Kaksha 2

Age: 7-8 years

Proficiency:

Reading-

• Students are able to recognize the letters or symbols of an alphabetic or syllabic writing system or a limited number of characters in a character-based language.
• They can identify a number of highly contextualized words and phrases including cognates and borrowed words but rarely understand material that exceeds a single phrase. Reread- ing is often required.

Writing –

• Students at the Novice Mid sublevel can reproduce from memory a modest number of words and phrases in context.
• They can supply limited information on simple forms and documents, and other basic biographical information, such as names, numbers, and nationality.
• Novice Mid Students exhibit a high degree of accuracy when writing on well-practiced, familiar topics using limited formulaic language.
• With less familiar topics, there is a marked decrease in accuracy; Errors in spelling or in the representation of symbols may be frequent.
• There is little evidence of functional writing skills.
• At this level, the writing may be difficult to understand even by those accustomed to non-native writers.

Speaking –

• Students at the Novice Mid sub level communicate minimally by using a number of isolated words and memorized phrases limited by the particular context in which the language has been learned.
• When responding to direct questions, they may say only two or three words at a time or give an occasional stock answer.
• They pause frequently as they search for simple vocabulary or attempt to recycle their own and their interlocutor’s words.
• Students may be understood with difficulty even by sympathetic interlocutors accustomed to dealing with non-natives.
• When called on to handle topics and perform functions associated with the Intermediate level, they frequently resort to repetition, words from their native language, or silence.

Listening –

• At the Novice Mid sub level, students can recognize and begin to understand a number of high- frequency, highly contextualized words and phrases including aural cognates and borrowed words.

Typically, they understand little more than one phrase at a time, and repetition may be required.