speak framework

Speak So Others Can Understand Framework

OREGON ADULT BASIC SKILLS Learning Standards Project

August 2010

Oregon Department of Community Colleges and Workforce Development

Table of Contents

Introduction ...... 1

Elements of the Framework

Learning Standard ..... 9

Level Descriptions (Cross-Level Matrix) ..... 10

Benchmarks/Sub-Benchmarks (Cross-Level Matrix) .... 14

Key References...... 30

Appendices

Appendix A Single-Level Views ....... 34

Appendix B Glossary .... 73

Appendix C Correspondence of Learning Standard Levels

and Standardized Test Scores ...... 81

Acknowledgements ...... 82

Oregon ABS Speak So Others Can Understand Framework, August 2010 1

Speak So Others Can Understand Framework: Introduction

In order to realize a consistent set of expectations and understandings about teaching and learning in Oregon's Adult Basic Skills (ABS) programs, instructors, administrators, professional developers, and State leadership collaborated to develop and pilot Learning Standards for the state. In April 2010, the Oregon Council of Adult Basic Skills Development adopted Learning Standards that reflect a common vision of what adults need to know and be able to do in the areas of reading, speaking, listening, and math in order to carry out their life goals and purposes. The "Vision for the Oregon ABS Learning Standards," which guides this initiative, is presented below and outlines the role of the ABS Learning Standards in supporting practitioners in their ongoing work to create a responsive, accountable, and adult-focused system.

Each of the states ABS Learning Standards is presented through a Learning Standards Framework, which provides detailed information for the performance levels defined by the National Reporting System1, as well as any additional levels needed for transition into postsecondary education and training. This document presents the Framework for the Learning Standard Speak So Others Can Understand.

Elements of the Learning Standard Framework

The Speak So Others Can Understand (SSOCU) Framework was developed primarily by and for practitioners of English for Speakers of Other Languages (ESOL), but is intended for use in Adult Basic Education (ABE) and Adult Secondary Education (ASE) as well. It was created to support adults effective use of oral skills in family, community, school, and work contexts, with an eye toward preparing upper level students to succeed in post-secondary settings. Levels 7 and 8 focus, in particular, on the oral skills that native and non-native English speakers need for successful transition to college and/or occupational training programs.

In developing the Learning Standard Framework, practitioners attended to four core criteria: 1) maintaining a focus on adults, 2) drawing from research to describe the development of knowledge, skills, and strategies across levels, 3) being as clear as possible and providing supports for the reader (e.g., examples, definitions, etc.), and 4) formatting the document in a way that permits flexible use in integrated, multi-level, and single-level classrooms. This section explains how the elements comprising the Framework reflect these core criteria.

Introduction to the Speak So Others Can Understand Framework

Vision for the Oregon ABS Learning Standards

(revised August 2010)

The Oregon Adult Basic Skills Learning Standards support students in developing the knowledge and skills they need to achieve their goals as family members, workers, community members, and lifelong learners. The Learning Standards and their corresponding frameworks are accessible and practical tools used by teachers, program administrators, professional developers, and State leadership.

Each Learning Standard Framework supports learning by providing:

An articulation of key sets of knowledge and skills which are transferable to post-secondary education/training, employment, family self-sufficiency, civic participation, and lifelong learning

A clearly-delineated continuum of skill development that guides goal-setting, curriculum, instruction, assessment, and accountability

A focus for instruction and formal and informal assessment, to supplement the State-approved standardized assessments (i.e., CASAS, BEST Plus, GED)

Consistency in expectations across programs for learners who transfer between institutions

The Learning Standard Frameworks build the Oregon ABS system by:

Supporting student transition to post-secondary education/training and work

Supporting program efforts in course development or revision as part of college institutional effectiveness goals and individual program goals

Providing a common language for the system to talk about teaching and learning

Providing the basis for statewide professional development grounded in research and best practice

1 The National Reporting System (NRS) is the outcome-based reporting system for state-administered, federally-funded adult education programs. One of the primary outcomes sought is student progress in moving up through the NRS-defined Educational Functioning Levels.

2 Oregon ABS Speak So Others Can Understand Framework, August 2010


The Speak So Others Can Understand Framework is organized into eight performance levels, each containing the following elements:

Learning Standard

Level Description Benchmarks/Sub-Benchmarks, organized by Strands

Learning Standard The Learning Standard is a global statement of what learners at any level should be able to do, related to speaking. Drawing from cognitive science research and the field research/work of Equipped for the Future (see Key References), the Learning Standard describes a problem-solving process adults use when they engage in speaking tasks for authentic purposes, such as explaining car problems to a mechanic, asking for help with a work task, leaving a message on voicemail, conveying that they dont understand something, or giving a presentation in class about a controversial topic. The Learning Standard for speaking is presented in the box below:

Each bullet in the Standard is called a component of the Standard, or component, and describes one important aspect of the problem-solving process. The components are not numbered because they are not always used sequentially; individuals move back and forth among components as they use their skills to carry out real activities. The Standard is reiterated throughout the document as a reminder to keep the focus on speaking for meaningful adult purposes and to engage students in applying the full problem-solving process.

Level Descriptions The Level Descriptions for SSOCUs eight performance levels draw from the research (see Key References) to describe what independent adult performance of the Learning Standard looks like when exiting each level. Although people at every level use a similar problem-solving process to speak so others can understand, they draw upon a broadening base of knowledge, skills, and strategies as they move up the levels. In addition, the range of situations in which they can use that process, and their level of independence and fluency, also increase. The Level Descriptions support instructors in identifying speaking tasks which will provide an appropriate amount of challenge to learners at particular levels. The Level Descriptions may also be used to guide placement and to develop or select informal and formal assessments. An example of a Level Description is provided on the following page:

Learning Standard: Speak So Others Can Understand (SSOCU)2

Adult learners speak so others can understand for a variety of purposes, integrating their knowledge, skills, and strategies in the following process:

Determine the purpose for speaking

Organize information to effectively serve the purpose, context, and listener

Convey information, paying attention to the conventions of oral English communication, including grammar, word choice, pronunciation, register, pace, and gesture in order to minimize barriers to listeners comprehension

Use strategies to monitor whether or not the speaking purpose has been met

2The Learning Standard has been adapted from Equipped for the Futures Content Standard Speak So Others Can Understand (http://eff.cls.utk.edu/fundamentals/

standard_speak_understand.htm). For more information about EFF, see http://eff.cls.utk.edu.



EXAMPLE: Level 3 Level Description

Benchmarks/Sub-Benchmarks Informed by research and best practice (see Key References), the Benchmarks provide information about the specific knowledge, skills, and strategies learners draw from to perform the Learning Standard as described in the Level Description for that level, or to lay the foundation for performance at higher levels. As illustrated in the example below, Sub-Benchmarks are more explicit examples of the sub-skills/strategies that comprise a Benchmark.

EXAMPLE: Level 4 Benchmark and Its Sub-Benchmarks

Together, Benchmarks and Sub-Benchmarks can be used by teachers as objectives for instruction. The primary instructional focus should be the Benchmarks, using the Sub-Benchmarks to identify and practice specific sub-skills that would help learners with the broader Benchmarks. It is important to remember that the list of Sub-Benchmarks is not all-inclusive, and it is possible that learners may require instruction in a sub-skill that is not mentioned in order to achieve the performance described by the Benchmark.

