Adult Ed - Equipped for the Future

Equipped for the Future

Speak So Others Can Understand Performance Continuum

PERFORMANCE LEVEL 1

Speak So Others Can Understand

How adults at Level 1 Speak So Others Can Understand:

Determine the purpose for communicating.
Organize and relay information to effectively serve the purpose, context, and listener.
Pay attention to conventions of oral English communication, including grammar, word choice, register, pace, and gesture in order to minimize barriers to listener’s comprehension.
Use multiple strategies to monitor the effectiveness of the communication.

Level 1 Indicators

Use Key Knowledge, Skills, and Strategies

Adults performing at Level 1 can:

· Recall and use a limited set of learned words and phrases related to basic personal information, basic objects, and a limited number of activities and immediate needs in familiar, predictable, and straightforward communication tasks

· Use simple strategies (such as stock phrases and questions; responding to simple, direct questions; and, combining or re-combining learned or heard words and phrases) to select and relay information

· Apply simple strategies (such as gestures, eye contact, and simple, repeated requests for feedback from listener) to monitor effectiveness of the communication and to meet the speaking purpose

Show Fluency, Independence, and Ability to Perform in a Range of Settings

Adults performing at Level 1 can sometimes speak learned and rehearsed words and phrases fluently and accurately but other times speak with hesitation and inaccuracy in a familiar setting with a familiar audience (usually face-to-face with one person). A high level of support is provided (in the form of written, visual, or verbal prompts). Pronunciation may be inaccurate or nonstandard and speech may, at times, be difficult to understand even by a skilled, supportive listener.

Level 1 Examples of Proficient Performance

Adults performing at Level 1 can Speak So Others Can Understand to accomplish a variety of goals, such as:

Giving short answers about personal information (name, address, phone number, etc.) in response to simple, learned questions
Identifying self and leaving a short, simple (learned and rehearsed) message on telephone voicemail
Greeting familiar people (co-workers, classmates, etc.) in a familiar setting
Asking for simple, specific information (such as the cost of an item in a store)
Asking for help lifting or moving a heavy object in an appropriate manner
Expressing lack of understanding and asking for repetition in a familiar situation such as with the secretary in an adult education program

Equipped for the Future

Speak So Others Can Understand Performance Continuum

PERFORMANCE LEVEL 2

Speak So Others Can Understand

How adults at Level 2 Speak So Others Can Understand:

Determine the purpose for communicating.
Organize and relay information to effectively serve the purpose, context, and listener.
Pay attention to conventions of oral English communication, including grammar, word choice, register, pace, and gesture in order to minimize barriers to listener’s comprehension.
Use multiple strategies to monitor the effectiveness of the communication.

Level 2 Indicators

Use Key Knowledge, Skills, and Strategies

Adults performing at Level 2 can:

Recall and use a somewhat limited vocabulary including words related to common, everyday topics, personal experience; know and use basic grammar and sentence structure (heard in the immediate environment) ; know and use basic awareness of appropriate register (level of formality) in familiar, predictable communication tasks
Use simple strategies (such as reacting to questions or combining and recombining short known words or phrases) to select and relay information
Apply simple strategies (such as requests for feedback repetition, and rephrasing) to monitor and enhance the effectiveness of the communication and to meet the speaking purpose

Show Fluency, Independence, and Ability to Perform in a Range of Settings

Adults performing at Level 2 can speak mostly short utterances (sometimes inaccurate, incomplete sentences and sometimes fluent and accurate sentences that may be expansions of learned materials and stock phrases) in familiar settings with a familiar audience (usually face-to-face with one person) when provided with a high level of support (in the form of written, visual, or verbal prompts). Pronunciation may be inaccurate or non-standard and speech may be difficult to understand even by a skilled, supportive listener.

Level 2 Examples of Proficient Performance

Adults performing at Level 2 can Speak So Others Can Understand to accomplish a variety of goals, such as:

Responding using learned phrases to an oral interview about some general personal information
Participating in simple and straightforward social conversations on predictable and familiar topics
Giving simple directions to a coworker on what needs to be done next
Placing an order for several food items in a restaurant
Describing a few basic symptoms to a doctor
Telling a mechanic what is wrong with a car
Asking questions to get help filling out a simple form (such as obtaining a library card)

Equipped for the Future

Speak So Others Can Understand Performance Continuum

PERFORMANCE LEVEL 3

Speak So Others Can Understand

How adults at Level 3 Speak So Others Can Understand:

Determine the purpose for communicating.
Organize and relay information to effectively serve the purpose, context, and listener.
Pay attention to conventions of oral English communication, including grammar, word choice, register, pace, and gesture in order to minimize barriers to listener’s comprehension.
Use multiple strategies to monitor the effectiveness of the communication.

Level 3 Indicators

Use Key Knowledge, Skills, and Strategies

Adults performing at Level 3 can:

Recall and use high-frequency vocabulary including words related to common, everyday topics and personal experience, use knowledge of basic grammar, discourse forms, and sentence structure in familiar communicative tasks
Select from a limited ranges of strategies (such as combining and recombining known or heard words and phrases, reformulation, or self-correction) to select and relay information
Apply some strategies (such as checking pace and register, repeating/clarifying/correcting errors as necessary, self-rating/evaluation) to monitor and enhance effectiveness of the communication and to meet the speaking purpose

Show Fluency, Independence, and Ability to Perform in a Range of Settings

Adults performing at Level 3 can speak fluently and accurately in familiar settings with one or more familiar listeners (either face-to-face or in a brief telephone conversation) when a moderately high level of support is provided (in the form of written, visual, or verbal prompts). There may be some errors in pronunciation, but with repetition, speech can usually be understood by a skilled, supportive listener.

Level 3 Examples of Proficient Performance

Adults performing at Level 3 can Speak So Others Can Understand to accomplish a variety of goals, such as:

Calling a supervisor to report an on-the-job problem
Describing a character from an recently seen instructional video to a new student
Formally welcoming a visitor to the workplace or classroom
Responding to questions about experience and qualifications in a simple job interview
Explaining simple work rules and procedures to a new worker

Equipped for the Future

Speak So Others Can Understand Performance Continuum

PERFORMANCE LEVEL 4

Speak So Others Can Understand

How adults at Level 4 Speak So Others Can Understand:

Determine the purpose for communicating.
Organize and relay information to effectively serve the purpose, context, and listener.
Pay attention to conventions of oral English communication, including grammar, word choice, register, pace, and gesture in order to minimize barriers to listener’s comprehension.
Use multiple strategies to monitor the effectiveness of the communication.

