Speak So Others Can Understand Performance Continuum

Performance Level 1

Learn Through Research.

How adults at Level 1 Speak So Others Can Undertsand
  • Determine the purpose for communicating.
  • Organize and relay information 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 1 Indicators

Use Key Knowledge, Skills, and Strategies Adults performing at Level 1 can:
  • Recall and use a limited set of learned words and phrases related to basic personal information, basic objects, and a limited number of activities and immediate needs in familiar, predictable, and straightforward communication tasks
  • Use simple strategies (such as stock phrases and questions; responding to simple, direct questions; and, combining or re-combining learned or heard words and phrases) to select and relay information
  • Apply simple strategies (such as gestures, eye contact, and simple, repeated requests for feedback from listener) to monitor 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 1 can sometimes speak learned and rehearsed words and phrases fluently and accurately but other times speak with hesitation and inaccuracy in a familiar setting with a familiar audience (usually face-to-face with one person). A high level of support is provided (in the form of written, visual, or verbal prompts). Pronunciation may be inaccurate or nonstandard and speech may, at times, be difficult to understand even by a skilled, supportive listener.

Level 1 Examples of Proficient Performance

Adults performing at Level 1 can Speak So Others Can Undertsand to accomplish a variety of goals, such as:
  • Giving short answers about personal information (name, address, phone number, etc.) in response to simple, learned questions
  • Identifying self and leaving a short, simple (learned and rehearsed) message on telephone voicemail
  • Greeting familiar people (co-workers, classmates, etc.) in familiar setting
  • Asking for simple, specific information (such as teh cost of an item in a store)
  • Asking for help lifting or moving a heavy object in an appropriate manner
  • Expressing lack of understanding and asking for repetition in a familiar situation such as with the secretary in an adult education program

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

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