Name: __________________
Categories of Learning
Knowledge and
Understanding of Content
Speech Rubric- Grade 7/8
Topic: ____________________________
Level 1
Level 2
Level 3
Level 4
Poor judgment on selection
of topic, not timely nor
appropriate
Topic is appropriate to most
audience
Good selection of topic,
appropriate to all audience,
may be timely
Excellent, well thought topic
Some strong vocabulary
Many strong vocabulary used
No slang, strong vocabulary
used consistently
Somewhat persuasive/ some
facts and information
Considerable persuasiveness
and/or enough facts and
information
High degree of
persuasiveness and/or well
researched facts and
information
Not a structured speech
Structure is somewhat
acceptable
good structure, hook,
enumeration of points,
conclusion
Organization of ideas and
information (logical organization of
ideas, smooth transitions between
the sequence of ideas)
Ideas are all over the place,
listener gets confused
Ideas and information are
somewhat organized
Ideas and information are
organized well, most part of
the speech is well-knit
Very well organized ideas,
speech seem to be well-knit
from point to point
Communication and
Application
Speaker rushes or stalls in
most part of the speech
Pace is varied in some parts,
speaker rushes or stalls in
some parts
Pace is varied in most parts of
the speech, speaker neither
rushes nor stalls
Variation in pace gives life to
the speech, appropriate pace
Monotone throughout the
speech
Volume changes in some
parts of the speech, some
parts are monotone
Volume changes in most parts
of the speech
Volume changes throughout
the speech
Speaker is fluent in some
parts
Speaker is fluent in most parts
Speaker speaks easily and
naturally without hesitation
Selection of topic
(appropriate to audience, timely)
Terminology
(chooses words that clarify meaning
and keep audience interested;
avoids slangs/colloquialisms)
Persuasiveness/informational
(speaker appears to believe in what
s/he is saying,; for informational
speech s/he has included well
researched facts and information)
Coherence
( formal structure of opening
statement, enumeration of points,
and summary/conclusion)
Used slangs, very simple
vocabulary
Not persuasive/ not enough
facts and information
excellent structure, hook,
enumeration of points,
conclusion
Thinking
Communication for different
audience and purposes
(use of appropriate tone, pace,
volume, and pitch)
Non-verbal Cues
(use facial expression, gestures,
and eye contact in oral
communications appropriately to
help convey their meaning)
Speaker is not fluent
Speaker reads the speech
from cue cards, very little/no
eye contact
Speaker always uses cue
cards and got a far away look
Speaker usually looks at the
audience, usually uses cue
card
Speaker maintains eye
contact constantly, not rely on
cue cards
Mechanical gesture, no
expression throughout
Some parts natural, some
mechanical gesture and facial
expressions
Natural gesture and
appropriate facial expressions
in most part of the speech
Natural gesture and
appropriate facial expressions
during the speech
Overall Expectations: use speaking skills and strategies appropriately to communicate with different audiences for a variety of
purposes
Specific Expectations (Grade 7/8 Ontario Curriculum)
Interactive Strategies
2.2 demonstrate an understanding of appropriate speaking behaviour in most situations, adapting contributions and responses to suit
the purpose and audience (e.g., use language and forms of address that are appropriate to the formality or informality of the situation)
Clarity and Coherence
2.3 communicate orally in a clear, coherent manner, using a structure and style appropriate to both the topic and the intended
audience (e.g., use a formal structure of opening statement, enumeration of points, and summary/conclusion, and a straightforward,
impersonal style, to present a position statement on an issue)
Appropriate Language
2.4 use appropriate words, phrases, and terminology from the full range of their vocabulary, including inclusive and non-discriminatory
language, and a range of stylistic devices, to communicate their meaning accurately and engage the interest of their intended
audience (e.g., use emotive language in a persuasive appeal to a large group)
Vocal Skills and Strategies
2.5 identify a range of vocal effects, including tone, pace, pitch, volume, and a variety of sound effects, and use them appropriately
and with sensitivity towards cultural differences to communicate their meaning (e.g., use pauses and changes of pace to highlight the
introduction of each new point in a speech to the student body)
Non-Verbal Cues
2.6 identify a variety of non-verbal cues, including facial expression, gestures, and eye contact, and use them in oral communications,
appropriately and with sensitivity towards cultural differences, to help convey their meaning (e.g., make eye contact with the person to
whom the response/question is directed)