Level 4 Indicators

Use Key Knowledge, Skills, and Strategies

Adults performing at Level 4 can:

Recall and use sufficient oral vocabulary (range of common, vocabulary related to personal experience and everyday activities, some idioms) as well as control of basic grammar and a variety of sentence types and registers in a range of familiar to somewhat unfamiliar or unpredictable communication tasks
Select from a range of strategies (such as elaborating with some detail and examples; determining most important/right amount of information and content to convey) to select, organize, and relay information
Apply a range of strategies (including attention to appropriate register, repetition of information, adjustments in pace, tone, volume, eye contact, body language based on listener’s response and needs) to monitor and enhance effectiveness of communication and to meet the speaking purpose

Show Fluency, Independence, and Ability to Perform in a Range of Settings

Adults performing at Level 4 can speak fluently and accurately in settings and with audiences that may not be entirely familiar when provided with some support (in the form of guided practice, listening to a model, or advance organizers). There may be occasional pronunciation, word choice, or structural errors that hinder understanding, but speech is generally understandable (with repetition) by a skilled, supportive listener.

Level 4 Examples of Proficient Performance

Adults performing at Level 4 can Speak So Others Can Understand to accomplish a variety of goals, such as:

Giving a short speech to the class about a childhood memory
Giving clear instructions on how to do a task (such as how to build a fence)
Giving a 2-minute oral response to a likely job interview question
Making appropriate and well-timed contributions during an informal meeting (such as a meeting of parents to plan a school event)
Expressing an opinion or point of view in a discussion with familiar people (classmates or coworkers) about a a sensitive topic.
Summarizing and describing one’s opinion after reading a short fictional excerpt

Equipped for the Future

Speak So Others Can Understand Performance Continuum

PERFORMANCE LEVEL 5

Speak So Others Can Understand

How adults at Level 5 Speak So Others Can Understand:

Determine the purpose for communicating.
Organize and relay information to effectively serve the purpose, context, and listener.
Pay attention to conventions of oral English communication, including grammar, word choice, register, pace, and gesture in order to minimize barriers to listener’s comprehension.
Use multiple strategies to monitor the effectiveness of the communication.

Level 5 Indicators

Use Key Knowledge, Skills, and Strategies

Adults performing at Level 5 can:

Recall and use a range of vocabulary including words related to most everyday, school, work, and social situations; know and use a variety of complex sentence structures and grammatical forms; know and use appropriate register in a range of communicative tasks, including unfamiliar, unpredictable, and uncomfortable interactions
Select from a wide range of strategies (such as taking into account the interests of others; predicting outcomes, interests, or likely questions and responses; organizing information based on determination of relevance and audience needs; elaborating with significant detail and examples) to select, organize, and relay information
Apply a wide range of strategies (including body language, pause fillers, stalling devices, and different rates of speech as needed) to monitor and enhance effectiveness of communication and to meet the speaking purpose

Show Fluency, Independence, and Ability to Perform in a Range of Settings

Adults performing at Level 5 can speak fluently and accurately in most settings with familiar and unfamiliar audiences when provided with minimal support (in the form of opportunities for role plays/ practice, learner-generated practice scripts, etc.). Pronunciation does not impede understanding and speech can generally be understood by an unsupportive, unskilled listener.

Level 5 Examples of Proficient Performance

Adults performing at Level 5 can Speak So Others Can Understand to accomplish a variety of goals, such as:

Describing in detail a child’s illness or ailment to a doctor
Asking a police officer questions to understand why you were stopped for a traffic violation
Asking a salesperson questions about a product to help decide whether or not to buy it
Describing the process that is used to prepare a favorite food
Explaining to a supervisor that a missed day of work was due to a family emergency
Telling a story about a child to the child’s teacher
Describing the main ideas and issues presented in a newspaper article or textbook

Equipped for the Future
Performance Continuum
for Listen Actively

Common Activities

In order to fulfill responsibilities

as parents/family members,
citizens/community members,

and workers, adults must be able to:

· Gather, Analyze, and Use Information

· Manage Resources

· Work Within the Big Picture

· Work Together

· Provide Leadership

· Guide and Support Others

· Seek Guidance and Support From Others

· Develop and Express Sense of Self

· Respect Others and Value Diversity

· Exercise Rights and Responsibilities

· Create and Pursue Vision and Goals

· Use Technology and Other Tools to Accomplish Goals

· Keep Pace With Change

Equipped for the Future

Listen Actively Performance Continuum

PERFORMANCE LEVEL 1

Listen Actively

How adults at Level 1 Listen Actively:

· Attend to oral information

· Clarify purpose for listening and use listening strategies appropriate to that purpose

· Monitor comprehension, adjusting strategies to overcome barriers to comprehension

· Integrate information from listening with prior knowledge to address the listening purpose

Level 1 Indicators

Use Key Knowledge, Skills, and Strategies

Adults performing at Level 1 can:

· Understand and respond to learned words and phrases in simple questions, statements, and high frequency commands as part of short conversations, explanations, instructions, and narratives where the linguistic complexity is considerably simplified.

· Use a few simple formulas to convey understanding, and ask for repetition or clarification and one or two simple strategies for gathering missing information and/or repairing problems in communication.

· Use non-verbal and visual clues, as well as socio-cultural, linguistic, and other background knowledge to understand the basic intent of th e speaker and to meet the purpose of the communication.

Show Fluency, Independence, and Ability to Perform in a Range of Settings

Adults performing at Level 1 can comprehend the gist of simple conversations and explanations on familiar topics in face-to-face situations when tasks are highly structured and include supports, such as visual cues, pre-learning of new vocabulary and phrases, or collaborative listening. Text is considerably adjusted for listeners who usually require a slower rate of speech with frequent opportunities for repetition or rephrasing. For English language learners, level of ease and confidence in using English may be low, even in familiar contexts.

Level 1 Examples of Proficient Performance

Adults performing at Level 1 can Listen Actively to accomplish a variety of goals, such as:

· Listening and responding appropriately to a familiar speaker describing likes and dislikes or opinions related to familiar topics (such a co-worker describing a day off or a child describing a new teacher).

· Listening and responding to a short explanation of a task (such as a health worker explaining how to give a child medicine or a postal worker explaining how to fill out a form).

· Listening to a class discussion of a short article about a current event (with visuals and other written supports), following the main points and making a contribution.

· Following instructions with a few basic steps and sequence markers (such as instructions for using a home appliance or simple piece of work-related equipment) and asking appropriate questions to signal understanding or get clarification.

· Understanding the main points covered in a brief narrative (such as a weather forecast).

Equipped for the Future

Listen Actively Performance Continuum

PERFORMANCE LEVEL 2

Listen Actively

How adults at Level 2 Listen Actively:

· Attend to oral information

· Clarify purpose for listening and use listening strategies appropriate to that purpose

· Monitor comprehension, adjusting strategies to overcome barriers to comprehension

· Integrate information from listening with prior knowledge to address the listening purpose

Level 2 Indicators

Use Key Knowledge, Skills, and Strategies

Adults performing at Level 2 can:

· Understand and respond to explanations, conversations, instructions, and narratives made up of sentence length utterances and some connected discourse on familiar topics related to personal background and needs, social conventions, and everyday tasks.

· Use several strategies, including formulas for asking for repetition and clarification, and strategies for indicating understanding, for giving feedback, for gathering missing information and/or for repairing problems in comprehension, such as by rephrasing, substituting a different word, or drawing a picture.

· Apply linguistic, socio-cultural, and other background knowledge and strategies (such as expressing an opinion or collecting relevant information) to understand the intent of the speaker and what is required to respond appropriately and to meet the listening purpose.

