ESOL

Assessments
1st – 3rd

Listening Speaking

Reading Writing
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ESOL Assessments Table of Contents

1st Listening- School Days…5

1st Listening- Cultural Traditions…13
2nd/3rd Listening- Animals…19
2nd/3rd Listening- Geometry…27
2nd/3rd Speaking- Geometry…35
1st Speaking- Cultural Traditions…42
2nd/3rd Speaking- Wintertime…49
1st Speaking- Food Chain…56
1st Reading- School Days… 63
2nd/3rd Reading- Animals…74
2nd Reading- School Days… 69
1st Reading- Life Cycles…77
2nd Reading- Life Cycles…86
1st Reading- The Environment…91
1st Writing- Animal Food Chain…97
1st Writing- A Party…102
1st Writing- School Days…106
2nd/3rd Writing- Animals…109
Speaking/Writing Rubric…114
4
 Listening 1st & 2nd
ESOL Assessment
School Days
Teacher Directions: The Listening assessment can be administered to a group.

Listening
•Read aloud the script question prompts.
•Allow time for students to mark their answer choices.
•Check in with students after each listening level. .
•Stop the test when the student correctly answers 1 or fewer question prompts within a Listening
Level.
• The student’s Listening Proficiency Level is the most advanced Listening Level at which he/she is
able to correctly answer 2 or more question prompts.
• **When checking in with students, if you see that all of them have arrived at their stopping
point, you may stop the test.

Listening Answer Key

1) 2
2) 2
3) 3
4) 1
5) 2
6) 2
7) 1
8) 1
9) 3
10) 1
11) 2
12) 3
13) 2
14) 1
15) 3

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 1st Listening Assessment School Days Teacher Script
Listening Level 1: Identify objects
Students travel to school in different ways (point to objects as you are describing). Some come on a long
yellow bus, some ride in a car, some use their legs to walk, and others ride on a bike with a helmet.
Find number 1. Which vehicle is long, yellow, and takes many kids to school?
Find number 2. What do you need a helmet to ride?
Find number 3. Which is the way to travel by legs (point to legs) and with no wheels?

Listening Level 2: Identify subjects

There are different subjects that you learn about in school. You learn about numbers and letters in math.
You learn about animals and plants in science. In music you learn how to sing and play instruments. In PE you
learn how to run and play with balls. In language arts you learn how to read and write.

Find number 4. What shows what you learn about in math?

Find number 5. What shows what you learn about in music?

Find number 6. What shows what you learn about in science?

Listening Level 3: Sequence events

Students have a daily schedule of events. Listen to the class schedule and then choose the pictures that
show those events in the correct order.

Find number 7. First, it is guided reading time. Then, the students have recess and eat lunch. Finally, they
study math.

Find number 8. First, the class reads books about animals. Then, the students write about animals. Finally,
they draw pictures of animals.

Find number 9. First, the class has computer time where they play games. Then, they measure objects for
math. At the end of the day they read books.

Listening Level 4: Compare and contrast school today with the past

There are similarities and differences between how kids went to school in the past and how they go to
school today. In the past, many kids went to school in a one room schoolhouse. All of the grades were in
one room. Students used a chalkboard to practice their writing. The schoolroom had a fire to keep it
warm in the wintertime. Most students walked or used a horse to get to school. Today there are many
different rooms for each grade. Every class usually has its own room. Students use many tools to write,
including paper and white boards. Kids also learn how to type. There is a heater to keep the school warm
in the wintertime, and most schools have an air conditioner to keep it cool when it is hot outside.

Find number 10. What is the same about going to school in the past and today?

Find number 11. What is different about how kids learned how to write in the past?

Find number 12. What is different about how the classroom stayed warm in the past?

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 1st Listening Assessment School Days Teacher Script

Listening Level 5: Analyze classrooms

The class listens to children describe their classrooms from around the world. Listen to each description and
then choose the answer that matches.

“Hi, my name is Maria. I live in Colombia and I’m in the 2nd grade. I wear a green uniform to school. Each
child has their own chair and desk. There are so many students in my classroom that there is no room for
anything else, only the desks and chairs.”

Find number 13. What is true about Maria’s classroom?

“My name is Samir. I live in Morocco and I’m in 1st grade. The tables in my classroom are bright orange. On
the walls are pictures of animals and the alphabet in different colors. There are long yellow curtains that
cover the windows. I like learning in my classroom.”

Find number 14. What is true about Samir’s classroom?

“Let me tell you about my school. My name is Mariana and I go to school in Brazil. My school is special. I
go to school on a boat. My school floats on the Amazon River as I learn. I stay outside when the weather
is nice and go into the boat if it is storming.”

Find number 15. What is true about Mariana’s classroom?

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 1st Listening Assessment School Days Student Pictures

Part 1

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 1st Listening Assessment School Days Student Pictures

Part 1

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 1st Listening Assessment School Days Student Questions
Listening Level 1: Identify objects Name:_____________________________

Listening Level 2: Identify subjects

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 1st Listening Assessment School Days Student Questions
Listening Level 3 : Sequence events

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 1st Listening Assessment School Days Student Questions
Listening Level 4: Compare and contrast school in the past with present day

10 Both in the past and today, Both in the past and today,
In the past, schools used
children learn how to read children learn in one room
fire to keep it warm.
and write. for all grades.

11
In the past, some
In the past, kids used a Today some kids take a
children used chalk and
computer to type. bus to school.
a blackboard to write.

12 In the past schools

Today schools have
Kids went to music class. used fire to keep it
many rooms.
warm.

Listening Level 5: Analyze classrooms

13 The classroom is
The classroom is empty. The classroom is cold.
crowded.

14 The classroom is The students read

The classroom is warm.t
colorful. books.

The students might see

15 The students stay inside
The classroom is large. fish when they are at
all day.
school.

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 Listening 1st
ESOL Assessment
Cultural traditions
Teacher Directions: The Listening assessment can be administered to a group.

Listening
•Read aloud the script question prompts.
•Allow time for students to mark their answer choices.
•Check in with students after each listening level.
•Stop the test when the student correctly answers 1 or fewer question prompts within a Listening
level.
• The student’s Listening Proficiency Level is the most advanced Listening Level at which he/she is
able to correctly answer 2 or more question prompts.
• **When checking in with students, if you see that all of them have arrived at their stopping
point, you may stop the test.

Answer Key:
1. 2
2. 1
3. 3
4. 1
5. 3
6. 2
7. 3
8. 2
9. 3
10. 1
11. 3
12. 2
13. 2
14. 1
15. 3

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 1st Listening Assessment Cultural Traditions Teacher Script

Listening Level 1: Tell about basic needs

People need food to eat like apples and bread, clothing to wear like shirts and pants, and shelter to live in
like an apartment or a house.
Find number 1. Which is a kind of food?
Find number 2. Which is a kind of clothing?
Find number 3. Which is a kind of shelter?

Listening Level 2: Identify homes

People live in different types of homes. An apartment is a home for many families. An igloo is made out of
ice. A hut can be made out of straw and sticks.

Find number 4. What home is an apartment?

Find number 5. What home is an igloo?

Find number 6. What home is a hut?

Listening Level 3: Describe cultural clothing

Different cultures have special clothing. In Japan some women wear a kimono. A kimono is a long dress
that you tie with a ribbon. A sombrero is a wide hat often made out of straw. It keeps people safe from
the sun. In some Islamic cultures men and women cover their heads. Women cover their head with a
cloth called a hijab. Some men also cover their heads with a headscarf.

Find number 7. Which of the items shows a Japanese dress?

Find number 8. Which hat shows a sombrero?

Find number 9. Which people are wearing a headscarf and hijab?

