Oregon English Language Proficiency Standards
SPEAKING AND LISTENING
GRADE KINDERGARTEN
SPEAKING
Proficiency Level Descriptors
1. CCG (K-12): Communicate supported ideas across the subject areas using oral, visual, written, and multi-media forms in ways appropriate to topic, context, audience, and
purpose (1996 Ideas and Content); organize oral, visual, written, and multi-media presentations in clear sequence, making connections and transitions among ideas and elements
(1996 Organization); use language appropriate to topic, context, audience, and purpose (1996 Language); and demonstrate control of eye contact, speaking rate, volume,
enunciation, inflection, gestures, and other nonverbal techniques (1996 Delivery).
Beginning
Early Intermediate
Intermediate
Early Advanced
Advanced
Proficient
Students demonstrate
Students demonstrate increased
Students demonstrate Students demonstrate
Students comprehend
English Language
minimal comprehension
comprehension of general meaning
good comprehension
consistent comprehension general and implied
Arts Foundations
of general meaning; gain
and some specific meaning. They
of general meaning
of general meaning and
meaning, including
familiarity with the
use routine expressions
and increased
good understanding of
idiomatic and figurative
sounds, rhythms and
independently and respond using
comprehension of
implied meaning. They
language. Students initiate
patterns of English. Early
phrases and simple sentences,
specific meaning.
sustain conversation,
and negotiate using
stages show no verbal
which include a subject and
They respond in more respond with detail in
appropriate discourse,
responses while in later
predicate. Students show basic
complex sentences
compound and complex
varied grammatical
stages one or two word
errors in speech. (The bear is
with more detail
sentences, actively
structures and vocabulary,
responses are expected.
using newly acquired participate using more
use conventions for formal
brown. He is eating.)
Students respond in single
vocabulary to
extensive vocabulary, use and informal language.
words and phrases, which
experiment and form
standard grammar with
(Would you like me to
may include subject or a
messages. (The
few random errors. (Can
bring pictures of the bear
predicate. Many speech
brown bear lived
bears live in the forest if
that I saw last summer?)
errors are observed. (bear,
with his family in the they find food there?)
brown)
forest.)
Recites short poems, rhymes, and
Produces short
Produces phrases or
Recites short poems,
Recite short poems,
1 Listens to teacher and
peers, recites short poems, songs by orally producing a few
phrases or sentences
sentences contained in
rhymes, and songs. Fluency rhymes, and songs.
rhymes and songs.
key phrases or words with peers
contained in familiar
familiar short poems,
approximates that of nonResponses may be
and/or teacher.
short poems, rhymes
rhymes, and songs.
ELL peers.
nonverbal.
and songs.
2
Listens to stories and tries
to make sense of the new
sounds of the English
language.
Dramatizes stories or parts of
stories using key words, familiar
phrases, and actions.
Dramatizes stories or
parts of stories using
short phrases and
sentences.
Retells or dramatizes
stories or parts of stories
using more complex
phrases and sentences.
Retells, reenacts, or
dramatizes stories or parts
of stories. Fluency
approximates that of nonELL peers.
Retell, reenact, or
dramatize stories or
parts of stories.
Sp. Gr. K Page 1 of 2
Oregon English Language Proficiency Standards
SPEAKING AND LISTENING
GRADE KINDERGARTEN
SPEAKING (cont.)
3
Beginning
Observes peers showing
and telling using props.
Early Intermediate
Brings a prop to school.
Stands before class of
peers to show the object.
May share using simple
words.
Shares information and
ideas, using gestures,
drawings, and actions.
Intermediate
Shows and tells using
short phrases, simple
sentences and using
props.
Early Advanced
Shows and tells using
more complex phrases and
sentences, using props.
Advanced
Shows and tells with
props. Fluency
approximates that of nonELL peers.
Proficient
Show and tell using
props.
Shares information and
ideas, speaking in short
phrases and sentences.
Shares information and
ideas, speaking in phrases
and sentences.
Shares information and
ideas, speaking in
sentences. Fluency
approximates that of nonELL peers.
Share information and
ideas, speaking in
complete, coherent
sentences.
4
Observes peers and teacher
sharing information and
ideas.
5
Listens to other peers and
teacher describe people,
places, things, locations
and actions. Responses
may be nonverbal.
Describes people, places,
things, locations, and
actions using single words
or simple phrases.
Describes people,
places, things,
locations, and actions
using phrases or
sentences.
Describes people, places,
things, locations and
actions using phrases and
sentences.
Describes people, places,
things, locations and
actions. Fluency
approximates that of nonELL peers.
Describe people,
places, things (e.g.,
size, color, and shape),
locations, and actions.
6
Listens to an experience or
story told in a logical
sequence.
Begins to tell an
experience or story by
using single words or
simple phrases.
Tells an experience or
story in a logical
sequence using simple
phrases or sentences.
Tells an experience or
story in a logical sequence
using phrases and
sentences.
Tells an experience or
story in a logical
sequence. Fluency
approximates that of nonELL peers.
Tell an experience or
story in a logical
sequence.
7
Attempts to reproduce
some sounds of the
English language.
Reproduces more sounds
and words of the English
language.
Speaks audibly 25% of
the time.
Speaks audibly 50% of
the time.
Speaks audibly most of
the time.
Speak audibly.
8
Observes other peers
looking at listeners.
Looks at listeners.
Speaks and rarely looks
at listeners.
Speaks and occasionally
looks at listeners.
Looks at listeners some of
the time.
Look at listeners most
of the time.
Sp. Gr. K Page 2 of 2