Show Fluency, Independence, and Ability to Perform in a Range of Settings

Adults performing at Level 2 can listen for structured and well-defined purposes related to maintaining personal conversations, acquiring information, or completing basic transactions, either face-to-face or in a brief telephone conversation when language is somewhat simplified and frequent opportunities for repetition, rewording and clarification are provided. For English language learners, level of ease using English may be growing but varies depending on the level of familiarity with the audience and purpose and the stressfulness of the context.

Level 2 Examples of Proficient Performance

Adults performing at Level 2 can Listen Actively to accomplish a variety of goals, such as:

· Listening for and identifying relevant information to pass along in a face-to-face conversation (such as a safety problem and to whom it should be reported).

· Participating in a conversation where a speaker gives background information about his/her experiences and the listener appropriately shares one or two experiences about the same topic.

· Listening to a recorded telephone message adjusted for English language learners (such as weather-related school closings or simple driving directions) and pass on details to another person.

· Follow a series of multi-step instructions (such as a demonstration of a more complex piece of equipment or appliance) and use several strategies to confirm and clarify understanding.

· Listening for and following the main idea in different kinds of small group presentations (such as about a school field trip or community clean-up day).

Equipped for the Future

Listen Actively Performance Continuum

PERFORMANCE LEVEL 3

Listen Actively

How adults at Level 3 Listen Actively:

· Attend to oral information

· Clarify purpose for listening and use listening strategies appropriate to that purpose

· Monitor comprehension, adjusting strategies to overcome barriers to comprehension

· Integrate information from listening with prior knowledge to address the listening purpose

Level 3 Indicators

Use Key Knowledge, Skills, and Strategies

Adults performing at Level 3 can:

· Understand and respond to conversations, explanations, instructions and short narratives of a somewhat complex nature but related to familiar tasks and situations. Tasks may include short routine telephone conversations and some simple information conveyed through electronic media, such as television or radio.

· Know when to use a range of strategies to repair gaps in understanding, comprehend information, and give feedback even when opportunities to seek clarification or repetition are somewhat limited and the context is somewhat unfamiliar.

· Apply linguistic, socio-cultural, and other background knowledge and strategies (such as by taking notes and summarizing main points to share with others, evaluating what was heard, and sharing responses of a more complex nature) to understand the main intent and details communicated by the speaker, to respond appropriately, and to meet the listening purpose.

Show Fluency, Independence, and Ability to Perform in a Range of Settings

Adults performing at Level 3 can listen and respond to most basic content related to personal background information, everyday transactions, and simple routine tasks but understanding the full range of details on less familiar topics may still be uneven. Only limited adjustments in the text may be made. English language learners display growing comfort using English in simple interactions and social situations but may be less at ease in more complex and/or stressful contexts.

Level 3 Examples of Proficient Performance

Adults performing at Level 3 can Listen Actively to accomplish a variety of goals, such as:

· Listening and making relevant contributions in a small-group planning meeting (such as planning for a parent’s meeting or class trip).

· Listening to a simple, authentic television news report, summarizing the issues addressed and expressing an opinion on the topic.

· Listening to a presentation to identify key information relevant to one’s own situation (such as information related to enrolling in a vocational program).

· Listening and providing appropriate feedback and response as a familiar, non-threatening speaker describes a personal problem (such as a classmate describing a problem getting to class or finding the funds to buy a new car).

· Take part in a simulated job interview, responding appropriately to open-ended questions related to one’s own experience and skills.

Equipped for the Future

Listen Actively Performance Continuum

PERFORMANCE LEVEL 4

Listen Actively

How adults at Level 4 Listen Actively:

· Attend to oral information

· Clarify purpose for listening and use listening strategies appropriate to that purpose

· Monitor comprehension, adjusting strategies to overcome barriers to comprehension

· Integrate information from listening with prior knowledge to address the listening purpose

Level 4 Indicators

Use Key Knowledge, Skills, and Strategies

Adults performing at Level 4 can:

· Understand and respond appropriately to extended explanations and narratives, detailed instructions, and complex conversations requiring adapting one’s response to varied speakers and contexts when language is not adjusted for English language learners.

· Effectively use a wide range of strategies to repair gaps in understanding and give feedback, tailoring the response to the purpose of the communication, the audience, the level of formality of the situation and other socio-cultural factors.

· Apply linguistic, socio-cultural, and other background knowledge and strategies (such as comparing, integrating, and categorizing information for others) to understand fully the literal and implied intent of the speaker, to respond appropriately, and to meet the listening purpose.

Show Fluency, Independence, and Ability to Perform in a Range of Settings

Adults performing at Level 4 can comprehend relatively unstructured conversations and presentations of moderate length and in somewhat complex and unfamiliar situations when language is not adjusted for non-native speakers; however they may be unable to fully follow all main ideas, details, cultural nuances and implied meanings. May have some difficulty following conversations between native speakers but displays growing ease in communicating with native speakers.

Level 4 Examples of Proficient Performance

Adults performing at Level 4 can Listen Actively to accomplish a variety of goals, such as:

· Listening to a presentation of moderate length and complexity, asking appropriate questions related to unfamiliar content or vocabulary and taking notes of key points to share with others.

· Listening and responding appropriately in a simulated conversation where a speaker is critical or displeased with the listener (such as a traffic cop, landlord or neighbor).

· Following and carrying out detailed instructions (such as multiple tasks required to prepare for an upcoming class, work-related or community event).

· Listening and contributing in a small group meeting where a difficult decision must be made.

· Listening and responding successfully to job interview questions that require adapting responses to the speaker and context, such as questions related to why one left one’s previous job or how one might contribute to the organization

Equipped for the Future

Listen Actively Performance Continuum

PERFORMANCE LEVEL 5

Listen Actively

How adults at Level 5 Listen Actively:

· Attend to oral information

· Clarify purpose for listening and use listening strategies appropriate to that purpose

· Monitor comprehension, adjusting strategies to overcome barriers to comprehension

· Integrate information from listening with prior knowledge to address the listening purpose

Level 5 Indicators

Use Key Knowledge, Skills, and Strategies

Adults performing at Level 5 can:

· Understand main ideas and most details in conversations, short lectures, news reports, extended explanations and other connected discourse on a range of topics, including topics beyond everyday contexts and immediate experiences in a variety of work, personal, and basic academic contexts.

· Effectively use advanced strategies to repair gaps in understanding, to ask questions to deepen understanding and to give feedback appropriate to the situation, the audience and the purpose of the communication. Growing ability to use strategies appropriate to the socio-cultural context.

· Apply linguistic, socio-cultural, and other background knowledge and strategies (such as integrating information from more than one source; evaluating the relevance, validity, and adequacy of information; or adapting responses to the age, gender, status, and emotional state of the speaker) to understand fully the literal and implied intent of the speaker, to respond appropriately, and to meet the listening purpose.

