Summary Tables of Texas Adult Education Content Standards & Benchmarks

(S1.1) Use alphabet, numbers, and a limited set of learned words and phrases related to personal information and basic needs.

Example: Spell name and address.

(S1.2) Use words related to personal experience and everyday topics in familiar and predictable communication tasks.

Example: Ask for simple directions (e.g. to an address).

(S1.3) Use high-frequency vocabulary and phrases to convey unrehearsed, basic ideas and information.

Example: Identify self and leave a short, simple (learned and rehearsed) message on telephone voice mail.

(S1.4) Use expanded vocabulary in familiar and some unfamiliar situations.

Example: Respond to an oral interview about some general personal information.

(S1.5) Use appropriate vocabulary in familiar and unfamiliar situations with proper level of formality.

Example: Call a supervisor to report an on-the-job problem.

(S1.6) Use complex vocabulary and phrases (including idioms) in familiar and unfamiliar situations.

Example: Give a short speech to the class about a childhood memory.

(S2.1) Use a few basic grammar conventions in structured communication.

Example: Call out for help.

(S2.2) Use some basic grammar conventions in structured communication.

Example: Answer wh- questions.

(S2.3) Use some basic grammar conventions in authentic communication.

Example: Respond to wh- questions with attention to basic grammar and authentic communication.

(S2.4) Demonstrate control of basic grammar conventions while beginning to use some complex grammar in authentic communication.

Example: Give simple directions to a coworker on what needs to be done next.

(S2.5) Demonstrate control of some complex grammar conventions in authentic communication.

Example: Respond to questions about experience and qualifications in a simple job interview.

(S2.6) Demonstrate consistent control of most grammar conventions and complex sentences in authentic communication.

Example: Give a 2-minute oral response to a likely job interview question.

(S3.1) Use a few basic strategies to monitor communication.

Example: Use simple questions such as “Okay?”

(S3.2) Use several basic strategies to monitor communication.

Example: Check listener’s reaction to determine whether you have been understood.

(S3.3) Use a few complex strategies to monitor communication and begin to self-correct.

Example: Give feedback on individual and group work.

(S3.4) Use several complex strategies to monitor communication and self-correct.

Example: Ask appropriate questions to check for understanding.

(S3.5) Use complex strategies to monitor communication and self-correct with increasing accuracy.

Example: Begin to self-assess problems.

(S3.6) Use complex strategies to frequently monitor communication with accuracy.

Example: Predict questions or concerns of listener.

(S4.1) Produce basic sounds, words, and phrases as modeled in an instructional setting with very limited control over rhythm, stress and intonation.

Example: Produce slowed and repeated speech.

(S4.2) Produce basic sounds, words and phrases as modeled with limited control of rhythm, stress, and intonation.

Example: Produce simple words and phrases.

(S4.3) Produce rehearsed comprehensible oral language independently with limited control of pronunciation, rhythm, stress, and intonation.

Example: Use informal contracted speech (e.g., gonna and shoulda).

(S4.4) Produce spontaneous comprehensible oral language independently with some control of pronunciation, rhythm, stress, and intonation.

Example: Interact with instructional tapes or CDs.

(S4.5) Produce spontaneous comprehensible oral language independently with increasing control of pronunciation, rhythm, stress, and intonation.

Example: Participate in telephone conversations.

(S4.6) Produce spontaneous comprehensible oral language independently with appropriate control of pronunciation, rhythm, stress, and intonation.

Example: Resolve a problem over the telephone (e.g., dispute a charge on a utility bill).