Listening Level 4: Compare and contrast traditions

People from different places have different traditions. In Greece when kids lose their tooth they throw it
on the roof. In the United States kids put their teeth under their pillows. In some parts of China kids go
home from school to eat lunch. In the United States some kids buy lunch at school and others bring lunch
from home. On New Year's Eve in the United States people watch a ball drop at midnight. In Mexico
people eat 12 grapes at midnight.

Find number 10. What is the same about what some children do with their lost tooth in Greece and the
United States?

Find number 11. What is different about where some kids in the United States and China eat their school
lunch?

Find number 12. What is the same about how people celebrate New Year's in Mexico and the United
States?
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 1st Listening Assessment Cultural Traditions Teacher Script

Listening Level 5: Analyze traditions

Many family traditions come from shared experiences. A tradition is something that you do over and over.
They help teach about culture and values. Families have traditions for different times of the year One
example is making pumpkin pancakes in the fall. In some families you can tell that it is winter time because
the kids make a ginger bread house. In the summer time some families make sun prints.

Find number 13. What is a tradition?

Find number 14. How do traditions help people?

Find number 15. If there are 10 pancakes on one plate and 23 pancakes on another plate, how many
pancakes are there all together?

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 1st Listening Assessment Cultural Traditions Student Questions

Listening Level 1: Tell about basic needs

Name:_____________________________

Listening Level 2: Identify homes

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 1st Listening Assessment Cultural Traditions Student Questions

Listening Level 3: Describe cultural clothing

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 1st Listening Assessment Cultural Traditions Student Questions
Listening Level 4: Compare and contrast traditions

Children move their Children eat food with

Teeth are white.
tooth somewhere else. their teeth.
10

In China some kids eat

In both places kids eat Kids eat lunch in the lunch at home. In the
lunch at school. afternoon. United States kids eat
11
lunch at school.

In both places people

12 In both places people New Years is in
celebrate with
go outside. January.
something round.

Listening Level 5: Analyze traditions

Something you do
13
A fun game. many times or each Eating breakfast.
year.

14 They help you learn They show kids how to

They teach you about
about culture and form make food and where
summer and winter.
a sense of time. to sleep. t

15
3 103 33

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 Listening 2nd & 3rd
ESOL Assessment
Animals
Directions: The Listening assessment can be administered to a group.

Listening
•Read aloud the script question prompts.
•Allow time for students to mark their answer choices.
•Check in with students after each listening level. .
•Stop the test when the student misses 2 or more question prompts within a Listening Level.
•The student’s Listening Proficiency Level is the most advanced Listening Level at which he/she is
able to correctly answer 2 or more question prompts.
• **When checking in with students, if you see that all of them have arrived at their stopping
point, you may end the test.

Answer Key:
1. 1
2. 2
3. 1
4. 2
5. 3
6. 1
7. 2
8. 3
9. 1
10. 2
11. 1
12. 4
13. 1
14. 3
15. 4

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 2nd/3rd Listening Assessment Animals Teacher Script
Listening Level 1: Label External Features of Animals
There are many different kinds of animals that survive in the wintertime. (point to each animal) Some
animals have wings such as birds. Some animals have fur like rabbits. Some animals have a long tail like
squirrels. Some animals have antlers such as a deer.
Find number 1. Which animal is a squirrel with a long tail?
Find number 2. Which animal has wings?
Find number 3. Which animal has antlers?

Listening Level 2: Describe How Animals Use External Features to Meet their Needs
In the winter animals do different things to survive. Some search for food like squirrels, some migrate to
places where it is warm such as birds and butterflies, and others hibernate by going into a deep sleep such
as bears.

Find number 4. This animal has wings. It migrates when the weather gets cold. Which picture shows this?

Find number 5. This animal has sharp claws. It has fur and hibernates in the winter. Which picture shows this?

Find number 6. This animal has a long tail. It searches for nuts to eat. Which picture shows this?

Listening Level 3: Sequence Information

Some animals gather food to get ready for the winter. Listen to the steps the animals take, then choose
the pictures that match.

Find number 7. First, the pika cuts grass. Then, they let it dry in the sun. Which pictures shows this?

Find number 8. During the fall squirrels look for nuts. They bury them in the ground. Then, in the winter,
they dig up the nuts and eat them. Which pictures shows this?

Find number 9. Mice do not gather food before winter starts. They wait to hunt for food during the
winter. Mice look for seeds. First, they make a hole in a bag. Then, they eat the seeds. Which pictures
shows this?

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 2nd/3rd Listening Assessment Animals Teacher Script
Listening Level 4: Compare the Characteristics and Features of Animals
Animals go to different places in the winter. Some animals migrate to a new home. Butterflies, ducks, and
some birds travel to a warmer home for the winter. Some animals like bears, bats, and the pika hibernate
in the wintertime. That means that they go into a deep sleep. Other animals like the squirrel gather food
in the fall to get ready for the long winter. Deer eat a lot of food so that they get a layer of fat to
protect them from the cold. They work hard to survive when it is difficult to find food.

Find number 10. Both of these animals migrate during the winter. They both have wings and can fly.
However, one of these animals has a beak and feathers.

Find number 11. Both of these animals hibernate during the winter. They both have fur to keep them
warm. However, one of these animals lives underground in a tunnel.

Find number 12. Both of these animals stay where it is cold during the winter. They both get ready for the
winter in the fall. However, one of these animals gathers and saves food for the wintertime.

Listening Level 5: Decide which aspect of an animal is being described.

Animals do different things during the winter. Listen to the description of animals during the wintertime and
then choose the description that matches.

Find number 13. The woodchuck hibernates throughout the winter. It sleeps from December through
March. It can sleep for many months. A woodchucks’ heart beats very slow when it is hibernating. It does
not move around.

Find number 14. Deer and foxes both hunt for food in the winter. Deer dig in the snow to look for leaves
and other plants. Foxes hunt in the snow for small animals like mice. What is something that a deer might
eat in the winter?

Find number 15. People can help animals during the winter time. You can make a bird feeder by taking a
pine cone and spreading peanut butter on it. Then, dip it into some bird seeds. Finally, hang the bird
feeder up on a tree that is out of reach of predators. What supplies do you need to make a bird feeder?

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 2nd/3rd Listening Assessment Animals Student Pictures

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 2nd/3rd Listening Assessment Animals Student Questions
Listening Level 1: Label External Features of Animals Name:___________________________

Squirrel Bird
1
Deer

Squirrel Bird
2

Mouse

3
Deer Bird
Bear

Listening Level 2: Describe How Animals survive in the winter

Bear Bird Turtle

Squirrel Shark Bear

Squirrel Sloth Bear

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 2nd/3rd Listening Assessment Animals Student Questions
Listening Level 3: Sequence Information

The grass is green. The pika cuts the grass.

The pika cuts the grass. The sun dries the grass.

The sun dries the grass. The pika cuts the grass.

The squirrel eats nuts. The squirrel buries nuts.

The squirrel is in the sun. The squirrel has many nuts.

The squirrel buries nuts. The squirrel eats nuts.

The mouse makes a hole in a bag. The mouse eats the seeds.
9

The sun dries the seeds. The mouse eats the seeds.

The mouse is in the sun. The seeds are in the snow.

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 2nd/3rd Listening Assessment Animals Student Questions

Listening Level 4: Compare the Characteristics and Features of Animals

10 A butterfly A butterfly A squirrel A lizard and

and a frog and a duck and a bear a frog

11 A bear and A turtle and A fish and a A mouse and a

a pika a squirrel bat butterfly

12 A bear and A bird and a A mouse A squirrel

a snail bat and a bear and a deer

Listening Level 5: Create a Habitat for an Animal.

