Investigating oral language skills/strategies
(cont)
What may be observed
Contributing skills/strategies
which may require assessment/
further investigation
Grammar
The student:
• uses incorrect word endings or
omits word endings (eg catched,
two childs)
• has difficulty with or uses
incorrect tense
• uses pronouns incorrectly
• understanding and use of:
– morphology (word endings to
indicate tense, for example
–ed, –ing and plurals, eg –es, –s)
– irregular word forms
– helper verbs (for example
is
,
are
,
was
)
– pronouns
Interaction skills
• does not take turns
• corrects other people’s language
• starts interactions at inappropriate
times
• interrupts interactions
inappropriately
• changes topic or leaves interactions
unexpectedly
• uses language and communication
style inappropriate to the audience
or situation, eg uses overly formal
language for the context
• has difficulty working in groups
• has difficulty recounting what
has happened, eg misses key
information, tells information
out of sequence
• has difficulty talking about
anticipated events in a coherent
manner
• does not understand sarcasm/idioms
• understanding and use of appropriate
social behaviours/conventions
• skills to commence, maintain and
complete interactions in a range
of contexts
• cooperative learning skills
(eg perspective taking, sharing,
waiting, negotiating, problem solving)
• identifying and using appropriate
language for the context (including
audience)
• giving sufficient or necessary
information depending on context
• understanding the meaning and
use of nonverbal behaviours
• use of contextual clues to assist in
gaining meaning
Speaking and listening
English K–6
Support Materials for Students with Special Education Needs
11
ASSESSMENT
