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Oral Interpersonal With Checklist 2015

The document provides a criteria for assessing language skills across five areas: answering others' questions, asking a variety of questions, using words/expressions, putting it together, and comfort in communicating. There are five levels of achievement for each criteria ranging from developing to exceeding. The developing level indicates a very limited ability while the exceeding level demonstrates skills with ease. The bottom section provides generic feedback for students on what they are doing well and areas for improvement.

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404 views1 page

Oral Interpersonal With Checklist 2015

The document provides a criteria for assessing language skills across five areas: answering others' questions, asking a variety of questions, using words/expressions, putting it together, and comfort in communicating. There are five levels of achievement for each criteria ranging from developing to exceeding. The developing level indicates a very limited ability while the exceeding level demonstrates skills with ease. The bottom section provides generic feedback for students on what they are doing well and areas for improvement.

Uploaded by

coleesensei
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd

Criteria

DEVELOPING

ANSWERING
OTHERS
QUESTIONS

In a very limited way

ASKING A
VARIETY OF
QUESTIONS

In a very limited way

USING
WORDS/EXPRES
SIONS

Very few

PUTTING IT
TOGETHER

COMFORT IN
COMMUNICATI
NG

-Random
words/phrases that
may or may not be
relevant
Very limited
-Shows little evidence
of current or past unit
items

-Not really
-Unable to actively
contribute to the
conversation

MINIMALLY
MEETING
In a limited way

MEETING

FULLY MEETING

Yes, with minimal


difficulty

Yes, with ease and


minimal hesitation

In a limited way
-basic questions
-no real follow up

Yes, with minimal


difficulty

Yes, with ease

-Is limited in what


words they use
-Uses mainly high
frequency words
-May use English
-Limited ability to
express thoughts
-Speaks in short
phrases
-Errors detract from
message
-Very limited
contributions
-Mainly answers
questions
-Primarily a responder

What You Are Doing Well

-Uses some follow-up


questions
-Use words primarily
drawn from current
unit to complete task
-Does not use
English

- Follows up with
effective &
appropriate questions
-Effectively uses a
wide variety of words
drawn from past
learning
-Does not use English

-Uses unit structures


well

-Extends beyond unit


structures

-Errors may detract


from message but it
is understood.

-Errors do not
detract from the
message

-Demonstrates some
comfort
-May answer more
than asks
-Attempts to
facilitate
conversation if
necessary

-Is at ease
-Is an equal
participant in the
conversation
-Facilitates
conversation with
others when needed

For Next Time.

Nice speaking pace

Include more details related to topic

Uses rich, interesting vocabulary

Elaborate on details more

Uses flavoring expressions

Speak louder

Self-correcting when making errors

Speak a bit faster

Juggles multiple tenses well

Organize your ideas logically

Organizes thoughts & ideas well

Use vocabulary with more variety

Recombines structures/Sentence variety

Vary connectors, transitions, sequencing

Responds creatively to the topic/prompt

Vary sentence type & length

Variety in transitions/sequencing

Use the right word for your message

Demonstrates own voice/personalization

Use the right verb form or tense

Uses strategies to maintain conversation

Include flavoring expressions

Asks great follow up questions

Ask follow up questions

Equally including partner in conversation

Address all parts of topic

Exceeds topic requirement

Avoid dominating conversation

Checklist courtesy of Amy Lenord used with p ermission

EXCEEDING

EXCEEDING

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