Language Proficiency Descriptors, Accommodations, and Strategies for ELs - Level 1 - Domain: Listening

Oct 1, 2026

Uploaded by Aldword

Language Proficiency Descriptors, Accommodations, and Strategies for ELs presents Level 1 indicators and classroom supports for English learners across four language domains. It specifies student capabilities and limitations, from silent periods and receptive vocabulary growth to responding through visuals, gestures, and short structured output. Separate sections outline accommodations and instructional strategies for listening, reading, speaking, and writing, including wait time, visual cues, TPR, pre-teaching, graphic organizers, peer editing support, and scaffolded sentence/task formats.

LanguageEnglish

CategoryExam

FormatPDF

Pages2

Reading Time5 min

AccessFree to download

Level 1 Indicator

Domain: Listening

Level 1 Reading

Level 1 Speaking

Level 1 Writing

Language Proficiency Descriptors, Accommodations, and Strategies for ELs Level 1 Indicator 􀁸 Silent up to 6 months 􀁸 Up to 500 in ss receptive vocab 􀁸 Ss are parroting 􀁸 Able to respond to pictures or visuals 􀁸 Understand and duplicate gestures 􀁸 Show limited control of English when participating in grade-appropriate classroom activities 􀁸 Convey simple information, using simply constructed phrases and sentences with a limited range of vocabulary 􀁸 Students are beginners and have little or no understanding of or experience with English Domain: Listening | Descriptors | Accommodations | Strategies | | --- | --- | --- | | -Can follow | -Buddy | -Four corners | | one- step | - Wait time | -Songs | | directions | - Hands on | -Simon Says | | - Visual cues | activities | -Listen and | | and modeling | -Use gestures | Sketch | | - Respond in | and facial | -Teach | | non-verbal | expressions | discourse | | manner | - Focus on | markers like | | - Observe peers | listening | first, | | - Difficulty | - Comprehension | Moreover | | comprehending | activities, | Stand when | | - Have hard | Language | you hear… | | time
distinguishing | exposure
(posters) | (plural s, your, down) | | between ship | -TPR | | | and sheep | -Repetition | | | - Segment | -Pre-teach | | | speech into | names | | | syllables | | | | - Can connect | | | | single words to | | | | objects, people, | | | | and places | | | Language Proficiency Descriptors, Accommodations, and Strategies for ELs Level 1 Reading | Descriptors | Accommodations | Strategies | | --- | --- | --- | | -Can match | -Record the | -Cognates | | symbols in | text and allow | - Cloze, fill | | drawings or | students to | in the blank | | pictures, | follow along | - Direct | | labeled objects, | with the text | Reading and | | words and | - Pre-highlight | Thinking | | pictures | text | activity | | -Recognize | -Point to | (DRTA) | | sound/letter | cognates | -Word Sort | | relationships | -Use outlines | - Value Line | | - Read text | and graphic | up (ie: | | word-by-word | organizers | Words in a | | -Use | -Use hands-on | sentence, | | dictionaries | activities to | timeline) | | - Rely on visual | reinforce | | | support to | comprehension | | | comprehend | - Allow time to | | | a limited range | process | | | of simple | -Chunk text | | | vocabulary | - Provide | | | including: very | study and | | | frequently | reading | | | occurring words | guides | | | and phrases | -Read | | | (frequently | assignment and | | | occurring | test questions | | | pronouns) | aloud to
students | | Language Proficiency Descriptors, Accommodations, and Strategies for ELs Level 1 Speaking | Descriptors | Accommodations | Strategies | | --- | --- | --- | | -Can repeat | -Repeat | -Realia and | | individual | -Use simple and | TPR | | words, identify | high frequency | -Find some- | | people or | words | one who… | | classroom | -Record reading | -Two-Way | | objects | - Provide | Tasks | | - Express | response choices | -Something | | simple | and sentence | in Common | | information | frames | -Observation | | about an event, | - Model | charts | | experience, | -Use posters, | -Readers’ | | and/or topic | labels | Theater | | - Speak in short | - Encourage | -Teach | | sentences | to repeat and | cognates | | composed of | paraphrase | -Teach | | simple or | - Respond | intonation | | predictable | physically | -Arrange | | phrases or | | pictures in a | | sentences | | sequence | | -Use limited | | -Numbered | | (i.e., initial) | | Heads | | cohesion | | Together | | among | | -Wood | | sentence | | Freeze | | structures | | (Hot Potato) | | - Revert to L1 | | | | - Respond to | | | | yes/no | | | | questions | | | | nonverbal | | | | communication | | | Language Proficiency Descriptors, Accommodations, and Strategies for ELs Level 1 Writing | Descriptors | Accommodations | Strategies | | --- | --- | --

FAQs

What are the key Level 1 listening indicators for ELs?

ELs at Level 1 can follow limited one-step directions, respond to pictures or visuals, understand and duplicate gestures, and show limited control when participating in grade-appropriate classroom activities. They can convey simple information using short, highly constrained phrases and sentences.

Which listening accommodations and strategies are suggested at Level 1?

Suggested accommodations include pairing students with a buddy, providing wait time, using hands-on activities, and offering visual cues and modeling. Strategies include TPR, repetition, segmenting speech into syllables, pre-teaching names, and using gestures and facial expressions.

What supports are recommended for Level 1 writing?

Supports focus on small sets of writing skills, modeled writing with samples, graphic organizers for pre-writing, and time for peer editing and guided revising. Students may be allowed to copy, label, make lists, use sketching, and use native language or drawing to express understanding, alongside explicit instruction of mechanics and conventions.

Oct 1, 2026

Uploaded by Aldword