.

·         Makes long pauses, often repeats the words spoken. Depends on gestures.

·         May switch to first language at times.

·         Pronunciation difficulties may significantly impede communication.

·         Needs considerable assistance.

2: Adequate basic proficiency

·         Learner can communicate with some difficulty basic needs in informal conversations.

·         Asks and responds to simple familiar questions, including WH questions, uses single words and short sentences.

·         Demonstrates some control of very basic grammar (basic structures and tenses). Many structures are “reduced.”

·         Uses basic time expressions (e.g., yesterday); the correct past tense is used only with some common verbs.

·         Demonstrates use of vocabulary, which is still somewhat limited.

·         Evidence of some connected discourse (and, but).

·         Pronunciation difficulties may often impede communication.

·         Sometimes needs assistance.

Level 2

1: Initial basic proficiency

·         Learner can understand a very limited number of common individual words and simple phrases in a predictable context and on everyday personal topics.

·         Can follow greetings.

·         Can follow simple instructions that depend on gestures and other contextual clues; struggles to understand other instructions.

·         Needs extensive assistance (such as speech modification, explanation, demonstration, translation).

2: Adequate basic proficiency

·         Learner can understand key words, formulaic phrases and most short sentences in simple predictable conversations on topics of immediate personal relevance, and when spoken slowly and with frequent repetitions.

·         Can follow questions related to personal experience and an expanded range of common daily instructions, positive and negative commands and requests related to the immediate context.

·         Frequently needs assistance (such as speech modification, explanation, demonstration).

Developing basic proficiency

·         Learner can understand a limited number of individual words, simple phrases and simple short sentences within topics of immediate personal relevance and when spoken slowly and with frequent repetitions.

·         Can follow simple personal information questions and simple commands or directions related to the immediate context.

·         Struggles to understand simple instructions if without clear contextual clues.

·         Needs considerable assistance (such as speech modification, explanation, demonstration, translation).