ELA-08.SL.04

8th Grade ELA Targeted Standards
(SL) Speaking and Listening Strand
Cluster: Presentation of Knowledge and Ideas

ELA-08.SL.04 Present claims and findings, emphasizing salient points in a focused, coherent manner with relevant evidence, sound valid reasoning, and well-chosen details; use appropriate eye contact, adequate volume, and clear pronunciation.

Student Learning Targets for Grade 8 ELA:

Knowledge Targets

I can define terms that apply to this standard: claim, salient, cite, evidence.

Reasoning Targets

I can select the more salient (prominent, most important) points and emphasize them when presenting claims or findings.
I can support claims with relevant evidence, valid reasoning, and well-chosen details.
I can cite sources, while blending my own thinking and problem solving.

Skills (Performance) Targets

I can present information logically for an audience.
I can speak conversationally when I present because I have planned and practiced and know my research.
I can maintain eye contact that is convincing.
I can maintain adequate volume throughout my presentation.
I can pronounce words correctly and can enunciate words clearly.

Product Targets

I can produce a presentation that thoroughly supports my claim.

Proficiency Scale for Grade 8 ELA:

Score		8.SL.04 Present claims and findings, emphasizing salient points in a focused, coherent manner with relevant evidence, sound valid reasoning, and well-chosen details; use appropriate eye contact, adequate volume, and clear pronunciation.	Sample Activity
4.0	In addition to Score 3.0, the student demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations. The student uses analogies to bridge concepts and audience. Ideas flow together seamlessly.		-
	3.5	In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0	“The Standard.” The student demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations. The student: selects the more salient (prominent, most important) points and will emphasize them when presenting claims or findings. supports claims with relevant evidence, valid reasoning, and well-chosen details (most effective when students are able to cite sources, while blending their own thinking and problem solving). presents information logically for an audience (student’s ideas flow naturally and are not stuck to a script; they know the subject matter well enough to speak conversationally). maintains eye contact (eye contact is convincing). maintains adequate volume and enunciates words clearly.		-
	2.5	The student demonstrates no major errors or omissions regarding the simpler details and processes (Score 2.0 content) and partial knowledge of the more complex ideas and processes (Score 3.0 content).
2.0	The student demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content). The student: includes ideas while presenting claims (students don’t gather as much or enough information to get to choose what ideas are stronger). provides support for claim (the claim is clear, but the support lacks depth – students here rely too heavily on first finds). presents ideas sequentially (rather than responding to ideas as they come up, students stick to script). makes eye contact (there are moments of eye contact, but this looks mostly like the student is reading from the page). volume and enunciation ebbs and flows, there are times when speaker is not heard.		-
	1.5	The student demonstrates partial knowledge of the simpler details and processes (Score 2.0 content) but exhibits major errors or omissions regarding the more complex ideas and procedures (Score 3.0 content).
1.0	With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).		-
	0.5	With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) but not the more complex ideas and processes (Score 3.0 content).

Student Learning Targets for Grade 8 Communications:

Reasoning Targets

I can determine salient points of my findings.

Skills (Performance) Targets

I can speak conversationally when I present because I have planned and practice.
I can provide relevant evidence to support a claim.
I can use eye contact, appropriate volume, and clear pronunciation during a presentation.

Product Targets

I can present claims logically.

Proficiency Scale for Grade 8 Communications:

Click HERE to view proficiency scale.

Student Learning Targets for Grade 8 Reading Pro:

Skills (Performance) Targets

I can produce an effective introduction (attention getter, context/transitions, claim) and presents strong conclusion.
I can maintain eye contact.
I can speak clearly, loudly, and at an appropriate rate.
I can maintain poise and confidence.
I can use transitions to move from one idea to the next.

Proficiency Scale for Grade 8 Reading Pro:

Score		Description	Sample Activity
4.0	In addition to Score 3.0, the student demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.		-
	3.5	In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0	“The Standard.” The student demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.The student: has an effective introduction (attention getter, context/transitions, claim) and presents strong conclusion. maintains eye contact. speaks clearly, loudly, and at an appropriate rate. maintains poise and confidence. uses transitions to move from one idea to the next.		-
	2.5	The student demonstrates no major errors or omissions regarding the simpler details and processes (Score 2.0 content) and partial knowledge of the more complex ideas and processes (Score 3.0 content).
2.0	There are no major errors or omissions regarding the simpler details and processes as the student: has two elements of the introduction/conclusion as listed under 3.0. makes infrequent eye contact. speaks clearly, loudly, and at an appropriate rate but not consistently. shows some poise and confidence (only a little fidgeting or nervous movement). However, the student exhibits major errors or omissions regarding the more complex ideas and processes.		-
	1.5	The student demonstrates partial knowledge of the simpler details and processes (Score 2.0 content) but exhibits major errors or omissions regarding the more complex ideas and procedures (Score 3.0 content).
1.0	With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).		-
	0.5	With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) but not the more complex ideas and processes (Score 3.0 content).

» 8th Grade English

PresentationRubric8thgrade.pdf