Benchmark Sub-Benchmark

S4E4 Produce stress, intona-tion, and rhythm of common spoken English.

a. Use English intonation patterns and pauses in statements, questions, imperatives, and exclamations

b. Repeat multisyllabic words with stress on the correct syllable

c. Select the appropriate words to carry the stress within a sentence

Adult learners exiting this level can independently speak so others can understand...

Short, simple sentences on familiar topics and brief conversations which are expansions of familiar phrases and exchanges

Respond using learned phrases to an oral interview about some general personal information

Participate in simple and straightforward social conversations on predictable and familiar topics

Give simple directions to a coworker on what needs to be done

Place an order for several food items in a restaurant

Describe a few basic symptoms to a doctor

Ask questions to get help filling out a form (e.g., obtaining a library card)

Leave a short message over the phone

In common, face-to-face situations with familiar listeners, using visual cues and frequent opportunities to repeat or seek listener feedback

In simple, somewhat structured tasks

With effort and slow but generally comprehensible speech, some control of basic grammar, and reliance on memorized chunks of language

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The next sub-sections overview key information about how the Benchmarks/Sub-Benchmarks are organized:

Strands: The Speak So Others Can Understand Benchmarks are clustered into four Strands to help practitioners easily find specific Benchmarks of interest. Speakers integrate knowledge from all of these Strands when they use their skill in real situations. The Benchmark/Sub-Benchmarks on the previous page come from the How English Works strand.

As seen in the table below, the Strands that organize the Speak So Others Can Understand Benchmarks/Sub-Benchmarks are parallel in name, number, and content to those in the Listen Actively Framework. Since the two skills are used in tandem and are often interwoven (for instance, both a speaker and a listener need to monitor whether the listener has understood), it makes sense for many speaking and listening Strands to be taught in relationship to one another. The Strands have been intentionally organized for easy referencing and movement back and forth between the two Frameworks.

Notation: Each Benchmark is notated by indicating the Learning Standard (a letter), the level (a number), the Strand (a letter), and the placement of the Benchmark in the Strand (a number). Therefore, for S3E2: S=Speak, 3=Level 3, E=How English Works, and 2=the 2nd benchmark in that Strand.

The Benchmarks have been constructed so that each one addresses the same content in every level. For example, P2 is about drawing on prior knowledge in order to prepare for speaking tasks at each level; E3 addresses the use of word knowledge to develop a vocabulary that expands as one moves up the levels. The Sub-Benchmarks add lowercase letters to the Benchmark notation. See the example below:

EXAMPLE: Level 4 Benchmarks/Sub-Benchmarks in the Lifelong Applications Strand

NOTE: Whereas the Benchmark notation is consistent from level to level, the use of lower-case letters associated with specific content in the Sub-Benchmarks is not. For instance, b at Level 3 may not be talking about the same sort of information as b at Level 4.

Benchmarks Sub-Benchmarks

Strand: Lifelong Applications (A)

S4A1 Carry out language func-tions that involve a variety of short interactions.

a. Give brief explanations (e.g., of symptoms, abilities, events)

b. Request assistance

c. Register a complaint

d. Relate a sequence of events or multi-step instructions

e. Express sympathy

S4A2 Use several strategies to reinforce and continue to independently develop speak-ing skills.

a. Speak to unfamiliar, interested listeners (e.g., merchants; school staff)

b. Use language references such as an English dictionary

c. Read aloud to practice forming English sounds, words, and sentences

d. Practice pronunciation by forming English sounds in front of a mirror

e. Set long- and short-term learning goals

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Listen Actively Strands Speak So Others Can Understand Strands

Preparing to Listen (P)

How English Works (E)

Comprehending Meaning (M)

Lifelong Applications (A)

Preparing to Speak (P)

How English Works (E)

Conveying Meaning (M)

Lifelong Applications (A)



Progression across Levels: Similar concepts, skills, and strategies are found in Benchmarks and Sub-Benchmarks across multiple levels; however, differences in the examples provided will mark (perhaps subtly) important changes in the range or complexity of what is being described. Concepts, skills, and strategies that are mentioned at a lower level but not at higher levels are assumed to be mastered by most learners performing at those higher levels. If gaps in those areas are noted and are affecting performance of the Benchmark, instruction should be provided.

Considerations

The Role of Content Knowledge: Most adult students need ongoing development in a range of knowledge areas (e.g., science, government, work culture, etc.) that are not identified in the Learning Standard Framework but which provide important contexts for skill development and application. This knowledge is identified and developed through initiatives such as Oregon Pathways to Adult Basic Skills (OPABS), the Ocean Sciences and Math Collaborative, EL/Civics, and class-negotiated themes.

Learners with Disabilities: The Learning Standard Framework describes what students need to know and be able to do at each level. The Learning Standard, Level Descriptions, and Benchmarks/Sub-Benchmarks apply to all students except when the nature of a disability directly affects the students capacity to perform in a specific area. In other cases, learners have the ability to perform in a specific area but may need accommodations either in how they are instructed or how they are assessed in order to develop and demonstrate their skills. Programs need to consider carefully how best to use the Learning Standard Framework equitably with students with disabilities without sacrificing rigor and opportunity to learn.

Organization of the Document

This document presents the elements of the Framework (Learning Standard, Level Descriptions, Benchmarks/Sub-Benchmarks) in two formats: cross-level matrices and single-level views. In the cross-level matrices, each Framework element is presented separately, with one matrix showing all the Level Descriptions across the eight levels and then another matrix showing all the Benchmarks/Sub-Benchmarks across the eight levels. The purpose of this format is to enable practitioners to track the development of a particular aspect over multiple levels and to support instructors who teach in multi-level settings. In the single-level views (Appendix A), all the elements for a level are lifted from the matrices and pulled together by level.

Although this view may be preferred by teachers in single-level classes, it should be used in conjunction with the cross-level matrix, since students will have strengths and gaps across the Benchmarks. Instructors should not assume that students are working at the same level for all the Benchmarks. For instance, a student who has lived in this country for many years may have strong (Level 6) cultural knowledge but struggle with English grammar and vocabulary. In order to help this student continue to develop as an English speaker, the teacher may need to work with this student on some of the How English Works Benchmarks at Levels 4 and 5. In essence, the cross-level matrix will help instructors identify which concepts, skills, and strategiesfrom whichever levelstudents need to develop in order to keep progressing as speakers.

Since one of the purposes of the Learning Standards is to build a common language and understanding related to a subject area, a Glossary (Appendix B) has been developed to clearly state how particular terms used in the Framework are defined. Finally, Appendix C presents a table showing the correspondences provided by the National Reporting System for BEST Plus scores/SPL levels and each of the eight performance levels addressed by the Framework.

A Final Word

The Learning Standard Framework is designed to be used flexibly by experienced and new practitioners alike to meet the diverse needs of students throughout Oregon. By maintaining a focus on adult contexts, research-based skill development, clarity, and usability, this Framework is a vital tool for the continuous improvement of the field and its service to ABS learners.

