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
......
Elements of the Framework

Learning Standard .....
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
Speak So Others Can Understand Framework: Introduction
Introduction to the Speak So Others Can Understand Framework

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.
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 postsecondary 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

1
The National Reporting System (NRS) is the outcome-based reporting system for stateadministered, federally-funded adult education programs. One of the primary outcomes
sought is student progress in moving up through the NRS-defined Educational Functioning
Levels.
Oregon ABS Speak So Others Can Understand Framework, August 2010
Providing the basis for statewide
professional development grounded

in research and best practice
1

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:
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
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:
The 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
Range of Output
Adult learners exiting this level can independently speak so others can understand...
Respond using learned phrases to an oral
Short, simple sentences on familiar

topics and brief conversations which
are expansions of familiar phrases and
exchanges
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
Fluency
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
Place an order for several food items in a
Examples
Range of
Situations
(context, settings,
tasks)
what needs to be done

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
With effort and slow but generally

comprehensible speech, some control
of basic grammar, and reliance on
memorized chunks of language
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
Benchmark
Sub-Benchmark
S4E4 Produce stress, intona- a. Use English intonation patterns and pauses in statements, questions, imperatives,
tion, and rhythm of common
and exclamations
spoken English.
b. Repeat multisyllabic words with stress on the correct syllable
c. Select the appropriate words to carry the stress within a sentence
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.

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/SubBenchmarks 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.
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)
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
Benchmarks
Sub-Benchmarks
Learning
Strategies
Language
Functions
Strand: Lifelong Applications (A)

S4A1 Carry out language func- a. Give brief explanations (e.g., of symptoms, abilities, events)
tions that involve a variety of b. Request assistance
short interactions.
c. Register a complaint
d. Relate a sequence of events or multi-step instructions
e. Express sympathy
S4A2 Use several strategies to a. Speak to unfamiliar, interested listeners (e.g., merchants; school staff)
reinforce and continue to
b. Use language references such as an English dictionary
independently develop speakc. Read aloud to practice forming English sounds, words, and sentences
ing skills.
d. Practice pronunciation by forming English sounds in front of a mirror
e. Set long- and short-term learning goals
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.

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/SubBenchmarks) 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 crosslevel 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
Level 2
Level 3
Level 4
Beginning ESL Literacy
Low Beginning ESL
High Beginning ESL
Low Intermediate ESL
10
(context, settings, tasks)
(in performing the process)
Fluency
Range of
Situations
Range of
Output
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-toface situations with

familiar, supportive
listeners, using visual
aids, non-verbal cues,
and immediate
feedback from
listeners (gestures,
expressions)
In familiar, face-to-face
situations with familiar,
supportive listeners,
using visual aids, nonverbal cues, and
immediate feedback
from listeners
(gestures, expressions)
In common, face-to-face
situations with familiar
listeners, using visual cues
and frequent opportunities
to repeat or seek listener
feedback
In a range of common
situations with familiar and
unfamiliar listeners, relying
on regular listener feedback
and confirmation of
understanding
In simple highlystructured tasks
In simple highlystructured tasks
In simple, somewhat
structured tasks
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

Level 5
Level 6
Level 7
Level 8
High Intermediate ESL
Advanced ESL
Beginning Transition
Transition
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 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 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

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 somewhat complex and

unstructured tasks

unstructured tasks
In complex and unstructured

tasks
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
11

Level 1
Level 2
Level 3
Level 4
Low Beginning ESL
High Beginning ESL
Examples
The following examples are representative of what a student exiting each level can do:
12
Provide an address to
Give short answers about
someone taking you home
personal information (e.g.,
name; address; phone
Ask a school official about
number; etc.) in response to
the pick-up time for a
simple, learned questions
child
Identify self and leave a short,
Convey to someone
simple (e.g., learned and
asking for directions that
rehearsed) message with a
you dont speak English
receptionist
Ask how much an item
Ask for simple, specific
costs
information (e.g., the cost of
an item in a store)
Greet familiar people
(e.g., co-workers;
Ask for help lifting or moving
classmates; etc.) in a
a heavy object
familiar setting
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
Call a supervisor to report

an on-the-job problem
Describe a character from
a movie to a fellow
student
Participate in simple and

Formally welcome a
straightforward social
visitor to the workplace or
conversations on
classroom
predictable and familiar
topics
Respond to questions
about experience and
Give simple directions to
qualifications in a job
a coworker on what
interview
needs to be done
Explain simple work rules
Place an order for
and procedures to a new
several food items in a
worker
restaurant
Tell a mechanic what is
Describe a few basic
wrong with a car
symptoms to a doctor
Use voice tools to record
Ask questions to get help
and send a speech sample
filling out a form (e.g.,
to an instructor for
obtaining a library card)
evaluation
Leave a short message
over the phone

Level 5
Level 6
Level 7
Level 8
Advanced ESL
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
Describe in detail a childs

illness or ailment to a
doctor
Give clear instructions on

how to do a task, such as
how to build a fence
Make relevant and welltimed 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
Deliver a moderate-length Articulate a clear position in

presentation on a
a short debate on an
researched topic and
assigned topic
respond to questions about
Ask a police officer
Address supervisor
it
questions to understand
concerns in an annual work
why you were stopped for a Contribute to a discussion
performance review
traffic violation
with a teacher about a
Ask follow-up questions at
childs performance or
Describe the process that is
a community meeting with
behavior
used to prepare a favorite
local leaders
food
Give detailed directions to a
Participate in a discussion
specific location
Explain to a supervisor that
of treatment options with a
a late arrival at work was
Participate actively in a
doctor
due to a family emergency
workplace problem-solving
Discuss steps for
meeting
Give information about a
transitioning to postchild to his/her teacher
Explain underlying
secondary coursework with
meanings in an article
an academic advisor
Describe the main ideas
and issues presented in a
Provide justification for why Discuss financial aid options
newspaper article or
a refund should be made
with personnel in that
textbook
for a purchase being
office
returned
Express an opinion or point
Accomplish a task involving
of view about a
Discuss an essay or other
complicated phone tree
controversial topic in a
assignment with an
options
discussion with familiar
instructor
people, such as classmates
Discuss various majors and
or coworkers
their requirements with an
Phone an instructor or
academic counselor
doctors office to change an
Phone a service provider to
appointment
ask about charges on a bill
13
Speak So Others Can Understand Framework: Benchmarks/Sub-Benchmarks

Level 1
Level 2
Level 3
Level 4
Low Beginning ESL
High Beginning ESL
Strand: Preparing to Speak (P)
Purpose
S1P1 Recognize the speaking S2P1 Recognize the speaking S3P1 Determine own
purpose in a particular
purpose for speaking in a
situation.
situation.
particular situation.
a. Recognize information or
needs to be conveyed
a. Recognize information or
needs to be conveyed
S4P1 Determine own

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

a. Clarify own purpose for
purpose for speaking (e.g.,
speaking, whether general
to give information; ask for
(to inform, request,
help)
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)
Prior Knowledge
S1P2 Draw on prior

knowledge about language,
culture, and context to
anticipate and prepare for
interactions.
14
S2P2 Draw on prior

interactions.
S3P2 Draw on prior

interactions.
S4P2 Draw on prior

interactions.
a. Use prior knowledge about a. Use prior knowledge about a. Use prior knowledge about a. Use prior knowledge about
the setting/situation to
the setting/situation to
the social, cultural, and
the social, cultural, and
inform what you want to
situational context to
situational context to
say (e.g., how to make a
say (e.g., not bargaining at
simple purchase)
the supermarket; saying
say (e.g., when, where,
say (e.g., what to discuss
Excuse me.)
and how to chat with coat a parent-teacher
b. Build knowledge of simple
workers)
conference)
b. Build knowledge of simple
non-verbal cues and
common discourse
non-verbal cues and
b. Compare and contrast
b. Compare and contrast
patterns (by recalling or
common discourse
communication norms
communication norms in
observing similar
patterns (by recalling or
here and in home cultures
various cultures (e.g., turnobserving similar
interactions)
(e.g., personal space; eye
taking; taboo topics), using
interactions)
contact), using
observations to
observations to
understand expectations
understand expectations
of the speaker
of the speaker
c. Draw on prior knowledge
c. Draw on prior knowledge
related to personal
related to personal
experience and interests
experience and interests

Level 5
Level 6
Level 7
Level 8
Advanced ESL
Transition

S5P1 Determine own purpose
for speaking as well as the
purpose of the listener(s) in a

a. Clarify own purpose(s) for

speaking (e.g., to share
information and persuade
others to act)

a. Clarify and revise own
speaking or for intentionally
purpose(s) for speaking in
speaking in the context of an
not speaking (e.g., not safe
light of listeners needs and
assignment (e.g., explaining
to reveal opinion to boss)
purposes (e.g., plan to
a project)
shorten story for listener
b. Consider purpose of the
b. Identify how speaker might
who seems distracted)
listener(s) and how it may
mediate the differences
differ from speaking purpose b. Consider purpose of the
between the purposes of
listener(s) and how it may
listener(s) and speaker
differ from speaking purpose
b. Consider purpose of the

listener(s) and how that
relates to own purpose for
speaking


S5P2 Draw on prior

interactions.
S6P2 Draw on prior

interactions.
S7P2 Draw on prior

interactions.
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)

context to inform the tone
and content of the
explaining a problem
without blaming your coworker)

context to inform the tone,
context to inform the tone,
content, and formality of the
content, and formality of the
reporting a crime to the
discussing a poor grade with
police)
an instructor)
b. Build and draw on

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

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

knowledge related to the
topic
S8P2 Draw on prior

interactions.
b. Build and draw on academic

knowledge related to the
topic
15

Level 1
Level 2
Level 3
Level 4
Low Beginning ESL
High Beginning ESL
Planning Strategies
(cont.) Strand: Preparing to Speak (P)
16
S1P3 Use at least one simple

planning strategy to
generate and organize
content of message.
S2P3 Use at least one simple

content of message.
S3P3 Use more than one

content of message.

content of message.
a. Reflect on and draw from

personal experience,
needs, interests, and
observations

observations

observations

observations
b. Learn from others what

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

they have said in a similar
situation
b. Rehearse key vocabulary

or phrases needed
b. Determine relevant
content for addressing
speaking purpose
c. Learn key words or

phrases used in target
interactions
c. Learn key words or

phrases used in target
interactions
c. Role play the anticipated

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

Level 5
Level 6
Level 7
Level 8
Advanced ESL
Transition
(cont.) Strand: Preparing to Speak (P)

S5P3 Use a variety of planning S6P3 Use a variety of planning S7P3 Choose among a variety
strategies to generate and
of planning strategies to
organize content of message. organize content of message. generate and organize content
of message.
S8P3 Choose among a variety

of planning strategies to
generate and organize content
of message.