The woodchuck The woodchuck The woodchuck is The woodchuck

13
sleeps for a long sleeps for a long awake during the hunts for food
time during the time during the winter. Its’ heart during the winter.
winter. Its’ heart winter. Its’ heart beats very quickly. Its’ heart beats
beats very slowly. beats very quickly. very slowly.

Some nuts that A mouse that is Seeds that a

14 Some leaves from
were buried in the running in the person left in a
an oak tree.
snow. woods. birdfeeder.

A pine cone,
15
Some leaves from A nut that is
A pine cone, an peanut butter,
an oak tree. buried in the
apple, and leaves. string, and bird
ground.
seeds.

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 ESOL Assessments
Listening 2nd – 3rd
Geometry
Teacher Directions: The Listening assessment can be administered to a group.

Listening
•Read aloud the script question prompts.
•Allow time for students to mark their answer choices.
•Check in with students after each listening level. .
•Stop the test when the student correctly answers 1 or fewer question prompts within a Listening
Level.
• The student’s Listening Proficiency Level is the most advanced Listening Level at which he/she is
able to correctly answer 2 or more question prompts.
• **When checking in with students, if you see that all of them have arrived at their stopping point,
you may stop the test.

Listening Answer Key

1) 3
2) 1
3) 2
4) 1
5) 3
6) 2
7) 1
8) 1
9) 3
10) 1
11) 3
12) 3
13) 1
14) 2
15) 2

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 2nd/3rd Listening Assessment Geometry Teacher Script
Listening Level 1: Identify shapes
Let's learn about shapes. (point to each shape). A circle is round. A clock is a circle. A rectangle has four
sides. A book is a rectangle. A triangle has three sides. A slice of pizza can be a triangle.
1. Find the circle.
2. Find the rectangle.
3. Find the triangle.

Listening Level 2: Identify shapes based on attributes

Let's learn some more about shapes. A square has 4 right angles. A triangle has three angles. A circle does
not have any angles. A hexagon has 5 angles.

Find number 4. What shows a shape with 4 angles?

Find number 5. What shows a shape with 3 angles?

Find number 6. What shows a shape without any angles?

Listening Level 3: Sequence events

The students went on a shape hunt. Listen to what they found and choose the answer that matches.

Find number 7. First, we went to the playground and found something round. Then, we found something
that was rectangular and goes up and down. Finally, we went to the cafeteria and found something with 3
sides to eat.

Find number 8. My group counted angles. In our classroom we found an object with 5 angles. You use it
to write with. Then, we found something with 4 angles that you write on. Finally, when we went to music class
we found an instrument with 3 angles. You use a stick to play it.

Find number 9. We found 3-D shapes. First, we saw a sphere in PE. It went so high when someone kicked
it. In a board game is where we found the next shape. It was a cube. Last we found a cone in the parking
lot. It helps drivers know where they cannot go.

Listening Level 4: Compare and contrast shapes

The students compare and contrast shapes. A quadrilateral is a shape with 4 sides and 4 angles. Listen to
the descriptions of the sets of shapes and choose the correct set.

Find number 10. Both of these shapes are quadrilaterals. Both of the shapes have four angles. However
one shape is tall and the other shape is short.

Find number 11. Both of these shapes are quadrilaterals. Both of the shapes have four sides. However only
one shape has four equal sides.

Find number 12. Neither of these shapes are quadrilaterals. Both of the shapes are flat. However one of
these shapes does not have any angles.

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 2nd/3rd Listening Assessment Geometry Teacher Script

Listening Level 5: Change the attributes of shapes

The students play a guessing game where two partners work together to draw shapes. One partner gives
the directions and the other partner draws the shapes. Listen to the directions and then choose what the
shapes should look like.

Find number 13. Take one side away from a rectangle. Then move the three remaining line segments to
make a new shape. What shape do you have?

Find number 14. Add one side to an equilateral triangle that is the same length as the other sides. Move
the line segments to make a new shape. What shape do you have?

Find number 15. Take one of the long line segments in a rectangle and make it shorter than the other long
line segment but longer than the two short line segments. Tilt the two short line segments to make a new
shape. What shape do you have?

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 2nd/3rd Listening Assessment Geometry Student Pictures

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 2nd/3rd Listening Assessment Geometry Student Questions
Listening Level 1: Identify shapes Name:_____________________________

Listening Level 2: Identify shapes based on attributes

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 2nd/3rd Listening Assessment Geometry Student Questions

Listening Level 3 : Sequencing

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 2nd/3rd Listening Assessment Geometry Student Questions
Listening Level 4: Compare and contrast shapes

10

11

12

Listening Level 5: Change the attributes of shapes

13

14

15

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 ESOL Assessments
Speaking 2nd – 3rd
Geometry
Teacher Directions: The Speaking assessment should be administered individually.

Speaking
• Read aloud the speaking questions to students.
• Use the speaking rubric to score students’ responses.
• Continue asking questions as long as the student meets the correlated level criteria.
• Students speaking level is when they meet the requirements for linguistic complexity, language
forms/conventions, and vocabulary usage.

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 2nd/3rd Speaking Assessment Geometry Teacher Script
Speaking Level 1: Identify Shapes
1. Tell about the shapes that you see.
2. (If necessary) What shapes do you see?
EXPECT:
 Words, phrases, chunks of language
 General content vocabulary and language
 Phrase level grammatical structures

Speaking Level 2: Describe a Pattern

1. What comes next in the pattern? Tell how you know.

EXPECT:
 Phrases or short sentences
 General content vocabulary and language
 Formulaic, repetitive grammatical structures

Speaking Level 3: Compare Shapes

Look around your room and compare the shapes that you see. Describe how you know that the object is that
shape. Listen to the example to help you with your answer.
Example: I see many quadrilaterals in the classroom. Some of them are small like the words on the word wall
and others are large like the pictures on the bulletin board. All of the quadrilaterals have four angles and
four sides.
EXPECT:
 Short and some expanded sentences with emerging complexity.
 Expanded expression of one idea or emerging expression of multiple, related ideas.
 Repetitive grammatical structures with occasional variation.
 Specific content language.

Speaking Level 4/5: Explain How to Sort Shapes

Describe how you can sort the shapes. Use as many details as you can and explain why you sort the
shapes the way that you do. 4 EXPECT:
 Short, expanded, and some complex sentences.
 Organized expression of ideas with emerging cohesion.
 A variety of grammatical structures.
 Specific and some technical content-area language.

5 EXPECT:
 Organized, cohesive and coherent expression of ideas.
 Multiple complex sentences.
 A variety of grammatical structures matched to purpose.
 Specific content language.
 Technical content-area language.

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 2nd/3rd Speaking Assessment Geometry Student Pictures
Speaking Level 1: Identify Shapes

Speaking Level 2: Describe a Pattern

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 2nd/3rd Speaking Assessment Geometry Student Pictures

Speaking Level 3: Compare Shapes

Speaking Level 4/5: Explain How to Sort Shapes

Quadrilaterals

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 2nd/3rd Speaking Assessment Geometry Student Pictures
Speaking Level 1: Identify Shapes

Speaking Level 2: Describe a Pattern

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 2nd/3rd Speaking Assessment Geometry Student Pictures

Speaking Level 3: Compare Shapes

Speaking Level 4/5: Explain How to Sort Shapes

Quadrilaterals

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 2nd/3rd Speaking Assessment Geometry Student Recording Sheet
Student Name:________________________________

Level 1
1. Tell about the shapes that you see.

2. (If necessary) What shapes do you see?

Level 2
1. What comes next in the pattern? Tell how you know.

Level 3
1. Look around your room and compare the shapes that you see. Describe how you know
that the object is that shape. Listen to the example to help you with your answer.

