English Language Learners in second through 12th grade who are labeled "Beginner" either cannot read or understand English, or they have a very limited ability to do so. In academic and social situations, these students are sometimes able to understand or read words that they have recently heard or memorized, or those that are used commonly or often. They understand some of the writing that can be found in their environment, such as signs and labels, and can sometimes recognize simple words that can be illustrated with pictures. These students rely heavily on visuals to support their ability to recall words. If they are able to read, they do so slowly and with little comprehension, as their decoding skills are minimal.
Younger ELLs in kindergarten through first grade cannot understand what has been read to them unless the stories include images that illustrate what is happening in the story. The differences in sounds between their primary language and English make it difficult for them to decode grade-level words and texts.
Intermediate ELLs in second through 12th grade read and understand more words than beginners. These words are mostly those used often in social and academic situations. They read and understand new vocabulary better than beginners, and their understanding of these words is deeper. They can memorize both the pronunciation and meaning of academic vocabulary words and can follow as the English language is spoken in both conversational and academic settings. Where beginners read one word at a time with little or no comprehension, intermediate ELLs can read phrases and can understand simple sentences as they read. They still read slowly, and they still rely on visuals to support their understanding of what they read. These students will often struggle with independent reading assignments and textbooks that are written on their grade level. They can, however, demonstrate basic comprehension skills when reading selections that have been adapted for second-language learners.
Intermediate ELLs in kindergarten and first grade can understand stories read to them better than beginners, especially if these stories are about topics that are familiar to the student or that follow a common storyline, or if the sentence structures in the story are simple. They rely on illustrations to support their understanding.
Advanced ELLs in second through 12th grade can read and understand grade-level texts that have been accommodated for students whose primary language is not English. With support, they can read and comprehend new academic and social vocabulary, but they still struggle with less frequently used words. While intermediate ELLs tend to understand only the literal meaning of words, advanced ELLs comprehend non-literal meanings of words, and they understand that some words have multiple meanings. Their reading speed is faster and better paced than intermediate ELLs, and they depend less on illustrations for understanding. Advanced ELLs demonstrate both basic and some higher-level comprehension of grade-level texts, especially when these texts are accommodated for second language learners.
Younger advanced ELLs in kindergarten and first grade demonstrate similar comprehension skills as older ELLs when stories are read aloud to them. They can read and understand basic English words, especially those that are used frequently in conversation. Their ability to decode while reading grade-level texts is more advanced than their intermediate and beginner peers, especially when the texts have been accommodated for second language learners.
ELLs labeled "Advanced High" have reading abilities close to those of their peers whose primary language is English. These ELLs still need some second language acquisition support when reading grade-level texts, but they demonstrate better comprehension skills than those labeled as "Advanced." Unlike lower-level ELLs, these students can read grade-level texts with expression and at a speed comparable to their non-ELL peers. They understand what they read, but might still require assistance with uncommon words.
Younger ELLs who are labeled "Advanced High" understand both the main message and supporting details of stories that are read to them in English. They recognize commonly used words, can decode new words and can understand grade-level texts similar to those students who are not ELLs.