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rubrics, such as the one developed by the author’s team and shown in Figure 3, is
recommended.

Figure 3
Rubric for Assessing and Tracking Language Proficiency Level in the Writing Domain
(Teachers Record the Date at Which the Indicated Behavior is Observed)
STAGES OF SECOND LANGUAGE ACQUISITION: Monitoring for Results
Writing
Student:________________________________________Class:___________
Date:____________________

Directions: Based on the student’s interactions with you and others, insert the date that best
describes when the student has hit the benchmark.
This assessment needs to be done quarterly for each of the four strands: Listening, Speaking,
Reading, and Writing. Each quarter, please date performance indicators that typify the student’s
English acquisition in each strand. Feel free to date more than one indicator as appropriate.

Beginning Intermediate Advanced
Student has few or no practical Can write simple descriptions Can write coherent paragraphs on
writing skills in English. and narrations of events. familiar concrete topics including
academic topics.

They are sometimes able to Demonstrates good control Demonstrates an awareness of
write isolated words and copy over simple structures, but has audience and purpose.
names and numbers. difficulty with some complex
structures.

They can write a few phrases Can write on some concrete and Continues to make some errors
about self and family and highly familiar topics. in grammar, vocabulary and
familiar information. punctuation; however these
errors rarely interfere with
communication.

They demonstrate some When creating their contexts, Demonstrates good control over
awareness of sound-letter their language remains simple, common sentence patterns,
correspondence and can and some phrases may be spelling and mechanics.
produce sentences that have characterized by narrative
been previously learned. English word combinations.

They use simple vocabulary and Demonstrates some evidence of Continues to have occasional
sentence structure. organizational ability. difficulty with some complex
structures, with naturalness of
phrases and expressions, with
organization and style.

20 The Delta Kappa Gamma Bulletin: International Journal for Professional Educators