personal experience, needs,
interests, and observations



b. Determine relevant content

for addressing speaking
purpose (include sufficient
specific and relevant facts
and examples to support
c. Use notes as memory aid
ideas) and organize in a way
(e.g., questions to ask; list of
that will aid listener
things to say)
comprehension (e.g.,
d. Use discussion, freewriting,
chronologically; by
journaling, or brainstorming
comparison/contrast)
to clarify thoughts
c. Consider alternative
perspectives and sources of
information (e.g., readings;
(e.g., answers to a list of
varied media sources; peers)
questions; a timeline)
f. Consider how the listener
may react to the ideas
to clarify thoughts
presented
(e.g., a Venn diagram)

specific and relevant facts,
valid reasons, concrete
details, and examples to
support a thesis)

specific and relevant facts,
valid reasons, concrete
details, and examples to
support a relatively
complicated thesis)

purpose (include details and
examples)
f. Consider how the listener(s)

may react to the ideas
presented
c. Consider alternative
perspectives and
information
to clarify thoughts
d. Use freewriting, journaling,

or brainstorming to clarify
thoughts

(e.g., a flow chart; compare/
contrast chart)
(e.g., an outline)
f. Anticipate questions or
f. Anticipate questions or
concerns that listener(s) may
concerns that listener(s) may
have
have
g. Determine style and level of g. Determine style and level of
formality appropriate for the
situation
situation
g. Determine style and level of

h. Check information
situation
c. Seek out alternative

perspectives and
information
h. Discuss and analyze ideas

with others
17

Level 1
Level 2
Level 3
Level 4
Low Beginning ESL
High Beginning ESL
Strand: How English Works (E)
Grammar Knowledge
S1E1 Apply
knowledge of basic
grammar and
common usage.
S2E1 Apply knowledge

of basic grammar and
common usage.
a. Use a few basic

a. Use a few basic
elements of English
elements of English
grammar (e.g.,
grammar (e.g., simple
simple present
present tense; plural
tense; plural nouns;
nouns; subject
subject pronouns) as
pronouns)
modeled
b. Formulate and
b. Produce simple
respond to simple
statements,
statements,
commands, and
commands, and
questions as
questions, using
modeled
learned phrases and
basic verbs (e.g., I
c. Produce simple
have two children;
English word order
Where do you live?;
patterns as modeled
Help me.)
S3E1 Apply knowledge

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

complex grammar and common usage.
a. Use basic grammar

a. Begin to use irregular and complex
structures and parts of
grammar structures (e.g., irregular past;
speech (e.g., question
present perfect; modals; conjunctions)
formation; negation;
b. Construct and use simple and compound
simple tenses;
sentences (e.g., connected with and, but,
prepositions;
or so), choosing the appropriate
possessives)
conjunctions
b. Construct simple
c. Use verb tenses accurately to describe
sentences, questions,
events in the past and plans for the
and polite commands
future
c. Produce simple English

word order patterns
Word Knowledge
S1E2 Use strategies to

build and apply
vocabulary related to
immediate needs.

build and apply
personal experience and
needs.
a. Learn and use words a. Learn and use words

to describe basic
to describe basic
needs (e.g., simple
needs (e.g., likes;
warnings; objects
wants; objects;
and activities of
activities of daily life)
daily life)
b. Use understanding of
b. Use one or two
a few simple suffixes
simple suffixes (e.g.,
(e.g., negative
the plural -s) to
contractions) to form
form words
words

build and apply
topics of interest and
daily demands.
S4E2 Use strategies to build and apply

vocabulary related to varied topics and
contexts.
a. Learn and draw from

vocabulary to conduct
simple daily
interactions of home,
school, work, and
community
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.
b. Use understanding of c. Use some common idioms (e.g., Got it,

simple prefixes and
Wait up)
suffixes (e.g., un-; -ing;
d. Begin to recognize areas of linguistic
-ed) to form words
interference from first language (e.g.,
c. Identify useful
Spanish speakers use of too much vs. so
cognates from the
much)
native language (e.g.,
e. Use common phrasal verbs and
mama, education,
collocations (e.g., look for; go away; fast
intelligent)
food)
f. Distinguish and use commonly confused
verbs (do and make; say and tell; bring
and take)
18

Level 5
Level 6
Level 7
Level 8
Advanced ESL
Transition

S5E1 Apply knowledge of basic
and complex grammar and
common usage.
S6E1 Apply knowledge of

complex grammar and
common/uncommon usage.
a. Use some complex grammar

a. Use complex grammar
structures (e.g., present
structures (e.g., reported
perfect; conditionals; adverbial
speech; perfect tenses;
clauses; gerunds and infinitives)
conditionals; adjective
clauses)
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)
b. Use a variety of sentence

types, including compound
and complex sentences, to
construct messages

complex grammar and
common/uncommon/
formal usage.

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

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

types (including compound
c. Connect a series of sentences,
and complex sentences,
including simple and
embedded questions, relative
compound sentences, to
clauses, direct and indirect
make a coherent extended
questions, etc.)
narrative or expository
presentation
c. Make grammar choices that
reflect nuances or shades of
d. Make grammar choices that
meaning
show awareness of
differences in meaning (e.g.,
use of past modals)
S5E2 Use strategies to build and

apply vocabulary that allows
communication of detail.

complex grammar and
common/uncommon/formal
usage.
S6E2 Use strategies to build

and apply vocabulary that
allows communication of detail
and precise meaning.

types
c. Make grammar choices
that reflect nuances or
shades of meaning
d. Use appropriate standard
or colloquial grammar in a
variety of contexts
d. Use appropriate standard or

colloquial grammar in a
variety of contexts
S7E2 Use strategies to build and
apply vocabulary that includes
some words needed for
specialized, abstract, and/or
academic topics.

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)
a. Select and use vocabulary to a. Select and use vocabulary to

a. Select and use vocabulary
convey precise thoughts and
convey precise thoughts and
specific to the topic or the
express shades of meaning
express shades of meaning
field of study
(e.g., smell vs. scent; I should
(e.g., imply vs. infer)
b. Use slang, idioms, and
go vs. I have to go.)
b. Use understanding of word
b. Use prefixes and suffixes to
colloquialisms
morphology (prefixes, roots,
b. Use understanding of word
build words that express
appropriately
and suffixes) to build
morphology (prefixes, roots,
abstract concepts (e.g., -cracy;
c. Incorporate vocabulary
-ism)
vocabulary (e.g., pre-, joy, vis, and suffixes) to build
learned through reading,
ible, -ion)
vocabulary (e.g., anti-, form,
c. Use slang, idioms and
lectures, or media
-ness)
c. Use some common slang,
colloquialisms appropriately
idioms and colloquialisms (e.g., c. Use common slang, idioms
(e.g., cut to the chase, go out
and colloquialisms
on a limb)
Im fried; yall)
appropriately (e.g., Gimme a
d. Use common reduced speech
d. Use vocabulary learned
break; Get over it; In your
(e.g., wanna; gonna) in
through reading, lectures, or
face)
appropriate contexts
media
d. Use vocabulary learned
e. Use understanding of cognates
e. Use vocabulary learned from
through reading or discussion
from first language to build
the Academic Word List (AWL)
vocabulary (e.g., votar/vote)
e. Use common false cognates
correctly (e.g., embarrassed)
19

Level 1
Level 2
Level 3
Level 4
Low Beginning ESL
High Beginning ESL
Pronounce Words
(cont.) Strand: How English Works (E)

S1E3 Repeat the sound
patterns of English as
modeled.
S2E3 Produce the sound

modeled.
S3E3 Produce
understandable English
words and phrases.
S4E3 Produce
understandable English and
identify pronunciation
problems.
a. Repeat consonant and

vowel sounds
a. Pronounce vowels,
consonant blends (e.g.,
br, sp, cl, nd, sk) and
digraphs (e.g., ch, sh, th,
wh) in familiar words.
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
a. Produce contrasting
phonemes needed to
enhance comprehensibility
(e.g., /l/ vs. /r/ or /th/
vs. /t/)
b. Repeat words and short

phrases clearly
b. Produce understandable
common words and
phrases
b. Reproduce final -s
sounds: /s/, /z/, and /Iz/
c. Produce final -ed
sounds: /t/, /d/, and /Id/
Stress and Intonation
d. Pronounce contractions
and common linked
sounds as modeled (e.g.,
He is here./He's here.)
20
b. Correct own
mispronunciation
following teacher's model
c. Produce common reduced
speech (wanna, gonna)
and linkages (sa-yit, whadya)
d. Recognize own L1
interference in
pronunciation
S1E4 Repeat the stress and

intonation of common,
familiar words, phrases,
questions, and simple
commands.

questions, and commands.
S3E4 Produce stress,

intonation, and rhythm of
common English words,
phrases, and questions.

common spoken English.
a. Produce the stress and

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

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

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

patterns and pauses in
statements, questions,
imperatives, and
exclamations
b. Differentiate syllable stress d. Differentiate syllable stress b. Recognize syllables, be

in numbers, days, months,
in numbers, days, months,
able to separate words
etc. (e.g., MONday)
etc. (e.g., FEBruary)
into syllables
c. Repeat rising and falling
intonation patterns
d. Reproduce intonation for
yes/no and WH Qs
b. Repeat multisyllabic words

with stress on the correct
syllable
c. Select the appropriate
words to carry the stress
within a sentence

Level 5
Level 6
Level 7
Level 8
Advanced ESL
Transition

S5E3 Produce understandable
English and identify
pronunciation problems that
interfere with communication.
S6E3 Produce
use strategies to self-correct
pronunciation problems.

English and use strategies to
self-correct pronunciation
problems.

