Speak So Others Can Understand Performance Continuum

Performance Level 3

Speak So Others Can Understand.

How adults at Level 3 Speak So Others Can Understand:
  • 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 3 Indicators

Use Key Knowledge, Skills, and Strategies

Adults performing at Level 3 can:
  • Recall and use high-frequency vocabulary including words related to common, everyday topics and personal experience, use knowledge of basic grammar, discourse forms, and sentence structure in familiar communicative tasks
  • Select from a limited ranges of strategies (such as combining and recombining known or heard words and phrases, reformulation, or self-correction) to select and relay information
  • Apply some strategies (such as checking pace and register, repeating/clarifying/correcting errors as necessary, self-rating/evaluation) to monitor and enhance 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 3 can speak fluently and accurately in familiar settings with one or more familiar listeners (either face-to-face or in a brief telephone conversation) when a moderately high level of support is provided (in the form of written, visual, or verbal prompts). There may be some errors in pronunciation, but with repetition, speech can usually be understood by a skilled, supportive listener.

Level 3 Examples of Proficient Performance

Adults performing at Level 3 can Learn Through Research to accomplish a variety of goals, such as:
  • Calling a supervisor to report an on-the-job problem
  • Describing a character from a recently seen instructional video to a new student
  • Formally welcoming a visitor to the workplace or classroom
  • Responding to questions about experience and qualifications ina simple job interview
  • Explaining simple work rules and procedures to a new worker

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

Next -->