Speak So Others Can Understand Framework: Elements

Elements of the Framework: Speak So Others Can Understand Learning Standard

Level Descriptions & Examples (cross-level matrix)

Benchmarks/Sub-benchmarks (cross-level matrix)

Speak So Others Can Understand Framework: Learning Standard


Learning Standard: Speak So Others Can Understand

Adult learners speak so others can understand for a variety of

purposes, integrating their knowledge, skills, and strategies in the

following process:


Organize information to effectively serve the purpose, context,

and listener

Convey information, paying attention to the conventions of

oral English communication, including grammar, word choice,

pronunciation, register, pace, and gesture in order to minimize

barriers to listeners comprehension

Use strategies to monitor whether or not the speaking purpose

has been met

Speak So Others Can Understand Framework: Level Descriptions


Level 1 Beginning ESL Literacy

Level 2 Low Beginning ESL

Level 3 High Beginning ESL

Level 4 Low Intermediate ESL

Adult learners exiting each level can independently speak so others can understand...

Highly relevant words, phrases, statements, questions, and high frequency commands

Highly relevant words, phrases, statements, questions, and high frequency commands

Short, simple sentences on familiar topics and brief conversations which are expansions of familiar phrases and exchanges

Key information in simple conversations and short narrative explanations or descriptions on familiar topics

In familiar, face-to-face situations with familiar, supportive listeners, using visual aids, non-verbal cues, and immediate feedback from listeners (gestures, expressions) In simple highly-structured tasks

In familiar, face-to-face situations with familiar, supportive listeners, using visual aids, non-verbal cues, and immediate feedback from listeners (gestures, expressions) In simple highly-structured tasks

In common, face-to-face situations with familiar listeners, using visual cues and frequent opportunities to repeat or seek listener feedback In simple, somewhat structured tasks

In a range of common situations with familiar and unfamiliar listeners, relying on regular listener feedback and confirmation of understanding In somewhat unstructured tasks

With considerable effort, frequent hesitation and inaccuracies in pronunciation and grammar

With considerable effort, frequent hesitation and inaccuracies in pronunciation and grammar

With effort and slow but generally comprehensible speech, some control of basic grammar, and reliance on memorized chunks of language

With some hesitation and varied ease, accuracy, and control of basic grammar and pronunciation, and reliance on general vocabulary

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Level 5 High Intermediate ESL

Level 6 Advanced ESL

Level 7 Beginning Transition

Level 8 Transition

Adult learners exiting each level can independently speak so others can understand...

Main ideas and related details in moderate-length conversations, instructions, or narratives about general interest topics

Detailed meaning in extended conversations, narratives, and short prepared presentations about concrete and some abstract topics, using broad vocabulary and detail

Literal and implied meaning in extended conversations, group discussions, and presentations about concrete and abstract topics using topic-specific vocabulary, varied sentences, and appropriate intonation

Precise meaning in clearly organized, cohesive presentations or discussions which may require analysis of ideas, defense of a point, or response to questions, using some specialized vocabulary, complex sentences, and appropriate intonation

In familiar and some unfamiliar social, community, work, and academic contexts, using supports such as guided practice, feedback from listeners, and opportunities to clarify or rephrase In somewhat complex and unstructured tasks

In varied social, community, work, and academic contexts, using supports such as notes and graphic organizers, and with opportunities for feedback from listeners to clarify or adjust speech In somewhat complex and unstructured tasks

In formal and informal social, community, work, and academic contexts when provided minimal support, with listeners/audiences that may not be familiar, and with limited opportunities for direct listener feedback or clarification of intended meaning In complex and unstructured tasks

In formal and informal social, community, work, and academic contexts where communication may be through media with few or no opportunities for direct listener feedback and with minimal support In complex and unstructured tasks

With growing confidence and varied ease, accuracy, and control of grammar and vocabulary

Comfortably, at near-natural pace but with occasional pronunciation, word choice, or grammatical errors

Comfortably, with natural pace and good control of vocabulary and grammar although there may be inaccuracies in pronunciation or the use of complex grammar

Comfortably, with natural pace, good control of grammar, and a broad vocabulary although there may be lingering difficulty pronouncing some sounds







The following examples are representative of what a student exiting each level can do:

Provide an address to someone taking you home

Ask a school official about the pick-up time for a child

Convey to someone asking for directions that you dont speak English

Ask how much an item costs

Greet familiar people (e.g., co-workers; classmates; etc.) in a familiar setting

Give short answers about personal information (e.g., name; address; phone number; etc.) in response to simple, learned questions

Identify self and leave a short, simple (e.g., learned and rehearsed) message with a receptionist

Ask for simple, specific information (e.g., the cost of an item in a store)

Ask for help lifting or moving a heavy object

Express lack of understanding and ask for repetition, such as with the secretary in an adult education program

Respond using learned phrases to an oral interview about some general personal information

Participate in simple and straightforward social conversations on predictable and familiar topics

Give simple directions to a coworker on what needs to be done

Place an order for several food items in a restaurant

Describe a few basic symptoms to a doctor

Ask questions to get help filling out a form (e.g., obtaining a library card)

Leave a short message over the phone

Call a supervisor to report an on-the-job problem

Describe a character from a movie to a fellow student

Formally welcome a visitor to the workplace or classroom

Respond to questions about experience and qualifications in a job interview

Explain simple work rules and procedures to a new worker

Tell a mechanic what is wrong with a car

Use voice tools to record and send a speech sample to an instructor for evaluation

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Level 8 Transition

The following examples are representative of what a student exiting each level can do:

Give a short speech to the class about a childhood memory

Give clear instructions on how to do a task, such as how to build a fence

Make relevant and well-timed contributions during an informal meeting to plan a class trip

Summarize and describe ones opinion after reading a short fictional excerpt

Ask a salesperson questions about a product to help decide whether or not to buy it

Provide input to a group of classmates planning a project

Describe in detail a childs illness or ailment to a doctor

Ask a police officer questions to understand why you were stopped for a traffic violation

Describe the process that is used to prepare a favorite food

Explain to a supervisor that a late arrival at work was due to a family emergency

Give information about a child to his/her teacher

Describe the main ideas and issues presented in a newspaper article or textbook

Express an opinion or point of view about a controversial topic in a discussion with familiar people, such as classmates or coworkers

Phone an instructor or doctors office to change an appointment

Deliver a moderate-length presentation on a researched topic and respond to questions about it

Contribute to a discussion with a teacher about a childs performance or behavior

Give detailed directions to a specific location

Participate actively in a workplace problem-solving meeting

Explain underlying meanings in an article

Provide justification for why a refund should be made for a purchase being returned

Discuss an essay or other assignment with an instructor

Discuss various majors and their requirements with an academic counselor

Phone a service provider to ask about charges on a bill

Articulate a clear position in a short debate on an assigned topic

Address supervisor concerns in an annual work performance review

Ask follow-up questions at a community meeting with local leaders

Participate in a discussion of treatment options with a doctor

Discuss steps for transitioning to post-secondary coursework with an academic advisor

Discuss financial aid options with personnel in that office

Accomplish a task involving complicated phone tree options


Speak So Others Can Understand Framework: Benchmarks/Sub-Benchmarks





Strand: Preparing to Speak (P)

S1P1 Recognize the speaking purpose in a particular situation.