Show Fluency, Independence, and Ability to Perform in a Range of Settings

Adults performing at Level 5 can function independently in most social and work situations and comprehend relatively complex and unstructured conversations or presentations requiring the integration and summary of several data sources or media with limited need for guidance and repetition and with few errors. Adults at this level may have some difficulty following the coherence or thematic organization of longer connected discourse or may have difficulty understanding when time frames and tense markers are complex. They can understand most English language communication at normal speed and often can function successfully (with some support) in adult education classrooms (such as GED classes) with native English speakers, although they may still lack full comfort and ease conversing with native speakers.

Level 5 Examples of Proficient Performance

Adults performing at Level 5 can Listen Actively to accomplish a variety of goals, such as:

· With classmates, listening to the director of a food pantry describe his needs, watching a video on homelessness and discussing priorities for a community service activity.

· Listening for, identifying and evaluating the viewpoints and truthfulness of various types of marketing in recorded radio commercials.

· Listening to a simulated community college/GED lecture on a literary topic, taking notes to prepare a brief summary of what was heard, and discussing one’s own ability to listen to college lectures.

· Listening and providing appropriate feedback and advice in a simulated discussion with a teenager who wants to drop out of school.

· Listening to several short poems and identifying the underlying themes and implied meanings.

EFF Listen Actively Performance Levels

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Listen Actively and Speak So Others Can Understand Performance Continua

Mapping the Listen Actively and Speak So Others Can Understand Performance Levels to NRS ESL Educational Functioning Levels

There is very little specific information on the nature of the listening knowledge, skills, and abilities associated with each of the six NRS ESL Educational Functioning Levels. Therefore, in mapping the EFF Listen Actively and Speak So Others Can Understand Performance Levels to NRS ESL Levels, we have also considered the correspondence of the EFF levels to more detailed descriptions of adult performance levels in listening and speaking contained in the ACTFL Proficiency Guidelines – Listening (1986), ACTFL Proficiency Guidelines – Speaking (1999), and the MELT Student Performance Levels (SPL’s).

EFF Performance Levels	*NRS ESL [and ASE]* *Educational Functioning Levels*	ACTFL	SPL
Listen Performance Level 1	Low Intermediate ESL	Novice High	4-5
Listen Performance Level 2	High Intermediate ESL	Intermediate Low	5-6
Listen Performance Level 3	Low Advanced ESL	Intermediate Mid	6-7
Listen Performance Level 4	High Advanced ESL [Low Adult Secondary]	Intermediate High	7-8
Listen Performance Level 5	[High Adult Secondary]	Advanced	8-9

EFF Speak So Others Can Understand Performance Levels

Equipped for the Future

Read With Understanding Performance Continuum

PERFORMANCE LEVEL 1

Read With Understanding

How adults at Level 1 Read With Understanding:

Determine the reading purpose.
Select reading strategies appropriate to the purpose.
Monitor comprehension and adjust reading strategies.
Analyze the information and reflect on its underlying meaning.
Integrate it with prior knowledge to address reading purpose.

Level 1 Indicators

Use Key Knowledge, Skills, and Strategies

Adults performing at Level 1 can:

Recognize everyday words or word groups in short, simple text by decoding letter-sound correspondence, isolating and saying first and last sounds, naming pictures to isolate and say initial sounds, sounding out words by segmenting words into separate sounds and syllables, combining or blending sounds, recognizing simple rhyming word patterns, or recalling oral vocabulary and sight words.
Demonstrate familiarity with concepts of print, letter shapes, letter names and sounds (individual consonants and vowels, digraphs and blends) and common vocabulary.
Monitor accuracy of decoding and word recognition using various strategies such as rereading or making word lists.
Recall prior knowledge to assist in understanding information in the text.

Show Fluency, Independence, and Ability to Perform in a Range of Settings

Adults performing at Level 1 can read and comprehend words in short, simple texts slowly and with some effort but with few errors, to independently accomplish simple, well defined, and structured reading activities in a few comfortable and familiar settings.

Level 1 Examples of Proficient Performance

Adults performing at Level 1 can Read With Understanding to accomplish a variety of goals, such as:

Reading a grocery list and recognizing words and prices in a store ad to make decisions about what to buy.
Reading personal names and addresses in order to make an invitation list.
Reading product names and quantities to fill a purchase order.
Reading names and office numbers in order to distribute interoffice mail to the correct locations.
Reading personal information prompts in order to accurately fill out simple applications, registration forms, and so on.
Reading product and store names or symbols on signs and storefronts to identify places to shop.
Reading months, days and dates on a personal calendar to identify and enter important events.

Equipped for the Future

Read With Understanding Performance Continuum

PERFORMANCE LEVEL 2

Read With Understanding

How adults at Level 2 Read With Understanding:

Determine the reading purpose.
Select reading strategies appropriate to the purpose.
Monitor comprehension and adjust reading strategies.
Analyze the information and reflect on its underlying meaning.
Integrate it with prior knowledge to address reading purpose.

LevelLevel 2 Indicators 2 Indicators

Use Key Knowledge, Skills, and Strategies

Adults performing Level 2 can:

Decode and recognize everyday, simple words in short, simple text by breaking words into parts, tapping out/sounding out syllables, applying pronunciation rules, using picture aids, and recalling oral vocabulary and sight words.
Demonstrate familiarity with simple, everyday content knowledge and vocabulary.
Locate discrete items of information in simplified text.
Monitor and enhance comprehension using various strategies, such as rereading, restating, copying and rephrasing text; making a list of new words, or using a simplified dictionary.
Recall prior knowledge to assist in selecting texts and in understanding the information they contain.

Show Fluency, Independence, and Ability to Perform in a Range of Settings

Adults performing at Level 2 can read and comprehend words in small blocks of simple text slowly but easily and with few errors, to independently accomplish simple, well-defined, and structured reading activities in a range of comfortable and familiar settings.

LeLevel 2 Examples of Proficient Performance vel 2 Examples of Proficient Performance

Adults performing at Level 2 can Read With Understanding to accomplish a variety of goals, such as:

Reading aloud a picture book with very simple text to a young child.
Reading a short narrative about a community concern to identify and think about one’s own community issues.
Reading about entry-level job duties in order to decide whether to apply.
Reading simple greeting cards to choose an appropriate card for a friend.
Reading a simple chart about job benefits to figure out if hospitalization is covered.
Reading utility bills in order to understand how and when to pay them.
Reading short narratives about immigrant experiences to reflect on and learn about personal heritage.
Reading weather forecast in the newspaper to decide on appropriate clothes for a weekend trip.

Equipped for the Future

Read With Understanding Performance Continuum

PERFORMANCE LEVEL 3

Read With Understanding

How adults at Level 3 Read With Understanding:

Determine the reading purpose.
Select reading strategies appropriate to the purpose.
Monitor comprehension and adjust reading strategies.
Analyze the information and reflect on its underlying meaning.
Integrate it with prior knowledge to address reading purpose.

