CELF 4 Spanish Evaluation Report Template

For example, {$student_pronoun_subjective_lowercase} described the relationship between X and Y as Z. When asked to formulate sentences using a given word or phrase to describe a picture, {$student_firstname} used appropriate vocabulary to describe the pictures. In a narrative context, {$student_pronoun_subjective_lowercase} demonstrated appropriate word use. In the area of language form, {$student_firstname} formulated sentences that included given nouns, verbs, adjectives, adverbs, conjunctive adverbs (e.g., en vez de/instead of), coordinating conjunctions (e.g., y/and), and subordinating conjunctions (e.g., mientras/while). Examples of {$student_pronoun_possessive_lowercase} sentences included… When asked to recall sentences that were read aloud {$student_firstname} was able to recall sentences that included coordinated conjunctions, subordinate clauses, relative clauses, prepositional phrases, negatives, and interrogatives.

{$student_pronoun_subjective_sentencecase} was also able to repeat passive voice sentences correctly. On a cloze task, in which the examiner started a sentence and the student was asked to finish it, {$student_firstname} was able to use a variety of word endings, including reflexive pronouns, plurals, noun derivations (e.g., nadadora/swimmer), and adjective derivations (jugoso/juicy). {$student_firstname} successfully used a variety of verb tenses on the cloze task, including the present, preterit, subjunctive, future, and conditional. In a narrative context, {$student_firstname}’s use of grammatical structures was age-appropriate.

Areas of difficulty in {$student_firstname}’s expressive language skills were noted in the following areas. In the area of content, {$student_firstname} struggled to describe the relationships between two semantically related words. For example, {$student_pronoun_subjective_lowercase} described the relationship between X and Y as Z. When asked to formulate sentences using a given word or phrase to describe a picture, {$student_firstname} had difficulty using vocabulary to appropriately describe the pictures. In a narrative context, {$student_pronoun_subjective_lowercase} demonstrated below average word use. In the area of language form, {$student_firstname} had difficulty formulating sentences that included given nouns, verbs, adjectives, adverbs, conjunctive adverbs (e.g., en vez de/instead of), coordinating conjunctions (e.g., y/and), and subordinating conjunctions (e.g., mientras/while). Examples of {$student_pronoun_possessive_lowercase} sentences included… When asked to recall sentences that were read aloud {$student_firstname} did not correctly recall sentences that included coordinated conjunctions, subordinate clauses, relative clauses, prepositional phrases, negatives, and interrogatives.

{$student_pronoun_subjective_sentencecase} also struggled to repeat passive voice sentences correctly. On a cloze task, in which the examiner started a sentence and the student was asked to finish it, {$student_firstname} had difficulty with a variety of word endings, including reflexive pronouns, plurals, noun derivations (e.g., nadadora/swimmer), and adjective derivations (jugoso/juicy). {$student_firstname} demonstrated difficulty producing verb tenses on the cloze task, including the present, preterit, subjunctive, future, and conditional. In a narrative context, {$student_firstname}’s use of grammatical structures was below average. {$student_firstname} demonstrated difficulty with basic sentences/complex sentences/passive voice sentences. {$student_firstname}’s use of morphological markers, such as verb endings and plurals was below average. {$student_firstname} demonstrated particular difficulty with article/noun agreement, verb tense, verb person, plural markers, and possessive forms.

Relative strengths in {$student_firstname}’s receptive language skills were noted in the following areas. In the area of content, {$student_firstname} identified semantically related word pairs from a field of four pictures, correctly identified ?? concepts, and successfully answered ?? “Wh-” questions. {$student_pronoun_subjective_sentencecase} also followed directions that included the concepts of inclusion and exclusion (e.g., todos los carros menos uno/all of the cars except one), location (e.g., entre/between), sequence (e.g., primero/first, ultimo/last), condition (e.g., al menos que/unless), and time (e.g., al mismo tiempo/at the same time). In the area of form, {$student_firstname} followed 1-, 2-, and 3-step directions. Additionally, {$student_firstname} demonstrated an understanding of sentences that contained negation, modifiers, prepositional phrases, indirect objects, relative clauses, subordinate clauses, and compound subjects. {$student_firstname} also understood a variety of verb tenses in sentences, including the present, imperfect, preterit, past perfect, and present progressive.

Areas of difficulty in {$student_firstname}’s receptive language skills were noted the following areas. In the area of content, {$student_firstname} demonstrated difficulty identifying semantically related word pairs from a field of four pictures, did not correctly identify ?? concepts, and was unable to answer ?? “Wh-” questions. {$student_pronoun_subjective_sentencecase} also struggled to follow directions that included the concepts of inclusion and exclusion (e.g., todos los carros menos uno/all of the cars except one), location (e.g., entre/between), sequence (e.g., primero/first, ultimo/last), condition (e.g., al menos que/unless), and time (e.g., al mismo tiempo/at the same time) In the area of form, {$student_firstname} struggled to follow 1-, 2-, and 3-step directions. Additionally, {$student_firstname} demonstrated difficulty understanding sentences that contained negation, modifiers, prepositional phrases, indirect objects, relative clauses, subordinate clauses, and compound subjects. {$student_firstname} also struggled to understand a variety of verb tenses in sentences, including the present, imperfect, preterit, past perfect, and present progressive.

Areas of difficulty in {$student_firstname}’s receptive language skills were noted the following areas. In the area of content, {$student_firstname} demonstrated difficulty identifying semantically related word pairs from a field of four pictures, did not correctly identify ?? concepts, and was unable to answer ?? “Wh-” questions. {$student_pronoun_subjective_sentencecase} also struggled to follow directions that included the concepts of inclusion and exclusion (e.g., todos los carros menos uno/all of the cars except one), location (e.g., entre/between), sequence (e.g., primero/first, ultimo/last), condition (e.g., al menos que/unless), and time (e.g., al mismo tiempo/at the same time) In the area of form, {$student_firstname} struggled to follow 1-, 2-, and 3-step directions. Additionally, {$student_firstname} demonstrated difficulty understanding sentences that contained negation, modifiers, prepositional phrases, indirect objects, relative clauses, subordinate clauses, and compound subjects. {$student_firstname} also struggled to understand a variety of verb tenses in sentences, including the present, imperfect, preterit, past perfect, and present progressive.