Curriculum » NC Standard Course of Study & aligned resources
English Language Development — Grade 3
Goal 2. Speaking
Select a proficiency level:
- Novice Low
- Students will use various forms of non-verbal communication to express ideas and demonstrate basic comprehension. They may point, touch, match, draw, act out, demonstrate an action, or play games to show their understanding. Learning objectives focus on greetings, classroom objects, repeating modeled language, developing book and print awareness, demonstrating a sense of story and sequence, copying and appropriately spacing letters, printing first and last name, drawing pictures and using letters to illustrate experiences, copying to compose simple sentences, and following one-step directions.
- Novice High
- Students will begin to use simple words and phrases, while continuing to use forms of non-verbal communication to express ideas and demonstrate comprehension. They may use pictures, actions, and limited verbal responses to show their understanding. Learning objectives focus on using one-word responses to answer familiar questions, demonstrating comprehension of oral presentations, using simple words and phrases to ask questions, retelling familiar stories using gestures, identifying common word families, reading simple texts, printing legibly, using correct word order and spacing, spelling emergent sight words, and following one-step and two-step directions.
- Intermediate Low
- Students will begin to use limited vocabulary to participate in discussions on familiar topics spoken at normal speed with periods of momentary silence. In addition, they may use forms of non-verbal communication to demonstrate comprehension. Learning objectives focus on identifying elements of a story, retelling text with limited vocabulary and adjectives, using decoding strategies to understand text, making predictions, using capitalization, editing writing for spelling, and following one-step and two-step directions.
- Intermediate High
- Students will begin to use expanded vocabulary to participate effectively in social and academic conversations and presentations with occasional difficulty. They may continue to use forms of non-verbal communication to demonstrate comprehension, but will rely more upon verbal skills. Learning objectives focus on responding to questions spoken at normal speed, using expanded vocabulary for discourse, retelling text with less difficulty, using phonetic knowledge and structural analysis to decode words, asking interrogatives to interpret text, distinguishing between fact and opinion, reading self-selected texts independently, and following one-step and two-step directions.
- Advanced
- Students will use expanded vocabulary effectively in social and academic settings with few errors and will rely much less on forms of non-verbal communication. Learning objectives focus on speaking with correct grammar and intonation on a variety of topics with occasional difficulty, retelling and paraphrasing in detail, identifying elements of fiction and non-fiction, using capitalization and punctuation automatically, spelling grade-level words with little assistance, editing writing, and following two-step and three-step directions.
- Superior
- Students will interpret conversational and academic expressions of grade-level concepts when spoken at a normal speed with no difficulties. Learning objectives focus on responding appropriately to conversational and academic expressions spoken at normal speed with no difficulty, retelling and narrating in detail, making presentations using grade-level vocabulary, speaking English with correct grammar and intonation with few errors, reading silently or aloud with fluency, using features of text to demonstrate comprehension, and following two-step and three-step directions.
