9th Grade ELA Targeted Standards
(RL) Reading Literature Strand
Cluster: Key Ideas and Details

Students can CITE STRONG AND THOROUGH TEXTUAL EVIDENCE as they

RL9-10.2 Determine and analyze a theme and/or central idea of texts -- analyze the development of theme or central idea over the course of a text, including how it emerges and is shaped and refined by specific details.

Student Learning Targets:

Knowledge Targets

• I can define theme.
• I can understand that themes are universal truths that run throughout a piece of literature.
• I can define summary, paraphrase, and objective.

Reasoning Targets

• I can analyze how themes develop and can support that analysis with specific details from the text.
• I can interpret how themes in fictional writing relate to the real world.

Skills (Performance) Targets

• I can differentiate between theme and plot.
• I can provide an objective summary of a text.
• I can connect themes to real-life event.
• I can collect evidence to support a central idea of a text.

Product Targets

• I can respond (verbal or written) to literature and support my response regarding theme.

KEY IDEAS & DETAILS

Students can CITE STRONG AND THOROUGH TEXTUAL EVIDENCE as they

• RL9-10.1 Read closely to comprehend texts of grade-level appropriate complexity      a. Determine what the text says explicitly and implicitly b. Provide an objective summary of the text

• RL9-10.2 Determine and analyze a theme and/or central idea of texts -- analyze the development of theme or central idea over the course of a text, including how it emerges and is shaped and refined by specific details.

• RL9-10.3 Analyze how and why characters and/or textual elements (e.g., symbolism, mood, setting, etc.) develop and interact over the course of a text, interact with other elements, and advance plot or develop theme.

In addition to expectations of proficiency, student provides consistent evidence of in-depth inferences and applications that go beyond what was taught and expected.

• The student elicits strong and thorough textual evidence (often cross referencing with other sources) while insightfully analyzing the development of theme(s) development and/or central idea(s) as well as the impact of the author’s choices on setting, plot, and characterization.
  

The student

• relies on strong and thorough textual evidence while

  • making inferences

  • analyzing the development of theme(s) and/or central idea(s)

  • analyzing the impact of the author’s choices on setting, plot, and characterization.

• accurately determines what the text says explicitly, even in more complex texts where ambiguities surface

• moves beyond summary to analysis.

There are no major errors or omissions regarding the simpler details and processes; however the student exhibits major errors or omissions regarding the more complex ideas and processes.

The student

• summarizes key ideas of a text, but struggles to consistently and relevantly draw from the text to support analysis.

• recognizes or recalls specific terminology that relates to literature, such as:

  • textual evidence, setting, plot, characterization, theme vs. central idea and topic, analysis, summary

9th Grade ELA Targeted Standards
(RL) Reading Literature Strand
Cluster: Key Ideas and Details

ELA-09.RL.03

Students can CITE STRONG AND THOROUGH TEXTUAL EVIDENCE as they 

Analyze how and why characters and/or textual elements (e.g., symbolism, mood, setting, etc.) develop and interact over the course of a text, interact with other elements, and advance plot or develop theme.

Student Learning Targets:

Knowledge Targets

• I can identify different types of characters (static, dynamic, round, flate) and the role they play in the plot.

Reasoning Targets

• I can explain the role of complex characters in a text
• I can analyze how complex characters develop over the course of a text.
• I can analyze how characters develop through their interactions with others.
• I can analyze how complex characters advance the plot of a text and/or contribute to the development of the theme.

Product Targets

• I can produce writing or speaking evidence that reveals my understanding of how characters propel the plot forward and contribute to them and/or how characters develop throughout the course of a text.

KEY IDEAS & DETAILS

Students can CITE STRONG AND THOROUGH TEXTUAL EVIDENCE as they

• RL9-10.1 Read closely to comprehend texts of grade-level appropriate complexity      a. Determine what the text says explicitly and implicitly b. Provide an objective summary of the text
  
• RL9-10.2 Determine and analyze a theme and/or central idea of texts -- analyze the development of theme or central idea over the course of a text, including how it emerges and is shaped and refined by specific details.
  
