What they can do, typical errors, most useful scaffolds by level

Communicate through gestures, pointing or single words

Entering Level 1 - what they can do

Omit words, articles, verbs systematically and in a way that can obscure meaning

Emerging ELL Level 2 - typical errors

Participate (vs contribute) in discussions with structured support

Transitioning ELL 3 - what they can do

Partner group discussion with roles

Transitioning ELL Level 3 - most useful scaffolds

Limited and simple sentence structure, no connected sentences

Emerging ELL Level 2 - typical errors

Grammar inconsistent: verb tense, subject-verb agreement

Transitioning ELL Level 3 - typical errors

Models of strong academic writing/speaking

Expanding ELL Level 4 - most useful scaffolds

Understand most grade level content with minimal support

Expanding ELL Level 4 - what they can do

Opportunities for extended discourse (debate and explanation)

Expanding ELL Level 4 - most useful scaffolds

Need graphic organizers to structure ideas

Transitioning ELL Level 3 - most useful scaffolds

👉 Key idea meaning is usually clear but language is not fully accurate or complex

Transitioning ELL Level 3 - typical errors - key idea

Sentence frames - very simple

Emerging ELL Level 2 - most useful scaffolds

Heavy reliance on memorized patterns

Emerging ELL Level 2 - typical errors

👉 Goal build basic comprehension and initial vocabulary

Entering ELL Level 1 - most useful scaffolds - key idea

Basic comprehension depends on support

Entering ELL Level 1 - typical errors

Word choice imprecise or incorrect academic vocabulary

Transitioning ELL Level 3 - typical errors/limitations

Feedback on precision and complexity (not basics)

Expanding ELL Level 4 - most useful scaffolds

Choral response and repetition

Emerging ELL Level 2 - most useful scaffolds

Benefit from support to participate in class discussion but don’t need it

Expanding ELL Level 4 - what they can do

Speak and write in connected sentences and paragraphs

Expanding ELL Level 4 - what they can do

More subtle grammar issues, complex structures and clauses

Expanding ELL Level 4 - typical errors/limitations

Language transfer from L1 word order missing articles etc

Transitioning ELL Level 3 - typical errors/limitations

Rely heavily on visuals and context

Entering Level 1 - what they can do 

Use academic vocabulary across content areas

Expanding ELL Level 4 - what they can do

Speak and write in simple sentences and some connected sentences

Transitioning ELL Level 3 - what they can do 

Memorized chunks - not manipulable

Entering ELL Level 1 - what they can do

Visuals and context are essential

Entering ELL Level 1

Use of L1, memorized chunks or nonverbal communication

Entering ELL Level 1 - typical errors/limitations

Sentence structure repetitive or basic patterns

Transitioning ELL Level 3 - typical errors/limitations

👉 Goal: move from words → simple sentences

Emerging ELL Level 2

Matching labeling sorting activities

Emerging ELL Level 2 - most useful scaffolds

Models of strong academic writing/speaking

Expanding ELL Level 4 - most useful scaffolds

Use general academic vocabulary but it’s not consistently precise

Transitioning ELL Level 3 - what they can do 

Understand main ideas and some details in grade level content with support

Transitioning ELL Level 3 - what they can do 

Sentence frames and starters to extend language

Transitioning ELL Level 3 - most useful scaffolds

Occasional issues with idioms or discipline-specific language

Expanding ELL Level 4 - typical errors/limitations

Total Physical Response TPR

Entering ELL Level 1 - most useful scaffolds

Limited sentence structure

Emerging ELL Level 2 - typical errors/limitations

👉 Goal move from words → simple sentences

Emerging ELL Level 2 - most useful scaffolds - goal

Contribute/react (vs respond/participate) with structured support

Emerging ELL Level 2 - what they can do 

Opportunities for extended discourse (debate and explanation)

Expanding ELL Level 4 - most useful scaffolds

Labeled images and word-picture matching

Entering ELL Level 1 - most useful scaffolds

Yes, no or pointing responses

Entering ELL Level 1 - most useful scaffolds

Refinement of vocabulary and syntax

Expanding ELL Level 4 - most useful scaffolds

Word banks with academic vocabulary

Transitioning ELL Level 3 - most useful scaffolds

Awkward phrasing rather than incorrect meaning

Expanding ELL Level 4 - typical errors/limitations

👉 Goal move from simple academic → more complex and precise language

Transitioning ELL Level 3 - most useful scaffolds - goal

Understand and produce phrases and simple sentences

Emerging ELL Level 2 - what they can do 

Visuals, realia, gestures, modeling

Entering ELL Level 1 - most useful scaffolds

Word nuance errors close but not exact vocabulary

Expanding ELL Level 4 - typical errors/limitations

Text-based discussion and evidence use (supported by prompts, expectations (e.g., cite evidence), sentence frames, modeling, text annotations or guiding questions)

Expanding ELL Level 4 - most useful scaffolds

Modeling plus think alouds

Transitioning ELL Level 3 - most useful scaffolds

👉 Key idea language is functional and mostly accurate but not yet fully native like

Expanding ELL Level 4 - typical errors/limitations - key idea

👉 Goal: move from functional → precise and flexible academic language

Expanding ELL Level 4 - most useful scaffolds - goal

Repetitive/basic sentence structure

Transitioning ELL Level 3 - what they can do

Limited sentence structure

Emerging ELL Level 2 - what they can do