S3P1 Determine own purpose for speaking in a particular situation.

S4P1 Determine own purpose for speaking as well as the purpose of the listener(s) in a particular situation.

a. Recognize information or needs to be conveyed


a. Clarify own specific purpose for speaking (e.g., to give information; ask for help)

a. Clarify own purpose for speaking, whether general (to inform, request, complain) or specific (to find a location, make friends with a co-worker)

b. Predict main purpose of the listener (e.g., to get specific information; to resolve a dispute)

S1P2 Draw on prior knowledge about language, culture, and context to anticipate and prepare for interactions.




a. Use prior knowledge about the setting/situation to inform what you want to say (e.g., how to make a simple purchase)

b. Build knowledge of simple non-verbal cues and common discourse patterns (by recalling or observing similar interactions)

a. Use prior knowledge about the setting/situation to inform what you want to say (e.g., not bargaining at the supermarket; saying Excuse me.)


a. Use prior knowledge about the social, cultural, and situational context to inform what you want to say (e.g., when, where, and how to chat with co-workers)

b. Compare and contrast communication norms here and in home cultures (e.g., personal space; eye contact), using observations to understand expectations of the speaker

c. Draw on prior knowledge related to personal experience and interests

a. Use prior knowledge about the social, cultural, and situational context to inform what you want to say (e.g., what to discuss at a parent-teacher conference)

b. Compare and contrast communication norms in various cultures (e.g., turn-taking; taboo topics), using observations to understand expectations of the speaker

c. Draw on prior knowledge related to personal experience and interests

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Level 8 Transition






a. Clarify own purpose(s) for speaking (e.g., to share information and persuade others to act)

b. Consider purpose of the listener(s) and how that relates to own purpose for speaking

a. Clarify own purpose(s) for speaking or for intentionally not speaking (e.g., not safe to reveal opinion to boss)

b. Consider purpose of the listener(s) and how it may differ from speaking purpose

a. Clarify and revise own purpose(s) for speaking in light of listeners needs and purposes (e.g., plan to shorten story for listener who seems distracted)

b. Consider purpose of the listener(s) and how it may differ from speaking purpose

a. Clarify own purpose(s) for speaking in the context of an assignment (e.g., explaining a project)

b. Identify how speaker might mediate the differences between the purposes of listener(s) and speaker





a. Reflect on and use prior knowledge about the social, cultural, and situational context to inform the tone and content of the communication (e.g., commenting on own work during a performance review)

b. Build and draw on specialized knowledge related to work, family, or community topics

a. Reflect on and use prior knowledge about the social, cultural, and situational context to inform the tone and content of the communication (e.g., explaining a problem without blaming your co-worker)

b. Build and draw on specialized knowledge related to work, family, or community topics

a. Reflect on and use prior knowledge about the social, cultural, and situational context to inform the tone, content, and formality of the communication (e.g., reporting a crime to the police)

b. Build and draw on academic knowledge related to the topic

a. Reflect on and use prior knowledge about the social, cultural, and situational context to inform the tone, content, and formality of the communication (e.g., discussing a poor grade with an instructor)

b. Build and draw on academic knowledge related to the topic







(cont.) Strand: Preparing to Speak (P)

S1P3 Use at least one simple planning strategy to generate and organize content of message.


S3P3 Use more than one planning strategy to generate and organize content of message.

S4P3 Use more than one planning strategy to generate and organize content of message.

a. Reflect on and draw from personal experience, needs, interests, and observations

b. Learn from others what they have said in a similar situation

c. Learn key words or phrases used in target interactions





b. Rehearse key vocabulary or phrases needed

c. Role play the anticipated interaction

d. Use freewriting, journaling, listing, or brainstorming to clarify thoughts


b. Determine relevant content for addressing speaking purpose

c. Rehearse vocabulary or phrases needed

d. Use discussion, freewriting, journaling, listing, or brainstorming to clarify thoughts

e. Use graphic organizer or notes to organize thoughts (e.g., a mind map)

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Level 8 Transition

(cont.) Strand: Preparing to Speak (P)

S5P3 Use a variety of planning strategies to generate and organize content of message.

S6P3 Use a variety of planning strategies to generate and organize content of message.

S7P3 Choose among a variety of planning strategies to generate and organize content of message.

S8P3 Choose among a variety of planning strategies to generate and organize content of message.


b. Determine relevant content for addressing speaking purpose (include details and examples)

c. Use notes as memory aid (e.g., questions to ask; list of things to say)

d. Use discussion, freewriting, journaling, or brainstorming to clarify thoughts

e. Use graphic organizer or notes to organize thoughts (e.g., answers to a list of questions; a timeline)

f. Consider how the listener may react to the ideas presented


b. Determine relevant content for addressing speaking purpose (include sufficient specific and relevant facts and examples to support ideas) and organize in a way that will aid listener comprehension (e.g., chronologically; by comparison/contrast)

c. Consider alternative perspectives and sources of information (e.g., readings; varied media sources; peers)


e. Use graphic organizer or notes to organize thoughts (e.g., a Venn diagram)

f. Consider how the listener(s) may react to the ideas presented

g. Determine style and level of formality appropriate for the situation


b. Determine relevant content for addressing speaking purpose (include sufficient specific and relevant facts, valid reasons, concrete details, and examples to support a thesis)

c. Consider alternative perspectives and information


e. Use graphic organizer or notes to organize thoughts (e.g., a flow chart; compare/contrast chart)

f. Anticipate questions or concerns that listener(s) may have


h. Check information


b. Determine relevant content for addressing speaking purpose (include sufficient specific and relevant facts, valid reasons, concrete details, and examples to support a relatively complicated thesis)

c. Seek out alternative perspectives and information

d. Use freewriting, journaling, or brainstorming to clarify thoughts

e. Use graphic organizer or notes to organize thoughts (e.g., an outline)

f. Anticipate questions or concerns that listener(s) may have


h. Discuss and analyze ideas with others







Strand: How English Works (E)

S1E1 Apply knowledge of basic grammar and common usage.



S4E1 Apply knowledge of basic and some complex grammar and common usage.

a. Use a few basic elements of English grammar (e.g., simple present tense; plural nouns; subject pronouns) as modeled

b. Produce simple statements, commands, and questions as modeled

c. Produce simple English word order patterns as modeled

a. Use a few basic elements of English grammar (e.g., simple present tense; plural nouns; subject pronouns)

b. Formulate and respond to simple statements, commands, and questions, using learned phrases and basic verbs (e.g., I have two children; Where do you live?; Help me.)

c. Produce simple English word order patterns

a. Use basic grammar structures and parts of speech (e.g., question formation; negation; simple tenses; prepositions; possessives)

b. Construct simple sentences, questions, and polite commands

a. Begin to use irregular and complex grammar structures (e.g., irregular past; present perfect; modals; conjunctions)

b. Construct and use simple and compound sentences (e.g., connected with and, but, or so), choosing the appropriate conjunctions

c. Use verb tenses accurately to describe events in the past and plans for the future

S1E2 Use strategies to build and apply vocabulary related to immediate needs.

