STUDENT NAME: ________________________ ID # _____________ SCHOOL: _____________________
ELL Teacher: ____________________________ Classroom Teacher: ______________________________
Iowa ELDA Standards Record Sheet for Grades 1-2
READING
SKILL
I-ELDA
Item #
Has skill of letter recognition AND letter-sound
correspondence
R01
Recognizes sounds and combinations of sounds
R02
Not
Yet=0
1
2
3
Upper/Lower case
(13+)
Upper/Lower
case (20+)
Upper/Lower case
(all 26)
All of #1 plus
long vowels,
initial blends,
rhyming words
All of #1 & #2 +
initial digraphs,
vowels +r,
variant vowels
Prefixes, suffixes,
root words, syntax,
& common patterns
(Consistently)
Initial, ending,
short vowels,
word families
R03
Uses
word/spelling
patterns
Prefixes, suffixes,
root words,
syntax &
common patterns
(Some words)
R04
Limited # of Basic
Many, but not all
Wide range
R05
No self-monitoring
Some
self-monitoring
Self-monitors
consistently
R06
At least 2
At least 3
At least 4
R07
At least 2
At least 3
At least 4
R08
Uses 1 skill
Uses 2 skills
Uses 3 skills
R09
With low accuracy
or consistency
With developing
accuracy
With high accuracy
and consistency
R10
1-step
2-steps
3 or more steps
R11
1 story element
2 story elements
3 or more
R12
1 strategy
2 strategies
3 or more
R13
In simple
sentences
In a short to
medium text
In a variety of texts
R14
In simple
sentences
In a short to
medium text
In a variety of texts
Recognizes high frequency words and common word
families (listed)
Recognizes high frequency contractions
Demonstrates fluency reading orally
READING
Identifies parts of a book
Uses pre-reading and reading strategies (predicting,
graphic organizers, setting a purpose)
Uses strategies to read unfamiliar words
Identifies & uses: Synonyms/Antonyms
Prefixes/Suffixes, Homophones/Homographs
Reads and follows directions to complete a simple task
Identifies story elements (characters, setting,
sequence, plot, theme)
Uses various strategies to construct meaning
(See list of examples)
Recognizes cause and effect
Recognizes problem and solution
WRITING
SKILL
I-ELDA
Item #
Not
Yet=0
1
2
3
W01
Draws pictures or
dictates to teacher
Uses key words
Independently uses
key words and/or
phrases
W02
Labels picture
One sentence about
the picture
Sentences about
the picture
W03
Uses pictures, letter,
or dictates
Words or phrases
Sentences and/or
paragraphs
W04
Pictures revised
with prompting
Written revisions
done with support
Written revisions
done with
model/ rubric
W05
Attempts
Done with support
Done independently
W06
Uses a model
Done with support
Done independently
W07
Name
#1+ To begin
sentence
#1 + #2 +
Proper nouns
W08
Phonetic attempts
Some words
correctly spelled,
plus phonetic
attempts
Grade appropriate
words correct
W09
Few simple words
Corrects spelling
with teacher support
Corrects spelling
independently
Generates ideas before writing
Writes to convey ideas or stories
Writes a variety of text types
(narrative, descriptive, poem, or letter)
WRITING
Revises writing with a model or rubric
Edits for complete sentences
Prints upper-case and lower-case letters and spaces
words correctly
Capitalizes letters appropriately
Spells grade appropriate words correctly
Uses resources to find correct spelling
LISTENING
SKILL
I-ELDA
Item #
Not
Yet=0
1
2
3
L01
1-step
2-steps
3 or more steps
L02
Yes / No questions
WH questions (=Who,
What, When, Where)
How & Why questions
L03
Short conversation,
familiar topic
Longer conversation,
familiar topic
Longer conversation,
Unfamiliar topic
L04
Short conversation,
familiar topic
Longer conversation,
familiar topic
Longer conversation,
Unfamiliar topic
Has difficulty
responding; relies on
gestures or facial
expressions
Responds with limited
repetitions; Rephrasing
necessary
Responds appropriately
in a variety of settings
Has difficulty responding
even with frequent
repetitions and visual
support
Responds with limited
repetitions; Rephrasing
necessary
Shows after listening to:
A simple direction
Shows after listening to:
A short story
Follows simple directions in sequence
Responds to questions
LISTENING
Identify MAIN POINTS from spoken language
(with/ without visual support)
Identify DETAILS from spoken language
(with/without visuals)
Understands social language at school
(i.e., conversations)
L05
Understands content-specific school vocabulary
(An academic content area)
L06
Responds appropriately;
Verbally or non-verbally
Demonstrates understanding of spoken
language by drawing conclusions, making
generalizations, or making predictions
L07
Shows after listening to:
A complex long story or
conversation
SPEAKING
SKILL
I-ELDA
Item #
Not
Yet=0
1
2
3
S01
One word or phrase
Conveys meaning but
not grammatically
correct
Grammatically
correct
S02
Common chunks
Routine use of simple,
repetitive phrases;
Not always correct
Appropriately uses
formulaic sentences
S03
1-2 words
Phrases or simple
sentences
Answers
appropriately with
more details
S04
1-2 word utterances
Phrases or simple
sentences
Complete sentences
S05
1-2 words
Phrases or simple
sentences
Complete cohesive
sentences
S06
1-2 words
Phrases or simple
sentences
Complete cohesive
sentences
S07
1-2 word responses
Short phrases and
simple sentences
Complex sentences
S08
1-2 words
Short phrases and
simple sentences
Complete sentences
with examples
Asks a simple question
Uses formulaic “language chunks” (greetings, slang,
routine responses)
Responds appropriately to questions
SPEAKING
Retells a story, describes familiar events
Gives directions and/or instructions
Clarifies and supports ideas when responding to
questions
Conveys thoughts on implied meanings of written or
spoken English
Uses language to justify, organize, agree, and disagree
*Teachers are required to assess English Language Learners yearly using an English language proficiency assessment. The state of Iowa’s
assessment is called the Iowa-ELDA (Iowa English Language Development Assessment). This document is intended as a support for teachers
who will be completing the Iowa-ELDA inventories in the spring for their 1st and 2nd grade English Language Learners.
As you will notice when reviewing this document, several connections exist to other assessments you give during the school year (assessments
such as PAT, DIBELS, CRTS, ITBS, DRA, as well as local instruments).
If you would like, keep notes about a student’s learning on this page to prepare for the Iowa-ELDA inventory. This is a tool for your reference,
but final official scoring of these criteria will be recorded on the Iowa-ELDA inventory during your district’s test window.