Levels 4/5
Describe how you can sort the shapes. Use as many details as you can and explain why you
sort the shapes the way that you do.

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 Speaking 1st
ESOL Assessment
Cultural Traditions
Directions: The speaking assessment should be administered individually.

Speaking
• Read aloud the speaking questions to student.
• Continue asking questions as long as students meet the correlated level criteria.
• Students’ speaking level is when they meet the requirements for linguistic complexity, language
forms/conventions, and vocabulary usage.
• Use the speaking rubric to score students’ responses.

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 2nd/3rd Speaking Assessment Cultural Traditions Teacher Script
Speaking Level 1: Identify Foods

Say: People eat different kinds of food. Some of the foods they eat are rice, spaghetti,
empanadas, and sandwiches. Now you will use your English to tell about the foods that people eat.

1. Tell me about the foods that you see. EXPECT:

 Words, phrases, chunks of
2. (If necessary) What foods do you see?
language
 General content vocabulary and
language
 Phrase level grammatical structures
Speaking Level 2: Describe Foods

1. What are some of the special foods that you eat at home?
2. Tell me about the food.
3. (If necessary) What makes the food special?
4. (If necessary) What else do you eat? EXPECT:
 Phrases or short sentences
 General content vocabulary and language
 Formulaic, repetitive grammatical structures

Speaking Level 3: Explain the Steps for Making an Item EXPECT:

 Short and some expanded sentences with
emerging complexity.
1. How does the _________ taste?  Expanded expression of one idea or
2. Do you know how to make _______? emerging expression of multiple, related
3. How do you make _____? ideas.
(If necessary) Do you know how to make any other food? Or  Repetitive grammatical structures with
Do you know how to build something? Tell how to make _____. occasional variation.
 Specific content language.
Speaking Level 4: Describe a Preferred Activity

1Kids from around the world do different things for fun. Some play baseball or soccer.
Others read or dance.
1. What do you like to do for fun? Tell why.
EXPECT:
 Short, expanded, and some complex sentences.
 Organized expression of ideas with emerging cohesion.
 A variety of grammatical structures.
 Specific and some technical content-area language.

Speaking Level 5: Give an Opinion

EXPECT:
1. What else do you do for fun?
 Organized, cohesive and coherent expression of
2. Would you rather ______ or ______? Tell why. ideas.
 Multiple complex sentences.
 A variety of grammatical structures matched to
purpose.
 Specific content language.
 Technical content-area language.

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 2nd/3rd Speaking Assessment Cultural Traditions Student Recording Sheet

Student Name:________________________________
Level 1
1. Tell me about the foods that you see.

2. (If necessary) What foods do you see?

Level 2
1. What are some of the special foods that you eat at home?

2. Tell me about the food.

3. (If necessary) What makes the food special?

4. (If necessary) What else do you eat?

Level 3
1. How does the _________ taste?

2. Do you know how to make _______?

3. How do you make _____?

4. (If necessary) Do you know how to make any other food? Or

Do you know how to build something? Tell how to make _____.

Level 4
1. What do you like to do for fun? Tell why.

Level 5.
1. What else do you do for fun?

2. Would you rather ______ or ______? Tell why.

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 2nd/3rd Speaking Assessment Cultural Traditions Student Pictures

empanada spaghetti

rice sandwich

soup salad
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 2nd/3rd Speaking Assessment Cultural Traditions Student Pictures

Play a sport Ride

Read Dance

Sing Draw
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 2nd/3rd Speaking Assessment Cultural Traditions Student Pictures

empanada spaghetti

rice sandwich

soup salad
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 2nd/3rd Speaking Assessment Cultural Traditions Student Pictures

Play a sport Ride

Read Dance

Sing Draw
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 Speaking 2nd & 3rd
ESOL Assessment
Wintertime
Directions: The Speaking assessment should be administered individually.

Speaking
• Read aloud the speaking questions to student.
• Use the speaking rubric to score students’ responses.
• A recording sheet is provided to write down students’ responses.
• Continue asking questions as long as students meet the correlated level criteria.
• Students’ speaking level is when they meet the requirements for linguistic complexity, language
forms/conventions, and vocabulary usage.

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 2nd/3rd Speaking Assessment Wintertime Teacher Script
Speaking Level 1: Identify Winter Animals & Objects EXPECT:
 Words, phrases, chunks of
In some places it snows in the wintertime. Some animals look for food. language
1. Tell what you see in the winter.  General content vocabulary and
2. (If necessary) What is this? (teacher points to the pictures) language
 Phrase level grammatical structures

Speaking Level 2: Describe Winter Activities

1. Tell what you like to do in the winter. Give as many details as you can.
EXPECT:
 Phrases or short sentences
 General content vocabulary and language
 Formulaic, repetitive grammatical structures

Speaking Level 3: Compare and Contrast Wintertime with Summertime EXPECT:

 Short and some expanded
sentences with emerging
1. Compare and contrast wintertime with summertime. Tell how they are
complexity.
the same and how they are different.  Expanded expression of one
idea or emerging expression of
multiple, related ideas.
 Repetitive grammatical
structures with occasional
variation.
Speaking Level 4: Describe Animal Adaptations in the Wintertime  Specific content language.

1. Choose an animal that live in the cold during the winter. Tell how the animal survives during the
wintertime.
2. Do you think it is easier for the animal to survive in the wintertime compared to another seasons? Tell
why. EXPECT:
 Short, expanded, and some complex sentences.
 Organized expression of ideas with emerging cohesion.
 A variety of grammatical structures.
 Specific and some technical content-area language.
Speaking Level 5: Give an Opinion
EXPECT:
Think about what adaptations animals and people
 Organized, cohesive and coherent expression of
need to make during the wintertime. ideas.
1. Would you rather be an animal or a person during  Multiple complex sentences.
the wintertime? Tell why.  A variety of grammatical structures matched to
purpose.
 Specific content language.
 Technical content-area language.

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 2nd/3rd Speaking Assessment Wintertime Student Pictures

Speaking Level 1: Identify Winter Animals & Objects

Speaking Level 2: Describe Winter Activities

sledding snowman

ice skating drinking

shoveling reading
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 2nd/3rd Speaking Assessment Wintertime Student Pictures

Speaking Level 1: Identify Winter Animals & Objects

Speaking Level 2: Describe Winter Activities

sledding snowman

ice skating drinking

shoveling reading
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 2nd/3rd Speaking Assessment Wintertime Student Pictures

Speaking Level 3: Compare and Contrast Wintertime with Summertime

Winter Summer

Speaking Level 4: Describe Animal Adaptations in the Wintertime

Bird Mouse Squirrel Bear

Speaking Level 5: Give an Opinion

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 2nd/3rd Speaking Assessment Wintertime Student Pictures

Speaking Level 3: Compare and Contrast Wintertime with Summertime

Winter Summer

Speaking Level 4: Describe Animal Adaptations in the Wintertime

Bird Mouse Squirrel Bear

Speaking Level 5: Give an Opinion

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 2nd/3rd Speaking Assessment Wintertime Student Recording Sheet
Student Name:________________________________
Level 1
1. Tell what you see in the winter.

2. (If necessary) What is this? (teacher points to the pictures)

Level 2
1. Tell what you like to do in the winter. Give as many details as you can.

Level 3
1. Compare and contrast wintertime with summertime. Tell how they are the same and how
they are different.

Level 4
1. Choose an animal that live in the cold during the winter. Tell how the animal survives during
the wintertime.

2. Do you think it is easier for the animal to survive in the wintertime compared to another
seasons? Tell why.

Level 5
1. Would you rather be an animal or a person during the wintertime? Tell why.