English and use strategies to selfcorrect pronunciation problems.
a. Articulate word endings to

a. Articulate word endings to a. Correctly pronounce

a. Correctly pronounce commonly
commonly mispronounced
mispronounced words (e.g.,
words (e.g., probably;
supposedly; divisive)
b. Recognize where
b. Use strategies to address
nuclear)
pronunciation difficulties are
pronunciation difficulties
interfering with effective
pronunciation difficulties (e.g.,
(e.g., slow down before
communication
check the listeners
coming to difficult words)
(e.g., rephrase with different
comprehension of problematic
c. Use strategies to address
vocabulary)
words)
(e.g., repeat more slowly;
c. Avoid reductions and
c. Avoid reductions and linkages
remember sound by
linkages for formal speaking
for formal speaking contexts
associating it with a sound in
contexts
the native language)
S5E4 Use knowledge of stress,

spoken English to
communicate meaning.
S6E4 Use knowledge of

stress, intonation, and
rhythm of spoken English to
communicate meaning.
a. Emphasize information and

create varied meaning by
shifting stress in a sentence
(e.g., Where are you
going? vs. Where are you
going?)
a. Emphasize information
a. Use control of stress,
and create varied meaning
rhythm, and intonation to
by shifting stress in a
convey nuance, emotion,
sentence (e.g., It is
and implied meaning (e.g.,
imperative that you do it.
humor; excitement;
vs. It is imperative that
skepticism) in a variety of
you do it.)
situations
b. Stress the appropriate

syllable in everyday multisyllabic words (e.g.,
tomorrow; family)
b. Use control of stress,

rhythm, and pauses to
cluster words into
meaningful thought
groups

spoken English to convey
emphasis, mood, and
intention.
b. Use control of stress,

rhythm, pauses, and
intonation to cluster words
into meaningful thought
groups
c. Stress the appropriate

c. Stress the appropriate
syllable in commonlysyllable in longer, multiconfused, multi-syllabic
syllabic words (e.g.,
words (e.g., verb is
availability)
separate, noun is separate)

emphasis, mood, and intention.
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
21

Level 1
Level 2
Level 3
Level 4
Low Beginning ESL
High Beginning ESL
Strand: Conveying Meaning (M)
Cultural Knowledge
S1M1 Use knowledge of U.S.

culture and context to select
and communicate
information effectively.
22

and communicate
S3M1 Use knowledge of

U.S. culture and context to
select and communicate

and communicate
a. Use one or two strategies a. Use one or two strategies a. Use conversation
to communicate basic
to communicate basic
strategies to participate
needs, relying heavily on
needs, including nonactively, including nonnon-verbal communication
verbal strategies
verbal strategies
(e.g., gestures such as
(e.g.,gestures; appropriate
(e.g.,turn taking;
nodding or shaking head,
personal distance)
responding to
thumbs up or down, facial
conversation openers and
b. Observe, build and use
expressions)
closers)
knowledge to guide
b. Observe, build and use
participation in daily
b. Build and use knowledge
knowledge to guide
interactions
to guide participation in
participation in daily
daily interactions (e.g.,
interactions
responding to phone
solicitations; kinds of
personal information to
share with others)
a. Use conversation strategies

to participate actively (e.g.,
interrupting politely to
enter conversation)
c. Use basic formal and

informal courtesies
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

Level 5
Level 6
Level 7
Level 8
Advanced ESL
Transition


history, culture, and context to
a. Use a range of
a. Select from a range of
conversation strategies to
participate actively (e.g.,
entering and maintaining
resuming after interruption;
a conversation)
inviting responses)
b. Build and use knowledge
to guide participation in
daily interactions (e.g.,
the role of gossip,
compliments, white lies)


a. Select from a range of

changing the topic; holding
the floor)
a. Select from a wide range of

taking into account the
interests of others; getting to
the point directly; predicting
likely questions and responses)

interactions (e.g., the
interactions (e.g., tactfully
appropriate amount of detail
interact around taboo subjects
to offer in a situation)
and language)
interactions (e.g., appropriate
use of humor, sarcasm)
c. Use appropriate register c. Employ formal and informal c. Select register, pace, and tone
in varied contexts
social courtesies, depending
appropriate to the formality
c. Use appropriate register in a
on social context
or seriousness of the situation
range of communicative tasks,
d. Make intentional
and the relationship between
including unfamiliar,
communicative choices
d. Recognize differences in and
speakers
unpredictable, and
based on an
make choices about register
uncomfortable situations
understanding of cultural
to use in common
d. Make intentional
expectations
interactions
communicative choices based d. Make intentional
on an understanding of
communicative choices based
e. Make intentional
cultural and academic
communicative choices based
expectations
cultural, professional, and
academic expectations
cultural and academic
expectations
23

Level 1
Level 2
Level 3
Level 4
Low Beginning ESL
High Beginning ESL
Communication Strategies
(cont.) Strand: Conveying Meaning (M)
24
S1M2 Use one or two

strategies to select,
organize, and convey
meaning.
S2M2 Use one or two

strategies to select,
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.)
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. Use visual cues, body

language and situational
context clues

context clues

context clues
b. State main ideas clearly

c. Use clear pronoun
referents
c. Convey meaning by using c. Convey meaning by using

isolated words, memorized
isolated words, memorized
phrases, and some
phrases, and some
recombinations of learned
recombinations of learned
words or phrases
words or phrases
d. Recognize that the

organization of information
varies across cultures
e. Contribute relevant
comments to
conversations

Level 5
Level 6
Level 7
Level 8
Advanced ESL
Transition

S5M2 Choose from a range S6M2 Choose from a wide
of strategies to select,
range of strategies to select,
organize, and convey meaning.
meaning.
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
S7M2 Organize and present

ideas effectively.

ideas effectively.
a. Organize presentations by
a. Select the most important and a. Organize presentations to
emphasize the purpose, citing
breaking the topic into parts
right amount of information
concrete examples or
accessible to listeners,
according to audience needs,
arguments before abstract
emphasizing key concepts
interests, and time constraints
or points, and closing with a
b. Communicate both literal and b. Use an organizational pattern
recommendation or
that enhances the appeal to
implied meaning
observation on the
the audience and is
c. Use an outline or graphic
relevance of the subject to a
appropriate to the purpose
organizer to logically arrange
wider context
(e.g., delivering a critique;
ideas and group them in ways
persuasion; cause/effect)
b. Include abstract and
that address the purpose
theoretical ideas, valid
c. Use a detailed outline or
(e.g., sequential; problem/
arguments, substantive and
graphic organizer which
solution; Q&A)
relevant details, and sound
signals the grouping of
d. Use simple audio-visual media
evidence to support
related ideas
to enhance communication
complex points
d. Use varied forms of audioe. Provide an effective
c. Use a detailed outline which
visual media to enhance
introduction and conclusion
logically arranges ideas and
communication
that reinforce the focus of the
supports a coherent focus
e. Provide an effective
presentation
d. Use varied forms of audiointroduction and conclusion
f. Anticipate and address likely
visual media to enhance
that reinforce the focus of an
questions
communication
academic presentation
g. Choose language that
e. Provide a coherent
f. Use a variety of transition
expresses ideas concisely,
introduction that stimulates
strategies that signal addition
eliminating wordiness and
listener interest and a
of information and
reduncancy
conclusion that reinforces
relationships between ideas
the focus of the
h. Use appropriate placeholders
(e.g., first; second; in
presentation
(e.g., I mean, so) and
addition; but; however)
hesitation techniques (e.g.,
f. Use figurative language,
g. Use figurative language, such
um,uh...) while searching for
such as metaphors, to
as similes, to convey images
appropriate language
convey images
g. Speak with appropriate

pauses and rejoinders
(e.g., um; uh-huh;
Lets see.)
g. Monitor use of informal

placeholders (e.g., like)
during formal presentations
25

Level 1
Level 2
Level 3
Level 4
Low Beginning ESL
High Beginning ESL
Monitor Communication
S1M3 Use a one or two basic

strategies to monitor and
enhance listener
comprehension.
26
S2M3 Use a few basic

enhance listener
comprehension.
S3M3 Use a few strategies

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

a. Pay attention to listeners a. Pay attention to listeners a. Pay attention to listeners a. Pay attention to listeners
non-verbal and verbal cues
non-verbal and verbal
responses and reactions to
responses and reactions to
(e.g., eye contact; facial
cues (e.g., eye contact,
check comprehension
check comprehension
expression; gesture; body
facial expression;
b. Request feedback from
language; Huh?)
gestures; body language;
listener (e.g., Do you
listener using targeted
I don't understand.)
understand?)
questions (e.g., You
listener (e.g., O.K.?)
know? Do you see?)
c. Use strategies to clarify
listener (e.g., You
meaning (e.g., by spelling c. Recognize when there has
understand?)
meaning (e.g., by
or writing words or
been misunderstanding and
repeating information,
phrases, repeating, and/or
correct (e.g., No, take a
miming, pointing, or
meaning (e.g., by
using visual aids)
left, not a right.; I said a
drawing)
repeating information,
not h)
miming, pointing, or
drawing)

Level 5
Level 6
Level 7
Level 8
Advanced ESL
Transition

S5M3 Select from a range of
enhance listener
comprehension.

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
comprehension.
a. Pause at appropriate points

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

a. Pause to create
check understanding and
opportunities for listener(s)
opportunities for listener(s)
assess whether listeners
to check their
to check their understanding
purpose is being met (e.g.,
understanding
b. Request feedback specific to
whether theyre still
the situation or topic (e.g.,
interested)
the situation or topic (e.g.,
Is this what you wanted to
Is that example clear?)
know?)
listener (e.g., What do you
the situation or topic (e.g., Do
think?; Any questions?)
you agree that . . . ?)
meaning (e.g., embed
meaning (e.g., embed
definitions of specialized
definitions of specialized
meaning (e.g., rephrase;
meaning (e.g., provide
terms in presentations or
terms in presentations or
restate; use circumlocution;
additional or clarifying
trainings)
trainings)
provide an example)
information, such as
d. Adjust vocabulary, pace,
describing a job because
volume, eye contact,
listener doesnt understand job
volume, eye contact, register
register, or body language
title)
or body language based on
based on listener needs
listener needs
volume, eye contact, register,
or body language based on
listener needs
27

Level 1
Level 2
Level 3
Level 4
Low Beginning ESL
High Beginning ESL
Language Functions

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

language functions related
to basic everyday, personal
interactions.
S3A1 Carry out language

functions related to a
variety of short everyday
interactions.

functions that involve a
variety of short interactions.
a. Ask and answer simple

questions
a. Ask and answer simple

questions
a. Ask for basic clarification

or repetition
b. Express greetings, thanks,

courtesies, and states of
being
b. Request or respond to
request for basic personal
information
a. Give brief explanations

(e.g., of symptoms, abilities,
events)
b. State simple opinions,

feelings, likes/dislikes,
b. Request assistance
agreement/disagreement
(e.g., I like/ don't like; I
d. Relate a sequence of events
think/don't think)
or multi-step instructions
c. Make introductions
e. Express sympathy
d. Give directions and
instructions involving two
or more simple steps
c. Respond to request for

c. Give simple directions,
basic personal information
instructions, or warnings
d. Recite relevant names,
numbers, and letters
(address, phone, etc.) for
emergencies and personal
needs
d. Recite relevant names,

numbers, and letters
(address, phone, etc.) for
emergencies and personal
needs
e. Accept or decline an offer

or invitation
Learning Strategies
f. Provide simple
descriptions of people,
places, or things
28
S1A2 Use one or two basic

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

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
a. Listen to models and

repeat
b. Speak to familiar,
supportive listeners (e.g.,
friends; teacher)
b. Speak to familiar,
supportive listeners (e.g.,
friends; teacher)
a. Speak to familiar,
interested listeners (e.g.,
other students; coworkers)
a. Speak to unfamiliar,
merchants; school staff)
b. Use language references

such as picture or
bilingual dictionaries

such as an English
dictionary
c. Use language references

c. Use language references
such as picture or bilingual
such as picture or bilingual
c. Read aloud to practice
dictionaries
dictionaries
c. Listen to spoken language
forming English sounds,
in varied settings (e.g.,
words, and sentences
the bus; TV)
d. Practice pronunciation by
d. Read aloud to practice
forming English sounds in
forming English sounds,
front of a mirror
words, and sentences
e. Set long- and short-term
e. Review with flashcards
learning goals

