Grades 1-2

Listening

Speaking

Reading

Writing

Entering

Beginning

Developing

Expanding

Bridging

Entering

Beginning

Developing

Expanding

Bridging

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Beginning

Developing

Expanding

Bridging

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Beginning

Developing

Expanding

Bridging

Follow modeled, one-step oral directions (e.g., “Find a pencil.”)

Identify pictures of everyday objects as stated orally (e.g., in books

Point to real-life objects reflective of contentrelated vocabulary or oral statements

Mimic gestures or movement associated with statements (e.g., “This is my left hand.”)

Match oral reading of stories to illustrations 

Carry out two- to threestep oral commands (e.g., “Take out your science book. Now turn to page 25.”)

Sequence a series of oral statements using real objects or pictures

Locate objects described orally

Follow modeled multi-step oral directions 

Sequence pictures of stories read aloud (e.g., beginning, middle, and end)

Match people with jobs or objects with functions based on oral descriptions 

Classify objects according to descriptive oral statements 

Compare/contrast objects according to physical attributes (e.g., size, shape, color) based on oral information 

Find details in illustrated, narrative, or expository text read aloud 

Identify illustrated activities from oral descriptions

 Locate objects, figures, places based on visuals and detailed oral descriptions

Use context clues to gain meaning from grade-level text read orally

Apply ideas from oral discussions to new situations 

Interpret information from oral reading of narrative or expository text 

Identify ideas/concepts expressed with grade-level content-specific language

Repeat simple words, phrases, and memorized chunks of language

Respond to visuallysupported (e.g., calendar) questions of academic content with one word or phrase

Identify and name everyday objects

Participate in whole group chants and songs

Use first language to fill in gaps in oral English (code switch)

Repeat facts or statements

Describe what people do from action pictures (e.g., jobs of community workers)

Compare real-life objects (e.g., “smaller,” “biggest”)

Ask questions of a social nature

Express feelings (e.g., "I'm happy because...")

Retell simple stories from picture cues

Sort and explain grouping of objects (e.g., sink v. float)

Make predictions or hypotheses

Distinguish features of content-based phenomena (e.g., caterpillar, butterfly)

Ask questions for social and academic purposes 

Participate in class discussions on familiar social and academic topics

Retell stories with details 

Sequence stories with transitions

Use academic vocabulary in class discussions

Express and support ideas with examples

Give oral presentations on content-based topics approaching grade level

Initiate conversation with peers and teachers

Identify symbols, icons, and environmental print

Connect print to visuals

Match real-life familiar objects to labels

Follow directions using diagrams or pictures

Search for pictures associated with word patterns

Identify and interpret pretaught labeled diagrams

Match voice to print by pointing to icons, letters, or illustrated words

Sort words into word families

Make text-to-self connections with prompting

Select titles to match a series of pictures

Sort illustrated content words into categories

Match phrases and sentences to pictures

Put words in order to form sentences 

Identify basic elements of fictional stories (e.g., title, setting, characters)

Follow sentence-level directions

Distinguish between general and specific language (e.g., flower v. rose) in context

Begin using features of non-fiction text to aid comprehension

Use learning strategies (e.g., context clues) 

Identify main ideas 

Match figurative language to illustrations (e.g., “as big as a house”)

Copy written language

Use first language (L1, when L1 is a medium of instruction) to help form words in English

Communicate through drawings

Label familiar objects or pictures

Provide information using graphic organizers 

Generate lists of words/ phrases from banks or walls

Complete modeled sentence starters (e.g., “I like ____.”)

Describe people, places, or objects from illustrated examples and models

Engage in prewriting strategies (e.g., use of graphic organizers)

Form simple sentences using word/phrase banks

Participate in interactive journal writing

Give content-based information using visuals or graphics

Produce original sentences

Create messages for social purposes (e.g., get well cards) 

Compose journal entries about personal experiences

Use classroom resources (e.g., picture dictionaries) to compose sentences

Create a related series of sentences in response to prompts

Produce content-related sentences

Compose stories

Explain processes or procedures using connected sentences