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 Speaking 1st
ESOL Assessment
Food Chain
Directions: The Speaking assessment should be administered individually.

Speaking
• Read aloud the speaking questions to the student.
• Use the speaking rubric to score students’ responses.
• A recording sheet is provided to write down students responses
• Continue asking questions as long as students meet the correlated level criteria.
• Students’ speaking level is when they meet the requirements for linguistic complexity, language
forms/conventions, and vocabulary usage.

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 1st Speaking Assessment Food Chain Teacher Script
Speaking Level 1: Identify Animals EXPECT:
 Words, phrases, chunks
In a food chain, an animal eats a plant or another animal. These are of language
animals that are part of a food chain. This food chain has a  General content
grasshopper, frog, fish, and bear in it. vocabulary and
language
1. What is this? (point to each of the four animals)
 Phrase level
grammatical structures
Speaking Level 2: Give an Opinion

1. Which animal in the food chain do you like? Tell why. EXPECT:
 Phrases or short sentences
 General content vocabulary and language
 Formulaic, repetitive grammatical
structures

Speaking Level 3: Sequence EXPECT:

 Short and some expanded
sentences with emerging
This is an animal food chain. At the bottom of most food chains is
complexity.
a plant. This food chain starts out with grass. Usually a small animal  Expanded expression of
eats the plant. The first animal in this food chain is a grasshopper. one idea or emerging
The grasshopper eats the grass, the frog eats the grasshopper, expression of multiple,
the fish eats the frog and then the bear eats the fish. related ideas.
 Repetitive grammatical
1. Tell me what happens in the food chain. structures with occasional
variation.
 Specific content language.

Speaking Level 4: Compare & Contrast

Think about the animals at the bottom and top of the food chain. The grasshopper is at the bottom and
the bear is at the top.
1. Is there anything that is the same about these animals? Tell me as many details as you can.
2. What is different about these animals?
EXPECT:
 Short, expanded, and some complex sentences.
 Organized expression of ideas with emerging cohesion.
 A variety of grammatical structures.
 Specific and some technical content-area language.

Speaking Level 5: Make an inference EXPECT:

 Organized, cohesive and coherent
expression of ideas.
All of the plants and animals are important in a food chain. If  Multiple complex sentences.
something happens to one plant or animal it can have an impact an  A variety of grammatical structures
all of the other plants and animals. There might be too many animals matched to purpose.
or not enough food for an animal to eat.  Specific content language.
 Technical content-area language.
1. What might happen if all of the frogs died or moved away from
this animal food chain?
2. How would this impact the other plants and animals in this animal
food chain?
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 1st Speaking Assessment Food Chain Student Recording Sheet

Student Name:________________________________

Level 1
What is this? (point to each of the four animals)

Level 2
Which animal do you like? Tell why.

Level 3
Tell me what happens in the food chain.

Level 4
Is there anything that is the same about these animals? Tell me as many details as you can.

What is different about these animals?

Level 5
What might happen if all of the frogs died or moved away to this animal food chain? How would
this impact the other plants and animals in this animal food chain?
 1st Speaking Assessment Food Chain Student Pictures
Speaking Level 1: Identify Animals Speaking Level 2: Give an Opinion

grasshopper frog

fish bear

Speaking Level 3: Sequence

Animal Food Chain

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 1st Speaking Assessment Food Chain Student Pictures

Speaking Level 4: Compare & Contrast

grasshopper bear

Speaking Level 5: Make an inference

Animal Food Chain

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 1st Speaking Assessment Food Chain Student Pictures
Speaking Level 1: Identify Animals Speaking Level 2: Give an Opinion

grasshopper frog

fish bear

Speaking Level 3: Sequence

Animal Food Chain

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 1st Speaking Assessment Food Chain Student Pictures

Speaking Level 4: Compare & Contrast

grasshopper bear

Speaking Level 5: Make an inference

Animal Food Chain

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 Reading 1st & 2nd
ESOL Assessment
School Days
Teacher Directions: The Reading assessment can be administered to a group.

Reading
• Tell students to read the information at the top of the page and then answer the questions.
• If they need assistance, read the directions to students for level one.
• Check in with students after each level. If students miss more than two questions for any level stop the
assessment.
• There are two levels included, an easier one for first grade and more challenging reading passages for
second.
• The reading passage is the same for levels 4 and 5.

Reading Answer Key

1) 2
2) 1
3) 1
4) 3
5) 1
6) 2
7) 1
8) 1
9) 2
10) 2
11) 3
12) 3
13) 2
14) 1
15) Answers may vary

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Name:____________________________________

Reading Level 1 1st Reading Assessment School Days

teacher books

pencil glue
Directions: Look at the picture and find the matching word.
1.

books teacher glue

2.

pencil books teacher

3.

books glue pencil

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 1st Reading Assessment School Days
Reading Level 2

teacher student
It is 1812. My name is Tom. I am 7 years old. My school has
one room. We have one teacher. I walk to school.

4. How many teachers are at the school?

a school ten one

5. The school has one ____________.

room pencil girl

6. Toms gets to school by _______________.

a bus walking a car

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 1st Reading Assessment School Days
Reading Level 3

I live on a farm. I live far I do my chores. I collect

from school. the eggs from the hens.

7. The word chore means:

a job to play the farm

8. Where does the boy live?

on a farm in the city at school

9. What does the boy collect from the hens?

pencils eggs apples

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 1st Reading Assessment School Days
Reading Level 4

It is 1812. My name is Tom. I am 7 years old. I

get up at 5:00 a.m. I do my chores. I collect
eggs from the hens and sweep the floor.

My school has one room. We have one

teacher. I learn how to read and write at
school.

I walk to school from our farm. It is far. My

school starts at 8:00 a.m. We eat lunch at
11:30 a.m. It ends at 1:30 p.m. Then I go
home.

10. What does Tom do after he gets up?

He goes to school. He does his chores. He is 7 years old.

11. What is the main idea?

What Tom eats for breakfast. Where Tom lives. What Tom does at school.

12. How long do you think it takes Tom to get to school?

A short time. It has one room. A long time.

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 1st Reading Assessment School Days
Reading Level 4

It is 1812. My name is Tom. I am 7 years old. I get

up at 5:00 a.m. I do my chores. I collect eggs from
the hens and sweep the floor.

My school has one room. We have one teacher. I

learn how to read and write at school.

I walk to school from our farm. It is far. My school

starts at 8:00 a.m. We eat lunch at 11:30 a.m. It
ends at 1:30 p.m. Then I go home.

13. What was the same about Tom’s life and life today?
He works on a farm. Kids go to school. His school has one room.

14. What question is answered in the text?

What is Tom’s What does Tom do in How many students are in

day like? the evening? Tom’s classroom?

15 Think about Tom’s day. What do Tom and you have in common? Use
details from the story to support your thinking.
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
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Name:____________________________________

Reading Level 1 2nd Reading Assessment School Days

These are books.

He is a teacher.

This is a pencil. This is a glue.

Directions: Find the sentence that matches the picture.

1.

I see books. He is a teacher. She is a builder .

2.

See the pencil. See the dog. Go to the room.

3.

These are books These are pencils. See the glue.

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 2nd Reading Assessment School Days
Reading Level 2

teacher student
It is the year1812. My name is Tom. I am 7 years old. I am in second
grade. Let me tell you about my school. My school has one room. I am
learning reading, writing, and math. I have one teacher. She teaches all
of the kids from first grade up to fifth grade. I walk to school.