Level 5
Level 6
Level 7
Level 8
Advanced ESL
Transition

variety of medium-length
communication tasks.

functions that involve some
complex medium-length

functions that involve various
complex, extended

functions that involve various
complex, extended
a. Ask for and give opinions, a. Formally apologize or respond a. Given a specific situation,
a. Given a specific situation,
explanations,
to apologies
speak persuasively, negotiate
speak persuasively, negotiate
suggestions, and advice
options, and reach a
options, and reach a
b. Offer or respond to praise or
resolution
resolution
b. Participate in discussions
criticism
that require problemb. Given a controversial topic,
b. Given a controversial topic,
c. Request and give detailed
solving, analysis of a
state own opinion and clarify
state an opinion and articulate
information or assistance
situation, and drawing
reasons for opinion
reasons or evidence for it
d. Criticize or disagree
conclusions
c. Synthesize, analyze, and
c. Synthesize, analyze, and
constructively or respond to a
c. State a position and
summarize information
summarize information from a
complaint
support it (e.g., Its a
variety of sources
e. Accept or politely reject
good job because)
suggestions or advice
d. Politely avoid or decline
to speak
S5A2 Select from a range of

strategies to reinforce and
continue to independently



a. Speak to unfamiliar,
receptionists; nurses)
a. Speak to a variety of listeners

(e.g., at information desks;
agencies; the library)
a. Rehearse speaking tasks with

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

others (e.g., oral
presentations)

such as an English
dictionary
b. Use language references such

as an English dictionary
b. Use language references such b. Use language references such

as an English dictionary,
as an English dictionary,
thesaurus, and on-line tools
thesaurus, and on-line tools
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
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
c. Evaluate others'
presentations
c. Revisit, evaluate, and revise

learning goals
d. Revisit, evaluate, and revise

learning goals
d. Teach or explain learning to

others
e. Teach or explain learning to

others
g. Set and monitor progress on

learning goals
29
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
30
Speak So Others Can Understand Framework: SINGLE-LEVEL VIEWS
Appendix A: Single-Level Views
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)

Learning Standard: Speak So Others Can Understand (SSOCU)
Adult learners speak so others can understand for a variety of purposes, integrating their knowledge,
skills, and strategies in the following process:
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
Level 1 Description:
34
Provide an address to someone taking you
Highly relevant words, phrases,

statements, questions, and high
frequency commands
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
In familiar, face-to-face situations with

familiar, supportive listeners, using
visual aids, non-verbal cues, and
immediate feedback from listeners
Greet familiar people (e.g., co-workers;
classmates; etc.) in a familiar setting
Examples
(context, settings,
tasks)
(in performing the

process)
Fluency
Range of
Situations
Range of Output
In simple highly-structured tasks

With considerable effort, frequent
hesitation, and inaccuracies in
pronunciation and grammar
Level 1 Benchmarks
PREPARING TO SPEAK (P)
S1P1 Recognize the speaking purpose in a particular situation.
S1P2 Draw on prior knowledge about language, culture, and context to anticipate and prepare
for interactions.
S1P3 Use at least one simple planning strategy to generate and organize content of message.
HOW ENGLISH WORKS (E)
S1E1 Apply knowledge of basic grammar and common usage.
S1E2 Use strategies to build and apply vocabulary related to immediate needs.
S1E3 Repeat the sound patterns of English as modeled.
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.
S1M2 Use one or two strategies to select, organize, and convey meaning.
S1M3 Use one or two basic strategies to monitor and enhance listener comprehension.
LIFELONG APPLICATIONS (A)
S1A1 Carry out simple language functions related to basic everyday, personal interactions.
S1A2 Use one or two basic strategies to independently develop speaking skills.
35

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

including grammar, word choice, pronunciation, register, pace, and gesture in order to minimize
Benchmarks
Sub-Benchmarks
a. Recognize information or needs to be conveyed
Prior
Knowledge
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)
S1P3 Use at least one

a. Reflect on and draw from personal experience, needs, interests, and observations
simple planning strategy to b. Learn from others what they have said in a similar situation
c. Learn key words or phrases used in target interactions
content of message.
Purpose
S1P1 Recognize the

speaking purpose in a
Planning
Strategies
b. Build knowledge of simple non-verbal cues and common discourse patterns (by recalling
or observing similar interactions)
Stress and
Intonation
Pronounce
Words
Word
Knowledge
Grammar
Knowledge
36

basic 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. Learn and use words to describe basic needs (e.g., simple warnings; objects and
build and apply vocabulary
activities of daily life)
related to immediate
b. Use one or two simple suffixes (e.g., the plural -s) to form words
needs.
S1E3 Repeat the sound

modeled.
a. Repeat consonant and vowel sounds

b. Repeat words and short phrases clearly
S1E4 Repeat the stress and 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)
questions, and simple
commands.

Benchmarks
Sub-Benchmarks
Cultural
Knowledge

and communicate
Communication
Monitor
Strategies
Communication
S1M2 Use one or two

strategies to select, organize,
and convey meaning.
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. 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
S1M3 Use one or two basic

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)
Learning
Strategies
Language
Functions

language functions related to
basic everyday, personal
interactions.
a. Ask and answer simple questions
S1A2 Use one or two basic

a. Listen to models and repeat
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
b. Speak to familiar, supportive listeners (e.g., friends; teacher)

c. Use language references such as picture or bilingual dictionaries
37
Speak So Others Can Understand Framework: LEVEL 2 (Low Beginning ESL)


Give short answers about personal
Highly relevant words, phrases,

statements, questions, and high
frequency commands
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
In familiar, face-to-face situations with
familiar, supportive listeners, using
visual aids, non-verbal cues, and
immediate feedback from listeners
Ask for simple, specific information (e.g.,
the cost of an item in a store)
Examples
(context, settings,
tasks)
Range of
Situations
Range of Output
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
38
(in performing the

process)
Fluency
In simple highly-structured tasks

With considerable effort, frequent
hesitation, and inaccuracies in
pronunciation and grammar
Level 2 Benchmarks
S2P1 Recognize the speaking purpose in a particular situation.
S2P2 Draw on prior knowledge about language, culture, and context to anticipate and
S2P3 Use at least one simple planning strategy to generate and organize content of message.
S2E2 Use strategies to build and apply vocabulary related to personal experience and needs.
S2E3 Produce the sound patterns of English as modeled.
S2E4 Repeat the stress and intonation of common, familiar words, phrases, questions, and
commands.
effectively.
S2M2 Use one or two strategies to select, organize, and convey meaning.
S2M3 Use a few basic strategies to monitor and enhance listener comprehension.
S2A1 Carry out simple language functions related to basic everyday, personal interactions.
S2A2 Use a few basic strategies to independently develop speaking skills.
39


Benchmarks
Sub-Benchmarks
Purpose
a. Recognize information or needs to be conveyed
S2P2 Draw on prior

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.)
Planning
Strategies
S2P1 Recognize the speaking

situation.
Prior
Knowledge
b. Build knowledge of simple non-verbal cues and common discourse patterns (by
recalling or observing similar interactions)
S2P3 Use at least one simple a. Reflect on and draw from personal experience, needs, interests, and observations
planning strategy to generate b. Learn from others what they have said in a similar situation
and organize content of
c. Learn key words or phrases used in target interactions
message.
Grammar
Knowledge

basic grammar and common
usage.
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.)
Stress and Fluency

Pronounce
Intonation
Words
Word
Knowledge
c. Produce simple English word order patterns
40

a. Learn and use words to describe basic needs (e.g., likes; wants; objects; activities of
and apply vocabulary related
daily life)
to personal experience and
b. Use understanding of a few simple suffixes (e.g., negative contractions) to form words
needs.
S2E3 Produce the sound

modeled.

questions, and commands.
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. Produce the stress and intonation of familiar words and phrases, questions, and
commands (e.g., Can I help?; Bicycle)
b. Differentiate syllable stress in numbers, days, months, etc. (e.g., FEBruary)

Benchmarks
Sub-Benchmarks
Cultural
Knowledge

and communicate
a. Use one or two strategies to communicate basic needs, including non-verbal

strategies (e.g.,gestures; appropriate personal distance)
Communication
Strategies
S2M2 Use one or two

strategies to select, organize,
and convey meaning.
a. Imitate a very simple speech model (brief predictable exchanges such as, Hello, how
are you?; Im fine, and you?)
Monitor
Communication
Strand: Comprehend Meaning (M)
S2M3 Use a few basic

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

c. Convey meaning by using isolated words, memorized phrases, and some
recombinations of learned words or phrases
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)
Learning
Strategies
Language
Functions

language functions related to
basic everyday, personal
interactions.
a. Ask and answer simple questions
S2A2 Use a few basic

a. Listen to models and repeat
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
b. Speak to familiar, supportive listeners (e.g., friends; teacher)

c. Use language references such as picture or bilingual dictionaries
41
Speak So Others Can Understand Framework: LEVEL 3 (High Beginning ESL)


Range of Output
Respond using learned phrases to an oral
Short, simple sentences on familiar

topics and brief conversations which
are expansions of familiar phrases and
exchanges
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
In common, face-to-face situations

with familiar listeners, using visual cues
and frequent opportunities to repeat
or seek listener feedback
restaurant
Examples
(context, settings,
tasks)
Range of
Situations
Place an order for several food items in a

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
42
(in performing
the process)
Fluency
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
Level 3 Benchmarks
S3P1 Determine own purpose for speaking in a particular situation.
S3P3 Use more than one planning strategy to generate and organize content of message.
S3E2 Use strategies to build and apply vocabulary related to topics of interest and daily
demands.
S3E3 Produce understandable English words and phrases.
S3E4 Produce stress, intonation, and rhythm of common English words, phrases, and
questions.
effectively.
S3M2 Use some strategies to select, organize, and convey meaning.
S3M3 Use a few strategies to monitor and enhance listener comprehension.
S3A1 Carry out language functions related to a variety of short everyday interactions.
S3A2 Use a few strategies to reinforce and continue to independently develop speaking skills.
43


Benchmarks
Sub-Benchmarks
Planning
Strategies
Prior
Knowledge
Purpose

S3P1 Determine own
purpose for speaking in a
a. Clarify own specific purpose for speaking (e.g., to give information; ask for help)
S3P2 Draw on prior

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
interactions.
c. Draw on prior knowledge related to personal experience and interests
content of message.
b. Rehearse key vocabulary or phrases needed
c. Role play the anticipated interaction
d. Use freewriting, journaling, listing, or brainstorming to clarify thoughts
Pronounce
Words
Word
Knowledge
Grammar
Knowledge
44

basic grammar and
common usage.
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
S3E2 Use strategies to build a. Learn and draw from vocabulary to conduct simple daily interactions of home, school,
and apply vocabulary
work, and community
related to topics of interest b. Use understanding of simple prefixes and suffixes (e.g., un-; -ing; -ed) to form words
and daily demands.
c. Identify useful cognates from the native language (e.g., mama; education; intelligent)
S3E3 Produce
understandable English
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.)