• RL9-10.3 Analyze how and why characters and/or textual elements (e.g., symbolism, mood, setting, etc.) develop and interact over the course of a text, interact with other elements, and advance plot or develop theme.
  

In addition to expectations of proficiency, student provides consistent evidence of in-depth inferences and applications that go beyond what was taught and expected.

• The student elicits strong and thorough textual evidence (often cross referencing with other sources) while insightfully analyzing the development of theme(s) development and/or central idea(s) as well as the impact of the author’s choices on setting, plot, and characterization.
  

The student

• relies on strong and thorough textual evidence while

  • making inferences

  • analyzing the development of theme(s) and/or central idea(s)

  • analyzing the impact of the author’s choices on setting, plot, and characterization.

• accurately determines what the text says explicitly, even in more complex texts where ambiguities surface.

• moves beyond summary to analysis.

There are no major errors or omissions regarding the simpler details and processes; however the student exhibits major errors or omissions regarding the more complex ideas and processes.

The student

• summarizes key ideas of a text, but struggles to consistently and relevantly draw from the text to support analysis.

• recognizes or recalls specific terminology that relates to literature, such as:

  • textual evidence, setting, plot, characterization, theme vs. central idea and topic, analysis, summary

9th Grade ELA Targeted Standards
(RL) Reading Literature Strand
Cluster: Craft and Structure

ELA-09.RL.04 Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone).

Student Learning Targets:

Knowledge Targets

• I can define figurative, connotation, denotation, tone (formal and informal), and mood.
• I can recognize figurative language when given a passage.
• I can determine mood and tone in different genres of literature.
• I identify figurative language, word relationships, and nuances in word meaning that make an impact on a piece of literature.

Reasoning Targets

• I can determine the meaning of words and phrases used in the text.
• I can analyze the impact of specific word choices on meaning and tone.

Skills (Performance) Targets

• I can 

Product Targets

• I can
• I can

CRAFT & STRUCTURE

• RL.9-10.4 -- Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone).

• RL.9-10.5 -- Analyze how an author's choices about ordering events and manipulating time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise.    

• RL.9-10.6 -- Analyze how cultural experiences influence particular points of view in diverse works of literature.

In addition to expectations of proficiency, student provides consistent evidence of in-depth inferences and applications that go beyond what was taught and expected.  

The student can

• insightfully analyze meaning and impact of words and phrases and the effects of an author’s choices in structuring a text.

• thoroughly analyze author’s point of view, cultural experience, and subtext.

• connect study of literature, its craft and structure, and apply it to his/her own writing.

• analyze point of view, clearly distinguishing what is directly stated in a text from what is really meant, connecting usage to the author’s purpose.

The student can

• determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings.

• relate the author‘s word choice and language (including multiple meanings and language that is fresh and engaging) to the overall effect of the story -- meaning and tone.

• closely examine specific parts of a text in order to understand how an author structured and crafted that particular part so it would contributes to meaning or artistic effect.

• analyze point of view, recognizing when and why an author says one thing but means another.

There are no major errors or omissions regarding the simpler details and processes; however the student exhibits major errors or omissions regarding the more complex ideas and processes.

The student can

• identify when an author uses fresh and creative language and can recognize elements of a text, but is unable to explain how craft and structure contributes to meaning.

• recognize or recall specific terminology that relates to craft and structure of literature, such as: figurative language, connotation, denotation, diction, imagery, irony, sarcasm, ambiguity, point of view, satire, hyperbole, understatement (litote), allusion, pun.

9th Grade ELA Targeted Standards
(RL) Reading Literature Strand
Cluster: Craft and Structure

ELA-09.RL.05 Analyze how an author's choices about ordering events and manipulating time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise.    

Student Learning Targets:

Knowledge Targets

• I can identify different literary text structures (e.g., narrative, poem, drama).

Reasoning Targets

• I can analyze a text and determine why an author chose to present his/her text using a particular structure.
• I can analyze a text and determine why an author organized events in a particular order (e.g., parallel plot—two main characters have separate but related story lines merge in the end).
• I can analyze a text and determine how an author manipulates time (e.g., flashback—When a character recalls an experience that occurred in the past).
• I can analyze how an author’s choice of text structure creates such effects as mystery, tension, or surprise.

