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

Equipped for the Future

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 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