Benchmarks
Sub-Benchmarks
Stress and
Intonation

common English words,
phrases, and questions.
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
Cultural
Knowledge

and communicate information
effectively.
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)
Monitor
Communication
Communication
Strategies
c. Use basic formal and informal courtesies

S3M2 Use some strategies to
select, organize, and convey
meaning.
a. Sequence and organize thoughts clearly (e.g., with a beginning, middle, and end)
S3M3 Use a few strategies to

monitor and enhance listener
comprehension.
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)
Language
Functions

a. Ask for basic clarification or repetition
functions related to a variety of b. State simple opinions, feelings, likes/dislikes, agreement/disagreement (e.g., I like/
short everyday interactions.
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
Learning
Strategies
f. Provide simple descriptions of people, places or things

S3A2 Use a few strategies to
reinforce and continue to
speaking skills.
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
45
Speak So Others Can Understand Framework: LEVEL 4 (Low Intermediate ESL)


Range of Output
Call a supervisor to report an on-the-job
Key information in simple

conversations and short narrative
explanations or descriptions on familiar
topics
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
Examples
(context, settings,
tasks)
Range of
Situations
to a new worker
In a range of common situations with
familiar and unfamiliar listeners,
relying on regular listener feedback
and confirmation of understanding
Tell a mechanic what is wrong with a car

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

evaluation
46
(in performing
the process)
Fluency
In somewhat unstructured tasks

With some hesitation and varied ease,
accuracy, and control of basic grammar
and pronunciation and reliance on
general vocabulary
Level 4 Benchmarks
S4P1 Determine own purpose for speaking as well as the purpose of the listener(s) in a
S4P3 Use more than one planning strategy to generate and organize content of message.
S4E1 Apply knowledge of basic and some complex grammar and common usage.
S4E2 Use strategies to build and apply vocabulary related to varied topics and contexts.
S4E3 Produce understandable English and identify pronunciation problems.
S4E4 Produce stress, intonation, and rhythm of common spoken English.
effectively.
S4M2 Use varied strategies to select, organize, and convey meaning.
S4M3 Use a range strategies to monitor and enhance listener comprehension.
S4A1 Carry out language functions that involve a variety of short interactions.
S4A2 Use several strategies to reinforce and continue to independently develop speaking
skills.
47


Benchmarks
Sub-Benchmarks
Planning
Strategies
Prior
Knowledge
Purpose

S4P1 Determine own
purpose for speaking as
well as the purpose of the
situation.
a. Clarify own purpose for speaking, whether general (to inform, request, complain) or
specific (to find a location, make friends with a co-worker)
S4P2 Draw on prior

knowledge about
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)

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

basic and some complex
grammar and common
usage.
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

a. Learn and draw from vocabulary to express meaning in more than one way (e.g., little/
build and apply
small)
b. Use understanding of a range of common prefixes and suffixes (e.g., dis-; re-; -ful; in-) to
varied topics and contexts.
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)
48

Benchmarks
Sub-Benchmarks
Stress and
Intonation
Pronounce
Words

S4E3 Produce
problems.
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

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
Cultural
Knowledge

and communicate
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
Monitor
Communication
Communication
Strategies
d. Respond to and use basic formal and informal courtesies

S4M2 Use varied strategies to a. Organize and communicate thoughts cohesively (e.g., using sequence markers and
select, organize, and convey
transition words - before/now; here/there; first; then; next)
meaning.
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
S4M3 Use a range strategies
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)
Language
Functions

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

b. Request assistance
d. Relate a sequence of events or multi-step instructions
Learning
Strategies
e. Express sympathy
S4A2 Use several strategies
to reinforce and continue to
speaking 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
49
Speak So Others Can Understand Framework: LEVEL 5 (High Intermediate ESL)


Range of Output
Give a short speech to the class about a
Main ideas and related details in

moderate-length conversations,
instructions, or narratives about
general interest topics
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
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
Ask a salesperson questions about a
Examples
(context, settings,
tasks)
Range of
Situations
after reading a short fictional excerpt

product to help decide whether or not to
buy it
Provide input to a group of classmates
planning a project
50
(in performing
the process)
Fluency

unstructured tasks
With growing confidence and varied
ease, accuracy, and control of grammar
and vocabulary
Level 5 Benchmarks
S5P1 Determine own purpose for speaking as well as the purpose of the listener(s) in a
S5P2 Draw on prior knowledge about language, culture, and context to anticipate and prepare
for interactions.
S5P3 Use a variety of planning strategies to generate and organize content of message.
S5E1 Apply knowledge of basic and complex grammar and common usage.
S5E2 Use strategies to build and apply vocabulary that allows communication of detail.
S5E3 Produce understandable English and identify pronunciation problems that interfere with
communication.
S5E4 Use knowledge of stress, intonation, and rhythm of spoken English to communicate
meaning.
effectively.
S5M2 Choose from a range of strategies to select, organize, and convey meaning.
S5M3 Select from a range of strategies to monitor and enhance listener comprehension.
S5A1 Carry out language functions that involve a variety of medium-length communication tasks.
S5A2 Select from a range of strategies to reinforce and continue to independently develop
speaking skills.
51


Benchmarks
Sub-Benchmarks
Planning
Strategies
Prior
Knowledge
Purpose

S5P1 Determine own
a. Clarify own purpose(s) for speaking (e.g., to share information and persuade others to
purpose for speaking as well
act)
as the purpose of the
b. Consider purpose of the listener(s) and how that relates to own purpose for speaking
situation.
S5P2 Draw on prior
interactions.
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)
S5P3 Use a variety of

planning strategies to
content of message.
b. Build and draw on specialized knowledge related to work, family, or community topics
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
Word
Knowledge
Grammar
Knowledge
52

a. Use some complex grammar structures (e.g., present perfect; conditionals; adverbial
basic and complex grammar
clauses; gerunds and infinitives)
and common usage.
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)
allows communication of
detail.
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)

Benchmarks
Sub-Benchmarks
Pronounce
Words
S5E3 Produce
a. Articulate word endings to enhance comprehensibility
understandable English and b. Recognize where pronunciation difficulties are interfering with effective communication
c. Use strategies to address pronunciation difficulties (e.g., repeat more slowly; remember
problems that interfere
sound by associating it with a sound in the native language)
with communication.
Stress and
Intonation
S5E4 Use knowledge of

stress, intonation, and
rhythm of spoken English
to communicate meaning.
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)
Monitor
Communication
Communication
Strategies
Cultural
Knowledge

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
S5M2 Choose from a range

of strategies to select,
meaning.
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.)
S5M3 Select from a range

of strategies to monitor
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
Learning
Strategies
Language
Functions

variety of medium-length
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
S5A2 Select from a range of a. Speak to unfamiliar, interested listeners (e.g., receptionists; nurses)
strategies to reinforce and b. Use language references such as an English dictionary
continue to independently 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
53
Speak So Others Can Understand Framework: LEVEL 6 (Advanced ESL)


Range of Output
Describe in detail a childs illness or
Detailed meaning in extended

conversations, narratives, and short
prepared presentations about concrete
and some abstract topics, using broad
vocabulary and detail
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
(in performing
the process)
Fluency
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
unstructured tasks
54
Examples
(context, settings,
tasks)
Range of
Situations
teacher
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
Phone an instructor or doctors office to
change an appointment
Comfortably, at near-natural pace but

with occasional pronunciation, word
choice, or grammatical errors
Level 6 Benchmarks
S6P1 Determine own purpose for speaking as well as the purpose of the listener(s) in a particular
situation.
S6P2 Draw on prior knowledge about language, culture, and context to anticipate and prepare for
interactions.
S6P3 Use a variety of planning strategies to generate and organize content of message.
S6E1 Apply knowledge of complex grammar and common/uncommon usage.
S6E2 Use strategies to build and apply vocabulary that allows communication of detail and precise
meaning.
S6E3 Produce understandable English and use strategies to self-correct pronunciation problems.
S6E4 Use knowledge of stress, intonation, and rhythm of spoken English to communicate meaning.
S6M1 Use knowledge of U.S. history, culture, and context to select and communicate information
effectively.
S6M2 Choose from a wide range of strategies to select, organize, and convey meaning.
S6M3 Select from a range of strategies to monitor and enhance listener comprehension.
S6A1 Carry out language functions that involve some complex medium-length communication tasks.
S6A2 Select from a range of strategies to reinforce and continue to independently develop speaking
skills.
55


Benchmarks
Sub-Benchmarks
Planning
Strategies
Prior
Knowledge
Purpose

S6P1 Determine own
situation.
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
S6P2 Draw on prior

inform the tone and content of the communication (e.g., explaining a problem without
blaming your co-worker)
anticipate and prepare for b. Build and draw on specialized knowledge related to work, family, or community topics
interactions.
S6P3 Use a variety of
planning strategies to
content of message.
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
Grammar
Knowledge

a. Use complex grammar structures (e.g., reported speech; perfect tenses; conditionals;
complex grammar and
adjective clauses)
common/uncommon usage. 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)
Word
Knowledge
S6E2 Use strategies to build 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.)
allows communication of
b. Use understanding of word morphology (prefixes, roots, and suffixes) to build
detail and precise meaning.
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)
56

Benchmarks
Sub-Benchmarks
Stress and
Intonation
Pronounce
Words

a. Articulate word endings to enhance comprehensibility
English and use strategies to self- b. Use strategies to address pronunciation difficulties (e.g., slow down before coming
correct pronunciation problems.
to difficult words)

spoken English to communicate
meaning.
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. 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
S6M2 Choose from a wide range

of strategies to select, organize,
and convey meaning.
Communication
Strategies
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. Pause at appropriate points to check understanding and assess whether listeners
purpose is being met (e.g., whether theyre still interested)
enhance listener comprehension. 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
Cultural
Knowledge

Monitor
Communication
Level 6, Life Applications Strand, continued on the following page.
57

Benchmarks
Sub-Benchmarks
Language
Functions

a. Formally apologize or respond to apologies
functions that involve some b. Offer or respond to praise or criticism
complex medium-length
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
Learning
Strategies
S6A2 Select from a range of a. Speak to a variety of listeners (e.g., at information desks; agencies; the library)
strategies to reinforce and b. Use language references such as an English dictionary
continue to independently 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
58
Level 7 (Beginning Transition) Single-Level View

begins on the following page.
Speak So Others Can Understand Framework: LEVEL 7 (Beginning Transition)


