Use grammatical structures productive

Criterion: speaking · Range and accuracy of grammatical structures in spoken communication · back to criteria

emergent Phases 1-2

basic grammatical structures

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	uses a limited range of grammatical structures with many errors which often hinder communication	Simple present tense Basic sentence patterns Frequent grammatical errors Communication often unclear due to errors
3-4	uses a basic range of grammatical structures with some errors which sometimes hinder communication	Present and past tenses Simple and compound sentences Some grammatical errors Communication generally clear despite errors
5-6	uses a range of grammatical structures with a few errors which do not hinder communication	Various tenses accurately Complex sentence structures Few grammatical errors Communication clear and effective
7-8	uses a wide range of grammatical structures generally accurately	Advanced grammatical structures Sophisticated sentence construction Minimal grammatical errors Highly effective communication

capable Phases 3-4

complex grammatical structures

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	uses a limited range of grammatical structures with many errors which often hinder communication	Complex tenses with support Compound and complex sentences Occasional grammatical errors Communication mostly clear
3-4	uses a basic range of grammatical structures with some errors which sometimes hinder communication	Advanced tenses confidently Sophisticated sentence structures Few grammatical errors Communication consistently clear
5-6	uses a range of grammatical structures with a few errors which do not hinder communication	Expert use of all tenses Highly complex structures Minimal errors Consistently effective communication
7-8	uses a wide range of grammatical structures generally accurately	Masterful grammatical control Exceptionally sophisticated structures Virtually error-free Exceptionally effective communication

proficient Phases 5-6

sophisticated grammatical structures

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	uses a limited range of grammatical structures with many errors which often hinder communication	Advanced complex structures Sophisticated grammatical control Rare grammatical errors Highly effective communication
3-4	uses a basic range of grammatical structures with some errors which sometimes hinder communication	Expert grammatical structures Exceptional grammatical control Minimal errors Exceptionally effective communication
5-6	uses a range of grammatical structures with a few errors which do not hinder communication	Masterful grammatical structures Superior grammatical control Virtually error-free Superior communication effectiveness
7-8	uses a wide range of grammatical structures generally accurately	Exceptional grammatical expertise Perfect grammatical control Error-free communication Exceptional communication mastery