S2E2 Use strategies to build and apply vocabulary related to personal experience and needs.

S3E2 Use strategies to build and apply vocabulary related to topics of interest and daily demands.

S4E2 Use strategies to build and apply vocabulary related to varied topics and contexts.

a. Learn and use words to describe basic needs (e.g., simple warnings; objects and activities of daily life)

b. Use one or two simple suffixes (e.g., the plural -s) to form words

a. Learn and use words to describe basic needs (e.g., likes; wants; objects; activities of daily life)

b. Use understanding of a few simple suffixes (e.g., negative contractions) to form words

a. Learn and draw from vocabulary to conduct simple daily interactions of home, school, work, and community

b. Use understanding of simple prefixes and suffixes (e.g., un-; -ing; -ed) to form words

c. Identify useful cognates from the native language (e.g., mama, education, intelligent)

a. Learn and draw from vocabulary to express meaning in more than one way (e.g., little/small)

b. Use understanding of a range of common prefixes and suffixes (e.g., dis-; re-; -ful; in-) to convey intended meaning.

c. Use some common idioms (e.g., Got it, Wait up)

d. Begin to recognize areas of linguistic interference from first language (e.g., Spanish speakers use of too much vs. so much)

e. Use common phrasal verbs and collocations (e.g., look for; go away; fast food)

f. Distinguish and use commonly confused verbs (do and make; say and tell; bring and take)

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Level 8 Transition


S5E1 Apply knowledge of basic and complex grammar and common usage.

S6E1 Apply knowledge of complex grammar and common/uncommon usage.

S7E1 Apply knowledge of complex grammar and common/uncommon/formal usage.

S8E1 Apply knowledge of complex grammar and common/uncommon/formal usage.

a. Use some complex grammar structures (e.g., present perfect; conditionals; adverbial clauses; gerunds and infinitives)

b. Use complex sentences (e.g., using dependent clauses connected by when, after, before, while, because, if) to construct messages

c. Connect a series of sentences (simple and or compound) to form a coherent message

d. Make grammar choices that show awareness of differences in meaning (e.g., past vs. present perfect)

a. Use complex grammar structures (e.g., reported speech; perfect tenses; conditionals; adjective clauses)

b. Use a variety of sentence types, including compound and complex sentences, to construct messages

c. Connect a series of sentences, including simple and compound sentences, to make a coherent extended narrative or expository presentation

d. Make grammar choices that show awareness of differences in meaning (e.g., use of past modals)

a. Use complex grammar structures (e.g., perfect continuous tense; passive constructions; embedded questions; relative clauses) and make grammar choices appropriate to purpose and formality of the task

b. Use a variety of sentence types (including compound and complex sentences, embedded questions, relative clauses, direct and indirect questions, etc.)

c. Make grammar choices that reflect nuances or shades of meaning

d. Use appropriate standard or colloquial grammar in a variety of contexts

a. Use complex grammar structures (e.g., passive constructions; subjunctive tense; pronoun references) to support comprehension

b. Use a variety of sentence types

c. Make grammar choices that reflect nuances or shades of meaning

d. Use appropriate standard or colloquial grammar in a variety of contexts

S5E2 Use strategies to build and apply vocabulary that allows communication of detail.

S6E2 Use strategies to build and apply vocabulary that allows communication of detail and precise meaning.

S7E2 Use strategies to build and apply vocabulary that includes some words needed for specialized, abstract, and/or academic topics.

S8E2 Use strategies to build and apply vocabulary that includes words needed for specialized, abstract, and/or academic topics.

a. Learn and draw from vocabulary to express specific meaning (e.g., rain vs. shower vs. drizzle)

b. Use understanding of word morphology (prefixes, roots, and suffixes) to build vocabulary (e.g., pre-, joy, vis, -ible, -ion)

c. Use some common slang, idioms and colloquialisms (e.g., Im fried; yall)

d. Use common reduced speech (e.g., wanna; gonna) in appropriate contexts

e. Use understanding of cognates from first language to build vocabulary (e.g., votar/vote)

a. Select and use vocabulary to convey precise thoughts and express shades of meaning (e.g., smell vs. scent; I should go vs. I have to go.)

b. Use understanding of word morphology (prefixes, roots, and suffixes) to build vocabulary (e.g., anti-, form, -ness)

c. Use common slang, idioms and colloquialisms appropriately (e.g., Gimme a break; Get over it; In your face)

d. Use vocabulary learned through reading or discussion

e. Use common false cognates correctly (e.g., embarrassed)

a. Select and use vocabulary to convey precise thoughts and express shades of meaning (e.g., imply vs. infer)

b. Use prefixes and suffixes to build words that express abstract concepts (e.g., -cracy; -ism)

c. Use slang, idioms and colloquialisms appropriately (e.g., cut to the chase, go out on a limb)

d. Use vocabulary learned through reading, lectures, or media

e. Use vocabulary learned from the Academic Word List (AWL)

a. Select and use vocabulary specific to the topic or the field of study

b. Use slang, idioms, and colloquialisms appropriately

c. Incorporate vocabulary learned through reading, lectures, or media



Level 1

Beginning ESL Literacy

Level 2

Low Beginning ESL

Level 3

High Beginning ESL

Level 4

Low Intermediate ESL

(cont.) Strand: How English Works (E)

S1E3 Repeat the sound patterns of English as modeled.

S2E3 Produce the sound patterns of English as modeled.

S3E3 Produce understandable English words and phrases.

S4E3 Produce understandable English and identify pronunciation problems.

a. Repeat consonant and vowel sounds

b. Repeat words and short phrases clearly

a. Pronounce vowels, consonant blends (e.g., br, sp, cl, nd, sk) and digraphs (e.g., ch, sh, th, wh) in familiar words.

b. Produce understandable common words and phrases

a. Pronounce familiar words with vowel diphthongs (e.g., au, ow, oy) and two and three letter consonant blends (e.g., str, spl, thr, rst) in familiar words

b. Reproduce final -s sounds: /s/, /z/, and /Iz/

c. Produce final -ed sounds: /t/, /d/, and /Id/

d. Pronounce contractions and common linked sounds as modeled (e.g., He is here./He's here.)

a. Produce contrasting phonemes needed to enhance comprehensibility (e.g., /l/ vs. /r/ or /th/ vs. /t/)

b. Correct own mispronunciation following teacher's model

c. Produce common reduced speech (wanna, gonna) and linkages (sa-yit, wha-dya)

d. Recognize own L1 interference in pronunciation

S1E4 Repeat the stress and intonation of common, familiar words, phrases, questions, and simple commands.

S2E4 Repeat the stress and intonation of common, familiar words, phrases, questions, and commands.

S3E4 Produce stress, intonation, and rhythm of common English words, phrases, and questions.

