SPS EAL Speaking Rubric Grades 5-8 Guiding Comments

SPS EAL Speaking Rubric Grades 5-8Guiding CommentsThe speaking rubric in this document is intended to help teachers of EAL learners in Grades 5-8 to determine the speaking skills and abilities along the CFR scale. Note that the skillareas of listening, reading and writing are equally important and should be included in a comprehensive student plan for EAL assessment.The Grade 5-8 speaking rubric is organized under the following headings: Vocabulary Knowledge, Discourse, Grammar & Syntax, Strategic Knowledge, Fluency, Pronunciation andPragmatic Knowledge. The rubrics are a work in progress; users are encouraged to revise or edit the rubrics for clarity. As teachers assign CFR speaking levels, they are encouragedto consider a student's spoken production and interaction in a variety of tasks/situations, as well as their knowledge of student performance in various classes.Use of Rubrics The rubrics included in this document will help teachers to:o Establish criteria for assessment that will enable students to reflect and to see where and how to improve their spoken skills in English;o Provide a basis for conversations among teachers, parents, and students about assessment processes and the relationship to progress along the CFRscale;o Facilitate communication with parents regarding their child’s progress with English language learning;o Promote fair and consistent assessment of learner progress across subject areas through the additional lens of language learning;o Clarify expectations and as reference points when assessing speaking;o Design explicit instruction about speaking skills based on the skill descriptors provided in the CFR scale;o Assist classroom teachers with understanding the abilities of EAL students so that they may differentiate.As teachers assign benchmark levels, they are encouraged to consider a student’s spoken production and interaction in a variety of tasks/situations, as wellas their knowledge of student performance in various classes throughout the school year.The level assigned to a student’s speaking skills represents the level in which the student is currently working.Clarification of terms used in the rubrics:Academic vocabulary in this context refers to the vocabulary that is used across content areas (e.g. observe, demonstrate, analyze, describe)Content area vocabulary refers to the vocabulary that is related to a specific subject area or theme (e.g. hibernate, sum, beaker)High-incidence utility words refers to most commonly spoken words (similar to high frequency words in reading)Independently means that the student is able to accomplish the descriptor without supportWith assistance means that the teacher has provided guidanceWith prompting means that the teacher is eliciting an extension of a response (e.g. reference to anchor chart of adjectives)With support includes the use of print materials (e.g. graphic organizers, sentence starters/frames) Unless otherwise noted, descriptors will continue to increase in complexity incrementally along the continuum from one benchmark to the next. Examples are included to illustrate descriptors, but are not meant to form an exhaustive list.Updated September 2016 – 5-8 SPEAKING – DRAFT COPY FOR REVIEW

VocabularyKnowledgeUse 1-uses limiteddescriptive words,with assistance (e.g.colours, big, happy,sad)-begins to namecommon objects andpersonal needs in theschool environment(e.g. survivalvocabulary bathroom)-begins to identifyand use familiarnouns and verbsA1.2-describes objectsusing simpleadjectives-uses familiar nounsand verbs, withgreater accuracy-begins to usecontent areavocabulary, withassistance-uses high incidenceutility vocabulary,with increasedaccuracy-begins to use highincidence utilitywords, withassistance (e.g.pencil, water, book)DiscourseSpoken ideasexpressed in arange ofcontextsA1.1-provides his/hernameA1.2-uses learned phrasesto introducehim/herself very-uses learned phrases brieflyto ask people’snames-expressespreferences (e.g.likes/dislikes)Updated September 2016 – 5-8 SPEAKING – DRAFT COPY FOR REVIEWA2.1-begins to describefamiliar topics usingmore complexadjectives (e.g. open,close, bottom, top)-uses a wider rangeof common nounsand verbs-uses content areavocabulary, withassistanceBegins to useacademic vocabulary(e.g. identify,describe, predict),with support (e.g.sentence frame)A2.1-introduceshim/herself,including personaldetails-begins to givereasons for his/herpreferences orA2.2-begins to useincreasinglyadvanced adjectives(e.g. smooth, shiny)-begins to usesimple adverbs (e.g.friendly, quickly)-uses content areavocabularyindependentlyB1.1-uses increasinglyadvanced adjectives,with prompting (e.g.enormous)-uses increasinglyadvanced adverbs,with prompting (e.g.occasionally)-uses academic wordsfrequently-uses academicwords, withincreased accuracyA2.2-introduces othersbriefly, with support-gives brief reasonsfor his/herpreferences oropinionsB1.2-uses adjectives andadverbs frequentlyto enhance meaning-continues to useand develop avariety of gradeappropriate contentand academicvocabulary,including wordswith multiplemeanings and wordforms (affixes)B1.1-introduces others,including personaldetails, with supportB1.2-introduces others,including personaldetails-expresses andjustifies preferencesor opinions on familiarsubjects and ask for-clearly expressesand justifiespreferences oropinions