Range of Output
Deliver a moderate-length presentation
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
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

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
Explain underlying meanings in an article
Examples
(context, settings,
tasks)
Range of
Situations
problem-solving meeting
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

In complex and unstructured tasks
Phone a service provider to ask about
60
(in performing the

process)
Fluency
charges on a bill
Comfortably, with natural pace and
good control of vocabulary and
grammar although there may be
inaccuracies in pronunciation or the
use of complex grammar
Level 7 Benchmarks
S7P1 Determine own purpose for speaking as well as the purpose of the listener(s) in a particular
situation.
S7P2 Draw on prior knowledge about language, culture, and context to anticipate and prepare for
interactions.
S7P3 Choose among a variety of planning strategies to generate and organize content of message.
S7E1 Apply knowledge of complex grammar and common/uncommon/formal usage.
S7E2 Use strategies to build and apply vocabulary that includes some words needed for specialized,
abstract, and/or academic topics.
S7E3 Produce understandable English and use strategies to self-correct pronunciation problems.
S7E4 Use knowledge of stress, intonation, and rhythm of spoken English to convey emphasis, mood,
and intention.
S7M1 Use knowledge of U.S. history, culture, and context to select and communicate information
effectively.
S7M2 Organize and present ideas effectively.
S7M3 Select from a wide range of strategies to monitor and enhance listener comprehension.
S7A1 Carry out language functions that involve various complex, extended communication tasks.
S7A2 Select from a range of strategies to reinforce and continue to independently develop speaking
skills.
61


Benchmarks
Sub-Benchmarks
Planning
Strategies
Prior
Knowledge
Purpose

S7P1 Determine own
situation.
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
S7P2 Draw on prior

inform the tone, content, and formality of the communication (e.g., reporting a crime to
the police)
anticipate and prepare for b. Build and draw on academic knowledge related to the topic
interactions.
S7P3 Choose among a
variety of planning
organize content of
message.
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
Word
Knowledge
Grammar
Knowledge
62

complex grammar and
common/uncommon/
formal usage.
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
S7E2 Use strategies to build a. Select and use vocabulary to convey precise thoughts and express shades of meaning
(e.g., imply vs. infer)
includes some words
b. Use prefixes and suffixes to build words that express abstract concepts (e.g., -cracy;
needed for specialized,
-ism)
abstract, and/or academic c. Use slang, idioms and colloquialisms appropriately (e.g., cut to the chase; go out on a
topics.
limb)
d. Use vocabulary learned through reading, lectures, or media
e. Use vocabulary learned from the Academic Word List (AWL)

Benchmarks
Sub-Benchmarks
Stress and
Intonation
Pronounce
Words

English and use strategies to
self-correct pronunciation
problems.
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
S7E4 Use knowledge of stress, 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. 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

ideas effectively.
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
S7M3 Select from a wide range

of strategies to monitor and
enhance listener
comprehension.
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
Monitor
Communication
Communication
Strategies
Cultural
Knowledge
63

Benchmarks
Sub-Benchmarks
Learning
Strategies
Language
Functions
64

functions that involve
various complex, extended
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
S7A2 Select from a range of a. Rehearse speaking tasks with others (e.g., interviews; reading aloud)
strategies to reinforce and 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
Level 8 (Transition) Single-Level View

begins on the following page.
Speak So Others Can Understand Framework: LEVEL 8 (Transition)


Range of Output
Articulate a clear position in a short de-
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
bate 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

secondary coursework with an academic
advisor
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
Examples
(context, settings,
tasks)
Range of
Situations
Discuss steps for transitioning to post-
Discuss financial aid options with person-
nel in that office

Accomplish a task involving complicated
phone tree options
66
(in performing
the process)
Fluency
In complex and unstructured tasks

Comfortably, with natural pace, good
control of grammar, and a broad vocabulary although there may be lingering difficulty pronouncing some sounds
SpeakSoOthersCanUnderstand Framework:LEVEL8(Transition)
Level8Benchmarks
PREPARINGTOSPEAK(P)
S8P1Determineownpurposeforspeakingaswellasthepurposeofthelistener(s)inaparticular
situation.
S8P2Drawonpriorknowledgeaboutlanguage,culture,andcontexttoanticipateandpreparefor
interactions.
S8P3Chooseamongavarietyofplanningstrategiestogenerateandorganizecontentofmessage.
HOWENGLISHWORKS(E)
S8E1Applyknowledgeofcomplexgrammarandcommon/uncommon/formalusage.
S8E2Usestrategiestobuildandapplyvocabularythatincludeswordsneededforspecialized,
abstract,and/oracademictopics.
S8E3ProduceunderstandableEnglishandusestrategiestoselfcorrectpronunciationproblems.
S8E4Useknowledgeofstress,intonation,andrhythmofspokenEnglishtoconveyemphasis,mood,
andintention.
CONVEYINGMEANING(M)
S8M1UseknowledgeofU.S.history,culture,andcontexttoselectandcommunicateinformation
effectively.
S8M2Organizeandpresentideaseffectively.
S8M3Selectfromawiderangeofstrategiestomonitorandenhancelistenercomprehension.
LIFELONGAPPLICATIONS(A)
S8A1Carryoutlanguagefunctionsthatinvolvevariouscomplex,extendedcommunicationtasks.
S8A2Selectfromarangeofstrategiestoreinforceandcontinuetoindependentlydevelopspeaking
skills.
OregonABSSpeakSoOthersCanUnderstandFramework,August201067


Benchmarks
Sub-Benchmarks
Planning
Strategies
Prior
Knowledge
Purpose

S8P1 Determine own
a. Clarify own purpose(s) for speaking in the context of an assignment (e.g., explaining a
project)
well as the purpose of the b. Identify how speaker might mediate the differences between the purposes of listener(s)
and speaker
situation.
S8P2 Draw on prior
knowledge about
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
S8P3 Choose among a

variety of planning
and relevant facts, valid reasons, concrete details, and examples to support a relatively
organize content of
complicated thesis)
message.
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
Word
Knowledge
Grammar
Knowledge
68

complex grammar and
common/uncommon/
formal usage.
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

a. Select and use vocabulary specific to the topic or the field of study
build and apply
b. Use slang, idioms, and colloquialisms appropriately
vocabulary that includes
c. Incorporate vocabulary learned through reading, lectures, or media
words needed for
specialized, abstract, and/
or academic topics.

Benchmarks
Sub-Benchmarks
Stress and
Intonation
Pronounce
Words

a. Correctly pronounce commonly mispronounced words (e.g., supposedly; divisive)
English and use strategies to self- b. Use strategies to address pronunciation difficulties (e.g., check the listeners
correct pronunciation problems.
comprehension of problematic words)
c. Avoid reductions and linkages for formal speaking contexts
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
Cultural
Knowledge

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
Communication
Strategies
S8M2 Organize and present ideas a. Organize presentations by breaking the topic into parts accessible to listeners,
effectively.
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
Monitor
Communication
g. Monitor use of informal placeholders (e.g., like) during formal presentations

S8M3 Select from a wide range
a. Pause to create opportunities for listener(s) to check their understanding
of strategies to monitor and
b. Request feedback specific to the situation or topic (e.g., Is this what you wanted
enhance listener comprehension.
to know?)
c. Use strategies to clarify meaning (e.g., embed definitions of specialized terms in
presentations or trainings)
69

Benchmarks
Sub-Benchmarks
Learning
Strategies
Language
Functions
70

functions that involve
various complex, extended
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
S8A2 Select from a range of a. Rehearse speaking tasks with others (e.g., oral presentations)
strategies to reinforce and 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
Speak So Others Can Understand Framework: GLOSSARY
Appendix B: Glossary
GLOSSARY
(speaking/listening terms used in the frameworks)
Academic Word List (AWL) - a list of the most common words used in academic texts at the post-secondary level. This list,
developed by Averil Coxhead, contains 570 words.
Adjusted Language - language modified for lower-level students by slowing the pace or simplifying the vocabulary and syntax
Blend - a combination of two or more adjacent consonant phonemes pronounced rapidly (e.g., /bl/ in blue)
Body Language - Nonverbal communication by means of facial expressions, eye behavior, gestures, posture, and the like. Body
language expresses emotions, feelings, and attitudes, sometimes even contradicting the messages conveyed by spoken
language. Some nonverbal expressions are understood by people in all cultures; other expressions are particular to specific
cultures. (See Nonverbal Communication)
Brainstorm - listing many ideas relating to a topic in order to think about it
Circumlocution - a strategy used by a learner who does not know or cant recall a word or idea but wants to express a
concept. Instead of using a concise term, a speaker will use a string of words to express the same meaning (e.g., the wife of your
fathers brother is a circumlocution for your aunt).
Cognates - words having a common linguistic origin (e.g., caf and coffee derive from the Turkish, kahve) (See False Cognates)
Coherent - logically connected, consistent, as in an argument or explanation
Cohesion - quality, act, or state of being connected, tied together. The property of unity in spoken or written language that stems
from links among its surface elements, as when words in one sentence are repeated in another, and esp. from the fact that some
words or phrases depend for their interpretation upon material in preceding or following text.
Cohesive (See Cohesion)
Collocation - a predictable combination of words that commonly go together. For example: Some words that collocate well with
work are full-time work, work area, work smoothly, and challenging work. Collocations are important in ESOL because they help
to explain why some learner language is grammatically correct, yet the utterance seems strange. For example, in North America,
teeth collocates with brush, as in I am going to brush my teeth, whereas I am going to clean my teeth is a grammatically
correct and comprehensible sentence but seems awkward and is something a native speaker would not ordinarily say.
Colloquial Speech - verbal language used in familiar and/or informal conversation which would not necessarily be considered
appropriate for written or formal situations
Comparative - the form of an adjective, adverb, or noun that is used to express differences between two items or situations (e.g.,
Juan is taller than Miguel. He works more quickly than she does. That machine makes more noise than this one.)
Communication Norm - a language practice or way of interacting understood by most fluent speakers
Communicative - referring to the approach to the teaching of second and foreign languages that emphasizes interaction as both
the means and the ultimate goal of learning a language
Complex Sentence - a group of words forming a unit of thought containing one or more independent clauses and one or more
dependent clauses (e.g., He goes to the dentist / when he has a toothache.)
Compound Sentence - a group of words forming a unit of thought made up of two clauses joined by a coordinate conjunction,
punctuation, or both (e.g., She likes to take the subway; she doesnt like to take the bus.)
73
Conjunction - a linking word connecting individual words or groups of words. A coordinating conjunction connects words, phrases,
or clauses that are equal or the same type (e.g., or, and, but). A subordinating conjunction (e.g., after, although, as, because,
before, if, since, when, where, while, and so on) connects a dependent clause to an independent clause in order to complete the
meaning of the dependent clause. (See Parts of Speech)
Connected Speech - Spoken language simplified so that sounds run into one another, are reduced or left out, contracted or
blended. Connected speech is commonly used in the informal speech of native speakers. One important effect of connected
speech is that the boundaries between words become blurred. While this may not represent a particular problem for a native
speaker, a nonnative speaker who has been taught to recognize individual words and short sentences in their idealized citation
forms may have difficulty comprehending. (See Linked Words and Reduced Speech) In these documents, this term is often used to
mean a continuous flow of speech.
Content Word - a word that carries the weight of the meaning in a sentence; a word that is stressed within a sentence; a noun,
pronoun, verb or adjective (Compare Function Word)
Context - a) the environment (e.g., the relationship among speakers; the familiarity of the setting; the level of background
knowledge) in which speech takes place; b) the parts of a spoken or written statement that precede or follow a specific word or
passage, usually influencing its meaning or effect
Context Clue - information found in the material that helps determine the meaning of a word or phrase in order to maintain fluent
reading or listening comprehension
Contextualized - vocabulary and grammar presented within a meaningful environment to facilitate learning (e.g., The grammatical
structure of commands taught within the context of a doctors visit: Open your mouth. Raise your arms.)
Decode - translate letters or sounds into the sounds and words of spoken language so as to pronounce or read an unfamiliar word
Dependent Clause - a group of words containing a subject and verb but not able to stand alone as a complete sentence (e.g., He
goes to the dentist when he has a toothache.)
Discourse - a linguistic unit larger than a sentence which can be in either written or spoken form
Diphthong - a single vowel phoneme resembling a glide from one sound to another (e.g., /oi / in noise, /ou / in sound)
Embedded Question - noun clauses that represent questions, do not have question word order, and are the objects of such clauses
as , Do you know or Can you tell meand begin with question words like who, what, where, when, why, how, or if (e.g., Can you
tell me where it is?) (See Embedded Statement)
Embedded Statement - noun clauses that are objects in other clauses and begin with question words like who, what, where, when,
why, how, or if, but do not represent questions (e.g., I dont know who he is. I wonder where he put it. I cant remember when she
left.) (See Embedded Questions)
Expository - explaining or conveying information, telling how to do something, pointing out the purpose of something
False Cognates - words that are similar to another or the same as words in another language but have a different meaning. (e.g.,
the English word embarrassed, and the Spanish word embarazada, are similar in form, but the meaning of embarazada (pregnant)
is not the same as the meaning of embarrassed.) (See Cognates)
Fluency - refers to performance of the process described in the standard. The factors that make up fluency include pace, ease/
comfort, fluidity, accuracy, and confidence. Fluency increases from level to level on familiar topics and in familiar contexts, but
may falter at all levels in new situations and contexts.
Function Word - a word that mainly expresses a grammatical relationship such as tense, number, part of speech, location, or
ownership. Function words include articles, auxiliary verbs, personal pronouns, possessive adjectives, demonstrative adjectives,
prepositions, and conjunctions. Function words make up 65% or more of all written material. (See Content Word)
Gerund - the -ing form of a verb that is used as a noun (e.g., Swimming is a great sport; She avoids talking on the phone.)
74