Skills (Performance) Targets

Product Targets

• I can produce written or spoken evidence revealing my understanding of author's choice.

CRAFT & STRUCTURE

• RL.9-10.4 -- Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone). 

• RL.9-10.5 -- Analyze how an author's choices about ordering events and manipulating time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise.    

• RL.9-10.6 -- Analyze how cultural experiences influence particular points of view in diverse works of literature.

In addition to expectations of proficiency, student provides consistent evidence of in-depth inferences and applications that go beyond what was taught and expected.  

The student can

• insightfully analyze meaning and impact of words and phrases and the effects of an author’s choices in structuring a text.

• thoroughly analyze author’s point of view, cultural experience, and subtext.

• connect study of literature, its craft and structure, and apply it to his/her own writing.

• analyze point of view, clearly distinguishing what is directly stated in a text from what is really meant, connecting usage to the author’s purpose.

The student can

• determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings.

• relate the author‘s word choice and language (including multiple meanings and language that is fresh and engaging) to the overall effect of the story -- meaning and tone.

• closely examine specific parts of a text in order to understand how an author structured and crafted that particular part so it would contributes to meaning or artistic effect.

• analyze point of view, recognizing when and why an author says one thing but means another.

There are no major errors or omissions regarding the simpler details and processes; however the student exhibits major errors or omissions regarding the more complex ideas and processes.

The student can

• identify when an author uses fresh and creative language and can recognize elements of a text, but is unable to explain how craft and structure contributes to meaning.

• recognize or recall specific terminology that relates to craft and structure of literature, such as: figurative language, connotation, denotation, diction, imagery, irony, sarcasm, ambiguity, point of view, satire, hyperbole, understatement (litote), allusion, pun.

9th Grade ELA Targeted Standards
(RL) Reading Literature Strand
Cluster: Craft and Structure

ELA-09.RL.06   Analyze how cultural experiences influence particular points of view in diverse works of literature.

Student Learning Targets:

Knowledge Targets

• I can determine an author’s point of view or purpose in a text.
• I can identify who is telling the story at various points in a text.

Reasoning Targets

• I can analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States, drawing on world literature.

Skills (Performance) Targets

• I can 
• I can 

Product Targets

• I can develop a product that demonstrates an analysis of point of view or cultural experience.

CRAFT & STRUCTURE

RL.9-10.4 -- Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone).    

RL.9-10.5 -- Analyze how an author's choices about ordering events and manipulating time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise.    

RL.9-10.6 -- Analyze how cultural experiences influence particular points of view in diverse works of literature.

In addition to expectations of proficiency, student provides consistent evidence of in-depth inferences and applications that go beyond what was taught and expected.  

The student can

• insightfully analyze meaning and impact of words and phrases and the effects of an author’s choices in structuring a text.

• thoroughly analyze author’s point of view, cultural experience, and subtext.

• connect study of literature, its craft and structure, and apply it to his/her own writing.

• analyze point of view, clearly distinguishing what is directly stated in a text from what is really meant, connecting usage to the author’s purpose.

The student can

• determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings.

• relate the author‘s word choice and language (including multiple meanings and language that is fresh and engaging) to the overall effect of the story -- meaning and tone.

• closely examine specific parts of a text in order to understand how an author structured and crafted that particular part so it would contributes to meaning or artistic effect.

• analyze point of view, recognizing when and why an author says one thing but means another.

There are no major errors or omissions regarding the simpler details and processes; however the student exhibits major errors or omissions regarding the more complex ideas and processes.

The student can

• identify when an author uses fresh and creative language and can recognize elements of a text, but is unable to explain how craft and structure contributes to meaning.

• recognize or recall specific terminology that relates to craft and structure of literature, such as: figurative language, connotation, denotation, diction, imagery, irony, sarcasm, ambiguity, point of view, satire, hyperbole, understatement (litote), allusion, pun.

9th Grade ELA Targeted Standards
(RL) Reading Literature Strand
Cluster: Integration of Knowledge and Ideas

ELA-09.RL.09  Find connections between texts to analyze and evaluate how effectively an author draw on other texts in a specific work (e.g., through allusions, prequels, sequels; transforming an earlier story).