4. How many teachers are at the school?

a school ten one

5. The school has one ____________.

room pencil girl

6. Toms gets to school by _______________.

a bus walking a car

70

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 2nd Reading Assessment School Days
Reading Level 3

I live on a farm with my mom, dad,

and sister. I live far from school. We
have a house, a barn and a pond.
I do my chores. I collect the eggs
from the hens. I also have to help
my dad milk the cows. Each day
after school my sister and I collect
firewood.
I enjoy going to the pond. Sometimes I
catch fish. My mom cooks it for dinner. The
best part is when I get to go swimming.

7. The word chore means:

a job to play the farm

8. Who lives with Tom?

his mom, his sister, his mom,
dad, and aunt, and brother,
sister father and dad

9. What does Tom like to do the most?

collect firewood swim in the pond catch fish

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 2nd Reading Assessment School Days
Reading Level 4

I wake up early in the morning at 5:00 am. I have to do my

chores before going to school or eating breakfast. I collect
eggs and sweep the floor.

Then I walk to school from our farm. It is far. My school starts

at 8:00 a.m. First we learn how to read and write. Then we
eat lunch at 11:30 a.m. After that it is math time. I am
learning how to add and subtract. The school day ends at
2:30 p.m. Then I go home.

I get home at 3:00 p.m. I have more chores to do in the

afternoon. I collect firewood and help take care of the
animals. We eat dinner at 5:30 p.m. Then I do my
homework. Finally I go to sleep at 8:00 p.m.

10. What does Tom do after he gets up?

He goes to school. He does his chores. He eats breakfast.

11. What is the main idea?

What Tom eats for breakfast. Where Tom lives. What Tom does at school.

12. How long do you think it takes Tom to get to school?

A short time. It takes 3 hours. A long time.

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 2nd Reading Assessment School Days
Reading Level 5

I wake up early in the morning at 5:00 am. I have to do my

chores before going to school or eating breakfast. I collect eggs
and sweep the floor.

Then I walk to school from our farm. It is far. My school starts at

8:00 a.m. First we learn how to read and write. Then we eat lunch
at 11:30 a.m. After that it is math time. I am learning how to add
and subtract. The school day ends at 2:30 p.m. Then I go home.

I get home at 3:00 p.m. I have more chores to do in the

afternoon. I collect firewood and help take care of the animals.
We eat dinner at 5:30 p.m. Then I do my homework. Finally I go
to sleep at 8:00 p.m.

13. What was the same about Tom’s life and life today?
He works on a farm. Kids go to school. His school has one room.

14. What question is answered in the text?

What is Tom’s What does Tom do in How many students are in

day like? the evening? Tom’s classroom?

15 Think about Tom’s day. What do Tom and you have in common? Use
details from the story to support your thinking.
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
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 Reading 2nd & 3rd
ESOL Assessment
Animals
Directions: The Reading assessment can be administered to a group.

Reading
• Tell students to read the information at the top of the page and then answer the questions.
• Check in with students. If students miss more than two questions for any level stop the
assessment.
• The students’ level is the one in which they miss fewer than two questions.
• The reading passage is the same for levels 4 and 5.

Answer Key
1) 2
2) 1
3) 3
4) 2
5) 2
6) 3
7) 3
8) 1
9) Answers may vary.
10) 1
11) 3
12) 2
13) 3
14) 3
15) Answers may vary.

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Name:____________________________________

Reading Level 1 2nd/3rd Reading Assessment Animals

Some animals live in trees.

Some animals such as fish, live in the

ocean.

Some animals live in caves.

Directions: Find the picture that matches the sentence.

1. Animals live in trees.

2. Fish live in the ocean.

3. Animals can live in a cave.

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 2nd/3rd Reading Assessment Animals
Reading Level 2

Animals need to eat food to survive. Some animals eat only plants such as
grass, fruit, or nuts. Some animals eat only meat. Animals that eat meat
might need to hunt so that they can catch the meat. It is hard work for
animals to hunt for food. Other animals eat both plants and meat.

Plant eaters are Meat eaters are Animals that eat meat and
called herbivores. called carnivores. plants are called omnivores.

4. It is _______ for animals to hunt for food.

easy
hard
running

5. Animals that eat only plants can eat ________.

birds
fruit
deer

6. Animals that eat meat might need to ________ for food.

sleep
play
hunt
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 2nd/3rd Reading Assessment Animals
Reading Level 3

Some animals live in the wild and others live in a zoo. Animals need food, shelter, and
water no matter where they live.

Animals that live in a zoo are given food and water each day. Some animals
that live in the zoo have inside and outside homes. Zoo animals have a
habitat that is made just for them. People watch animals at the zoo.

Animals that live in the wild do not know what will happen each day. A zookeeper helps
. Wild animals need to hunt or look for food. They zoo animals stay
. need to find a safe place to sleep. Wild animals safe and healthy.
. need to protect themselves from other animals
. that might try and eat them. Each day is
. a new adventure for a wild animal.
In the wild animals can travel many miles.

7. Animals that live in the zoo are given ________ and _________.
milk and toys
berries and money
food and water
8. Animals that live in the wild
might have a day when they do not have any food to eat
take a walk on a leash
are given a bath each day

9. What is different about the animals that live in the zoom compared with the animals that
live in the wild?
Use information from the text for your answer.
Animals in the Zoo Wild Animals

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 2nd/3rd Reading Assessment Animals
Reading Level 4
Animals live around the world. Animals that live in the wild need to adapt
to their surroundings. Animals adapt in many ways. The color of an animals’ skin or fur
is one way that they adapt.
Polar bears have white fur that camouflages them from the snow. Some
monkeys have an adaptation that makes their tail act like another hand. It can grip
trees as the monkey climbs. Animals that live in hot climates need to adapt to survive in
the heat. A camels’ fur is think, this makes shade for the camel. Camels are also able
to go a long time without drinking water. They do not lose much water even when it is
very hot outside.
If an animal does not adapt to its environment it will not survive. Over time
that animal may become extinct.

Camels have many adaptations that A polar bears’ white fur helps them
help them survive in hot climates. blend in with the snow around them.

10. The main idea of this article is:

animals adapt to their surroundings
animals live in different countries
camels like to live where it is hot

11. Which detail would fit in with the topic of this article?
Dogs make good pets because you can take them for walks.
Pizza is the best food to eat for dinner. It is simple to make.
A poison dart frog has brightly colored skin. This adaptation warns other animals.

12. What adaptation does a polar bear have because it lives in an environment with snow?
A bear can have white, brown, or black fur.
The color of its fur is white.
It catches fish from the water.
 2nd/3rd Reading Assessment Animals
Reading Level 5

13. In the passage, it says: “If an animal does not adapt to its environment it will not
survive. Over time that animal may become extinct. ” What best describes the word
extinct in this context?
larger
running
nonexistent

14. In the passage it says: “Some monkeys have an adaptation that makes their tail act like
another hand. It can grip trees as the monkey climbs.” What does the word “grip” mean
in this context?
part of a monkey
help to ride a bike
hold on to

15 In this passage, the author described some animal adaptations. Do you think it is easy
or difficult for animals to survive in the wild? Use details from the text to support your
answer.
______________________________________________________________________

______________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

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 Reading 1st & 2nd
ESOL Assessment
Life Cycles
Directions: The Reading assessment can be administered to a group. There are separate assessments for
students in first and second grade. The same answer key applies to both assessments.

Reading
• Tell students to read the information at the top of the page and then answer the questions.
• Check in with students. If students miss more than two questions for any level stop the
assessment.
• Two levels of the assessment are included; a basic one that is designed for
• first grade, and a more challenging one for second grade.

Answer Key
1) 1
2) 2
3) 1
4) 1
5) 2
6) 3
7) 1
8) 2
9) 3
10) 1
11) 3
12) The frog lays eggs.
13) 2
14) 2
15) Answers may vary

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Name:____________________________________

Reading Level 1 1st Reading Assessment Animal Life Cycles

Animals

butterfly dog fox

frog chicken cat

Directions: Find the word that matches the picture.

