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Speaking & Listening Assessment Exemplification - Levels 2 and 3

Although this book and the accompanying resources still refer to levels and are therefore based upon the old National Curriculum, many of the ideas and resources will still be of use to teachers.

The audio files and transcripts that follow have originated from activities carried out by children in Years 2 and 3 in Hertfordshire schools.

These resources form part of the book Speaking and Listening – Activities and exemplification of Levels 1, 2 and 3 published by Standards & School Effectiveness, Hertfordshire County Council.

The tables of assessment criteria that follow each transcript are taken from the Hertfordshire Teachers' Handbook. Strands have been highlighted where the child has demonstrated evidence of those criteria.

To hear the extracts on this page you will need Flash Player installed on your machine.

Level 2c

 Extract 1

Context: Describing a game that the children have devised

To play the extract click use the green control buttons below

 

Child A: What you need: a cone, a hoop, a ball.

(Teacher prompts)

Child B. What you do, you throw the ball and if it hits the hoop then you get 9 points, if it goes inside the hoop then it gets 4 points.

(Teacher prompts)

Then the other player gets to try and throw the ball, if you catch it then you don't lose 3 points, if you miss it you lose 3 points.

Assessment of Child B

 

Level

Context

Speaking

1

  • Matters of immediate interest
  • Imaginative play
  • Simple meanings, begin to give some detail
  • Talks about what s/he is doing /observing (present)
  • Explores and experiments with sounds, words and text

2

  • Topics that interest them or that are familiar
  • Speak clearly with a growing vocabulary
  • Enough detail for listener to understand
  • When recounting events talk is reasonably ordered and well paced
  • Engages listener through intonation and emphasis
  • Awareness that in some situations more formal vocabulary/tone is used
  • May use gesture, props, intonation to support what they are saying. (Rather than have the precision of language to do this.)

3

  • Different contexts – but concrete and a range of listeners
  • Organises and structure subject matter of their own choice
  • Sequences talk
  • Paces talk to allow listeners to comment or question
  • Sustains their talk without being prompted by teacher questions
  • Explains reasons

 

Child A offers very little detail. The extract is too short to assess. The child may be at Level 1, or may be capable of more than this extract shows.

Child B offers slightly more detail and is beginning to use intonation in his voice. Level 2c.

Level 2b

Extract 2

Context: Describing a special object

To play the extract click use the green control buttons below

 

Child F: This is a rocket. It is called DJ5000. It is 76cm high. It goes up to 2,590 miles per hour. It has 10 turbo engines.

Child E: It has 16 panels and 25 tubes. It is the fastest in the universe.

Assessment of Child F

 

Level

Context

Speaking

1

  • Matters of immediate interest
  • Imaginative play

 

  • Simple meanings, begin to give some detail
  • Talks about what s/he is doing/observing (present)
  • Explores and experiments with sounds, words and text

 

2

  • Topics that interest them or that are familiar
  • Speak clearly with a growing vocabulary
  • Enough detail for listener to understand
  • When recounting events talk is reasonably ordered and well paced
  • Engages listener through intonation and emphasis
  • Awareness that in some situations more formal vocabulary/tone is used
  • May use gesture, props, intonation to support what they are saying. (Rather than have the precision of language to do this.)

 

3

  • Different contexts – but concrete and a range of listeners
  • Organises and structure subject matter of their own choice
  • Sequences talk
  • Paces talk to allow listeners to comment or question
  • Sustains their talk without being prompted by teacher questions
  • Explains reasons

 

 

Although quite a short extract, there is evidence of clear speaking with good intonation and emphasis. Vocabulary is used for precision.

Level 2b – a longer talk may provide evidence for Level 2a.

Extract 3

Context: Describing a special object

To play the extract click use the green control buttons below

  

Child G: We made a dog. She’s called Trix. Trixie is a Dalmatian. She sits, chases her tail and plays Fetch.

Child H: Her nickname is Trix. This is because … [becomes quiet]

Trixie is a guide dog and she keeps burglars away with her barking.

G: We made Trixie with Polydrons and paper. We made her because we both have dogs. She’s a good swimmer.

H: And she barks properly.

Assessment of Child G

 

Level

Context

Speaking

1

  • Matters of immediate interest
  • Imaginative play

 

  • Simple meanings, begin to give some detail
  • Talks about what s/he is doing/observing (present)
  • Explores and experiments with sounds, words and text

 

2

  • Topics that interest them or that are familiar
  • Speak clearly with a growing vocabulary
  • Enough detail for listener to understand
  • When recounting events talk is reasonably ordered and well paced
  • Engages listener through intonation and emphasis
  • Awareness that in some situations more formal vocabulary/tone is used
  • May use gesture, props, intonation to support what they are saying. (Rather than have the precision of language to do this.)

