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9-12 Early Int Esl Report Card English

This document provides a progress report for an English language learner in high school. It summarizes the student's proficiency in key areas of listening, speaking, reading, and writing skills. For each skill area, it indicates whether the student is beginning, progressing toward, or has mastered specific standards. It also evaluates the student's work habits and social/cultural behavior. The teacher provides comments on the student's performance and progress in each section.

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56 views2 pages

9-12 Early Int Esl Report Card English

This document provides a progress report for an English language learner in high school. It summarizes the student's proficiency in key areas of listening, speaking, reading, and writing skills. For each skill area, it indicates whether the student is beginning, progressing toward, or has mastered specific standards. It also evaluates the student's work habits and social/cultural behavior. The teacher provides comments on the student's performance and progress in each section.

Uploaded by

Registrar
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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MIDDLEBOROUGH

School: Date: Contact:

____________________________ ______________
ENGLISH LANGUAGE EDUCATION PROGRAM
PROGRESS REPORT – HIGH SCHOOL Level of Proficiency: EARLY
Grade Span: 9 10 11 12 (circle those that apply) INTERMEDIATE
Student Name: Grade:

ESL Teacher: Classroom Teacher:

KEY:
B = Beginning to Work Toward Skill (Standard) P = Progressing Toward Skill (Standard) M = Has Mastered Skill (Standard)
NA = Not Applicable

LISTENING
Student has command of vocabulary for common objects and activities.
Student has an awareness of verbal cues indicating when to focus attention and agreed-upon rules for small-group decision-
making.
Students can use teacher-generated templates to take notes while listening for specific information, can connect new
information to prior knowledge and identify important information about academic content.
Student has a basic knowledge of synonyms, antonyms, and words with multiple meanings.
Student begins to comprehend academic vocabulary with visual cues.
Student comprehends basic questions, including oral questions about academic content that require short answers.

Comments:

SPEAKING
Student starts to organize grade-level content words into categories, themes, or topics.
Student can initiate conversations and speak at greater length, using a variety of language functions and employing the basics
of English grammar.
Student can briefly ask and answer questions on academic content.
Student can participate orally in class activities and give basic presentations on personal topics with support.

Comments:

READING
Student can classify words into sensory categories.
Student begins to analyze poetry, drama, informational and expository materials.
Student can summarize both main ideas and supporting details in basic texts.
Student can recognize different forms of traditional literature.

Comments:

WRITING
Student begins to revise and edit his/her writing with an audience in mind.
Student identifies ways to make his/her ideas clearer, both through word choice and mechanics, and can follow a rubric.
Student’s developing vocabulary allows him/her to increase detail and vary expression in writing.
Student can write stories, letters, poems, and brief responses to literature. Student organizes writing in multiple paragraphs.

Comments:
PERSONAL AND SOCIAL GROWTH
KEY:
B = Beginning to Work Toward Skill (Standard) P = Progressing Toward Skill (Standard) M = Has Mastered Skill (Standard)

WORK HABITS
Student listens attentively.
Student puts effort into work.
Student asks for help when appropriate.
Student works well independently.
Student self-checks for errors before handing in work.
Student works neatly and carefully.
Student completes homework.

Comments:

SOCIAL AND CULTURAL BEHAVIOR


Student is willing to try new things.
Student shows respect for others.
Student works effectively in a group.
Student responds well to suggestions.
Student accepts responsibility for own behavior.
Student shows adjustment to school setting.
Student interacts positively with others.

Comments:

Signature ESL
Teacher:

Date:

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