Oregon English Language Proficiency Standards
SPEAKING AND LISTENING
GRADE 1
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); and use language appropriate to topic, context, audience, and purpose (1996 Language).
Beginning
Early Intermediate
Intermediate
Early Advanced
Advanced
Proficient
Students demonstrate
Students demonstrate
Students demonstrate
Students demonstrate
Students comprehend
English Language
minimal comprehension of
increased comprehension of good comprehension of
consistent comprehension
general and implied
Arts Foundations
general meaning; gain
general meaning and some
general meaning and
of general meaning and
meaning, including
familiarity with the sounds,
specific meaning. They use
increased comprehension
good understanding of
idiomatic and figurative
rhythms and patterns of
routine expressions
of specific meaning.
implied meaning. They
language. Students initiate
English. Early stages show
independently and respond
They respond in more
sustain conversation,
and negotiate using
no verbal responses while in using phrases and simple
complex sentences with
respond with detail in
appropriate discourse,
later stages one or two word sentences, which include a
more detail using newly
compound and complex
varied grammatical
responses are expected.
subject and predicate.
acquired vocabulary to
sentences, actively
structures and vocabulary,
Students respond in single
Students show basic errors
experiment and form
participate using more
use conventions for
words and phrases, which
in speech. (The bear is
messages. (The brown
extensive vocabulary, use
formal and informal
may include subject or a
language. (Would you
brown. He is eating.)
bear lived with his family standard grammar with
predicate. Many speech
few random errors. (Can
in the forest.)
like me to bring pictures
errors are observed. (bear,
bears live in the forest if
of the bear that I saw last
brown)
they find food there?)
summer?)
Identifies verbally rhyming
Recites simple familiar
Recites a familiar story
Recites a familiar story,
Recite poems, rhymes,
1 Gesturing to pictures.
Identifies rhyming words
picture pairs.
rhymes, chants, and/or
with picture prompts.
poem, rhyme, or song
songs, and stories.
with picture prompts using
songs.
without prompts.
gestures or nonverbal
communication.
2
Responds to topic through
gestures, drawings, and
actions.
Responds with single words
or phrases about topic.
Responds to questions
about topic with visual
organizers.
Stays on topic when
speaking with prompting,
visual or oral.
Begins to stay on topic
when speaking without
prompts.
Stay on topic when
speaking.
Speak. Gr. 1 p.
1
Oregon English Language Proficiency Standards
SPEAKING AND LISTENING
GRADE 1
SPEAKING (cont.)
Beginning
Identifies who, what,
where questions about
familiar stories, using
nonverbal response.
Early Intermediate
Responds with single words
or phrases about story.
Intermediate
Responds with short phrases
or sentences using visual
organizers to sequence story.
Early Advanced
Retells familiar story
using questions, visual or
gestures by answering
who, what, when, where,
why, and how.
Advanced
Retells stories using basic
story grammar and
relating the sequence of
story events by answering
who, what, when, why,
and how questions.
4
None Available.
Demonstrates an important
life event or personal
experience using gestures,
drawings, or actions.
Responds with single words or
phrases about an important life
event or personal experience.
Responds to questions
about personal life
experiences by using short
phrases or sentences.
Responds to questions
about life experiences
using more complex
phrases and sentences.
5
Acts out descriptive
words for people,
places, things, and
events with teacher
support.
Uses simple descriptive
words to describe common
or familiar people, places,
things, and events, with
teacher support and visual
organizers.
Responds to questions about
people, places, things, and
events using short descriptive
phrases or sentences using
visual organizers, with teacher
support.
Uses more complex
phrases and sentences to
describe people, places,
things, and events, with
teacher support.
Begins to use descriptive
words when speaking
about people, places,
things, and events, with
teacher support and
prompting.
3
Proficient
Retell stories using
basic story grammar
and relating the
sequence of story
events by answering
who, what, when,
where, why, and how
questions.
Relate an important
life event or personal
experience in a simple
sequence.
With guidance, use
descriptive words
when speaking about
people, places, things,
and events.
Speak. Gr. 1 p.
2
Oregon English Language Proficiency Standards
SPEAKING AND LISTENING
GRADE 1
SPEAKING
Proficiency Level Descriptors
2. CCG (K-12): Demonstrate control of eye contact, speaking rate, volume, enunciation, inflection, gestures, and other nonverbal techniques (1996 Delivery).
TESOL: 1 and 2
Beginning
Early Intermediate
Intermediate
Early Advanced
Advanced
Proficient
Students demonstrate
Students demonstrate
Students demonstrate
Students demonstrate
Students comprehend
English Language
minimal comprehension of
increased comprehension
good comprehension of
consistent comprehension of general and implied
Arts Foundations
general meaning; gain
of general meaning and
general meaning and
general meaning and good
meaning, including
familiarity with the sounds,
some specific meaning.
increased comprehension
understanding of implied
idiomatic and figurative
rhythms and patterns of
They use routine
of specific meaning.
meaning. They sustain
language. Students initiate
English. Early stages show
expressions independently They respond in more
conversation, respond with
and negotiate using
no verbal responses while in and respond using phrases complex sentences with
detail in compound and
appropriate discourse,
later stages one or two word and simple sentences,
more detail using newly
complex sentences, actively
varied grammatical
responses are expected.
which include a subject
acquired vocabulary to
participate using more
structures and vocabulary,
Students respond in single
and predicate. Students
experiment and form
extensive vocabulary, use
use conventions for
words and phrases, which
show basic errors in
messages. (The brown
standard grammar with few
formal and informal
may include subject or a
speech. (The bear is
language. (Would you
bear lived with his family random errors. (Can bears
predicate. Many speech
brown. He is eating.)
in the forest.)
live in the forest if they find like me to bring pictures
errors are observed. (bear,
food there?)
of the bear that I saw last
brown)
summer?)
Makes oneself understood Makes oneself understood Makes oneself understood
Demonstrates an
Speak clearly.
1 Speaks a few words or
sentences by using some
when speaking, but may
when speaking by using
when speaking by using
understanding of
English phonemes and
have some inconsistent
consistent standard
consistent standard English
idiomatic expressions
rudimentary English
use of standard English
English grammatical
grammatical forms, sounds,
(e.g., “Give me a hand”)
grammatical forms (e.g.,
grammatical forms and
forms and sounds;
intonation, pitch, and
by responding to such
single words or phrases).
sounds (e.g., plurals,
however, some rules may modulation, but may make
expressions and using
simple past tense,
not be followed (e.g.,
random errors.
them appropriately.
pronouns such as he or
third-person singular,
she).
male and female
pronouns).
Looks at listeners.
Looks at listeners.
Looks at listeners.
Looks at listeners.
Look at listeners.
2 Looks at listeners.
Speak. Gr. 1 p.
3