CASAS Speaking Content Standards
Categories
S1
S2
S3
S4
S5
S6

Phonology/ Pronunciation
Vocabulary
Grammar
General Discourse
Informational Discourse
Strategies and Critical Thinking

CS#S1
S1.1

Content Standard
Phonology / Pronunciation
Demonstrate accurate pronunciation of the various sounds ofEnglish (e.g., vowels, consonants, minimal pairs, rhymes)

S1.2

Demonstrate accurate pronunciation of words and sounds
when they are modified by adjacent sounds (e.g., final “s”:walks [s] vs. plays [z]; final “-ed”: walked [t] vs. played [d])Pronounce the eight regular morphological inflections (plural,possessive, third-person singular present tense, past tense,present participle, past participle, comparative degree, andsuperlative degree).
Demonstrate accurate pronunciation of words in connectedspeechUse basic stress and intonation patterns in English words andsentences accurately (e.g., rising intonation for yes/noquestions, emphasis)
Use reduced forms in high-frequency expressions (e.g.,gonna)
Stress the accurate syllable in a poly-syllabic word (re’cord vs‘record, ‘photograph, pho’tographers)

S1.3

S1.4
S1.5

S1.6
S1.7
S1.8

S2
S2.1
S2.2

S2.3

S2.4

S2.5
S2.6

Use pronunciation and stress patterns (e.g., Stress andintonation can change I don’t believe it! from an expression ofskepticism to an exclamation of surprise) to convey moods,
emotions and attitudes
Vocabulary
Recite letters of alphabet, letters in words, and numbers whenreading aloud from a text or sign
Use simple words and phrases in basic communication infamiliar contexts (e.g., basic courtesies, personal information,survival, emergency)
Use high frequency words, phrases, phrasal verbs and simple
idioms used in a variety of everyday contexts (e.g., everyday
conversations, simple descriptions, directions)
Use simple words, phrases, and idioms drawn from functional
life skill topics (e.g., shopping, housing, health, transportation,employment)
Use homonyms in context (e.g., There’s a hole in the bag. /Get a whole bag.)
Use words changed by prefixes, suffixes, etc. (e.g.,happy/unhappy; govern, government)

CASAS Speaking Content Standards, Version 1 – January 2010

12ESS Level
3 4 5 678

Page 1

CS#S2.7

Content Standard
Demonstrate the ability to use standard and non-standard
forms appropriately (going to vs gonna, use of ‘la’ etc)

S2.8

Use a wide range of vocabulary such as synonyms (e.g.,doctor vs. physician), antonyms (e.g., concern vs.
indifference), precise terminology (e.g., home vs.
condominium), phrasal verbs and idioms (e.g., to be late vs.
running behind schedule) on a variety of topics
Use specialized vocabulary (e.g., technical, academic)
GrammarUse basic grammar and structures with present tense verbs
and modals of high-frequency usage (e.g., to be, to do, toneed, to have, can)Use pronouns and follow pronouns across a statement (e.g.,John lives with his mother.)
Use contracted forms
Use imperative constructions
Use negative constructions
Produce simple questions (e.g., WH- & yes/no) andstatements
Use noun plurals
Use the possessive form of nouns and pronouns
Use intermediate level grammar and structures (e.g., simple
past, modals, real conditional, present perfect, compound
simple sentences)
Use comparative forms of adjectives (e.g., faster, fastest)
Use comparative forms of adverbs (e.g., more quickly, themost quickly)
Use signal words and cohesive devices that give clues toorganization and content of message (e.g., first, then,however, it’s important that, well, anyway, that being saidetc.)
Use advanced grammar and structures (e.g., complex tenses,
all conditionals (real and unreal), passive voice, reported
speech, compound/complex sentences)
Use a range of question types (e.g., embedded questions, tagquestions)
General Discourse
Identify the context, audience, and purpose of speaking(consider listener’s perspective, cultural influences, social
norms etc). Take into account purpose, perspective, andcultural influence of the listener while speaking
Use format and structure suitable for purpose and audience
Present information/ideas concisely, logically andpersuasively
Use simple words in context of common, everyday situations
Use simple words and phrases drawn from learned topics
Engage in simple learned social exchanges (e.g., Hi, how areyou? Have a good weekend.)