1.

dog butterfly bear

2.

chicken frog bat

3.
fox hen cat

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 1st Reading Assessment Animal Life Cycles
Reading Level 2

A Butterfly Life Cycle

Butterflies lay eggs

on a leaf.
Chickens lay eggs
in a nest. Frogs lay many eggs
in the water.

4. Where do butterflies lay their eggs?

On a leaf. In the water. In the grass.

5. Where do chickens lay their eggs?

On a leaf In a nest In the water

6. How many eggs do frogs lay?

only one in the water many

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 1st Reading Assessment Animal Life Cycles
Reading Level 3

Plants and animals

both have life
cycles. A cycle
keeps going in a
circle.

A plant life cycle starts An animal life cycle can

with seeds. start with an egg.

7. What is the first step of a plant life cycle?

seeds flowers a caterpillar

8. What is the first step of an animal life cycle?

flowers an adult an egg

9. Flowers are part of what life cycle?

a chicken a butterfly a tree

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 1st Reading Assessment Animal Life Cycles
Reading Level 4

1. A frog
2. They 3. The
lays eggs.
hatch into tadpole 4. The
a tadpole. grows legs. tadpole can 5. Now it is
sit up but still an adult
has a tail. frog.

10. What happens after the tadpole grows legs?

It can sit up. It becomes an adult. It lays eggs.

11. What happens before the frog is an adult?

It is green. The frog lays eggs. It can sit up.

12. What most likely happens after the frog is an adult?

___________________________________________________________________________________

___________________________________________________________________________________

___________________________________________________________________________________

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 1st Reading Assessment Animal Life Cycles
Reading Level 5

First, the hen lays an egg. First, the butterfly lays many eggs.
Then, she sits on the egg. Then, a caterpillar comes out.
After that the egg cracks. Next, it spins a cocoon.
Then, the baby chick comes out. Then, the cocoon opens.
Lastly, the baby grows into a chicken. Finally, a butterfly comes out.

13. What is similar between a chicken’s life cycle and a butterfly’s life cycle?
It lives in the water.
Both animals lay eggs.
Both animals eat leaves.
14. What is different between a chicken’s life cycle and a butterfly’s life cycle?
Butterflies can fly.
Most of the time chickens lay one egg and butterflies lay many eggs.
Most of the time chickens and butterflies have babies.
15. Tell what is the same and different between the chicken’s and the butterfly’s life cycles.
Chicken Butterfly

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Name:____________________________________

Reading Level 1 2nd Reading Assessment Animal Life Cycles

Animal Life Cycles

This is a butterfly.
This is a chicken.

This is a frog.

Directions: Find the sentence that matches the picture.

1.

This is a butterfly. This is a caterpillar. This is a bat.

2.

This is a dog. This is a chicken. This is a cat.

3.
This is a frog. This is a cat. This is a fox.
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 2nd Reading Assessment Animal Life Cycles
Reading Level 2

Animal Life Cycles

A caterpillar turns
Chickens lay eggs Frogs lay many eggs
into a butterfly.
in a nest. in the water.

The mother sits on

Butterflies lay eggs the egg to keep it The eggs hatch into
on a leaf. warm. tadpoles.

4. Where do butterflies lay their eggs?

On a leaf. In the water. In the grass.

5. What do mother chickens do to keep the egg warm?

Roll it Sit on it In a nest

6. How many eggs do frogs lay?

only one in the water many

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 2nd Reading Assessment Animal Life Cycles
Reading Level 3

Plant and Animal Life Cycles

Plants and animals

both have life
cycles. A cycle
keeps going in a
First, a plant life cycle starts circle.
with seeds. Then, the seeds
First, an animal life cycle can
grow into a tree. Next,
start with an egg. Then, the
the tree gets buds. Then, it egg hatches. It grows up into
grows a flower. Last, the a chicken. Finally, a chicken
apple fruit grows. lays a new egg.

7. What is the first step of a plant life cycle?

seeds flowers a caterpillar

8. What is the last step of an animal life cycle?

flowers an adult an egg

9. What is the same about a plant and animal life cycle?

They both have seeds. a butterfly They are both

a cycle.

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 2nd Reading Assessment Animal Life Cycles
Reading Level 4

A frog changes during its life cycle. First, a frog lays eggs. Then, they
hatch into tadpoles. Tadpoles swim in the water. Next, the tadpoles grow
legs. It is starting to look more like a frog. After that the tadpole can sit
up. Finally, it becomes an adult frog.

10. What happens after the tadpole grows legs?

It can sit up. It becomes an adult. It lays eggs.

11. What happens before the frog is an adult?

It is green. The frog lays eggs. It can sit up.

12. What most likely happens after the frog is an adult?

___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________

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 2nd Reading Assessment Animal Life Cycles
Reading Level 5

First, the hen lays an egg. Then, she sits on

the egg to keep it warm. It takes about a
month for the egg to grow. After that the
egg begins to crack. The chick hatches out of
the egg. Last, the baby grows into a chicken.

First, the butterfly lays many eggs. Then, a caterpillar

comes out. The caterpillar eats plants such as leaves.
Next, it spins a chrysalis. The caterpillar stays in the
chrysalis for about two months. Then, the chrysalis
opens. Finally, a butterfly comes out.
13. What is similar between a chicken’s life cycle and a butterfly’s life cycle?

It lives in the water.

Both animals lay eggs.
Both animals eat leaves.
What is different between a chicken’s life cycle and a butterfly’s life cycle?
Butterflies can fly.
Most of the time chickens lay one egg and butterflies lay many eggs.
Most of the time chickens and butterflies have babies.
15. Tell what is the same and different between the chicken’s and the butterfly’s life cycles.
Chicken Butterfly

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 Reading 1st
ESOL Assessments- Reading
The Environment
Directions: The assessment can be administered to a group.

Reading
• Tell students to read the information at the top of the page and then answer the questions.
• If they need assistance, read the directions to students for level one.
• Check in with students. If students miss more than two questions for any level stop the
assessment.
• Students’ level would be the last level if they are able to successfully answer at least two questions.

Reading Answer Key

1) 2
2) 2
3) 1
4) 2
5) 1
6) 2
7) 1
8) 2
9) 1
10) 3
11) 2
12) Answers may vary
13) 3
14) 1
15) 2

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Name:____________________________________
1st Reading Assessment The Environment
Reading Level 1

I can see many things outside.

I can see an apple. I can see paper.

I can see a can. I can see a bag.

Directions: Find the sentence that matches the picture.

1.

I can see a bag. I can see paper. I can see an apple .

2.

I can see a bag. I can see a can. I can see the cat .

3.

I can see a bag. I can see paper. I can see the tree.
1
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 1st Reading Assessment The Environment

Reading Level 2

Today is Monday. The playground is not clean.

Ben can see an apple under the slide. Liz can see paper in the grass.

Tom can see the can on the swing. Ron can see a big bag.

Directions: Find the sentence that matches the picture.

4.Where is the paper?

In the bag. In the grass. On the swing.

5. Who can see the can?

Tom Ben Ron

6. When is the playground not clean?

Tuesday Monday Friday
2
 1st Reading Assessment The Environment
Reading Level 3

You can recycle many things. Recycling makes old things new.

7. You can recycle paper. Many things are made out of paper. A book, a
newspaper, and a magazine are all made out of paper.
What is something that you can recycle?
newspaper apple core banana peel

8. You can recycle plastic. Many things are made out of plastic. A bottle, a jug,
and a container are all made out of plastic.
What is something that is made of plastic?

box water bottle fruit can

9. You can recycle metal. Many things are made out of metal. A hubcap and a
can are both made out of metal.
What is something that is made out of metal?

