Oregon English Language Proficiency Standards
SPEAKING AND LISTENING
GRADE 5
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 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 technique (1996 Delivery).
Proficiency Level Descriptors
(Assessed through Oregon’s Official Speaking Scoring Guide for the purpose of classroom work sample assessment)
1
2
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)
Speaks with a few words
or sentences, using some
English phonemes and
rudimentary English
grammatical forms (e.g.,
single words or phrases).
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?)
Proficient
English Language
Arts Standards
Understands when
speaking, but may have
some inconsistent use of
standard English (e.g.,
plurals, simple past tense,
pronouns [he/she]).
Understands when
speaking, using consistent
standard English
grammatical forms,
sounds, intonation, pitch,
and modulation.
Speaks clearly and
comprehensibly using
standard English
grammatical forms, sounds,
intonation, pitch and
modulation.
Use correct grammar
consistently.
Answers simple questions
with one to two-word
responses.
Asks and answers
questions using phrases or
simple sentences.
Understands 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).
Asks and answers
instructional questions with
some supporting elements
(e.g., "Is it your turn to go
to the computer lab?").
Asks and answers
instructional questions with
more extensive supporting
elements (e.g., "What part
of the story was most
important?").
Participates in social
conversations by
questioning, restating,
soliciting information and
paraphrasing.
None available
Sp. Gr. 5 Page 1 of 3
Oregon English Language Proficiency Standards
SPEAKING AND LISTENING
GRADE 5
SPEAKING (cont.)
Beginning
Uses common social
greetings and simple
repetitive phrases
(e.g., May I go and
play?").
Early Intermediate
Orally communicates
basic needs (e.g., "May
I get a drink of
water?").
Intermediate
Participates in social
conversations with peers
and adults on familiar
topics by asking and
answering questions and
soliciting information.
4
None available
5
None available
Retells familiar stories
and participates in short
conversations by using
appropriate gestures,
expressions, and
illustrative objects.
None available
Orally identifies the main
points of simple
conversations and stories
that are read aloud using
phrases or simple
sentences.
None available
7
None available
None available
Develops examples to
support main idea of a
spoken informational report.
9
Uses basic nouns and
adjectives to
communicate basic
and/or familiar
situations.
Identifies contentrelated vocabulary
using nonverbal
responses.
Uses nouns and
adjectives to
communicate familiar
situations.
Identifies main idea and
supporting examples of
spoken informational
report.
Uses descriptive words to
clarify the message.
Applies knowledge of
content-related
vocabulary in small group
guided discussions.
Demonstrates understanding
in the use of academic
vocabulary appropriate to
content in small discussion
groups.
3
10
Matches content-related
vocabulary with
appropriate definitions
or illustrative examples.
Early Advanced
Participates and initiates
more extended social
conversations with peers
and adults on unfamiliar
topics by asking and
answering questions,
restating and soliciting
information.
Retells stories and talks
about school related
activities using expanded
vocabulary, descriptive
words, and paraphrasing.
Advanced
Consistently uses
appropriate ways of
speaking that vary based
on purpose, audience, and
subject matter.
Proficient
Develop a focus and point of
view that are appropriate to
audience and purpose.
Retells stories in greater
detail including
characters, setting and
plot, summary, and
analysis.
None available
Uses simple figurative
language and idiomatic
expressions to communicate
ideas to a variety of
audiences (e.g., "It's raining
cats and dogs.").
Demonstrates
understanding of
idiomatic expressions by
responding to and using
such expressions
appropriately (e.g., "It's
pouring outside.").
Organizes information to
clarify and support
spoken ideas with
evidence and examples.
Uses descriptive words
that clearly convey the
message and establishes
the tone with teacher’s
assistance.
Uses appropriate technical
words that support clear
understanding in group or
class discussion with
some teacher support.
None available
Identifies the tone of a
message and uses
descriptive words that
clearly convey the message.
Organize information to
clarify and support spoken
ideas with evidence and
examples.
Use descriptive words that
clearly convey the message
and establish the tone.
Use appropriate technical
words that support clear
understanding.
Sp. Gr. 5 Page 2 of 3
Oregon English Language Proficiency Standards
SPEAKING AND LISTENING
GRADE 5
SPEAKING (cont.)
11
Beginning
None available
Early Intermediate
Engages audience with
the aid of some
graphics, appropriate
volume, pacing, and
expression.
Intermediate
Engages audience with
some appropriate volume,
pacing, phrasing and
expression.
Early Advanced
Engages audience with
some appropriate volume,
pacing, phrasing, eye
contact, and expression.
Advanced
Engages audience with
appropriate volume, pitch,
pacing, phrasing, eye
contact, and facial
expressions.
Proficient
Engage the audience with
appropriate verbal cues—
volume, pitch, phrasing, pace,
and modulation; facial
expressions; gestures; and eye
contact.
Sp. Gr. 5 Page 3 of 3