S2.9S3S3.1

S3.2
S3.3
S3.4
S3.5
S3.6
S3.7
S3.8
S3.9

S3.10
S3.11
S3.12

S3.13

S3.14
S4
S4.1

S4.2
S4.3
S4.4
S4.5
S4.6

CASAS Speaking Content Standards, Version 1 – January 201012

ESS Level3 4 5 678 






Page 2

CS#S4.7
S4.8

S4.9
S4.10
S4.11
S4.12
S4.13
S4.14
S4.15
S4.16

S4.17
S5
S5.1
S5.2
S5.3

Content Standard
Use simple requests for repetition or simple clarification
Engage in simple conversations (ask about personal
information e.g., name, address, phone number, including
wh- questions)
Express simple states and feelings.
Use abbreviated forms of speech (e.g., Want some?)
Engage in brief non-face-to-face communication (e.g., shortphone calls, personal messages)

Participate in extended or detailed non-face-to-facecommunication (e.g., phone calls, messages,announcements, radio broadcasts)
Convey humor, jokes, irony
Informational Discourse
Use short emergency warnings and commands (e.g., Stop!
Wait!)
Convey brief messages (e.g., Your husband called. Ms.
Tan wants to see you right away.)
Communicate brief non-face-to-face messages orannouncements (e.g., The store will close in ten minutes.)
Convey simple single-step instructions, explanations, anddirections (e.g., Turn off the lights. Put the boxes in the back.)

S5.5

Convey multi-step instructions and directions (e.g., Turn off
the lights when you leave and lock the door.)

S5.6

Convey detailed instructions, explanations and directions in arange of contexts (e.g., specialized contexts such as
workplace procedures, operating instructions)
Use strategies to give suggestions or requests tentatively orindirectly (e.g., Why don’t you ...? You may want to…)

78



Speak extensively in a social narrative context (e.g., adescription of weekend activities)
Use fillers and place holders in speech (e.g., Um, You know,Like) where necessary
Engage in extended conversations
Use communicative function of speech (e.g., polite
disagreement such as Do you really think so?)

S5.4

S5.7

ESS Level1 2 3 4 5 6









S5.8

Give an extended discourse on a topic of special interest(e.g., lectures, speeches, presentations) )S5.9

Convey details of descriptive and factual material in narrative
form (e.g., lectures, business presentations)S5.10

Create a detailed non-face-to-face communication in a wide
range of contexts (e.g., teleconferences, recorded lectures,workplace instructions)
Strategies and Critical Thinking
Paraphrase information for clarification
Use voice qualities (i.e., pace, volume, tone and stress) toemphasize and clarify speechCommunicate the topic, main idea or gist while speaking

S6S6.1
S6.2
S6.3

CASAS Speaking Content Standards, Version 1 – January 2010Page 3

CS#S6.4
S6.5
S6.6
S6.7

S6.8

Content Standard
Emphasise key points to guide listeners in following importantideas
Re-state main points
Switch between standard and non standard dialects as thesituation warrants (use colloquial language when appropriate)
Use appropriate verbal (intonation, stress) and non-verbal
cues (e.g., hand gestures, nodding, facial expressions) toconvey meaning
Convey the mood of a message, considering the attitudes
and feelings of listeners and the urgency of the message

S6.9

Enable predictions through the use of simple statements orconversation (e.g., You’ve been late four days this week.)

S6.10

Convey emotional content of a spoken message (e.g., anger,compliment, condolence, sarcasm) through intonation,rhythm, and stressRespond with suggestions, feedback, alternative viewpoints
respectfully and politely
Use strategies to influence audience (e.g., pathos, logos,ethos)Use a range of different styles of speaking for different
purposes (e.g., explanation, narrative, persuasive, humorous)

S6.11
S6.12
S6.13
S6.14
S6.15

Create media messages with visual support (e.g., podcast,presentation )Use media techniques to achieve a variety of purposes:
special effects, music, use of language (e.g., video,powerpoint slides)

CASAS Speaking Content Standards, Version 1 – January 2010

12ESS Level
3 4 5 678   Page 4