Fruit can paper soap container

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 1st Reading Assessment The Environment

Reading Level 4

You can recycle many things. Recycling makes old things new.
When you recycle something do not put it into the trashcan.
When you want to recycle something put it into a recycle bin. You
cannot put food into a recycling bin. recycle bin

You can reuse many things. When you reuse something that
means that you use it again. If you want to reuse something then
do not put it into the trashcan. A jar with pencils.

When you recycle and reuse things then you put less into the
trash. This helps keep the earth clean. This helps to make less
trash.
earth

10. Why should people recycle and reuse things?

To make more money. To win a prize. To help keep the earth clean.

11. What cannot go into a recycling bin?

An old newspaper. An old banana. A clean bottle.

12. How can you reuse a box?

You can reuse a box by…__________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
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 1st Reading Assessment The Environment

Reading Level 5

Some things are the same about a newspaper and paper. Both of them are
made out of materials that come from a tree. There are things that are different
about them also. You can recycle a newspaper. You cannot recycle a pizza box
because it has food in it.

13. What is similar about a newspaper and a pizza box?

Both can be recycled. Both are fun to read. Both come from trees.

14. What is different about a newspaper and a pizza box?.

A newspaper can be A newspaper can be A pizza box is made
recycled but a pizza big but a pizza box from a tree but a
box cannot. cannot. newspaper is not.

Some things are the same about a can of food and a banana. Both of them
have something you can eat inside of it. There are some things that are different
about them. You can recycle the food can if it is washed out. You cannot recycle
a banana peel.

15. What is similar about a food can and a banana peel?

Both can be recycled. Both have food inside.. Both taste good.

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 Writing 1st
ESOL Assessment
Animal Food Chain
Directions: The Writing assessment can be administered to a group.

Writing
• Show students the story planning sheet.
• Read the teacher script describing the pictures. Show the writing page.
• Read the writing prompt and word bank to students. Tell students they should write about the
animal food chain. The first page is a graphic organizer with a word bank for students to
generate ideas. Lower students may only complete this page. The second page gives more
space for students to write a sequenced response of what happens in the animal food chain.
• After student have finish writing, score using the WIDA writing rubric.

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 1st Writing Assessment Animal Food Chain

Today you are going to write about an animal food chain. A food
chain tells what plants or animals eat or are eaten by. A plant or
animal can be a part of more than one food chain. This is one
example of an animal food chain:

In this example the grasshopper eats the grass. Then, a frog eats the
grasshopper. Next, a snake eats the frog. Finally, a bird eats the
snake. The grass is at the bottom of the food chain so there is a lot
of it. The bird is at the top of the food chain so there are not many
of them.

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 1st Writing Assessment Animal Food Chain

Today you are going to write about an animal food chain. A food
chain tells what plants or animals different animals eat or are eaten
by. A plant or animal can be a part of more than one food chain.
This is one example of an animal food chain:

In this example the grasshopper eats the grass. Then a frog eats the
grasshopper. Next a snake eats the frog. Finally a bird eats the
snake. The grass is at the bottom of the food chain so there is a lot
of it. The bird is at the top of the food chain so there are not many
of them.

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 1st Writing Assessment Animal Food Chain
Name:________________________________ Date:__________________
Writing about an animal food chain
Directions: Write what you see in each picture.
Word Bank: grass grasshopper frog snake bird
first next then last

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 1st Writing Assessment Animal Food Chain
Name:________________________________ Date:__________________

Writing about an animal food chain

Directions: Write about the animal food chain.

____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
________________________________________________________________________
____________________________________________________________________________
__________________________________________________________________________
____________________________________________________________________________
__________________________________________________________________________
____________________________________________________________________________
__________________________________________________________________________
____________________________________________________________________________
__________________________________________________________________________
___________________________________________________________________________

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 Writing 1st
ESOL Assessment
A Party
Directions: The Writing assessment can be administered to a group.

Writing
• Show students the pictures on the graphic organizers. Have them talk about story ideas.
• Read the words in the word bank.
• Read the directions on the final writing page.
• Have students complete the graphic organizer planning page and then the writing prompt.
• After student finish their writing, score using the WIDA writing rubric.
Name:______________________________________ Date:_________________

Graphic Organizer: A Party

Directions: Write what you see in each picture.
Word Bank: balloon gift candles open
Name:______________________________________ Date:_________________

A Party
Directions: The kids are having a party. Write a story about what
happens. Include a beginning, middle, and end.
Word Bank: balloon gift candles open
first next then last

___________________________________________
___________________________________________
___________________________________________
___________________________________________
___________________________________________
___________________________________________
___________________________________________
___________________________________________
___________________________________________
___________________________________________
___________________________________________
___________________________________________
___________________________________________
___________________________________________
___________________________________________
___________________________________________
 Writing 1st
ESOL Assessment
School Days
Teacher Directions: The Reading assessment can be administered to a group.

Writing
•Read the writing prompt and word bank words (or pictures) to students. Give them a chance to talk about
their ideas.
•Read the prompts on the graphic organizer.
•Have volunteers share ideas for their writing.
•Read the directions on the final writing page.
•One set of graphic organizer has a word bank while the other has pictures but no words.
•After student finish their writing, score using the WIDA writing rubric.

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Name:____________________ Date:_________
Graphic Organizer: My School Day
Word Bank

reading writing math

backpack lunch playground teacher

What do you do in the morning?

What do you do in the afternoon?

What do you do at the end of the day?

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Name:____________________ Date:_________
Graphic Organizer: My School Day

What do you do in the morning?

What do you do in the afternoon?

What do you do at the end of the day?

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Name:______________________________ Date:_____________

Writing: My School Day

Write about your school day. Don’t forget to say what happens first, next,
then, and last. When you finish check your writing.
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
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 Writing 2nd & 3rd
ESOL Assessment
Animals
Directions: The Writing assessment can be administered to a group.

Writing
• Read the writing prompt and word bank words to students.
• Have volunteers share ideas for their writing.
• Have students complete the graphic organizer to plan their ideas.
• Then have them complete the writing prompt.
• After student finish writing, score using the WIDA writing rubric.

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 Animals in the Winter: Writing
Teacher Script
You are going to write about how animals survive during the wintertime.
You can choose any animal that you would like to write about. Here are
some examples of how animals survive during the wintertime.

Some birds migrate during the winter. Squirrels get ready for winter in the fall.
Other birds stay where it is cold and They bury nuts and then hunt for them
hunt for food. during the wintertime.

Bears hibernate during the wintertime.

Mice hunt for food during the winter. They sleep for most of the winter. They
They look for seeds and other small do not eat food when they are
things to eat. hibernating.

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 Animals in the Winter: Writing
Teacher Script
You are going to write about how animals survive during the wintertime.
You can choose any animal that you would like to write about. Here are
some examples of how animals survive during the wintertime.

Some birds migrate during the winter. Squirrels get ready for winter in the fall.
Other birds stay where it is cold and They bury nuts and then hunt for them
hunt for food. during the wintertime.

Bears hibernate during the wintertime.

Mice hunt for food during the winter. They sleep for most of the winter. They
They look for seeds and other small do not eat food when they are
things to eat. hibernating.

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Name:____________________ Date:_________
Graphic Organizer: Animals in the Winter
Word Bank: bird bear squirrel
hunt sleep migrate
hibernate dig freezing
Where does the animal go in the winter?

What does the animal eat in the winter?

What does the animal do in the winter?

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 Name:________________________ Date:_____________
Animals in the Winter

Directions: Write about how animals survive during the winter. Give as
many details as you can.
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