K Grade English


(SL) Speaking and Listening

ELA-00.SL

BPSS-ELA logoStrand (SL)

Speaking and Listening

Narrative for the Speaking and Listening Strand:

Speaking and listening standards require students to develop a range of oral communication and interpersonal skills that facilitate various types of discussion and oral exchange. Students must learn to work together, express and listen carefully to ideas, and integrate information from various sources, (e.g., oral, visual, quantitative, and media). Students must also gain skills in evaluating what they hear, use various sources to support what they are communicating, and adapt their speech to the content and the task at hand. 

Speaking and listening skills are necessary prerequisites for reading and writing. Oral language development precedes and is the foundation for writing. A student’s listening and speaking vocabulary sets boundaries on what that student can read and understand no matter how well they decode. In addition, new technologies have expanded the role speaking and listening play in acquiring and sharing ideas, tightening their link with other forms of communication.
 

Students in kindergarten participate in discussions with peers and adults about grade level topics and texts they have heard read aloud or presented orally or through other media. They learn and practice rules of discussion such as taking turns and listening to others. They ask and answer questions about key details in texts and other information presented orally. They also use questioning to acquire additional information and to clarify something that is not understood. 

 

How to help your child with the Speaking and Listening Standards:

  • At dinner time or in the car, have conversations with your child to allow him/her to practice the art of conversation
  • Respond to your child in sentences to model for him/her the correct way to talk
  • Ask for details about books, movies, and television shows you are viewing with your child
  • Ask your child to tell you in his/her own words about what he/she hears and sees
  • Encourage your child to describe his/her feelings and ideas in phrases and sentences that are more descriptive than just one word
  • Use complete sentences when you talk to your child and encourage him/her to speak in the same way

Resources

Calculation Method for Strands

Strands are larger groups of related standards. The Strand Grade is a calculation of all the related standards. Click on the standard name below each strand to access the learning targets and proficiency scales for each strand's related standards.


ELA-00.SL.01

ELA Speaking and Listening Strand Logo 00 Grade (ELA) Targeted Standard
(SL) Strand: Speaking and Listening
Cluster: Comprehension and Collaboration

ELA-00.SL.01 Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups.
a. Follow agreed upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion).
b. Continue a conversation through multiple exchanges.


Student Learning Targets:

Knowledge Targets

  • I can identify the classroom rules for discussion.

Reasoning Targets

  • I can use my words to share my thoughts.
  • I can follow directions I hear.

Skills (Performance) Targets

  • I can listen to the comments of others and share my own ideas.
  • I can take turns when I am talking to others.
  • I can identify and follow the agreed upon rules for discussion.

Proficiency Scale

The student can ...
1 Beginning
... with help, 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).
Start

2 Developing
... 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).
  • recognize or recall specific terminology, such as:
    • speaking, listening, discussion, partner, question, respond, share
  • perform basic processes, such as:
    • listen to the person speaking
    • take turns speaking
    • responds to questions or prompts posed by teacher or other adults
    • responds to questions posed by peers
    • with prompting, asks questions about a topic/text in a whole group and/or small group setting

3 Proficient
“The Standard.”
... demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
  • participate in collaborative conversations about kindergarten topics and texts with peers and adults in small and larger groups.
  • follow agreed upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion).
  • continue a conversation through multiple exchanges.

4 Advanced
... demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
Complex

Teacher Proficiency Scale

Resources

Vocabulary

  • Discussion
  • Taking turns
  • Listen
  • Rules
  • Question

Websites


ELA-00.SL.02

ELA Speaking and Listening Strand Logo Kindergarten (ELA) Targeted Standard
(SL) Strand: Speaking and Listening
Cluster: Comprehension and Collaboration

ELA-00.SL.02 Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key/supporting details and requesting clarification if something is not understood.

Student Learning Targets:

Knowledge Targets

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can identify key information presented in different formats (ex. text read aloud, oral presentation, audio, book, website).
  • I can ask questions about key details of information presented in multiple ways.
  • I can answer questions about key details of information presented in multiple ways.
  • I can ask for clarification if I do not understand something.