Gist - an overall or generalized understanding of a piece of communication. A learner can gain meaning and understand what is
happening even is she cant understand every phrase or sentence. The listener tries to pick up key words, intonation, and other
clues to make a guess at the meaning.
Graphic Organizer - a visual form used to organize information so it can be more easily represented, recalled, or understood (e.g.,
word webs; Venn diagrams; charts; tables) (See K-W-L Chart, Mind Map, Venn Diagram)
Homonym - one of two or more words that have the same sound and often the same spelling but differ in meaning; such as to,
two, and too; or bank (embankment) and bank (place where money is kept)
Hyperbole - a style of speech which uses exaggeration for a purpose (e.g., Ive told you a million times)
Idiom - a phrase or expression that means something different from what the words literally say (e.g., over his head means
doesnt understand)
Implicit, Implied - capable of being understood although unexpressed. Underlying meaning that is suggested without being stated
or expressed
Independent Clause - a group of words having a subject and verb and able to stand alone as a complete sentence (e.g., The two
men fled the scene, and they hid in the next small town.)
Inference - the activity performed by a listener in drawing conclusions that are implied but not explicit in what is written or said
Infinitive - root form of a verb, expressed with to in English, which does not carry any indication of tense, mood, or aspect
Informal - with reference to the register (formality) of language, that kind of language which is used with close friends, family, and
in everyday situations
Intonation - the melody or pitch contour of speech
Irony - the use of words to convey a meaning that is the opposite of their literal meaning, often with humorous intention
Irregular Verb - a verb that forms the simple past and/or past participle in a different way than regular verbs
K-W-L Chart - a graphic organizer that helps learners draw on what they know, focus on what they want to learn, and identify what
they learned. To create a K-W-L chart, learners draw three columns. In the first column, write what is already known about a
topic. In the second column, write questions about the topic. In the third column, write important information and answers to the
questions after reading or studying about the topic. K-W-L charts can be completed as a class with the teacher or independently.
(See Graphic Organizers, Mind map, Venn Diagram)
L1 Interference - refers to English language learners applying knowledge of their native language to a second language, such as the
rules of word order. This leads to predictable errors, as learners try to understand how the new language system works.
Linked Words - words which when spoken quickly in informal speech blend together to sound like one (e.g., wanna; oughta)
Mind Map - a graphic organizer used for developing ideas and organizing information. It helps to identify central ideas, the relative
importance of other ideas, and how they are connected. A main or central word or images is placed in the center and then key
words, symbols, images, and abbreviations are added as sub-ideas. Sub-ideas should be on lines that ultimately connect to the
center. Each new line should be open, allowing space for more connections to sub-ideas farther from the center. (See Graphic
Organizers, K-W-L Chart, Venn Diagram)
Minimal Pair - set of words that have only one different sound (e.g., pit/bit; sit/set)
Modal - auxiliary verb that expresses ability, authority, formality, politeness, and degrees of certainty (e.g., can, could, should, will,
would, may, might, must)
75
Morphology - the study of the structure and content of word forms

Narrative - spoken prose that is based on chronology, as in a story
Non-Verbal Communication - aspects of communication that do not involve language or are used in conjunction with language
(e.g., intonation; stress; pauses; gestures; facial expressions; eye contact; physical proximity; body language)
Nuance - a subtle distinction or variation
Organizational Marker - transitional or sequencing expressions that allow a listener to understand how the speaker has ordered
the spoken discourse
Pace - rate of speed of spoken discourse
Paraphrase - to change the wording of oral speech or written text while maintaining the meaning (e.g., When were you born? can
be paraphrased as What is your date of birth?)
Parts of Speech - classification of words in a language based on their grammatical role or function. There are eight parts of speech
in English: noun, pronoun, verb, adjective, interjection, adverb, preposition, and conjunction.
Passive - the voice in which the grammatical subject is the object of the verb in a clause (e.g., The cat was chased by the dog.)
Perfect Tense - one of a group of tenses that indicate completed actions. Perfect tenses include present perfect, past perfect,
future perfect, present perfect continuous, past perfect continuous, and future perfect continuous. (Note: Present perfect isn't
always completed.)
Phoneme - the smallest unit of sound in a language that is capable of signaling a difference in meaning (e.g., The /p/ sound in pit
and the /b/ sound in bit differentiate the two words.)
Phonemic Awareness - the ability to hear, identify, and manipulate the separable sounds in words (e.g., the listeners ability to
distinguish the three sounds (phonemes) in pet: /p/e/t/ from the three sounds in bet /b/e/t/)
Phrasal Verb - verb that is used commonly with other parts of speech, usually prepositions, and takes on a meaning of its own
when combined with these other parts of speech. Although phrasal verbs are written as a combination of two or more words, they
act as if they were one word (e.g., to go out with = to date; to bring up= to raise)
Prefix - a letter or group of letters that can be added to the beginning of a root word to change its meaning (e.g., un- in unhappy)
Present Perfect - the tense that is used for the unfinished past or the action that started in the past and continues till the present
(e.g., I have lived in Phoenix since 1964.; He has been in class for two months.)
Prior Knowledge - all that a person knows related to the task at hand, including general knowledge of the world, specific
knowledge related to the topic and the terms used, and knowledge of how the language works
Protocol - a set of conventions governing behavior in certain situations
Purpose - the reason the speaker or listener has for communicating in a particular situation. May contain both a general purpose
(inform, persuade, etc.) and a specific purpose (convince others to start a community recycling program)
Reduced Speech (Reduction) - the shortening or elimination of non-stressed syllables so that both consonants and vowels are less
explicitly pronounced. Reductions can be within a word (e.g., inte(e)rest) or in a phrase or sentence. (e.g., because becomes cuz,
want to becomes wanna)
Register - variety of language appropriate to the level of formality in a particular social setting, the relationship among the
participants, and the purpose of the interaction (e.g., Hi, Barack. vs. Good afternoon, Mr. President.)
76