LevLevel 3 Indicators el 3 Indicators

Use Key Knowledge, Skills, and Strategies

Adults performing at Level 3 can:

Decode and recognize most everyday and some unfamiliar words in short to medium-length text, by drawing on content knowledge and oral vocabulary, breaking words into parts, applying pronunciation rules, and adjusting reading pace.
Demonstrate familiarity with common high-interest content knowledge and related vocabulary.
Monitor and enhance comprehension by using a range of simple strategies, such as recalling, restating, rephrasing, explaining the content of the text or using simple examples.
Actively apply prior knowledge to assist in understanding information in texts.

Show Fluency, Independence, and Ability to Perform in a Range of Settings

Adults performing at Level 3 can quickly and accurately read and comprehend words and word groups in multiple pages of simple text, to independently accomplish simple, well-defined, and structured reading activities in a range of comfortable and familiar settings.

LLevel 3 Examples of Proficient Performance vel 3 Examples of Proficient Performance

Adults performing at Level 3 can Read With Understanding to accomplish a variety of goals, such as:

Reading about a company’s job benefits to make decisions about personal choice of benefits.
Reading a short story about how cultural differences can lead to conflict to reflect on and make decisions about personal issues.
Reading a minimum-wage poster to determine if a job wage is legal.
Reading a short story about losing a job to reflect on the ways job loss can affect family relationships.
Reading citizenship application procedures to help someone decide whether to pursue citizenship.
Reading housing rental ads to compare housing options and make a decision about which house is better for a family.

Equipped for the Future

Read With Understanding Performance Continuum

PERFORMANCE LEVEL 4

Read With Understanding

How adults at Level 4 Read With Understanding:

Determine the reading purpose.
Select reading strategies appropriate to the purpose.
Monitor comprehension and adjust reading strategies.
Analyze the information and reflect on its underlying meaning.
Integrate it with prior knowledge to address reading purpose.

LLevel 4 Indicators vel 4 Indicators

Use Key Knowledge, Skills, and Strategies

Adults performing at Level 4 can:

Recognize unfamiliar and some specialized words and abbreviations using word analysis or inference.
Demonstrate familiarity with everyday and some specialized content knowledge and vocabulary.
Locate important information in text using a wide range of strategies.
Monitor and enhance comprehension using a wide range of strategies, such as posing and answering questions, trial and error, adjusting reading pace.
Organize information using some strategies, such as recall, restatement, simple sequencing, and simple categorization.
Actively apply prior knowledge to assist in understanding information in texts.

Show Fluency, Independence, and Ability to Perform in a Range of Settings

Adults performing at Level 4 can read and comprehend a variety of texts at an appropriate pace and with good comprehension, to independently accomplish structured reading activities in a variety of familiar settings.

LeLevel 4 Examples of Proficient Performance vel 4 Examples of Proficient Performance

Adults performing at Level 4 can Read With Understanding to accomplish a variety of goals, such as:

Reading fast food nutrition charts to choose a meal that is low in fat.
Reading brief newspaper editorials on opposing sides of a subject of interest to clarify a personal opinion on the subject.
Reading newspaper advice columns to stimulate thinking about personal issues.
Reading the TV Guide to determine if specific movies are appropriate for children.
Reading information about labor unions to make a decision about joining a union.
Reading a magazine about typical behavior for toddlers to figure out how to deal with a two year-old’s tantrums.
Reading a brochure from a health clinic to learn about signs of depression and helpful tips for dealing with it.

Equipped for the Future

Read With Understanding Performance Continuum

PERFORMANCE LEVEL 5

Read With Understanding

How adults at Level 5 Read With Understanding:

Determine the reading purpose.
Select reading strategies appropriate to the purpose.
Monitor comprehension and adjust reading strategies.
Analyze the information and reflect on its underlying meaning.
Integrate it with prior knowledge to address reading purpose.

LLevel 5 Indicators evel 5 Indicators

Use Key Knowledge, Skills, and Strategies

Adults performing at Level 5 can:

Recognize and interpret abbreviations and specialized vocabulary.
Demonstrate familiarity with everyday and some specialized content knowledge and vocabulary, and with paragraph structure and document organization.
Locate important information, read identified sections for detail, and determine missing information using a wide range of strategies.
Monitor and enhance comprehension using a wide range of strategies.
Organize and analyze information and reflect upon its meaning using a range of strategies such as classification, categorization, and comparison/contrast.
Evaluate prior knowledge against new information in texts to enhance understanding of the information.

Show Fluency, Independence, and Ability to Perform in a Range of Settings

Adults performing at Level 5 can read and comprehend dense or multipart texts at an appropriate pace and with good comprehension to independently accomplish structured, complex reading activities in a variety of familiar and some novel settings.

LLevel 5 Examples of Proficient Performance evel 5 Examples of Proficient Performance

Adults performing at Level 5 can Read With Understanding to accomplish a variety of goals, such as:

Reading over-the-counter medicine labels to choose the right medication for a sick child.
Reading a magazine article about home Internet connection providers, to analyze the options described and select a provider.
Reading information about advertising techniques and analyzing the ways advertisers persuade consumers to buy their products to become better informed about an upcoming purchase.
Reading a campus safety brochure to be aware of a school’s rules, regulations and resources available for students.
Reading information from the Occupational Safety and Health Administration about noise exposure to solve a problem at work.
Reading a self-help book about family finances in order to find ways for one’s family to save money.
Reading information about voter eligibility to decide if one is eligible to vote in an upcoming election.

Reading instructions from a Web site for job seekers to find information and advice on effective résumé writing.

Equipped for the Future

Read With Understanding Performance Continuum

PERFORMANCE LEVEL 6

Read With Understanding

How adults at Level 6 Read With Understanding:

Determine the reading purpose.
Select reading strategies appropriate to the purpose.
Monitor comprehension and adjust reading strategies.
Analyze the information and reflect on its underlying meaning.
Integrate it with prior knowledge to address reading purpose.

LLevel 6 Indicators evel 6 Indicators

Use Key Knowledge, Skills, and Strategies

Adults performing at Level 6 can:

Recognize and interpret terms, signs, symbols, acronyms, and abbreviations.
Demonstrate familiarity with extensive specialized content knowledge and vocabulary and with the organization of long, complex prose and complex documents.
Use a wide range of strategies to guide reading of long texts.
Locate both directly stated and implied important information.
Monitor and enhance comprehension using a wide range of strategies, such as brainstorming and question formulation techniques.
Organize and analyze information and reflect upon its meaning using a wide range of strategies, such as applying relevant information to multiple scenarios, summarizing, drawing “big picture” conclusions and generalizations from detailed reading.
Integrate prior knowledge with new information in texts to develop deep understanding of the information.

Show Fluency, Independence, and Ability to Perform in a Range of Settings

Adults performing at Level 6 can read and comprehend long, complex texts at an appropriate pace and with good comprehension, to independently accomplish structured or unstructured, complex reading activities in a variety of familiar and novel settings.

