test

Oral criteria

Task 4: Origami dog

Name: _________________________________

Date: __________

Linguistic structures and features

AusVELS EAL

Stages

Communication

Cultural conventions

Text structure

Grammatical

Vocabulary

Phonology

Strategies

A1/BL/B1


features

SL/S1 A2/B2/

S2

• Instructs without always being

• Manages interaction using

• Fluent use of

• Instructional

• Fluent use of

• Overall confident

• Self-correct and

led by teacher questioning, or

appropriate interruptions/

features of

language in

topic related and

pronunciation,

reformulate

copying key words used by the

turn taking, with teacher

procedural text

appropriate

technical

some individual

• Monitor others

4

teacher

and/or partner –

then you

• Explain the

tense – take the

vocabulary –

issues, word

response to what

• Use talk to clarify thinking and

like, put …

process in

paper, turn over

crease, part,

endings or

they are saying, and

ideas

• Competent use of social

clearly signalled

• Understands

corner, to the top

problematic

modify to improve

• Fluently and confidently express

formulas to instruct – that’s

sections, using

more difficult

• Adverbs of time,

sounds – dey for

communication – no,

ideas

correct, very good

time markers,

teacher

to sequence the

they

do the same thing on

• Less reliant on gesture and

• Fluent use of appropriate

connectives –

questions –

process – Now

Successful use of

the other side

mime

fillers, to smooth the

Well first you …,

Should I fold it to

you, after that

stress and

• Describes the process more

conversation, add subtle

after that, take

this line?

intonation to carry

precisely and accurately

meaning – um well, you

that corner and

• Generally

additional

• Uses typical classroom

have to, not really

put it over there

correct use of

meaning, signal

language, incidental comments

imperatives –

agreement

and observations

make the face,

encouragement

take the paper,

turn over

• More fluent and correct novel

• Some social formulas to

• Longer turns of

• Greater use of

• Uses a range of

• Sounds clear

• Use circumlocution to

structures, not as many formulas

monitor, correct, commend

several

grammatically

adverbs of time

most of the time

talk around when

• Uses gestures for only the most

– Yes, that’s correct, yeah,

extended

correct chunks

– now you have

despite some

lacking specific

3

difficult to explain parts of the

now it’s done

phrases and

to describe

to, first, next,

errors with less

vocabulary

process

• Listens and watches to

sentences –

simple aspects

after that

well known

• Use common social

• Generally still reliant on the

monitor the success of

after that fold

of the process –

words

and classroom

teacher to guide the interaction –

instructions

another one

Next it fold it

• Less obvious

formulas to facilitate

What do I do next?

• Fluent when using well

smaller

down

influence of first

the interaction, and to

• Understands relatively complex

known language and

• Confident use of

• Novel

language on

gain attention – look

questions and comments

expressing simple known

well-known

constructions –

intonation,

at me

ideas

features – and

you draw it the

stress and

• Take cue from the

after that you, no

eyes

rhythm

teacher when asking

like that

• Simply

Stress and

or answering

structured

intonation to

questions

sentences –

reinforce ideas or

• Ask for clarification

draw the eyes

direct – no not

• Self-correct – mouse,

and nose and

there

no mouth

mouth

• Instructions limited to formulaic

• Routine turn taking,

• Conversation

• Use of

• Some topic

• Mostly

• Use words that

or modelled structures

common formulaic

characterised by

imperative form

specific

intelligible

teacher uses when

• Takes part actively in the

expressions to participate

short interactive

of key verbs –

language – fold,

pronunciation,

asking for clarification

2

instructional process, but largely

in the interaction – T: What

turns – Do I fold

fold, draw

turn,

particularly with

– Do I fold it like this?

dependant on teacher to lead by

happens next? S: Next

it this way? No,

• Concrete

• Some time

well-known

Yes, fold like this,

asking questions to clarify

draw nose

like this

reference, – you

conjunctions –

words, phrases

next

• Understands most teacher

• Gestures to communicate

• Teacher uses

fold it here, this

first, after that,

• Some sounds

• Check ideas with

questions and comments when

more complex ideas or

questioning to

here

next

and words

teacher

in context

processes

move the

• Novel

difficult to

• Improve

• Uses gestures when instructional

• Stages the instructions in

process forward

constructions to

identify

pronunciation after

language not known

manageable chunks

– What do I do

convey difficult

• Significant first

listening to another

now?

actions – a bit

language

speaker

more far, fold is

influence on

• Rephrase ideas if not

here, you big

stress, rhythm

understood the first

triangle

and phonology

time – fold like a

• Simple extended

triangle — no a big

formulaic words

triangle, not little one

and phrases to

• Access assistance

interact, – no not

from the written

like that – like

process

this

• Shows understanding of the task

• Shows deference to

• Generally

• One or two word

• Limited

• Generally

• Imitate or use key

and the need to instruct

teacher/partner

conveys a

utterances or

vocabulary

intelligible, some

words or phrases

• Limited ability to provide verbal

suggestions, direction

logical sequence

formulaic

beyond some

sounds, words

from other speaker –

1

instructions

• Shows some frustration

of instructional

phrases, often

basic verbs –

and phrases

yes fold

• Falls back on showing the

with not being able to

steps

cueing from

draw, do (like

difficult to

• Ask teacher to watch

process rather than explaining it

convey meaning

• Limited verbal

teachers input –

this)

identify

the process – look,

• Can understand most simple

participation

turn over, fold

• Some basic

• Marked first

like this

instructions and questions, but

here, like this

nouns – paper,

language

• Try to take over the

only in direct context

dog, ears, eyes

influence on

teachers paper to

• May agree with partner or

• Limited

intonation,

show what needs to

teacher, even when they don’t

sequential

stress and

be done

understand

language,

rhythm

• Use gesture and

adverbs of time

• May need more

mime, nodding for

– now, after,

than one attempt

agreement

next

at pronouncing a

• Wait for teacher to

new word

supply a word or

phrase