1. Secondary Written Language Matrix
SUPPORT LEVEL 1 2 3 4 5
Vocabulary & - very little vocabulary - uses simple words to convey an idea - uses some specialized vocabulary - use of vocabulary approaching - is able to use specialized academic
Idiomatic Forms - usually limited to topics of personal - limited range but makes incorrect word choices that of L1 in context-embedded vocabulary
(expressions & information - beginning to use idiomatic forms, compositions - has mastered a limited number of
two-word verbs) - very limited English (essentially but often incorrectly - starting to use idiomatic forms idiomatic forms
translation) correctly
Organization & - no organization or development - considerable effort required (on part of - loosely organized - learning to clearly state and - ideas clearly stated and supported
Development of - not enough to evaluate teacher) to comprehend - starting to use North American support ideas - can usually choose an effective
Paragraphs and - lacks logical sequencing paragraph organization style (topic - employs paragraph organization organization style for the topic
Essays - little development of topic sentence/body/conclusion) (topic sentence/body/
- few main points - main ideas clear but lack conclusion)
- inadequate detail supporting - becoming confident in expository
ideas essay style
Verbs (including - very limited use of verb tense - limited use of tense - problems in tense consistency may - uses a wider variety of tenses/ - becoming more spontaneous in
gerunds/ - many agreement errors - mistakes in agreement obscure meaning gerunds/infinitives often correctly use of complex verb forms
infinitives) - tense errors obscure meaning make comprehension difficult - modals/present perfect/past - still makes occasional verb errors
- simple present/present continuous/ perfect attempted with many errors
past/future used - gerunds/infinitives used
- over-generalizations with regular/ inconsistently
irregular verbs in past tense - still makes verb agreement errors
Sentence - words missing - short sentences with sentence - using complex sentences, but - using complex sentences - uses more complex sentences
Structure - ranges from non-sentences to simple patterns developing with frequent errors with some errors with fewer structural errors
sentences, but patterns not established - use of coordination (and/or/but), but - using subordination (because/ - uses more subordinate forms - word meanings not obscured
(s/v/obj) little use of subordination (because/ although/etc.), but often incorrectly correctly
- meaning is obscure or difficult to grasp after/when) - meaning is not always clear on - meaning is occasionally
- words still missing, the first reading obscured
especially prepositions, articles
- meaning not always clear because of
frequent errors
Form - writing is dominated by spelling - frequent spelling errors - some errors in spelling - very few spelling errors in - spelling and punctuation matches
errors - punctuation and capitalization - basic punctuation is usually correct common that of L1 writers
- little or no attempt at punctuation errors - usually recognizes sentence words - occasional misuse of articles and
and/or capitalization - difficulty recognizing sentence boundaries - uses all types of punctuation prepositions
- not enough work to evaluate boundaries (run-ons and sentence - inconsistent use of articles and - articles usually used correctly
fragments) prepositions
- beginning to use articles, with
frequent errors
- errors often make meaning unclear