S4E4 Produce stress, intonation, and rhythm of common spoken English.

a. Produce the stress and intonation of familiar words and phrases as modeled (e.g., How much?; Student)

b. Differentiate syllable stress in numbers, days, months, etc. (e.g., MONday)

c. Produce the stress and intonation of familiar words and phrases, questions, and commands (e.g., Can I help?; Bicycle)

d. Differentiate syllable stress in numbers, days, months, etc. (e.g., FEBruary)

a. Produce the stress and intonation of common English words that are similar (e.g., THIRty and thirTEEN)

b. Recognize syllables, be able to separate words into syllables

c. Repeat rising and falling intonation patterns

d. Reproduce intonation for yes/no and WH Qs

a. Use English intonation patterns and pauses in statements, questions, imperatives, and exclamations

b. Repeat multisyllabic words with stress on the correct syllable

c. Select the appropriate words to carry the stress within a sentence

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Level 5

High Intermediate ESL

Level 6

Advanced ESL

Level 7

Beginning Transition

Level 8

Transition

(cont.) Strand: How English Works (E)

S5E3 Produce understandable English and identify pronunciation problems that interfere with communication.

S6E3 Produce understandable English and use strategies to self-correct pronunciation problems.



a. Articulate word endings to enhance comprehensibility

b. Recognize where pronunciation difficulties are interfering with effective communication

c. Use strategies to address pronunciation difficulties (e.g., repeat more slowly; remember sound by associating it with a sound in the native language)

a. Articulate word endings to enhance comprehensibility

b. Use strategies to address pronunciation difficulties (e.g., slow down before coming to difficult words)

a. Correctly pronounce commonly mispronounced words (e.g., probably; nuclear)

b. Use strategies to address pronunciation difficulties (e.g., rephrase with different vocabulary)

c. Avoid reductions and linkages for formal speaking contexts

a. Correctly pronounce commonly mispronounced words (e.g., supposedly; divisive)

b. Use strategies to address pronunciation difficulties (e.g., check the listeners comprehension of problematic words)

c. Avoid reductions and linkages for formal speaking contexts

S5E4 Use knowledge of stress, intonation, and rhythm of spoken English to communicate meaning.

S6E4 Use knowledge of stress, intonation, and rhythm of spoken English to communicate meaning.

S7E4 Use knowledge of stress, intonation, and rhythm of spoken English to convey emphasis, mood, and intention.

S8E4 Use knowledge of stress, intonation, and rhythm of spoken English to convey emphasis, mood, and intention.

a. Emphasize information and create varied meaning by shifting stress in a sentence (e.g., Where are you going? vs. Where are you going?)

b. Stress the appropriate syllable in everyday multi-syllabic words (e.g., tomorrow; family)

a. Emphasize information and create varied meaning by shifting stress in a sentence (e.g., It is imperative that you do it. vs. It is imperative that you do it.)

b. Use control of stress, rhythm, and pauses to cluster words into meaningful thought groups

c. Stress the appropriate syllable in commonly-confused, multi-syllabic words (e.g., verb is separate, noun is separate)

a. Use control of stress, rhythm, and intonation to convey nuance, emotion, and implied meaning (e.g., humor; excitement; skepticism) in a variety of situations

b. Use control of stress, rhythm, pauses, and intonation to cluster words into meaningful thought groups

c. Stress the appropriate syllable in longer, multi-syllabic words (e.g., availability)

a. Use control of stress, rhythm, and intonation to convey nuance, emotion, and implied meaning (e.g., irony; sarcasm; hyperbole) in a variety of situations

b. Use control of stress, rhythm, pauses, and intonation to cluster words into thought groups that convey emphasis and focus in academic presentations

c. Use appropriate stress in a wide range of specialized/ academic words







Strand: Conveying Meaning (M)

S1M1 Use knowledge of U.S. culture and context to select and communicate information effectively.




a. Use one or two strategies to communicate basic needs, relying heavily on non-verbal communication (e.g., gestures such as nodding or shaking head, thumbs up or down, facial expressions)

b. Observe, build and use knowledge to guide participation in daily interactions

a. Use one or two strategies to communicate basic needs, including non-verbal strategies (e.g.,gestures; appropriate personal distance)


a. Use conversation strategies to participate actively, including non-verbal strategies (e.g.,turn taking; responding to conversation openers and closers)

b. Build and use knowledge to guide participation in daily interactions (e.g., responding to phone solicitations; kinds of personal information to share with others)

c. Use basic formal and informal courtesies

a. Use conversation strategies to participate actively (e.g., interrupting politely to enter conversation)

b. Build and use knowledge to guide participation in daily interactions (e.g., appropriate expressions of impatience, annoyance)

c. Distinguish and use formal and informal language appropriately in context

d. Respond to and use basic formal and informal courtesies

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Level 8 Transition



S6M1 Use knowledge of U.S. history, culture, and context to select and communicate information effectively.



a. Use a range of conversation strategies to participate actively (e.g., entering and maintaining a conversation)

b. Build and use knowledge to guide participation in daily interactions (e.g., the role of gossip, compliments, white lies)

c. Use appropriate register in varied contexts

d. Make intentional communicative choices based on an understanding of cultural expectations

a. Select from a range of conversation strategies to participate actively (e.g., resuming after interruption; inviting responses)

b. Build and use knowledge to guide participation in daily interactions (e.g., the appropriate amount of detail to offer in a situation)

c. Employ formal and informal social courtesies, depending on social context

d. Recognize differences in and make choices about register to use in common interactions

e. Make intentional communicative choices based on an understanding of cultural and academic expectations

a. Select from a range of conversation strategies to participate actively (e.g., changing the topic; holding the floor)

b. Build and use knowledge to guide participation in daily interactions (e.g., tactfully interact around taboo subjects and language)

c. Select register, pace, and tone appropriate to the formality or seriousness of the situation and the relationship between speakers

d. Make intentional communicative choices based on an understanding of cultural and academic expectations

a. Select from a wide range of conversation strategies to participate actively (e.g., taking into account the interests of others; getting to the point directly; predicting likely questions and responses)

b. Build and use knowledge to guide participation in daily interactions (e.g., appropriate use of humor, sarcasm)

c. Use appropriate register in a range of communicative tasks, including unfamiliar, unpredictable, and uncomfortable situations

d. Make intentional communicative choices based on an understanding of cultural, professional, and academic expectations







(cont.) Strand: Conveying Meaning (M)

S1M2 Use one or two strategies to select, organize, and convey meaning.


S3M2 Use some strategies to select, organize, and convey meaning.

S4M2 Use varied strategies to select, organize, and convey meaning.

a. Imitate a very simple speech model (e.g., brief predictable exchanges such as, Whats your name?; My name is Jean.)

b. Use visual cues, body language and situational context clues

c. Convey meaning by using isolated words, memorized phrases, and some recombinations of learned words or phrases

a. Imitate a very simple speech model (brief predictable exchanges such as, Hello, how are you?; Im fine, and you?)



a. Sequence and organize thoughts clearly (e.g., with a beginning, middle, and end)


a. Organize and communicate thoughts cohesively (e.g., using sequence markers and transition words - before/now; here/there; first, then, next)

b. State main ideas clearly

c. Use clear pronoun referents

d. Recognize that the organization of information varies across cultures

e. Contribute relevant comments to conversations

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Level 8 Transition


S5M2 Choose from a range of strategies to select, organize, and convey meaning.

S6M2 Choose from a wide range of strategies to select, organize, and convey meaning.

S7M2 Organize and present ideas effectively.

