Communicate information productive

Criterion: speaking · Effectiveness in conveying information and engaging in interactive communication · back to criteria

emergent Phases 1-2

basic interactive communication

Texts used to produce the speaking task should include modes such as visual and spatial modes. Example: a short written text (caption) with image(s)/visual(s)/picture(s).

At the end of the emergent level, students should be able to:

Level descriptors

Level	Descriptor	Specific indicators
0	The student does not reach a standard described by any of the descriptors below.	—
1-2	during interaction, communicates limited relevant information	Responds to simple questions Basic interaction patterns Needs frequent prompting Limited information exchange
3-4	during interaction, communicates some relevant information	Maintains simple conversations Some spontaneous responses Basic turn-taking Adequate information sharing
5-6	during interaction, communicates most of the relevant information	Sustained simple discussions Confident responses Good turn-taking Effective information exchange
7-8	during interaction, communicates all or almost all the required information clearly and effectively	Extended conversations Natural responses Excellent interaction skills Comprehensive information sharing

capable Phases 3-4

sustained interactive communication

Texts used to produce the speaking task should include modes such as visual and spatial modes. Example: a short written text (caption) with image(s)/visual(s)/picture(s).

At the end of the capable level, students should be able to:

Level descriptors

Level	Descriptor	Specific indicators
0	The student does not reach a standard described by any of the descriptors below.	—
1-2	during interaction, communicates limited relevant information	Maintains simple conversations Initiates some exchanges Some spontaneous responses Good information sharing
3-4	during interaction, communicates some relevant information	Sustained conversations Regular initiation Confident responses Effective information exchange
5-6	during interaction, communicates most relevant information	Extended discussions Natural initiation Sophisticated responses Comprehensive information sharing
7-8	during interaction, communicates all or almost all the required information clearly and effectively	Complex discussions Expert interaction Exceptional responses Superior information exchange

proficient Phases 5-6

sophisticated interactive communication

Texts used to produce the speaking task should include modes such as visual and spatial modes. Example: a short written text (caption) with image(s)/visual(s)/picture(s).

At the end of the proficient level, students should be able to:

Level descriptors

Level	Descriptor	Specific indicators
0	The student does not reach a standard described by any of the descriptors below.	—
1-2	during interaction, communicates limited relevant information	Sustains extended discussions Natural turn-taking Spontaneous detailed responses Excellent information exchange
3-4	during interaction, communicates some relevant information	Complex extended discussions Expert turn-taking Sophisticated spontaneous responses Superior information sharing
5-6	during interaction, communicates most relevant information	Highly complex discussions Masterful interaction Exceptional responses Outstanding information exchange
7-8	during interaction, communicates all or almost all the required information clearly and effectively	Exceptionally complex discussions Perfect interaction skills Superior responses Masterful information sharing