Student Learning Targets:

Knowledge Targets

• I can define and recognize allusion.

Reasoning Targets

• I can analyze how authors interpret and transform themes, events, topics, etc. from source material.
• I can critique various works that have drawn on or transformed the same source material and explainthe varied interpretations of different authors.  

Skills (Performance) Targets

• I can 

Product Targets

• I can 

INTEGRATION OF KNOWLEDGE & IDEAS (Reading Literature)

• RL.9-10.7 Analyze and evaluate the representation of a subject or a key scene in two different artistic mediums, including what is emphasized or absent in each treatment.

• RL9-10.9 Find connections between texts to analyze and evaluate how effectively an author draw on other texts in a specific work (e.g., through allusions, prequels, sequels; transforming an earlier story).

The student can

• compare and contrast the portrayal of a subject, scene, excerpt from different mediums, including what is emphasized or absent (poetry or other literary genre, image, film).

• analyze how an author makes use of allusions in a specific work.

• analyze how an author draws from cultural and historical background to shape a text.

There are no major errors or omissions regarding the simpler details and processes as the student:

• recognizes surface-level similarities and differences between two subject-related mediums.

• recognizes or identifies allusions within a text.

• identifies cultural or historical influences within literature.

• recognizes or recalls specific terminology that relates to literature, such as:

  • allusion, medium, compare, contrast, genre

9th Grade ELA Targeted Standards
(SL) Speaking and Listening Strand
Cluster: Comprehension and Collaboration

ELA-09.SL.02 Integrate multiple sources of information presented in diverse media or formats (e.g., oral, images, videos, tables, charts, graphs), evaluating the credibility and accuracy of each source.

Student Learning Targets:

Knowledge Targets

• I can identify various purposes (e.g., to inform, to persuade, to describe, to convey and experience) for presenting information to a reader or audience.
• I can list the criteria needed to evaluate a source. 
• I can define the following terms as they apply to this standard: credibility, data, evaluate, format, quantitative.

Reasoning Targets

• I can analyze the information presented in diverse media and formats (e.g., charts, graphs, tables, websites, speeches).
• I can evaluate and determine the credibility and accuracy of various sources.

Skills (Performance) Targets

• I can integrate information from various sources and media formats into a presentation, composition, or class discussion.

Product Targets

• I can create a presentation or a composition that integrates multiple credible sources and includes diverse media and formats that complement my topic and purpose.

 Comprehension & Collaboration

• SL9-10.1 Initiate and participate effectively in a range of collaborative discussion (one-on-one, in groups, and teacher-led) with diverse partners on grades 9-10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively. (a-d)

• SL9-10.2 Integrate multiple sources of information presented in diverse media or formats (e.g., oral, images, videos, tables, charts, graphs), evaluating the credibility and accuracy of each source.

• SL9-10.3 Evaluate a speaker’s point of view, reasoning, evidence and rhetorical strategies, identifying any fallacious reasoning or exaggerated or distorted evidence.

In addition to expectations of proficiency, student provides consistent evidence of in-depth inferences and applications that go beyond what was taught and expected.

The student

• initiates and participates in a range of collaborative discussions by working with peers.
• prepares materials needed for discussion.
• establishes norms for collegial discussions, goals, roles, and deadlines.
• propels conversations by posing and responding to questions and comments and by involving others.
• responds thoughtfully to diverse perspectives based on topics, texts, and/or issues.
• evaluates credibility of and integrates multiple sources of information presented in diverse formats and media.
• evaluates a speaker’s point of view, reasoning, and use of evidence and rhetoric.

There are no major errors or omissions regarding the simpler details and processes as the student:

• participates in a range of collaborative discussions by working with peers.

• prepares limited materials needed for discussion.

• responds to conversations.  

• identifies diverse perspectives based on topics, texts, and/or issues.

• integrates sources of information.

• recognizes or recalls specific terminology that relates to speaking and listening skills, such as rhetoric and rhetorical devices, point of view, evidence, credibility, collaboration, justify, fallacious.

However, the student exhibits major errors or omissions regarding the more complex ideas and processes.