S8M2 Organize and present ideas effectively.

a. Organize and communicate thoughts cohesively, using transition words and phrases (e.g., at the beginning; in addition; instead)

b. Communicate both literal and implied meaning

c. Use an outline or graphic organizer to logically arrange ideas and group them in ways that address the purpose (e.g., chronological; compare/contrast)

d. Use simple audio-visual media to enhance communication

e. Use strategies that support making a clear and credible case (e.g., provide context for the point being made; provide supporting details and examples)

f. Choose language that expresses ideas concisely, eliminating wordiness and redundancy

g. Speak with appropriate pauses and rejoinders (e.g., um; uh-huh; Lets see.)

a. Select the most important and right amount of information according to audience needs, interests, and time constraints

b. Communicate both literal and implied meaning

c. Use an outline or graphic organizer to logically arrange ideas and group them in ways that address the purpose (e.g., sequential; problem/solution; Q&A)

d. Use simple audio-visual media to enhance communication

e. Provide an effective introduction and conclusion that reinforce the focus of the presentation

f. Anticipate and address likely questions

g. Choose language that expresses ideas concisely, eliminating wordiness and reduncancy

h. Use appropriate placeholders (e.g., I mean, so) and hesitation techniques (e.g., um,uh...) while searching for appropriate language

a. Organize presentations to emphasize the purpose, citing concrete examples or arguments before abstract

b. Use an organizational pattern that enhances the appeal to the audience and is appropriate to the purpose (e.g., delivering a critique; persuasion; cause/effect)

c. Use a detailed outline or graphic organizer which signals the grouping of related ideas

d. Use varied forms of audio-visual media to enhance communication

e. Provide an effective introduction and conclusion that reinforce the focus of an academic presentation

f. Use a variety of transition strategies that signal addition of information and relationships between ideas (e.g., first; second; in addition; but; however)

g. Use figurative language, such as similes, to convey images

a. Organize presentations by breaking the topic into parts accessible to listeners, emphasizing key concepts or points, and closing with a recommendation or observation on the relevance of the subject to a wider context

b. Include abstract and theoretical ideas, valid arguments, substantive and relevant details, and sound evidence to support complex points

c. Use a detailed outline which logically arranges ideas and supports a coherent focus

d. Use varied forms of audio-visual media to enhance communication

e. Provide a coherent introduction that stimulates listener interest and a conclusion that reinforces the focus of the presentation

f. Use figurative language, such as metaphors, to convey images

g. Monitor use of informal placeholders (e.g., like) during formal presentations








S1M3 Use a one or two basic strategies to monitor and enhance listener comprehension.

S2M3 Use a few basic strategies to monitor and enhance listener comprehension.

S3M3 Use a few strategies to monitor and enhance listener comprehension.

S4M3 Use a range strategies to monitor and enhance listener comprehension.

a. Pay attention to listeners non-verbal and verbal cues (e.g., eye contact; facial expression; gesture; body language; Huh?)

b. Request feedback from listener (e.g., O.K.?)

c. Use strategies to clarify meaning (e.g., by repeating information, miming, pointing, or drawing)

a. Pay attention to listeners non-verbal and verbal cues (e.g., eye contact, facial expression; gestures; body language; I don't understand.)

b. Request feedback from listener (e.g., You understand?)

c. Use strategies to clarify meaning (e.g., by repeating information, miming, pointing, or drawing)

a. Pay attention to listeners responses and reactions to check comprehension

b. Request feedback from listener (e.g., Do you understand?)

c. Use strategies to clarify meaning (e.g., by spelling or writing words or phrases, repeating, and/or using visual aids)

a. Pay attention to listeners responses and reactions to check comprehension

b. Request feedback from listener using targeted questions (e.g., You know? Do you see?)

c. Recognize when there has been misunderstanding and correct (e.g., No, take a left, not a right.; I said a not h)

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Level 8 Transition


S5M3 Select from a range of strategies to monitor and enhance listener comprehension.

S6M3 Select from a range of strategies to monitor and enhance listener comprehension.

S7M3 Select from a wide range of strategies to monitor and enhance listener comprehension.

S8M3 Select from a wide range of strategies to monitor and enhance listener comprehension.

a. Pause at appropriate points to check understanding and assess whether listeners purpose is being met (e.g., whether theyre still interested)

b. Request feedback from listener (e.g., What do you think?; Any questions?)

c. Use strategies to clarify meaning (e.g., rephrase; restate; use circumlocution; provide an example)

d. Adjust vocabulary, pace, volume, eye contact, register or body language based on listener needs

a. Pause at appropriate points to check understanding and assess whether listeners purpose is being met (e.g., whether theyre still interested)

b. Request feedback specific to the situation or topic (e.g., Do you agree that . . . ?)

c. Use strategies to clarify meaning (e.g., provide additional or clarifying information, such as describing a job because listener doesnt understand job title)

d. Adjust vocabulary, pace, volume, eye contact, register, or body language based on listener needs

a. Pause to create opportunities for listener(s) to check their understanding

b. Request feedback specific to the situation or topic (e.g., Is that example clear?)

c. Use strategies to clarify meaning (e.g., embed definitions of specialized terms in presentations or trainings)

d. Adjust vocabulary, pace, volume, eye contact, register, or body language based on listener needs

a. Pause to create opportunities for listener(s) to check their understanding

b. Request feedback specific to the situation or topic (e.g., Is this what you wanted to know?)

c. Use strategies to clarify meaning (e.g., embed definitions of specialized terms in presentations or trainings)








S1A1 Carry out simple language functions related to basic everyday, personal interactions.


S3A1 Carry out language functions related to a variety of short everyday interactions.

S4A1 Carry out language functions that involve a variety of short interactions.

a. Ask and answer simple questions

b. Express greetings, thanks, courtesies, and states of being

c. Respond to request for basic personal information

d. Recite relevant names, numbers, and letters (address, phone, etc.) for emergencies and personal needs

a. Ask and answer simple questions

b. Request or respond to request for basic personal information

c. Give simple directions, instructions, or warnings

d. Recite relevant names, numbers, and letters (address, phone, etc.) for emergencies and personal needs

a. Ask for basic clarification or repetition

b. State simple opinions, feelings, likes/dislikes, agreement/disagreement (e.g., I like/ don't like; I think/don't think)

c. Make introductions

d. Give directions and instructions involving two or more simple steps

e. Accept or decline an offer or invitation

f. Provide simple descriptions of people, places, or things

a. Give brief explanations (e.g., of symptoms, abilities, events)

b. Request assistance

c. Register a complaint

d. Relate a sequence of events or multi-step instructions

e. Express sympathy

S1A2 Use one or two basic strategies to independently develop speaking skills.

S2A2 Use a few basic strategies to independently develop speaking skills.

S3A2 Use a few strategies to reinforce and continue to independently develop speaking skills.

