Students:
Begin to recognize and understand environmental print in the second language.
Derive little or no meaning from stories read in the second language unless the stories are;
- Read in short "chunks"
- Controlled to include the limited second language they know such as high-frequency, concrete, and recently practiced vocabulary. Accompanied by ample visual supports.
Have difficulty reading most text in the second language. | Students:
May recognize and understand common environmental print in the second language.
Demonstrate limited comprehension of stories read aloud in the second language unless the stories include:
- Predictable story lines
- Highly familiar topics
- Primarily high-frequency, concrete vocabulary
- Short, simple sentences
- Visual and linguistic supports
Have difficulty reading unfamiliar text because of their limited vocabulary. | Students:
Recognize some basic second language vocabulary and high-frequency words in isolated print.
Demonstrate comprehension of most main points and most supporting ideas in stories read in the second language, although they may still depend on visual and linguistic supports to gain or confirm meaning.
With support are able to read most second language text because they understand the meaning of many second language words and have little difficulty with second language sounds. |