9th Grade ELA Targeted Standards
(SL) Speaking and Listening Strand
Cluster: Comprehension and Collaboration

ELA-09.SL.03 Evaluate a speaker’s point of view, reasoning, evidence and rhetorical strategies, identifying any fallacious reasoning or exaggerated or distorted evidence.

Student Learning Targets:

Knowledge Targets

• I can define the following terms as they apply to this standard:
  • point of view -- how the speaker feels about the situation or topic being presented
  • reasoning -- the logic of the speaker as it relates to his ideas; how well the author supports his conclusions
  • rhetoric -- the speaker's use of devices, techniques, or strategies to persuade or influence how the listener or audience thinks acts, or feels about a topic
  • fallacious reasoning -- flawed logic applied to the connection between claims and evidence
  • distorted evidence -- referring to any evidence taken out of context and used in a way the original author did not intend
  • bias -- prejudice in favor of or against one thing, person, or group compared with another, usually in a way considered to be unfair.

Reasoning Targets

• I can determine a speaker's point of view: what the speaker's opinions, values, and beliefs are and if the speaker is biased (representing ideas of another person or agency).
• I can evaluate whether the reasoning of a speaker is logical and legitimate, if the evidence is relevant to the argument.
• I can identify when a speaker uses evidence and/or rhetoric and analyze how these techniques strengthen his/her point of view or purpose.
• I can recognize when a speaker introduces distorted evidence and/or fallacious reasoning to his arguments.

Product Targets

• I can produce written or spoken evidence that reveals my understanding of this standard.

 Comprehension & Collaboration

• SL9-10.1 Initiate and participate effectively in a range of collaborative discussion (one-on-one, in groups, and teacher-led) with diverse partners on grades 9-10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively. (a-d)

• SL9-10.2 Integrate multiple sources of information presented in diverse media or formats (e.g., oral, images, videos, tables, charts, graphs), evaluating the credibility and accuracy of each source.

• SL9-10.3 Evaluate a speaker’s point of view, reasoning, evidence and rhetorical strategies, identifying any fallacious reasoning or exaggerated or distorted evidence.

In addition to expectations of proficiency, student provides consistent evidence of in-depth inferences and applications that go beyond what was taught and expected.

The student

• initiates and participates in a range of collaborative discussions by working with peers.
• prepares materials needed for discussion.
• establishes norms for collegial discussions, goals, roles, and deadlines.
• propels conversations by posing and responding to questions and comments and by involving others.
• responds thoughtfully to diverse perspectives based on topics, texts, and/or issues.
• evaluates credibility of and integrates multiple sources of information presented in diverse formats and media.
• evaluates a speaker’s point of view, reasoning, and use of evidence and rhetoric.

There are no major errors or omissions regarding the simpler details and processes as the student:

• participates in a range of collaborative discussions by working with peers.

• prepares limited materials needed for discussion.

• responds to conversations.  

• identifies diverse perspectives based on topics, texts, and/or issues.

• integrates sources of information.

• recognizes or recalls specific terminology that relates to speaking and listening skills, such as rhetoric and rhetorical devices, point of view, evidence, credibility, collaboration, justify, fallacious.

However, the student exhibits major errors or omissions regarding the more complex ideas and processes.

9th Grade ELA Targeted Standards
(SL) Speaking and Listening Strand
Cluster: Presentation of Knowledge and Ideas

ELA-09.SL.04 Organize, develop, and present claims, information, findings, and supporting evidence, using communication techniques appropriate to purpose, audience, and task.

Student Learning Targets:

Knowledge Targets

• I can define the following terms as they apply to this standard:
  • Concisely -- to state in as few words as possible (does not mean simplicity).
  • Development -- the examples, ideas, details, and commentary the speaker adds to ensure the ideas are thoroughly expressed.
  • Findings -- conclusions drawn from observations, investigations, experiments or inquiries.
  • Line of reasoning -- the speaker links a series of ideas in a meaningful and clear way; the speaker connect the dots to show how he/she arrived at his/her conclusion.
  • Supporting evidence -- data, information, quotations, examples, or other information the speaker uses to support the claim.