 

 

3

  • Different contexts – but concrete and a range of listeners
  • Organises and structure subject matter of their own choice
  • Sequences talk
  • Paces talk to allow listeners to comment or question
  • Sustains their talk without being prompted by teacher questions
  • Explains reasons

 

 

 

Although quite a short extract, there is evidence of clear speaking with good intonation. Some detail and explanation is given.

Level 2b – a longer talk may provide evidence for Level 2a.

 

Extract 4

Context: Describing a game that the children have devised

 

To play the extract click use the green control buttons below

 

 

Child C: Our title is Aiming Balls. This is how you play.

 

(Teacher prompts: What equipment do you need?)

 

Child D: A ball and a cone.

 

Child C: You need to stand 10 steps away from each other and one person holds the cone and one person holds a ball and the one with the ball has to try and aim the ball into the cone and if they get it in the cone they get 5 points, if they get it in the cone and it pops out then you get … no… (pauses and self-corrects) if it pops out when its gone in then you get 5 points and if it doesn't pop out then you get 10 points.

 

(Teacher prompts)

 

You need 2 people.

 

(Teacher prompts)

 

The one that has the cone has to try and let the ball go in.

 

Assessment of Child C

 

 

Level

Context

Speaking

1

  • Matters of immediate interest
  • Imaginative play

 

  • Simple meanings, begin to give some detail
  • Talks about what s/he is doing/observing (present)
  • Explores and experiments with sounds, words and text

2

  • Topics that interest them or that are familiar
  • Speak clearly with a growing vocabulary
  • Enough detail for listener to understand
  • When recounting events talk is reasonably ordered and well paced
  • Engages listener through intonation and emphasis
  • Awareness that in some situations more formal vocabulary/tone is used
  • May use gesture , props, intonation to support what they are saying. (Rather than have the precision of language to do this.)

3

  • Different contexts – but concrete and a range of listeners
  • Organises and structure subject matter of their own choice
  • Sequences talk
  • Paces talk to allow listeners to comment or question
  • Sustains their talk without being prompted by teacher questions
  • Explains reasons

 

 

Child C speaks clearly and, despite a lack of confidence, manages to give a reasonably detailed and well-ordered account. At times the pace is good, but she finds it hard to sustain the talk without prompting. She is developing intonation in the voice. Level 2b

Level 2a

Extract 5

Context: Describing a special object

 To play the extract click use the green control buttons below

 

 

This is Zero 8, the fastest ship in the world. At a speed of 50million kilometres per hour, you get to space very fast. It was chosen for space rescue. It is 50 feet long and the width - 50 feet as well. It works on strong boosters for lifting (the) body free. It is useful for going into the sun as it is heatproof.

Level

Context

Speaking

1

  • Matters of immediate interest
  • Imaginative play

 

  • Simple meanings, begin to give some detail
  • Talks about what s/he is doing/observing (present)
  • Explores and experiments with sounds, words and text

2

  • Topics that interest them or that are familiar
  • Speak clearly with a growing vocabulary
  • Enough detail for listener to understand
  • When recounting events talk is reasonably ordered and well paced
  • Engages listener through intonation and emphasis
  • Awareness that in some situations more formal vocabulary/tone is used
  • May use gesture, props, intonation to support what they are saying. (Rather than have the precision of language to do this.)

3

  • Different contexts – but concrete and a range of listeners
  • Organises and structures subject matter of their own choice
  • Sequences talk
  • Paces talk to allow listeners to comment or question
  • Sustains their talk without being prompted by teacher questions
  • Explains reasons

 

This child speaks clearly and uses a detailed vocabulary. Intonation and emphasis are used effectively to engage the listener and the tone of presentation sounds more formal. Sentences are varied in their structure and reasons are given in the description. The extract is not long enough to assess whether the talk could be sustained.

Level 2a.

Extract 6

Context: Describing a game that the children have devised

Child J

It's called Hoopla and we all worked in a team but I thought of the rules and first in level 1 we stood … (self-corrects) we made a line behind the line.

Teacher

What equipment did you need?

Child J

We needed a hoop and a beanbag and when the line was standing behind one of the lines, Molly held the hoop, and then … held the hoop down on the ground and then the line… (self-corrects) the person was on one side and the beanbag was on the other and then the next person had to crawl through the hoop, get the beanbag put it on their heads then crawl back through the hoop and then on level 2 (leading in to next speaker)

Child K

Well I held the hoop a bit higher and we had to step in the hoop and then go under, get the beanbag on our head and then go back through and then for level 3 (leading in to next speaker)

Child J

We had the hoop in the sky, I mean in the air, and then we threw the beanbag through the hoop and then we put the hoop on the ground again then we crawled through the hoop, and then put it on, no we didn't put it on our head but instead we threw it back through the hoop and the next person had to try and catch it and then the next person had a go and then when we had all done it we all sat down and we all thought about all our things and we all thought about how we thought about the game and we all thought about all the rules and we chose rules and what we were going to do.