-responds to familiarquestions usingsingle word or shortphrases-begins to engage insocial conversationsabout everydaymatters, using shortphrases and shortsentences (e.gfavourite sports)-begins to engage inacademicdiscussions, usingshort phrases andshort sentences, withsupport (e.g.sentence frames)-begins to indicatepersonal strengthsand goals, withsupport (eg. I can.)-reads a short,informal script (e.g.weather report,Readers’ Theatre)-uses simpleconjunctions (e.g.and, but)-responds to familiarquestions usinglearned ormemorized phrasesopinions, withsupport-engages in socialconversations abouteveryday matters,using short phrasesand short sentences-engages in academicdiscussions usingshort phrases andshort sentences, withsupport-indicates personalstrengths and goals-reads a shortpresentation on afamiliar topic-uses commonconjunctions (e.g.because, or, then)-uses commonindicators of time(e.g. today,tomorrow, yesterday)-begins to describe assequence (e.g. story,simple directions)-responds toquestions usingUpdated September 2016 – 5-8 SPEAKING – DRAFT COPY FOR REVIEW-engages in socialconversations abouteveryday matters,with errors whichmay impedecomprehension-elaborates withincreasing details inacademicdiscussions, withprompting-begins to describepersonal goals andintentions, withsupport-gives a shortpresentation on afamiliar topic, usingnotes-uses more complexconjunctions (e.g.for, so when,if.then)-uses more complexindicators of time(e.g. morning,afternoon, days ofthe week)-describes a morecomplex sequence,with support (e.g.others’ preferences oropinions-engages in socialconversations, withoccasional errors-engages in socialconversations withease-provides evidenceand justifies positionduring academic-elaborates on ideas in discussionsacademic discussions-describes personal-describes personalgoals and intentionsgoals and intentionsand independentlysets learning goals-gives a short formalpresentation on a-gives an academictopic of choicepresentationappropriate to-uses advancedgrade levelconjunctions (e.g.since, during, usually) -responds toacademic questions-uses advancedindependentlyindicators of time (e.g.last year, next month)-describes a complexsequenceindependently-responds to academicquestions, withassistance

patterned frames,with assistanceexplain a processsuch as how to ),-begins to respondto academicquestions, withassistance (e.g.sentence frames,sentence starters)Grammar &SyntaxLanguageconstructs:Verb tenseSentencestructureword orderA1.1-uses a limitednumber ofgrammaticalconstructions andmemorized phrases,with assistance (e.g.My name is ; Ihave ; I like )A1.2-uses simple presenttense, with errors(e.g. He play)-may use singlewords tocommunicate (e.g.go, yes)-begins to usesingular and plurals,with assistance-begins to use basicpronouns, withassistance (e.g I, me,you)-begins to formquestions usingfragmented orlearned phrases (e.g.What this?)-uses subjectpredicate orderaccurately, withassistance-uses basic pronouns,with errors (e.g. he,she)-forms simplequestions (e.g. Whatis ?)Updated September 2016 – 5-8 SPEAKING – DRAFT COPY FOR REVIEWA2.1-begins to use verbforms to expressfuture and pasttense, withassistance (e.g. I amgoing swimmingtomorrow.)-uses simple past andpresent continuoustense, with errors-uses subjectpredicate orderaccurately-uses singular andplurals, withassistance-uses pronouns, withincreased accuracyA2.2-expresses futureand past tenseB1.1-uses irregular pastand other tenses, witherrorsB1.2-uses irregular pasttense, withincreased accuracy-uses irregular pasttense, withassistance-uses commonirregular plurals-uses multiple verbtenses, withincreased accuracy-uses singular andplurals, with errors-uses non-countnouns-begins to usearticles, with errors-uses articles withincreased accuracy-begins to usecommon irregularplurals, with errors(e.g. mice, feet)-forms questions withconditionals, withsupport (e.g. If I finishmy work, can I?;Would you?)-begins to use noncount nouns, witherrors (e.g. milk,mail)-uses prepositions oftime and direction(e.g. at noon, during,towards)-uses irregularplurals, withincreased accuracy-forms accurate,detailed questionsincluding quantifiersor conditionals-continues todevelop and use avariety ofprepositions andprepositionalphrases (e.g. in

-begins to use alimited number ofprepositions, withassistance (e.g. on,in)-begins to useprepositions, withassistance (e.g. to,out, up, down, under)-begins to use objectpronouns (e.g. him,her, them)-uses objectpronouns, withincreased accuracy-begins to formdetailed questions(e.g. where, when,why, how)-forms detailedquestions withaccurate auxiliaryverbs (e.g. do, does,did)-uses a greatervariety ofprepositions, withsupport (e.g. near,far, with, from)-forms questionswith quantifiers,with support (e.g.How much?; Howmany?)-begins to useprepositions oftime, withassistance (e.g. at 5o’clock, in themorning, on theweekend)-begins to usecommonprepositionalphrases (e.g. handout, take off, get up)Updated September 2016 – 5-8 SPEAKING – DRAFT COPY FOR REVIEWaddition to, ran into,sleep in)