Reasoning Targets

• I can determine what evidence I need to support my claim and develop my ideas.
• I can determine what style, format, or approach would be best to deliver my information and findings.

Skills (Performance) Targets

• I can adjust my message so it is appropriate to purpose, audience, and task.

Product Targets

• I can deliver a well-developed speech, complete with supporting evidence, that presents information in a clear, concise, and logical manner.
• I can prepare a presentation with organization, development, substance, and style appropriate to purpose, task, and audience.

 Presentation of Knowledge and Ideas:

• SL9-10.4 Organize, develop, and present claims, information, findings, and supporting evidence, using communication techniques appropriate to purpose, audience, and task.

• SL9-10.5 Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.

• SL9-10.6 Adapt verbal and nonverbal communication to a variety of contexts, audiences, and tasks, demonstrating fluency and poise, and a command of formal English when indicated or appropriate.

In addition to expectations of proficiency, student provides consistent evidence of in-depth inferences and applications that go beyond what was taught and expected.

• The student can

  • present information clearly, concisely, and logically.

  • delivers a presentation in which organization, development, substance and style are appropriate to purpose, audience, and task.

  • strategically integrate appropriate digital media or visual aids to enhance interest and understanding.

  • employ effective verbal and nonverbal delivery techniques: eye contact, rate, volume, inflection, pronunciation, enunciation, gestures, poise, language, conversational tone.

There are no major errors or omissions regarding the simpler details and processes as the student:

• presents information in a logical and organized manner.

• delivers a presentation appropriate to purpose, audience, and task.

• integrates appropriate digital media or visual aids.

• employs some effective verbal and nonverbal delivery techniques: eye contact, rate, volume, inflection, pronunciation, enunciation, gestures, poise, language, conversational tone.

• recognizes or recalls specific terminology that relates to speaking and listening skills, such as:

  • Digital media, rate, volume, inflection, pronunciation, enunciation, gestures, poise, language, conversational tone.

However, the student exhibits major errors or omissions regarding the more complex ideas and processes.

9th Grade ELA Targeted Standards
(SL) Speaking and Listening Strand
Cluster: Presentation of Knowledge and Ideas

ELA-09.SL.05 Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.

Student Learning Targets:

Knowledge Targets

• I can identify what types of digital media are available to me (PowerPoint, Google Presentation, Prezi, digital images, screen captures, embedded video, audio, mixed media formats, etc.).

Reasoning Targets

• I can determine what part of my presentation would be clarified and strengthened by the use of media.

Skills (Performance) Targets

• I can integrate appropriate digital media in a strategic manner to improve my presentation.

Product Targets

• I can prepare a presentation that effectively integrates digital media to enhance understanding and increase interest.

 Presentation of Knowledge and Ideas:

• SL9-10.4 Organize, develop, and present claims, information, findings , and supporting evidence, using communication technique appropriate to purpose, audience, and task.

• SL9-10.5 Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.

• SL9-10.6 Adapt verbal and nonverbal communication to a variety of contexts, audiences, and tasks, demonstrating fluency and poise, and a command of formal English when indicated or appropriate.

In addition to expectations of proficiency, student provides consistent evidence of in-depth inferences and applications that go beyond what was taught and expected.

• The student can

  • present information clearly, concisely, and logically.

  • delivers a presentation in which organization, development, substance and style are appropriate to purpose, audience, and task.

  • strategically integrate appropriate digital media or visual aids to enhance interest and understanding.

  • employ effective verbal and nonverbal delivery techniques: eye contact, rate, volume, inflection, pronunciation, enunciation, gestures, poise, language, conversational tone.

There are no major errors or omissions regarding the simpler details and processes as the student:

• presents information in a logical and organized manner.

• delivers a presentation appropriate to purpose, audience, and task.

• integrates appropriate digital media or visual aids.

• employs some effective verbal and nonverbal delivery techniques: eye contact, rate, volume, inflection, pronunciation, enunciation, gestures, poise, language, conversational tone.

• recognizes or recalls specific terminology that relates to speaking and listening skills, such as:

  • Digital media, rate, volume, inflection, pronunciation, enunciation, gestures, poise, language, conversational tone.

However, the student exhibits major errors or omissions regarding the more complex ideas and processes.