Relative Clause - a subordinate clause that modifies a noun (e.g., The man who came to dinner was a clown.); also called an
adjective clause
Reported Speech - a clause used to tell what someone said (e.g., Lucy told me that she got a new job.)
Retell - to tell again or in another form. During a retelling, the emphasis is not on whether or not the reader uses his/her own
words, as it is with paraphrasing. The purpose of retelling is solely to recall information or events.
Rhetorical Device - a technique used by a speaker to create an emotional effect in the listener
Root - the primary unit of a word which carries the most meaning and cannot be reduced into smaller parts
Sarcasm - a form of irony that is bitter and cutting, especially in speech
Sequence Marker, Sequence Word - a word that help learners comprehend or relate the order in which events occur (e.g., first;
then; finally; next; then; at this point; later; afterwards)
Simple Future - the tense used to express actions that will happen at one particular time in the future (e.g., Tran will go to class
tomorrow. Jerome is going to start a new job next week.)
Simple Past - the tense used to express actions begun and completed in the past (e.g., Maria worked overtime yesterday. Kamal
read to his son every night last week.)
Simple Present - the tense used to express a permanent truth and habitual events or situations (e.g., People perspire when they
are hot. I drive my car every day.)
Simple Sentence - a group of words conveying one idea and including only one main clause (e.g., Magda likes coffee with
breakfast.)
Situational Context - specific places (situations) where language is spoken (e.g., at school; at the post office; in the doctors office)
Slang - informal, nonstandard vocabulary including coinages, arbitrarily changed words, and highly charged emotive words
Strategy - refers to a plan of action designed to achieve a particular goal
Stress (See Syllable Stress and Word Stress)
Structured Task - a task which involves using a predictable or prescribed order of steps to achieve the purpose
Subjunctive - a verbal mood that denotes a state or act as not factual but contingent, possible, or viewed with desire or doubt
(e.g., If I were King, I would change that law.)
Suffix - a word part that is added to the ending of a root word to form a related word and establishes the part of speech of the
word (e.g., -tion added to a verb like assert creates the words assertion, a noun.)
Summarize - to tell again in a shortened version, succinctly covering key points, ideas, or events presented in the original narrative
Superlative - a form of an adjective, adverb, or noun that is used to rank an item or situation first or last in a group of three or
more (e.g., Juan is the tallest person in the class. She works the fastest of all. That machine makes the most noise.)
Syllable Stress - the degree of force with which a syllable is uttered. Syllables can be stressed or unstressed in varying
degrees. Stress is an important component of pronunciation and contributes to meaning and to intelligibility (e.g., /record/ = to
store information, /record/ = an account).
Synonyms - two or more words that have the same meaning (e.g., heavy/weighty)
77
Syntax - the study of the rules whereby words, clauses, and phrases are combined to form grammatical sentences; the rules of
correct word order
Synthesize - combine and adapt to achieve a particular goal
Tense - the characteristic of a verb that indicates time
Thesis - a position or proposition that is advanced with or without argument
Tone - an expression of the attitude of a speaker toward a subject. Unlike mood, which is intended to shape the emotional
response of the reader or listener, tone reflects the feelings of the speaker. Tone is created by the pitch, rhythm, volume and/or
choice of words. It can be serious, humorous, sarcastic, playful, ironic, bitter, or objective.
Transition Words - words or phrases that connect related ideas (e.g., furthermore; but; however) or that link different sections of a
spoken text (e.g., finally; in conclusion)
Unstructured Task - a task which is not prescribed and can be accomplished through a variety of approaches
Venn Diagram - a graphic organizer that is used to compare two things (characters, ideas, etc.). To create a Venn diagram, draw
two overlapping circles. In the first circle, put things that are unique about the first thing to be compared. In the second circle, put
things that are unique about the second thing to be compared. In the overlapping section, put things both have in common. (See
Graphic Organizers, K-W-L, Mind Map)
Word Stress - the location of emphasis on a word in an utterance, providing a specific meaning to the utterance. Change of word
stress will change the intent or meaning of the utterance (e.g., In the sentence I lost a book, the word book would be stressed to
indicate what was lost and the word I would be stressed to indicate who lost a book.)
78
Appendix C:
Test Correspondence Chart
Speak So Others Can Understand Framework: TEST CORRESPONDENCE CHART
Appendix C:
Correspondence between SSOCU Framework Levels
and Standardized Test Scores
The National Reporting System provides the following correspondences between standardized test scores and
ABS instructional levels. Over the next 24 months, CCWD, through the Learning Standards Project, will gather
data to evaluate the accuracy of these correspondences.
Oregon Speak So Others Can Understand Levels

1
2
Low Beginning ESL
3
High Beginning ESL
4
5
BEST Plus Scores
400 and below (SPL* 0-1)
401-417 (SPL 2)
418-438 (SPL 3)
439-472 (SPL 4)
473-506 (SPL 5)
6
Advanced ESL
507-540 (SPL 6)
7
8
Transition
*SPL=Student Performance Level
For information about the NRS Levels, go to:

http://www.nrsweb.org/foundations/implementation_guidelines.aspx
81
Speak So Others Can Understand Framework: Acknowledgements

ACKNOWLEDGEMENTS
The Oregon Department of Community Colleges and Workforce Development (CCWD) wishes to acknowledge
the people who have contributed to the Oregon Adult Basic Skills Learning Standards Project. Their dedication,
expertise, and excellent work in developing the Oregon Adult Basic Skills Learning Standards are deeply
appreciated.
Project Coordinator and Reading Standard Facilitator
Amy R. Trawick Center for Literacy Studies, University of Tennessee
Listening and Speaking Standards Facilitator
Andy Nash Center for Literacy Studies, University of Tennessee
New England Literacy Resource Center/World Education
Math Standard Facilitator
Donna Curry Center for Literacy Studies, University of Tennessee
Steering Committee* and Task Force Members
Hannah Abraham-Shea - Consultant
Mary Jane Bagwell* - State Project Lead and Reading Liaison, CCWD
Donna Ball - Mt. Hood Community College
Sarah Barrett* - Portland Community College
Blair Brawley* - Central Oregon Community College
Jane Briggs - Southwestern Community College
Pam Carpenter* - Oregon Coast Community College
Dan Claussen - Portland Community College
Susan Cowles - Consultant
Linda Daugherty* - Portland Community College
Gary Fallow* - Chemeketa Community College
Susan Fish* - State Math Liaison, OPDS, Oregon State University
Tracy Henninger-Willey* - Lane Community College
Cathy Lindsley* - Lane Community College
Doreen Matteson - Eastern Oregon Correctional Institution
Sharone McCann* - Blue Mountain Community College
Jenni Newby* - State Listening and Speaking Liaison, CCWD
Melissa Potter* - Central Oregon Community College
Linnell Rantapaa* - Oregon Dept. of Corrections
Brilynn Reed - Eastern Oregon Correctional Institution
Wanda Sherman* - Rogue Community College
Meg Turner - Mt. Hood Community College
Document Production and Design
Tracy Henninger-Willey - Lane Community College
Document Editing
Gary Fallow - Chemeketa Community College
Logistical Support
Lydia Perry and Ann Gannon - Oregon Professional Development System, Oregon State University
The Oregon Adult Basic Skills Learning Standards drew substantially from the Washington State Adult Learning
Standards, the Rhode Island Adult Education Content Standards, the Arizona Adult Education Standards, the
Massachusetts ABE Mathematics Curriculum Framework, the EFF Read With Understanding and Use Math to Solve
Problems and Communicate Curriculum Frameworks, and the EFF draft documents of the Speak So Others Can
Understand Curriculum Framework and the Listen Actively Performance Continuum.
82
Speak So Others Can Understand Framework: Acknowledgements
Learning Standards Pilot Participants

Blue Mountain Community College
Sharone McCann
Central Oregon Community College
Blair Brawley
Christy Frandsen-Oiz
Debbie Hagan
Melissa Potter
Cynthia Viles
Chemeketa Community College
Sally Beck
Michaele Brandon
Jannie Crossler-Laird
Gary Fallow
Tom McCaffrey
Marylin Prothero
Bryan Rollins
John Whitney
Monica Willis
Clackamas Community College
Eric Faucher
Steve Long
Columbia Gorge Community College
Julie Belmore
Lynn Lewis
Dave Mason
Department of Corrections
Linnell Rantapaa
Eastern Oregon Correctional Institution
Doreen Matteson
Janet Narum
Jeannine Youncs
Klamath Adult Learning Center
Cecile Enright
Brian Kay
Ron McNamara
Pat Oelkers
Beverly Prescott
Deb Runnels
Lane Community College
Christine Grutta
Tracy Henninger-Willey
Norman Johnson
Susan Starr
Jacqui Whisler
Cybele Higgins
Patti Jackson
Cathy Lindsley
Ann Walker
Mt. Hood Community College

Donna Ball
Sue Byers
Marc Goldberg
Susan Kuhn
Meg Turner
Kristine Wood
Oregon Coast Community College
Pam Carpenter
Will Quillian
Portland Community College
Sarah Barrett
Dan Claussen
Linda Daugherty
Nancy Jarrell
Paul Kaady
Julie Kopet
Sue Moser
Karen Sanders
Rogue Community College
Kiersta Fricke-Gostnell
Christine McCaffrey
Kathleen Salinas
Wanda Sherman
Gretchen Hamilton
Maya Moore
Lori Savage
Snake River Correctional Institution

Eddie Alves
Carol Fitzgerald
Garth Johnson
Jim Schmid
Southwestern Community College
Jane Briggs
Anthony Collins
Jeannie Johnson
Anna Lugo-Ferrin
Bonnie Maxwell
Treasure Valley Community College
Suzanne Bolyard
Mona Curtis
Jayne Forwood
Linda McDowell
Connie Panike
Michael Tyner
Jon Wootton
Umpqua Community College
Marie Gambill
Sally Honse
Trisha Pedersen
Team Leader or Co-Leader
Expert Review Panel

Erik Jacobson - Literacy Education, Montclair State University, Montclair, NJ
Miriam Kroeger - Arizona Department of Education/Adult Education, Phoenix, AZ
Vena Long - Mathematics Education, University of Tennessee, Knoxville, TN
William R. Muth - Adult and Adolescent Literacy, Virginia Commonwealth University, Richmond, VA
Betsy Parrish - TEFL/Adult ESL Certification, School of Education, Hamline University, St. Paul, MN
Mary Jane Schmitt - Adult Numeracy Projects, TERC, Cambridge, MA
Heide Spruck Wrigley - Literacywork International, Las Cruces, NM
83

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Speak So Others Can Understand

OREGON ADULT BASIC SKILLS

Oregon Department of Community Colleges and Workforce Development

Elements of the Framework

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

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

Appendix B Glossary .... 73

Speak So Others Can Understand Framework: Introduction

Introduction to the Speak So Others Can Understand Framework

Elements of the Learning Standard Framework

Vision for the Oregon

The Oregon Adult Basic Skills Learning

skills which are transferable to postsecondary education/training, employment,

development that guides goal-setting,

informal assessment, to supplement

programs for learners who transfer

secondary education/training and work

development or revision as part of college

system to talk about teaching and learning

Oregon ABS Speak So Others Can Understand Framework, August 2010

Providing the basis for statewide

professional development grounded

Speak So Others Can Understand Framework: Introduction

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

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

Oregon ABS Speak So Others Can Understand Framework, August 2010

Speak So Others Can Understand Framework: Introduction

Short, simple sentences on familiar

interview about some general personal

social conversations on predictable and

In common, face-to-face situations

Place an order for several food items in a

what needs to be done

(e.g., obtaining a library card)

With effort and slow but generally

Speak So Others Can Understand Framework: Introduction

Speak So Others Can Understand Strands

Preparing to Listen (P)

Preparing to Speak (P)

Strand: Lifelong Applications (A)

Oregon ABS Speak So Others Can Understand Framework, August 2010

Speak So Others Can Understand Framework: Introduction

Organization of the Document

Oregon ABS Speak So Others Can Understand Framework, August 2010

Speak So Others Can Understand Framework: Elements

Elements of the Framework:

Speak So Others Can Understand Learning Standard

Speak So Others Can Understand Framework: Learning Standard

Learning Standard: Speak So Others Can Understand

Determine the purpose for speaking

Organize information to effectively serve the purpose, context,

Convey information, paying attention to the conventions of

Use strategies to monitor whether or not the speaking purpose

Oregon ABS Speak So Others Can Understand Framework, August 2010

Speak So Others Can Understand Framework: Level Descriptions

Beginning ESL Literacy

Low Beginning ESL

High Beginning ESL

Low Intermediate ESL

(context, settings, tasks)

(in performing the process)