Analytic Oral Language Scoring Rubric12

Student name: Date:

Age: Teacher(s):

Grade: First language or languages other than English:

Length of time in Canada:

Length of time at school:

FOCUS Emerging Beginning Developing Expanding Proficient FluentSPEAKING - begins to name concrete objects

- begins to communicate personal and survival needs

- begins to initiate conversation- retells a story or experience- asks and responds to simple questions

- can sustain a conversation- begins to communicate in classroomsettings

- can participate in social and class discussions- errors do not interfere with meaning

- communicates competently in social and class settings

FLUENCY - repeats words - speaks in single-wordutterances and short patterns

- speaks hesitantly, rephrasing and searching for words

- speaks with occasional hesitation - speaks with near-nativefluency (hesitations do not interferewith communication

- speaks fluently

STRUCTURE - uses predominantly present tense verbs- demonstrates errors of omission (leaves words out, endings off)

- uses some sentence variety- inconsistently applies rules of grammar (e.g., runned, mans, not never, more higher), especially with verbs

- uses a variety of structureswith occasional grammatical errors

- uses a variety of grammatical structures correctly and easily

VOCABULARY - uses functional vocabulary - uses limited vocabulary - uses adequate vocabulary - some errors in word usage

- uses varied vocabulary - uses extensive vocabulary - may lag behind native-speaking peers

LISTENING - understands little or no English

- understands words, phrases - requires repetition

- understands simple sentences in sustained conversation - requires repetition

- understands classroom discussions with repetition, rephrasing, clarification

- understands most spoken language, including class discussion

- understands class discussion without difficulty