LLevel 6 Examples of Proficient Performance evel 6 Examples of Proficient Performance

Adults performing at Level 6 can Read With Understanding to accomplish a variety of goals, such as:

Reading information about financial aid for higher education to decide whether to apply for loans and to understand options available if applying for aid.
Reading a brochure on workplace medical benefits, in order to distinguish differences between types of plans available and choose the best personal family plan.
Reading newspaper editorials that take opposite stands on the same issue and decide which argument is more persuasive to develop a personal position on the issue.
Reading a consumer guide about long-distance telephone services to choose a personal home service.
Reading a journal article on childhood bullying in order to get ideas about how to cope with a child’s bullying behavior.
Reading data sheets on material safety to get guidance about safely handling toxic materials in the workplace.
Reading a company’s employee handbook to get up-to-date information about the company’s employment leave policies.

Equipped for the Future

Read With Understanding Performance Continuum

Performance levels for the EFF Content Standard Read With Understanding mapped to
the NRS Educational Functioning Levels

EFF Read With

Understanding Performance

Levels

Can be used to define an exit

point for the NRS ABE

Educational Functioning

Level . . .

Can be used to define an exit

point for the NRS ESL

Educational Functioning

Level . . .

Read With Understanding

Performance Level 1

Beginning ABE Literacy

Beginning ESL

Read With Understanding

Performance Level 2

Beginning Basic Education

Low Intermediate ESL

Read With Understanding

Performance Level 3

Low Intermediate Basic

Education

High Intermediate ESL

Read With Understanding

Performance Level 4

High Intermediate Basic

Education

Low Advanced ESL

Read With Understanding

Performance Level 5

Low Adult Secondary

Education

High Advanced ESL

Read With Understanding

Performance Level 6

High Adult Secondary

Education

Comprehension strategies

Instruction in comprehension strategies was the second important component of reading comprehension identified by the National Reading Panel. The NRP (2000b, p. 4-29), citing Pressley and Afflerbach (1995), notes that the bulk of research on text comprehension in the past three decades has been guided by a cognitive conceptualization of reading as a purposeful and active process. In this view, meaning is influenced by the text and by the reader’s intentionality, problem solving, and use of prior knowledge (Anderson & Pearson, 1984). The NRP (2000b, p. 4-41) quotes Baumann, Seifert-Kessell, & Jones (1992, p. 162), who state that “there is ample extant research supporting the efficacy of cognitive strategy training during reading as a means to enhance students’ comprehension.”

There is a large body of evidence-based research to show that text comprehension strategies (including learning to become aware of and monitor one’s own cognitive processes, teacher modeling of actions a reader can take to enhance comprehension, and practicing text comprehension strategies) can be taught effectively and can have positive effects on reading comprehension (Pressley et al., 1989; Rosenshine & Meister, 1994; Rosenshine, Meister, & Chapman, 1996; Brown et al., 1996). There is also experimental evidence that suggests that whereas adults in ABE can improve reading comprehension (see for example, Alessi et al., 1982;

Perin & Greenberg, 1993) adult learners in ABE may be less aware of their own comprehension strategies than skilled college readers are (Gambrel & Heathington, 1981).

The Read With Understanding Performance Continuum calls attention to developing strategies for monitoring and enhancing comprehension and to actively recalling and using prior

knowledge to assist understanding of new information in texts across all six performance levels.

Excerpts from the Read With Understanding Performance Continuum — Levels 1 to 6

Level 1

Monitor accuracy of decoding and word recognition (using various strategies such as rereading or making word lists).

Recall prior knowledge to assist in understanding information in the text.

Level 2

Monitor and enhance comprehension (using various strategies such as rereading, restating, copying and rephrasing text; making a list of new words, or using a simplified dictionary). Recall prior knowledge to assist in selecting texts and in understanding the information they contain.

Level 3

Monitor and enhance comprehension by use of a range of simple strategies such as recalling, restating, rephrasing, explaining the content of the text or using simple examples. Actively apply prior knowledge to assist in understanding information in texts.

Level 4

Monitor and enhance comprehension using a wide range of strategies (such as posing and answering questions, trial and error, adjusting reading pace).

Organize information using some strategies (such as recall, restatement, simple sequencing, simple categorization).

Actively apply prior knowledge to assist in understanding information in texts.

Level 5

Monitor and enhance comprehension using a wide range of strategies.

Organize and analyze information (such as identifying the main idea) and reflect upon its meaning using a range of strategies (such as classification, categorization, comparison/contrast). Evaluate prior knowledge against new information in texts to enhance understanding of the information.

Level 6

Monitor and enhance comprehension using a wide range of strategies (such as brainstorming and question formulation techniques).

Analyze information and reflect upon its meaning using a wide range of strategies (such as applying relevant information to multiple scenarios, summarizing, drawing “big picture” conclusions and generalizations from detailed reading).

Integrate prior knowledge with new information in texts to develop deep understanding of the information.

Equipped for the Future

Convey Ideas in Writing Performance Continuum

PERFORMANCE LEVEL 1

Convey Ideas in Writing

How adults at Level 1 Convey Ideas in Writing:

Determine the purpose for communicating.
Organize and present information to serve the purpose.
Pay attention to conventions of English language usage, including grammar, spelling, and sentence structure, to minimize barriers to reader’s comprehension.
Seek feedback and revise to enhance the effectiveness of the communication.

Level 1 Indicators

Use Key Knowledge, Skills, and Strategies

Adults performing at Level 1 can:

· Determine the purpose and audience for communicating in writing;

· Follow a highly structured, externally developed plan (or text model) to organize information about self and/or related to immediate needs in very simple structures such as lists or responses to prompts for everyday information;

· Write all letters of the alphabet and numbers and appropriately use simple, everyday, highly familiar words (personal names, signatures, addresses), numbers (dates, phone #s, addresses, prices, etc) and simple phrases to convey information with minimal attention to audience;

· Make a few simple content changes based on review and feedback from others and make a few simple edits of handwriting, spelling, punctuation and capitalization.

Show Fluency, Independence, and Ability to Perform in a Range of Settings

Adults performing at Level 1 can write individual words, simple phrases and a few very simple sentences slowly and with some effort and some errors. They can independently accomplish simple, well defined, and highly structured writing activities in a few comfortable and familiar settings.

Level 1 Examples of Proficient Performance

Adults performing at Level 1 can Convey Ideas in Writing to accomplish a variety of goals, such as:

Writing a simple grocery list to guide decisions about what to buy
Writing personal names and addresses in order to make an invitation list
Writing product names and quantities to fill a purchase order
Writing responses to personal information prompts in order to accurately fill out simplified applications, registration forms, work orders, etc.
Writing a very brief and simple lost/found or “for sale” notice

Equipped for the Future

Convey Ideas in Writing Performance Continuum

PERFORMANCE LEVEL 2

Convey Ideas in Writing

How adults at Level 2 Convey Ideas in Writing:

Determine the purpose for communicating.
Organize and present information to serve the purpose.
Pay attention to conventions of English language usage, including grammar, spelling, and sentence structure, to minimize barriers to reader’s comprehension.
Seek feedback and revise to enhance the effectiveness of the communication.