Proficiency Scale

The student can ...
1 Beginning
... with help, 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).
... show able to answer few questions about a text read aloud or from information presented orally.

2 Developing
... 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).
... ask and answer some questions about a text read aloud or from information presented orally.

3 Proficient
“The Standard.”
... demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
... ask and answer questions about a text read aloud or from information presented orally.

4 Advanced
... demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
... to retell, and ask questions to confirm thinking or gain understanding, of advanced texts or read aloud or from information presented orally.

Teacher Proficiency Scale

Resources

Vocabulary

  • Questions
  • Answer
  • Media
  • Listen
  • Key Detail

Websites


ELA-00.SL.03

ELA Speaking and Listening Strand Logo Kindergarten (ELA) Targeted Standard
(SL) Strand: Speaking and Listening
Cluster: Comprehension and Collaboration

ELA-00.SL.03 Ask and answer questions in order to seek help, get information, or clarify something that is not understood.

Student Learning Targets:

Knowledge Targets

  • I can identify what a question is. I can identify when I do not understand something.

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I an ask and answer questions that help me get information or make something clear.

Proficiency Scale

The student can ...
1 Beginning
... with help, 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).
... show limited understanding in meeting grade level expectations for asking and answering questions during group discussions.

2 Developing
... 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).
... show growth in meeting the grade level expectations for asking and answering questions during group discussions.

3 Proficient
“The Standard.”
... demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
... consistently meet the grade level expectations for asking and answering questions during group discussion.

4 Advanced
... demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
... exceed the grade level expectations for asking and answering questions during group discussions.

Resources

Vocabulary

  • Question
  • Turn taking
  • Listening
  • Information
  • Understand

Websites


ELA-00.SL.04

ELA Speaking and Listening Strand Logo Kindergarten (ELA) Targeted Standard
(SL) Strand: Speaking and Listening
Cluster: Presentation of Knowledge and Ideas

ELA-00.SL.04 Describe familiar people, places, things, and events and, with prompting and support, provide additional detail.

Student Learning Targets:

Knowledge Targets

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Proficiency Scale

The student can ...
1 Beginning
... with help, 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).
Start

2 Developing
... 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).
Simple

3 Proficient
“The Standard.”
... demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
Target

4 Advanced
... demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
Complex

Resources

Vocabulary

  • LIST
  • LIST
  • LIST

Websites

  • Links to sites that open in a new window

ELA-00.SL.05

ELA Speaking and Listening Strand Logo Kindergarten (ELA) Targeted Standard
(SL) Strand: Speaking and Listening
Cluster: Presentation of Knowledge and Ideas

ELA-00.SL.05 Add drawings or other visual displays to descriptions as desired to provide additional detail.

Student Learning Targets:

Knowledge Targets

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Proficiency Scale

The student can ...
1 Beginning
... with help, 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).
Start

2 Developing
... 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).
Simple

3 Proficient
“The Standard.”
... demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
Target

4 Advanced
... demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
Complex

Resources

Vocabulary

  • LIST
  • LIST
  • LIST

Websites

  • Links to sites that open in a new window

ELA-00.SL.06

ELA Speaking and Listening Strand Logo Kindergarten (ELA) Targeted Standard
(SL) Strand: Speaking and Listening
Cluster: Presentation of Knowledge and Ideas

ELA-00.SL.06 Speak audibly and express thoughts, feelings, and ideas clearly.

Student Learning Targets:

Knowledge Targets

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Proficiency Scale

The student can ...
1 Beginning
... with help, 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).
Start

2 Developing
... 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).
Simple

3 Proficient
“The Standard.”
... demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
Target

4 Advanced
... demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
Complex

Resources

Vocabulary

  • LIST
  • LIST
  • LIST

Websites

  • Links to sites that open in a new window