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For each skill area (Listening, Speaking, and Reading shown), descriptors map Weak, Limited, On-Target, and Exceeding levels to specific observable behaviors such as vocabulary recognition, attention to the speaker, responsiveness to directions, comprehension of implied meaning, pronunciation accuracy, speech flow and intonation, and reading/translation capability. Scoring fields are included to capture points and total 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are listening performance levels defined in the rubric?","Question",{"text":113,"@type":114},"Listening levels describe how well a student recognizes vocabulary, maintains attention, responds to questions and directions, derives meaning and main topic, and reacts appropriately to teacher cues.","Answer",{"name":116,"@type":111,"acceptedAnswer":117},"What criteria are used to score speaking proficiency?",{"text":118,"@type":114},"Speaking scoring focuses on pronunciation accuracy and awareness of errors, speech flow and rhythm, intelligibility to teacher and peers, and the ability to connect ideas in full sentences with grammatical control.",{"name":120,"@type":111,"acceptedAnswer":121},"What does the reading rubric evaluate at different levels?",{"text":122,"@type":114},"Reading levels assess reading and pronunciation accuracy, ability to sound out and pronounce new vocabulary, pace and pause control, and recognition and translation of key vocabulary and comprehension of new terms.","https://schema.org",{"og:url":83,"og:type":125,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":127,"canonical":83},"index,follow",{"doc_id":129,"site_id":62},415371,1790824535,{"code":4,"msg":5,"data":132},{"doc_id":129,"user_id":133,"nickname":92,"user_avatar":134,"doc_module":4,"category_id":19,"category_name":20,"doc_title":65,"doc_description":67,"doc_content":135,"file_id":136,"file_url":137,"file_type":138,"file_size":139,"view_count":105,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":39,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":46,"preview_page_count":4},2336478945519,"https://ap-avatar.wpscdn.com/davatar_085a072bc5b1113ac321206ff7593b45","| 1-LISTENING | Weak\u003Cbr>0-5 Points | Limited\u003Cbr>6-10 Points | On-Target\u003Cbr>11-15 Points | Exceeding\u003Cbr>16-20 Points | Points |\n| --- | --- | --- | --- | --- | --- |\n| \u003Cbr>Novice Levels\u003Cbr>Complexity of tasks should increase with each sub-level based on the scope of sublevel expectations.\u003Cbr>Novice Low\u003Cbr>Novice Mid\u003Cbr>Novice High | Recognizes minimal vocabulary, has difficulty staying focused on speaker. | Recognizes much of vocabulary, and is usually able to focus attention on speaker. | Recognizes most vocabulary, and is usually able to focus attention on speaker. | Recognizes all vocabulary, and is able to fully focus on speaker and interactions. | A: |\n|  | Is seldom able to answer questions or responding accordingly to directions or guided instructions. | Occasionally is correct when answering questions or responding accordingly to directions or guided instructions. | Most often is correct when answering questions or responding accordingly to directions or guided instructions. | Answers questions correctly and responds accordingly to directions or guided instructions. | B: |\n|  | Is usually unable to derive meaning, grasp main topic, or rarely able to infer meaning not explicitly stated. | Is sometimes able to derive meaning, grasp main topic, and infer meaning not explicitly stated. | Is usually able to derive meaning, grasp main topic, and infer meaning not explicitly stated. | Is able to accurately derive meaning, grasp main topic, and infer meaning not explicitly stated. | C: |\n|  | Seldom responds appropriately to teacher ideas communicated such as dramatic, humorous, inquisitive. | Occasionally responds appropriately with body language, silence, [laughter...to](laughter...to) teacher ideas communicated such as dramatic, humorous, inquisitive. | Usually responds appropriately with body language, silence, [laughter...to](laughter...to) teacher ideas communicated such as dramatic, humorous, inquisitive. | Regular responds appropriately with body language, silence, [laughter...to](laughter...to) teacher ideas communicated such as dramatic, humorous, inquisitive. | D: |\n| NOTES: |  |  |  |  | TOTAL |\n|  |  |  |  |  | LEVEL |\n\n\n| 2-SPEAKING | Weak\u003Cbr>0-5 Points | Limited\u003Cbr>6-10 Points | On-Target\u003Cbr>11-15 Points | Exceeding\u003Cbr>16-20 Points | Points |\n| --- | --- | --- | --- | --- | --- |\n| \u003Cbr>Novice Levels\u003Cbr>Complexity of tasks should increase with each sub-level based on the scope of sublevel expectations.\u003Cbr>Novice Low\u003Cbr>Novice Mid\u003Cbr>Novice High | Struggles to pronounce vocabulary correctly, is unaware of errors, sounds are inconsistent. | Pronunciation is fair, often struggles to get it correct, is usually unaware of\u003Cbr>mispronunciation, often over-enunciates. | Pronunciation is good to very good, is usually aware of any errors and self-corrects, occasionally overenunciates. | Pronunciation is very good, self-corrects errors, possesses ability toward natural inflection. | A: |\n|  | Speech is choppy, very limited to isolated words or short phrases. | Speech often has good flow and rhythm, especially in familiar contexts, avoids attempts at new or recently learned vocabulary and phrases. | Speech mostly has good flow and rhythm, especially in familiar contexts, often attempts new or recently learned vocabulary and phrases. | Speech has very good flow, rhythm and intonation, in familiar contexts and often in new or recently learned vocabulary and phrases. | B: |\n|  | Student lacks speech ability, unable | Is mostly understood by teacher and peers, but often requires more than one attempt and needs support, clarification, or guidance. | Is usually understood by teacher and peers, occasionally requiring more than one attempt. | Is understood by teacher and peers, and would likely be understood by fluent speakers accustomed to language learners. | C: |\n|  | Is unable to connect words, can only recite memorized strands. | Is able to produce broken, poorly connected speech with significant grammatical errors. | Is usually","cbCaibZzvWOyW0F5","https://ap.wps.com/l/cbCaibZzvWOyW0F5","pdf",196890,"English","# Listening\n# Speaking\n# Reading","[{\"question\":\"How are listening performance levels defined in the rubric?\",\"answer\":\"Listening levels describe how well a student recognizes vocabulary, maintains attention, responds to questions and directions, derives meaning and main topic, and reacts appropriately to teacher cues.\"},{\"question\":\"What criteria are used to score speaking proficiency?\",\"answer\":\"Speaking scoring focuses on pronunciation accuracy and awareness of errors, speech flow and rhythm, intelligibility to teacher and peers, and the ability to connect ideas in full sentences with grammatical control.\"},{\"question\":\"What does the reading rubric evaluate at different levels?\",\"answer\":\"Reading levels assess reading and pronunciation accuracy, ability to sound out and pronounce new vocabulary, pace and pause control, and recognition and translation of key vocabulary and comprehension of new terms.\"}]","Scoring Rubrics Per Area Per Level | PDF",1790601150]