Levels can do, typical errors, useful scaffolds

What they can do
Communicate through gestures pointing or single words
Rely heavily on visuals and context

Entering Level 1

Typical errors
Use of L1 or nonverbal communication memorized chunks if anything
Comprehension depends on support

Entering ELL Level 1

Most useful scaffolds
Visuals realia gestures modeling
Total Physical Response TPR
Yes no or pointing responses
Labeled images and word picture matching
👉 Goal build basic comprehension and initial vocabulary

Entering ELL Level 1

What they can do
Understand and produce phrases and simple sentences
Participate with structured support

Emerging ELL Level 2

Typical errors
Omitted words articles verbs
Limited sentence structure
Heavy reliance on memorized patterns

Emerging ELL Level 2

Most useful scaffolds
Matching labeling sorting activities
Sentence frames very simple
Choral response and repetition
👉 Goal move from words → simple sentences

Emerging ELL Level 2

What they can do
Understand main ideas and some details in grade level content with support
Speak and write in simple sentences and some connected sentences
Participate in discussions with structured support
Use general academic vocabulary not consistently precise

Transitioning ELL

Typical errors
Grammar inconsistent verb tense subject verb agreement
Sentence structure repetitive or basic patterns
Word choice imprecise or incorrect academic vocabulary
Language transfer from L1 word order missing articles etc
👉 Key idea meaning is usually clear but language is not fully accurate or complex

Transitioning ELL

Most useful scaffolds
Sentence frames and starters to extend language
Graphic organizers to structure ideas
Modeling plus think alouds
Partner group discussion with roles
Word banks with academic vocabulary
👉 Goal move from simple → more complex and precise language

Transitioning ELL

What they can do
Understand most grade level content with minimal support
Speak and write in connected sentences and paragraphs
Use academic vocabulary across content areas
Participate in discussions with increasing independence

Expanding ELL

Typical errors
More subtle grammar issues complex structures clauses
Word nuance errors close but not exact vocabulary
Awkward phrasing rather than incorrect meaning
Occasional issues with idioms or discipline specific language
👉 Key idea language is functional and mostly accurate but not yet fully native like

Expanding ELL

Most useful scaffolds
Models of strong academic writing/speaking
Feedback on precision and complexity (not basics)
Opportunities for extended discourse (debate and explanation)
Text-based discussion and evidence use
Refinement of vocabulary and syntax
👉 Goal: move from functional → precise and flexible academic language

Expanding ELL