Oregon English Language Proficiency Standards
SPEAKING AND LISTENING
GRADE 8
LISTENING
Proficiency Level Descriptors
1. CCG (K-12): Listen critically and respond appropriately across the subject areas (similar to 1996 “Recognize, pronounce … words in text by using phonics”).
Beginning
Early Intermediate
Intermediate
Early Advanced
Advanced
Proficient
Students demonstrate
Students demonstrate
Students demonstrate good
Students demonstrate
Students comprehend
English Language
minimal comprehension increased comprehension of comprehension of general
consistent comprehension of general and implied
Arts Standards
of general meaning;
general meaning and some
meaning and increased
general meaning and good
meaning, including
gain familiarity with the specific meaning. They use
comprehension of specific
understanding of implied
idiomatic and figurative
sounds, rhythms and
routine expressions
meaning. They respond in more meaning. They sustain
language. Students initiate
patterns of English.
independently and respond
complex sentences with more
conversation, respond with
and negotiate using
Early stages show no
using phrases and simple
detail using newly acquired
detail in compound and
appropriate discourse,
verbal responses while
sentences, which include a
vocabulary to experiment and
complex sentences, actively varied grammatical
in later stages one or
subject and predicate.
form messages. (The brown bear participate using more
structures and vocabulary,
two word responses are Students show basic errors
extensive vocabulary, use
use conventions for
lived with his family in the
expected. Students
in speech. (The bear is
standard grammar with few
formal and informal
forest.)
respond in single words brown. He is eating.)
random errors. (Can bears
language. (Would you
and phrases, which may
live in the forest if they find like me to bring pictures
include subject or a
food there?)
of the bear that I saw last
predicate. Many speech
summer?)
errors are observed.
(bear, brown)
Listens and identifies main
Listens and identifies main
Listens to new information
Listens to narrations, oral
None available
1 Demonstrates
comprehension of oral
points and concepts using
points, key details and concepts
across content areas and
presentations and subject
presentations and
both verbal and nonverbal
using nonverbal responses and
identifies the main points,
area topics and identifies
instructions through
responses.
short sentences.
supporting details and key
the main points,
nonverbal responses
concepts.
supporting details and key
(e.g., gestures, pointing,
concepts.
and drawing).
Recognizes volume, tone,
Recognizes and explains
Interprets language choice,
Analyzes oral
Analyze oral
2 None available
and eye contact of speaker.
language choice, volume, tone
volume, tone and eye
presentation, including
presentations,
and eye contact of speaker.
contact of speaker.
language choice, delivery
including language
and the effect of the
choice and
speaker on the listener.
delivery, and the
effect of the
speaker’s
interpretations on
the listener.
List. Gr. 8 Page 1 of 4
Oregon English Language Proficiency Standards
SPEAKING AND LISTENING
GRADE 8
LISTENING (cont.)
3
Beginning
Answers questions
using nonverbal
communication, (e.g.
gestures, drawings and
actions).
Early Intermediate
Asks and answers questions
using phrases or simple
sentences.
Intermediate
Responds by asking simple
questions or by brief restatement.
Responds by restating or asking
simple questions.
Early Advanced
Paraphrases stories
including characters, setting,
and plot, summary, delivery
and purpose.
Advanced
Initiates discussion and
negotiates small group
discussions by
questioning, soliciting
information and
paraphrasing.
Proficient
Paraphrase a
speaker’s purpose
and point of view,
and ask relevant
questions
concerning the
speaker’s content,
delivery, and
purpose.
List. Gr. 8 Page 2 of 4
Oregon English Language Proficiency Standards
SPEAKING AND LISTENING
GRADE 8
ANALYSIS
Proficiency Level Descriptors
2. CCG (K-12): Evaluate the significance and accuracy of information and ideas presented in oral, visual, and multi-media communications across the subject areas (1996
Analysis).
Beginning
Early Intermediate
Intermediate
Early Advanced
Advanced
Proficient
Students demonstrate
Students demonstrate
Students demonstrate good
Students demonstrate
Students comprehend
English Language
minimal comprehension increased comprehension of comprehension of general
consistent comprehension of general and implied
Arts Standards
of general meaning;
general meaning and some
meaning and increased
general meaning and good
meaning, including
gain familiarity with the specific meaning. They use
comprehension of specific
understanding of implied
idiomatic and figurative
sounds, rhythms and
routine expressions
meaning. They respond in more meaning. They sustain
language. Students initiate
patterns of English.
independently and respond
complex sentences with more
conversation, respond with
and negotiate using
Early stages show no
using phrases and simple
detail using newly acquired
detail in compound and
appropriate discourse,
verbal responses while
sentences, which include a
vocabulary to experiment and
complex sentences, actively varied grammatical
in later stages one or
subject and predicate.
form messages. (The brown bear participate using more
structures and vocabulary,
two word responses are Students show basic errors
extensive vocabulary, use
use conventions for
lived with his family in the
expected. Students
in speech. (The bear is
standard grammar with few
formal and informal
forest.)
respond in single words brown. He is eating.)
random errors. (Can bears
language. (Would you
and phrases, which may
live in the forest if they find like me to bring pictures
include subject or a
food there?)
of the bear that I saw last
predicate. Many speech
summer?)
errors are observed.
(bear, brown)
With support, restates in
Identifies the main idea and
Asks questions and provides Provides constructive
Provide
1 None available
phrases or simple sentences
some supporting details of oral
challenging statements that
feedback to speakers on
constructive
the main idea of oral
presentations using nonverbal
affirms or challenges the
content and delivery of
feedback to
presentations and using
communication. Provides
speaker’s message.
speech by asking
speakers
symbols or other nonverbal
feedback to the speaker.
questions, challenging
concerning the
communication, provides
statements or offering
coherence and
feedback to speaker.
examples that affirm or
logic of a speech’s
challenge the speaker’s
delivery, content
message.
and its overall
impact upon the
listener.
List. Gr. 8 Page 3 of 4
Oregon English Language Proficiency Standards
SPEAKING AND LISTENING
GRADE 8
ANALYSIS (cont.)
2
3
Beginning
None available
Early Intermediate
None available
Intermediate
With support, identifies and
compares words or phrases in
biased and non-biased or slanted
and non-slanted printed material.
Early Advanced
Identifies why a speech is
considered biased or
slanted.
Advanced
Identifies and explains
hidden agendas, slant or
biased text.
Shows by responding
nonverbally to simple
factual questions, how
illustrations,
photographs, and
drawings communicate
information.
Demonstrates by responding
to simple factual questions
with phrases or simple
sentences, how illustrations,
photographs, and drawings
communicate information.
Interprets how illustrations,
photographs, drawings, and
support text communicate
messages and affect opinions.
Evaluates how visual
images support text,
communicate messages and
affect opinions.
Interprets the various
ways in which usual
image-makers
communicate information
and affect impressions and
opinions.
Proficient
Evaluate the
credibility of a
speaker (e.g.,
hidden agendas,
slanted or biased
material).
Interpret and
evaluate the
various ways in
which visual
image-makers
(e.g., graphic
artists, illustrators,
news
photographers, and
film makers)
communicate
information and
affect impressions
and opinions.
List. Gr. 8 Page 4 of 4