Level 2 Indicators

Use Key Knowledge, Skills, and Strategies

Adults performing at Level 2 can:

Determine the purpose and audience for communicating in writing;
Follow a highly structured, externally developed plan to organize ideas around a single familiar topic and produce a short but legible and comprehensible draft;

· Appropriately use mostly everyday, familiar vocabulary (such as words with personal significance and commonly-used adjectives, pronouns and prepositions) and simple sentence structures (such as simple and compound sentences and questions) in short paragraph form, lists, and responses to prompts with minimal use of detail or attention to audience;

Make simple edits of grammar (simple present and future tenses, subject/verb agreement), beginning-sentence capitalization, spelling and punctuation (end periods, some commas).

Show Fluency, Independence, and Ability to Perform in a Range of Settings

Adults performing at Level 2 can write simple and a few compound sentences, sometimes in short paragraphs with some effort but with few errors to independently accomplish simple, well defined, and structured writing activities in a few comfortable and familiar settings.

Level 2 Examples of Proficient Performance

Adults performing at Level 2 can Convey Ideas in Writing to accomplish a variety of goals, such as:

Writing a brief excuse letter for an absence from school
Writing a short narrative about a community concern in order to identify and think about one’s own community issues
Writing messages in simple greeting cards for friends
Writing simple summaries of job benefits to share with a co-worker
Writing a simple “While You Were Out” message in response to a phone call for a co-worker

Equipped for the Future

Convey Ideas in Writing Performance Continuum

PERFORMANCE LEVEL 3

Convey Ideas in Writing

How adults at Level 3 Convey Ideas in Writing:

Determine the purpose for communicating.
Organize and present information to serve the purpose.
Pay attention to conventions of English language usage, including grammar, spelling, and sentence structure, to minimize barriers to reader’s comprehension.
Seek feedback and revise to enhance the effectiveness of the communication.

Level 3 Indicators

Use Key Knowledge, Skills, and Strategies

Adults performing at Level 3 can:

Determine the purpose and audience for communicating in writing;
Use simple planning strategies to identify and organize a limited number of ideas to support a single purpose (to convey personal experience, meet a specific need, or respond to recent learning), and produce a legible and comprehensible draft;
Appropriately use mostly familiar vocabulary (based on personal experience and learning) and basic text structure of simple steps/instructions/commands or a few short, well-linked paragraphs to convey ideas with several supporting details/examples reflecting some attention to audience;
Use simple revision strategies to monitor effectiveness by re-reading and revising during the writing process and making revisions to a first and final draft based on review and feedback from others. Demonstrate beginning attention to clarity, descriptiveness, personal voice, and appropriateness of text for the intended audience;
Make several simple edits of grammar (such as simple tense agreement), spelling, and punctuation (such as periods, capital letters, and some commas), sentence structure (such as compound and some complex sentences), language usage, and text structure using tools such as spelling word lists and simple editing checklists.

Show Fluency, Independence, and Ability to Perform in a Range of Settings

Adults performing at Level 3 can write simple narrative, informative, or expressive texts of a few short paragraphs and steps/instructions/commands with some effort but with few errors. They can independently accomplish well-defined and structured writing activities for varied audiences (self, family, workplace, teacher) in a range of comfortable and familiar settings.

Level 3 Examples of Proficient Performance

Adults performing at Level 3 can Convey Ideas in Writing to accomplish a variety of goals, such as:

Writing a brief conversational letter to a friend

· Writing an easy-to-read information booklet for young children

Writing simple step-by-step instructions for everyday activities
Write a simple poem for a grandchild
Writing simple directions to a house for a party
Writing about a personal work experience to prepare for resume development
Writing an entry in the “Problem Book” at work to alert your supervisor to a safety issue

Equipped for the Future

Convey Ideas in Writing Performance Continuum

PERFORMANCE LEVEL 4

Convey Ideas in Writing

How adults at Level 4 Convey Ideas in Writing:

Determine the purpose for communicating.
Organize and present information to serve the purpose.
Pay attention to conventions of English language usage, including grammar, spelling, and sentence structure, to minimize barriers to reader’s comprehension.
Seek feedback and revise to enhance the effectiveness of the communication.

Level 4 Indicators

Use Key Knowledge, Skills, and Strategies

Adults performing at Level 4 can:

Determine the purpose and audience for communicating in writing;
Use multiple planning and pre-writing strategies to identify and organize a limited number of ideas to support a single purpose (such as writing to inform, to get things done, to express feelings and ideas or to persuade others) and produce a legible and comprehensible draft;
Appropriately use both everyday and specialized vocabulary and a limited variety of simple and complex sentence structures in multiple coherent steps or a few well-constructed and linked paragraphs to convey ideas, with several supporting facts/details/examples reflecting judgment regarding appropriate language and level of formality for the intended audience.
Use several simple revision strategies to monitor one’s own writing, make revisions based on review and feedback from others, and produce rough and final drafts. Demonstrate some attention to clarity, descriptiveness, personal voice and appropriateness of text for the intended audience;
Make many edits of grammar (verb tense forms), spelling, sentence structure simple/compound/complex with appropriate capitalization and punctuation), language usage and text structure often with the help of tools such as simplified dictionaries, grammar checklists, and graphic organizers.

Show Fluency, Independenc e, and Ability to Perform in a Range of Settings

Adults performing at Level 4 can write coherent steps or a few well-constructed paragraphs easily and with few errors to independently accomplish well defined and structured writing activities for varied purposes (such for personal expression, to inform, to persuade or to complete a task) and audiences in a range of comfortable and familiar settings.

Level 4 Examples of Proficient Performance

Adults performing at Level 4 can Convey Ideas in Writing to accomplish a variety of goals, such as:

Writing a brief letter to the editor, to clarify one’s own opinion on a subject

· Writing a letter of appreciation or congratulations to a friend or relative

· Writing comprehensive directions for a favorite recipe

· Writing a response to a newspaper advice column to stimulate thinking about personal issues

· Writing a brief story about a personal event for the company

· Writing a short incident/accident report at work

· Writing an agenda for an upcoming 3-hour meeting

Equipped for the Future

Convey Ideas in Writing Performance Continuum

PERFORMANCE LEVEL 5

Convey Ideas in Writing

How adults at Level 5 Convey Ideas in Writing:

Determine the purpose for communicating.
Organize and present information to serve the purpose.
Pay attention to conventions of English language usage, including grammar, spelling, and sentence structure, to minimize barriers to reader’s comprehension.
Seek feedback and revise to enhance the effectiveness of the communication.

Level 5 Indicators

Use Key Knowledge, Skills, and Strategies

Adults performing at Level 5 can:

· Determine the purpose and audience for communicating in writing;

· Select from and use a good store of tools and strategies for overall planning and organization; outline, restate, summarize and categorize ideas and produce a legible and comprehensible draft;

· Appropriately use both everyday and specialized vocabulary including abstract nouns and idioms, and a variety of sentence structures, in medium-length, coherently-linked, and detailed text with appropriate tone, language, and level of formality and in modes of organization suitable for a variety of audiences;

· Use a variety of strategies to analyze and make simple revisions (such as for clarity, organization, and descriptiveness) and to solve a few more global problems posed by the writing text (such as changes in voice or tone to take into account the needs of the audience or re-sequencing of larger pieces of text based on feedback from others);

· Undertake multiple re-readings of text in order to edit for grammar, spelling, sentence structure, language usage, and text structure and use appropriate tools such as dictionaries and grammar guides.

