The document provides a matrix that outlines 5 levels of support for developing secondary written language skills. It describes the characteristics of vocabulary, organization, verb usage, sentence structure, and form at each level from very limited skills to mastery of specialized academic vocabulary and styles.

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