Children's Classes

The student is at an initial stage of exposure to the Portuguese language. They understand very simple words and expressions, mainly with visual or gestural support, and have difficulty identifying the topic or main information. Oral interaction is very limited, relying on isolated words or basic expressions to meet immediate needs. Written production is limited to single words or very simple sentences, with frequent grammatical errors and strong influence from their first language. Vocabulary is limited and repetitive, requiring ongoing support for communication.

The student demonstrates gradual development of language skills. They understand simple words and expressions in familiar contexts and can partially identify the topic and content with support. They interact in everyday situations using short sentences and common expressions, although they require their communication partner to speak slowly and clearly. They produce very simple texts that convey overall meaning, despite frequent spelling and grammatical errors. Vocabulary is simple and functional, with occasional reliance on their first language.

The student is able to understand and use familiar words and very simple expressions in everyday situations, identifying the topic and main information with visual support. They interact in a simple way in daily contexts, using very basic sentences to communicate essential needs. They produce short sentences that convey overall meaning, partially addressing the topic and required text type, despite frequent spelling and grammatical errors. Vocabulary is limited but sufficient to communicate the essential message, with influence from their first language.

The student understands common words, phrases, and expressions related to personal, school, and everyday topics. They can locate and understand simple information in interactions and short texts, and participate in basic exchanges and short discussions with support. They interact with greater independence, asking for and providing information about themselves and others, and describing simple experiences and events. They produce simple, understandable texts with reasonable grammatical accuracy, despite some vocabulary limitations and influence from their first language.

The student understands the main points of spoken and written texts on school-related, civic, and personal interest topics. They interact independently in familiar communication contexts, describing experiences and expressing opinions, wishes, and feelings in a clear and organized manner. They produce simple, coherent, and cohesive texts using appropriate and fairly varied vocabulary. They demonstrate a good command of common grammatical structures, communicating clearly despite minor errors that do not interfere with understanding.