S4A2 Use several strategies to reinforce and continue to independently develop speaking skills.

a. Listen to models and repeat

b. Speak to familiar, supportive listeners (e.g., friends; teacher)

c. Use language references such as picture or bilingual dictionaries

a. Listen to models and repeat

b. Speak to familiar, supportive listeners (e.g., friends; teacher)

c. Use language references such as picture or bilingual dictionaries

a. Speak to familiar, interested listeners (e.g., other students; co-workers)

b. Use language references such as picture or bilingual dictionaries

c. Listen to spoken language in varied settings (e.g., the bus; TV)

d. Read aloud to practice forming English sounds, words, and sentences

e. Review with flashcards

a. Speak to unfamiliar, interested listeners (e.g., merchants; school staff)


c. Read aloud to practice forming English sounds, words, and sentences

d. Practice pronunciation by forming English sounds in front of a mirror

e. Set long- and short-term learning goals

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Level 8 Transition


S5A1 Carry out language functions that involve a variety of medium-length communication tasks.

S6A1 Carry out language functions that involve some complex medium-length communication tasks.

S7A1 Carry out language functions that involve various complex, extended communication tasks.

S8A1 Carry out language functions that involve various complex, extended communication tasks.

a. Ask for and give opinions, explanations, suggestions, and advice

b. Participate in discussions that require problem-solving, analysis of a situation, and drawing conclusions

c. State a position and support it (e.g., Its a good job because)

d. Politely avoid or decline to speak

a. Formally apologize or respond to apologies

b. Offer or respond to praise or criticism

c. Request and give detailed information or assistance

d. Criticize or disagree constructively or respond to a complaint

e. Accept or politely reject suggestions or advice

a. Given a specific situation, speak persuasively, negotiate options, and reach a resolution

b. Given a controversial topic, state own opinion and clarify reasons for opinion

c. Synthesize, analyze, and summarize information

a. Given a specific situation, speak persuasively, negotiate options, and reach a resolution

b. Given a controversial topic, state an opinion and articulate reasons or evidence for it

c. Synthesize, analyze, and summarize information from a variety of sources

S5A2 Select from a range of strategies to reinforce and continue to independently develop speaking skills.




a. Speak to unfamiliar, interested listeners (e.g., receptionists; nurses)


c. Read aloud to develop fluency

d. Practice pronunciation of problematic sounds and words

e. Record and listen to own speech

f. Set long- and short-term learning goals

a. Speak to a variety of listeners (e.g., at information desks; agencies; the library)


c. Read aloud to develop fluency

d. Practice pronunciation of problematic sounds and words

e. Record and listen to own speech

f. Practice appropriate stress and intonation in sentences

g. Set and monitor progress on learning goals

a. Rehearse speaking tasks with others (e.g., interviews; reading aloud)

b. Use language references such as an English dictionary, thesaurus, and on-line tools

c. Evaluate others' presentations

d. Revisit, evaluate, and revise learning goals

e. Teach or explain learning to others

a. Rehearse speaking tasks with others (e.g., oral presentations)

b. Use language references such as an English dictionary, thesaurus, and on-line tools

c. Revisit, evaluate, and revise learning goals

d. Teach or explain learning to others


Key References for the Development of the Speak So Others Can Understand Framework

Bailey, K.M. (2005). Issues in Teaching Speaking Skills to Adult ESOL Learners. In the NCSALL Review of Adult

Learning and Literacy, Volume 6. Mahwah, NJ: Lawrence Erlbaum Associates.

Bransford, J.D., Brown, A.L., & Cocking, R.R. (Eds.). (1999). How people learn: Brain, mind, experience, Council of

Chief State School Officers (CCSSO) & National Governors Association.

Council of Chief State School Officers (CCSSO) & National Governors Association Center for Best Practices (NGA

Center) (2010). Common core standards for English language arts & literacy in history/social studies, science,

and technical subjects. http://www.corestandards.org/the-standards

EFF Assessment Consortium (2002). EFF/NRS data collection project, 2000-2001. Washington, D.C.: National

Institute for Literacy. http://eff.cls.utk.edu/PDF/EFFNRS Interim Report2.pdf

Florez, M. (1999). Improving Adult English Language Learners Speaking Skills. Washington, D.C.: Center for Applied

Linguistics. http://www.cal.org/caela/esl_resources/digests/Speak.html

Moss, D. (2003). Second Language Acquisition in Adults: From Research to Practice. Washington, D.C.: Center for

Applied Linguistics. http://www.cal.org/caela/esl_resources/digests/SLA.html

Stein, S. (2000). Equipped for the Future content standards: What adults need to know and be able to do in the 21st

century. Washington, D.C.: National Institute for Literacy. http://eff.cls.utk.edu/PDF/standards_guide.pdf

Speak So Others Can Understand Framework: SINGLE-LEVEL VIEWS

Appendix A: Single-Level Views

Speak So Others Can Understand Framework: LEVEL 1 (Beginning ESL Literacy)


Adult learners exiting this level can independently speak so others can understand...

Highly relevant words, phrases,

statements, questions, and high

frequency commands

Provide an address to someone taking you home

Ask a school official about the pick-up time for a child

Convey to someone asking for directions that you dont speak English

Ask how much an item costs

Greet familiar people (e.g., co-workers; classmates; etc.) in a familiar setting

In familiar, face-to-face situations with

familiar, supportive listeners, using

visual aids, non-verbal cues, and

immediate feedback from listeners

(gestures, expressions)

In simple highly-structured tasks

With considerable effort, frequent

hesitation, and inaccuracies in

pronunciation and grammar

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Level 1 Description:

Learning Standard: Speak So Others Can Understand (SSOCU)








Level 1 Benchmarks

PREPARING TO SPEAK (P)


S1P2 Draw on prior knowledge about language, culture, and context to anticipate and prepare

for interactions.


HOW ENGLISH WORKS (E)




S1E4 Repeat the stress and intonation of common, familiar words, phrases, questions, and

simple commands.

CONVEYING MEANING (M)

S1M1 Use knowledge of U.S. culture and context to select and communicate information

effectively.


S1M3 Use one or two basic strategies to monitor and enhance listener comprehension.

LIFELONG APPLICATIONS (A)


S1A2 Use one or two basic strategies to independently develop speaking skills.








a. Use prior knowledge about the setting/situation to inform what you want to say (e.g., how to make a simple purchase)








a. Use a few basic elements of English grammar (e.g., simple present tense; plural nouns; subject pronouns) as modeled

b. Produce simple statements, commands, and questions as modeled

c. Produce simple English word order patterns as modeled


a. Learn and use words to describe basic needs (e.g., simple warnings; objects and activities of daily life)

b. Use one or two simple suffixes (e.g., the plural -s) to form words


a. Repeat consonant and vowel sounds

b. Repeat words and short phrases clearly

S1E4 Repeat the stress and intonation of common, familiar words, phrases, questions, and simple commands.

a. Produce the stress and intonation of familiar words and phrases as modeled (e.g., How much?; Student)

b. Differentiate syllable stress in numbers, days, months, etc. (e.g., MONday)

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Learning Standard: Speak So Others Can Understand (SSOCU)











a. Use one or two strategies to communicate basic needs, relying heavily on non-verbal communication (e.g., gestures such as nodding or shaking head, thumbs up or down, facial expressions)



a. Imitate a very simple speech model (e.g., brief predictable exchanges such as, Whats your name? My name is Jean.)



S1M3 Use one or two basic strategies to monitor and enhance listener comprehension.

a. Pay attention to listeners non-verbal and ver

speak framework

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