Speak So Others Can Understand Performance Continuum

Performance Level 2

Speak So Others Can Understand.

How adults at Level 2 Speak So Others Can Undertsand:
  • 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

To see a Word version of the performance continuum, click here.

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