Show Fluency, Independence, and Ability to Perform in a Range of Settings

Adults performing at Level 5 can write a variety of texts that include more complex sentence structures and multiple paragraphs easily and with few errors for a wide variety of purposes (such as different kinds of expressive, persuasive and informative purposes). They can independently accomplish structured and fairly complex writing in a variety of familiar and some novel settings.

Level 5 Examples of Proficient Performance

Adults performing at Level 5 can Convey Ideas in Writing to accomplish a variety of goals, such as:

Writing a resume and accompanying cover letter in preparation for seeking employment
Writing a letter of appreciation to a guest speaker

· Writing a summary of information about the pros and cons of joining a labor unions to help someone make a decision about joining

· Writing a detailed narrative accident/incident report for work

· Writing a memo to employees about a guest speaker presentation on safety in the workplace

· Writing a proposal/plan for a community group trip

· Writing a short story for a child depicting what life was like when you were growing up

Equipped for the Future

Convey Ideas in Writing Performance Continuum

PERFORMANCE LEVEL 6

Convey Ideas in Writing

How adults at Level 6 Convey Ideas in Writing:

Determine the purpose for communicating.
Organize and present information to serve the purpose.
Pay attention to conventions of English language usage, including grammar, spelling, and sentence structure, to minimize barriers to reader’s comprehension.
Seek feedback and revise to enhance the effectiveness of the communication.

Level 6 Indicators

Use Key Knowledge, Skills, and Strategies

Adults performing at Level 6 can:

Determine the purpose and audience for communicating in writing;
Select from and use a wide range of tools and strategies for overall planning and organization; reproduce, synthesize and draw sound conclusions from complex or extensive ideas; and produce a legible and comprehensible draft;
Appropriately use extensive everyday and specialized vocabulary (including idiom, colloquialisms and cultural references as appropriate) and a variety of sentence structures (including those reflecting logical relations), in medium-length, well-sequenced, and detailed text with appropriate voice, tone, rhetorical forms, and style and in modes of organization suitable for a variety of audiences;
Choose from a variety of strategies to make multiple simple and global revisions during the writing process. Effectively seek out, describe, and work through more global problems posed by the writing task (such as the need to re-sequence text for clarity, to add more details to make a logical argument, or to change the tone or style to accommodate the audience);
Undertake multiple re-readings of text in order to make comprehensive edits for grammar, spelling, sentence structure, language usage, and text structure. Use appropriate editing tools as necessary.

Show Fluency, Independence, and Ability to Perform in a Range of Settings

Adults performing at Level 6 can write a variety of sentences in medium-length, detailed text and in a variety of rhetorical forms, easily and with few errors, to independently accomplish structured or unstructured complex writing activities in a variety of familiar and novel settings.

Level 6 Examples of Proficient Performance

Adults performing at Level 6 can Convey Ideas in Writing to accomplish a variety of goals, such as:

· Writing newspaper editorials that synthesize opposite stands on the same issue and develop a novel personal position on the issue

Writing a reflective essay on personal history and experience in preparation for a presentation
Writing an essay to self-evaluate learning
Writing basic fire emergency and evacuation instructions for employees
Writing a detailed incident report at work which includes cause and effect analysis
Writing an informational brochure about your community organization
Writing information from a structured oral interview on a special form
Writing a formal letter to request changes in work conditions, procedures, etc.

Equipped for the Future

Convey Ideas in Writing Performance Continuum

Of particular interest to adult literacy educators has been a body of research that began to focus on remedial writing at the postsecondary level. In Errors and Expectations (1977), Mina Shaughnessy detected predictable patterns in the kinds of the errors made by “basic writing” students. She showed that under-prepared students write the way they do “not because they are slow or non-verbal, indifferent to or incapable of academic excellence, but because they are beginners and must, like all beginners, learn by making mistakes” (1977, p. 3).

Sondra Perl (1979) found that adult remedial students she studied might begin to follow a train of thought as they wrote but then lost it when they had to interrupt their thoughts to attend to more mechanical concerns, such as letter formation, punctuation, and spelling. Mike Rose (1980) investigated more closely the experiences of basic writers with writer’s block. He found that writers were blocked because they followed a set of rigid rules, applying them to situations where they did not apply. Nancy Sommers (1980) found that basic writers typically solved problems simply by rewriting, without analyzing the problems with their text. Flower (1979) found that while writing, expert writers thought about their reader more than did novice writers. This helped them to plan their essays and generate text. Beginning writers, on the other hand, wrote what she called “writer-based prose.” They did not think about their reader while writing but were concerned primarily with the text. Taken together, these studies showed that to move from the status of a basic to a more expert writer, students had to learn to revise what they wrote, to consider the reader in their planning, and to attend to more global problems, such as resequencing and rewriting units of text.

Reflections of Writing Research in Convey Ideas in Writing Key Knowledge, Skills, and Strategies

The findings of the research summarized above are reflected in the “Key Knowledge, Skills, and Strategies” sections of the Convey Ideas in Writing Standard. In Level 1, for example, students are provided with considerable scaffolding to help them with the planning process. They are expected to convey information with only minimal attention to the audience since it is understood that their “working memory” will be devoted to text production. The requirements for revision and editing are minimal and focus primarily on text level features.

Excerpt from Convey Ideas in Writing Performance Continuum—Level 1

· Make a few simple content changes based on review and feedback from others and make a few simple edits of handwriting, spelling, punctuation and capitalization.

By Level 3 students can be expected to have learned how to use simple planning processes and to have begun to develop their rereading and revision skills.

Excerpt from Convey Ideas in Writing Performance Continuum—Level 3

· Use simple planning strategies to identify and organize a limited number of ideas to support a single purpose (to convey personal experience, meet a specific need or respond to recent learning), and produce a legible and comprehensible draft

· Appropriately use mostly familiar vocabulary based on personal experience and learning, and basic text structure of simple steps/instructions/commands or a few short, well- linked paragraphs to convey ideas, with several supporting details/examples reflecting some attention to audience

· Use simple revision strategies to monitor effectiveness by rereading and revising during the writing process and making revisions to a first and final draft based on review and feedback from others. Demonstrate beginning attention to clarity, descriptiveness, personal voice and appropriateness of text for the intended audience.

· Make several simple edits of grammar (such as simple tense agreement), spelling and punctuation (such as periods, capital letters, and some commas), sentence structure (such as

	Equipped for the Future Performance Continuum for Speak so Others can Understand
Common Activities	*In order to fulfill responsibilities* as parents/family members, citizens/community members, *and workers, adults must be able to:*
· Gather, Analyze, and Use Information · Manage Resources · Work Within the Big Picture · Work Together · Provide Leadership · Guide and Support Others · Seek Guidance and Support From Others · Develop and Express Sense of Self · Respect Others and Value Diversity · Exercise Rights and Responsibilities · Create and Pursue Vision and Goals · Use Technology and Other Tools to Accomplish Goals · Keep Pace With Change