Questions from other class members.

Child L

How do you win the game?

Child J

To win the game, well whenever we were on the Level 3 if we throw a hoop, if somebody catches the beanbag then you get a point but if you accidentally drop the beanbag once you've caught it then you don't get a point but instead you get another go at catching it.

Teacher

Who won your game?

Child J

Well, I reckon it was probably Molly.

George

How many points do you get and what was the score to?

Child K

The score was to 15 and Molly got 15 points, I got 13, Hannah got 10 points and Abigail got 10 points as well.

Child N

How did you like explain the rules out?

Child K

Well we all sort of gathered round because first we started with a game and then when we were doing it, it was too hard and so we gathered round again and we thought of some new rules for a new game

Hannah

Well I think I might have missed it, but, … is there any way you can lose points?

Child K

I don't think so ‘cause I don't quite know whether Sophie’s made that one up yet.

Child J

Well, we sort of, well with the beanbag when you throw it in the Level 3 game, well if it didn't go through the hoop you lose a point and then if you get stuck in the hoop once you've pulled through at Level 1 you lose another point.

Gerry

Who thought of the game?

Child J

Me

Teacher

Did you suggest anything Hannah? What did you suggest in the game or did you just go along with the same thing? (Hannah shrugs shoulders.) Just going along with the same thing.

Child J

She did think of one thing, Hannah thought of the thing when you throw the beanbag through the hoop.

Assessment of Child J

 

Level

Context

Speaking

Listening and Responding

Group discussion & interaction

1

  • Matters of immediate interest
  • Imaginative play

 

  • Simple meanings, begin to give some detail
  • Talks about what s/he is doing/observing (present)
  • Explores and experiments with sounds, words and text

 

  • Listens attentively and responds
  • Responds to stories, songs and rhymes
  • Responds to simple instructions

 

  • Contributes appropriately one to one
  • Talks with a partner, taking turns to speak
  • Contributes ideas to teacher led discussion and plenaries
  • Child can initiate and sustain talk with support
  • Comments may only tenuously be related to the task in hand
  • Asks questions to help organise themselves

 

2

  • Topics that interest them or that are familiar
  • Speak clearly with a growing vocabulary
  • Enough detail for listener to understand
  • When recounting events talk is reasonably ordered and well paced
  • Engages listener through intonation and emphasis
  • Awareness that in some situations more formal vocabulary/tone is used
  • May use gesture , props, intonation to support what they are saying. (Rather than have the precision of language to do this.)

 

  • Listens actively where there are practical consequences to following what the speakers say
  • Understands the need to look at the person speaking and to ask for clarification if they do not understand
  • May rephrase what has been said in order to clarify understanding
  • Responds with increasing appropriateness

 

  • Takes turns to speak in a small group
  • Make and share predictions
  • Use talk to discuss ways of solving a challenge or problem
  • Begin to comment on the effectiveness of group discussion
  • Talks about the way use of language helps to communicate ideas
  • Asks questions to clarify action

 

3

  • Different contexts – but concrete and a range of listeners
  • Organises and structure subject matter of their own choice
  • Sequences talk
  • Paces talk to allow listeners to comment or question
  • Sustains their talk without being prompted by teacher questions
  • Explains reasons

 

  • Sustains their own listening
  • Formulates comments and responses to what they have heard
  • Uses notes to help them remember what they have heard
  • Identifies the gist, key ideas and links between them
  • Respond to some of the detail of the talk
  • Listens carefully so that they pick up some of the detail of the speaker
  • Begins to talk about whether the information is clear and reliable

 

  • Responds to the ideas of others with relevant comments that add to the ideas or suggest alternatives
  • Beginning to take different roles in group work, with support
  • Compares arguments and how they are presented
  • Backs up a point with some reasoning
  • Asks questions to clarify ideas and actions

 

Child J speaks clearly, slowly and thoughtfully. She uses some intonation but this needs to be developed to engage the listener. She needs to develop her sentence structure (she joins lots of clauses together with ‘and’ to make very long sentences). However she confidently sustains her talk. There is also good evidence for the listening and group interaction strands in this extract as Child J responds appropriately to questions from her peers and on 2 occasions adds her own comments to answers already given by her fellow group members.

Level 2a