Oregon Department of Education
SPEAKING AND LISTENING
GRADE 8
SPEAKING
1. CCG (K-12): Communicate supported ideas across the subject areas using oral, visual, and multi-media forms in ways appropriate to topic, context, audience, and purpose (1996 Ideas and
Proficiency Level Descriptors
Content); organize oral, visual, 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).
1
Beginning
Students demonstrate
minimal comprehension
of general meaning;
gain familiarity with the
sounds, rhythms and
patterns of English.
Early stages show no
verbal responses while
in later stages one or
two word responses are
expected. Students
respond in single words
and phrases, which may
include subject or a
predicate. Many speech
errors are observed.
(bear, brown)
Use some common
social greetings and
simple repetitive
phrases (e.g., "Good
Morning Ms. Smith.”).
Orally communicate
basic needs (e.g., "I
need to borrow a
pencil.").
Early Intermediate
Students demonstrate
increased comprehension of
general meaning and some
specific meaning. They use
routine expressions
independently and respond
using phrases and simple
sentences, which include a
subject and predicate.
Students show basic errors
in speech. (The bear is
brown. He is eating.)
Intermediate
Students demonstrate good
comprehension of general
meaning and increased
comprehension of specific
meaning. They respond in more
complex sentences with more
detail using newly acquired
vocabulary to experiment and
form messages. (The brown bear
lived with his family in the
forest.)
Early Advanced
Students demonstrate
consistent comprehension of
general meaning and good
understanding of implied
meaning. They sustain
conversation, respond with
detail in compound and
complex sentences, actively
participate using more
extensive vocabulary, use
standard grammar with few
random errors. (Can bears
live in the forest if they find
food there?)
Advanced
Students comprehend
general and implied
meaning, including
idiomatic and figurative
language. Students initiate
and negotiate using
appropriate discourse,
varied grammatical
structures and vocabulary,
use conventions for
formal and informal
language. (Would you
like me to bring pictures
of the bear that I saw last
summer?)
Be understood when
speaking one-on-one.
Be understood when speaking,
using consistent Standard
English grammatical forms and
sounds; however, some rules
may not be in evidence (e.g.,
third person singular, male and
female pronouns).
Be understood when
speaking, using consistent
Standard English
grammatical forms,
pronunciation, intonation,
pitch, and modulation, but
may have random errors.
Effectively communicates
with all audiences on a
wide range of topics.
Proficient
English Language
Arts Standards
No ELA standard
Sp. Gr. 8 Page 1 of 4
Oregon Department of Education
SPEAKING AND LISTENING
GRADE 8
SPEAKING (cont.)
Beginning
Early Intermediate
Asks and answers questions
using phrases or simple
sentences.
Intermediate
Actively participates in social
conversations with peers and
adults on familiar topics by
asking and answering questions
and soliciting information.
Begins to speak with a
few words or short
sentences, using some
English phonemes and
rudimentary English
grammatical forms
(e.g., single words or
phrases).
.
Begins to be understood
when speaking, but may
have some inconsistent use
of Standard English,
grammatical forms and
sounds (e.g., plurals, simple
past tense, and pronouns
[he/she]).
Uses simple sentences to
create a draft of a short oral
presentation.
Responds by asking simple
questions or by making brief
restatement.
2
3
4
5
Early Advanced
Actively participates and
initiates more extended
social conversations with
peers and adults on
unfamiliar topics by asking
and answering questions,
restating and soliciting
information.
Selects a main idea and
develops a brief oral
presentation.
Advanced
Actively participates and
initiates conversations in
an academic setting.
Proficient
No ELA standard
Selects a main idea and
focus that appeals to the
background and interests
of the audience and
develops an oral
presentation.
Follows an outline model to
create a brief oral presentation.
Following an outline model
which includes an
introduction, body and
conclusion, creates a draft
of a brief oral presentation.
Uses an outline to
independently create a
short oral presentation
which includes an
introduction, transitions,
body and conclusion.
Uses credible information and
identifies relevant information to
convey message about familiar
and content area topics using
phrases and short sentences.
Uses credible information.
Conveys message using
simple sentences.
Selects credible and
relevant information to
convey message.
Develop a focus
and point of view
to achieve
particular purposes
and to appeal to the
background and
interests of the
audience.
Outline a speech
based on a chosen
pattern of
organization,
including an
introduction;
transitions,
previews, and
summaries; a
logically developed
body; and an
effective
conclusion.
Use credible and
relevant
information to
convey message.
Sp. Gr. 8 Page 2 of 4
Oregon Department of Education
SPEAKING AND LISTENING
GRADE 8
SPEAKING (cont.)
6
7
8
9
Beginning
Using modeling for
feedback, rearranges
words to clarify
meaning.
Early Intermediate
Using modeling for
feedback, rearranges words
and simple sentences to
clarify meaning.
Intermediate
Uses feedback, including
nonverbal cues, to modify and
rearrange words, phrases and
simple sentences to clarify
meaning.
Early Advanced
Uses feedback, including
verbal and nonverbal cues,
to modify and rearrange
words, phrases and
sentences to clarify the
meaning.
Advanced
Uses feedback, including
verbal and nonverbal
cues, to reconsider and
rearrange words, phrases,
and sentences to clarify
the meaning.
Is understood when speaking,
using consistent Standard
English grammatical forms and
sounds; however, some rules
may not be in evidence (e.g.,
third person singular, male and
female pronouns).
Is understood when
speaking, using consistent
Standard English
grammatical forms
including the use of action
verbs but may have random
errors.
Uses appropriate
language, action verbs,
details, and the active
rather than the passive
voice.
Uses appropriate adjectives
and pronouns.
Consistently uses
appropriate tenses (past,
present, future).
Uses appropriate
enunciation, pace, eye
contact and gestures when
practicing for a formal
presentation.
Proficient
Use feedback,
including both
verbal and
nonverbal cues to
reconsider and
modify the
organizational
structure and to
rearrange words
and sentences to
clarify the
meaning.
Use precise
language, action
verbs, sensory
details, appropriate
and colorful
modifiers, and the
active rather than
the passive voice in
ways that enliven
oral presentations.
Use appropriate
grammar.
Use appropriate
enunciation, pace,
eye contact and
gestures to engage
the audience during
formal
presentations.
Sp. Gr. 8 Page 3 of 4
Oregon Department of Education
SPEAKING AND LISTENING
GRADE 8
SPEAKING (cont.)
Beginning
10
Early Intermediate
Speaks clearly and
comprehensibly when
working one-on-one.
Intermediate
Speaks clearly and
comprehensibly when working
in small groups.
Early Advanced
Speaks clearly and
comprehensibly when
practicing for a formal
presentation.
Advanced
Proficient
Sp. Gr. 8 Page 4 of 4