Strand (SL) Speaking and Listening

Narrative for (SL) Speaking and Listening

An important focus of the speaking and listening standards is academic discussion in one-on-one, small-group, and whole-class settings. Formal presentations are one important way such communication occurs, but so is the more informal discussion that takes place as students collaborate to ask and answer questions, build understanding, and solve problems.

These standards require that students gain, evaluate and present information, ideas, and evidence through listening and speaking as well as through incorporating media. Regardless of the speaking and listening setting, students are expected to use appropriate eye contact, adequate volume, and clear pronunciation.

The standards within this speaking and listening strand are closely linked with the other strands of reading, writing, and language as they discuss literature and informational texts and as they work through the writing process.

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.

6th Grade ELA Targeted Standards (SL) Speaking and Listening Strand Cluster: Comprehension and Collaboration ELA-06.SL.01 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on others’ ideas and expressing their own clearly. a. Come to discussions prepared, having read or studied required material; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion. b. Follow rules for collegial discussions, set specific goals and deadlines, and define individual roles as needed. c. Pose and respond to specific questions with elaboration and detail by making comments that contribute to the topic, text, or issue under discussion. d. Review the key ideas expressed and demonstrate understanding of multiple perspectives through reflection and paraphrasing.

Student Learning Targets Grade 6 Reading:

Reasoning Targets

• I can reflect on the key ideas of a discussion.

Skills (Performance) Targets

• I can ask and answer questions that pertain to the discussion topic.
• I can follow rules for discussions. (Active listening, making eye contact, taking turns speaking, share information that is on topic, equal speaking time to all members.)

Product Targets

• I can participate in group discussions.
• I can use information from text to support opinions and discussions.

Rubric for 6th Grade Reading:

Click here for the 6th grade Reading rubric for SL.6.1

Student Learning Targets Grade 6 English:

Skills (Performance) Targets

• I can engage in a one-on-one discussion with a classmate.
• I can engage in a group discussion with classmates.
• I can engage in a teacher led group discussions with diverse partners on grade 6 topics.
• I can engage in discussion on grade 6 topics, texts, and issues building on others ideas and expressing their own clearly.

Proficiency Scale for 6th Grade English:

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.  Reflections and ideas go beyond what is explicitly stated in class.		-
	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 student:  Come to discussions prepared, having read or studied required material; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.  Follow rules for collegial discussions, set specific goals and deadlines, and define individual roles as needed.  Pose and respond to specific questions with elaboration and detail by making comments that contribute to the topic, text, or issue under discussion.  Review the key ideas expressed and demonstrate understanding of multiple perspectives through reflection and paraphrasing.		- Socratic Seminar -Peer Editing -"Sell me"  -participate in debates -fishbowl discussions -jigsaw activities -peer editing/peer review -blog entries -sharing out published writing
	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:  recognizes or recalls specific terminology, such as:  Coming to discussion with details pertaining to required reading material.  Recognize key ideas   Define paraphrasing  performs basic processes, such as:  Some rules for successful discussions, et specific goals and deadlines, and define individual roles as needed.  Pose and respond to some questions.		-
	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, a partial understanding of some of the simpler details and processes and some of the more complex ideas and processes.		-
	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).

Resources

Websites

Vocabulary: Reflect

                    Inquire

                    Paraphrasing

                    Deadlines

                    Roles

                   Discussion

                   

 

6th Grade ELA Targeted Standards (SL) Speaking and Listening Strand Cluster: Comprehension and Collaboration ELA-06.SL.02 Interpret information presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how it contributes to a topic, text, or issue under study.

Student Learning Targets:

Knowledge Targets

• I can
• I can

Reasoning Targets

• I can
• I can

Skills (Performance) Targets

• I can understand information presented in various formats.
• I can explain its value or purpose.

Product Targets

• I can
• I can

Proficiency Scale

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.		-
	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).		-
	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).
0.0	Even with help, the student demonstrates no understanding or skill.		-

Resources

Websites

Vocabulary

6th Grade ELA Targeted Standards (SL) Speaking and Listening Strand Cluster: Comprehension and Collaboration ELA-06.SL.03 Delineate a speaker’s argument and specific claims, distinguishing claims that are supported by reasons and evidence from claims that are not.

Student Learning Targets:

Knowledge Targets

• I can
• I can

Reasoning Targets

• I can
• I can

Skills (Performance) Targets

• I can tell the difference between supported and unsupported claims.

Product Targets

• I can
• I can

Proficiency Scale

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.		-
	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).		-
	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).
0.0	Even with help, the student demonstrates no understanding or skill.		-

Resources

Websites

Vocabulary

6th Grade ELA Targeted Standards (SL) Speaking and Listening Strand Cluster: Presentation of Knowledge and Ideas ELA-06.SL.04 Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and details to accentuate main ideas or themes; use appropriate eye contact, adequate volume, and clear pronunciation.

Student Learning Targets:

Knowledge Targets

• I can
• I can

Reasoning Targets

• I can determine the rate at which I speak.

Skills (Performance) Targets

• I can use descriptions, facts, and details.
• I can use appropriate eye contact, volume and pronunciation.

Product Targets

• I can present claims logically.
• I can develop a speech with a purpose for:
  • memoir
  • factual text
  • persuasive text
  • poetry
  • narrative text

Proficiency Scale

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.		-
	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).		-
	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).
0.0	Even with help, the student demonstrates no understanding or skill.		-

Resources

Websites

Vocabulary

6th Grade ELA Targeted Standards (SL) Speaking and Listening Strand Cluster: Presentation of Knowledge and Ideas ELA-06.SL.05 Include multimedia components (e.g., graphics, images, music, sound) and visual displays in presentations to clarify information.

Student Learning Targets:

Knowledge Targets

• I can
• I can

Reasoning Targets

• I can
• I can

Skills (Performance) Targets

• I can use multimedia components in a presentation to clarify information.

Product Targets

• I can
• I can

Proficiency Scale

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.		-
	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).		-
	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).
0.0	Even with help, the student demonstrates no understanding or skill.		-

Resources

Websites

Vocabulary

6th Grade ELA Targeted Standards (SL) Speaking and Listening Strand Cluster: Presentation of Knowledge and Ideas ELA-06.SL.06 Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (See grade 6 Language standards 1 and 3 for specific expectations.)

Student Learning Targets:

Knowledge Targets

• I can
• I can

Reasoning Targets

• I can synthesize comments, claims, and evidence made on all sides of an issue.
• I can resolve contradictions and determine what additional information or research is needed to complete or deepen the investigation.

Skills (Performance) Targets

• I can initiate and participate effectively in a range of collaborative discussions.
• I can come to a discussion prepared, having read and researched material, which I will then refer to during the discussion.
• I can work with peers to promote civil, democratic discussions and decision making, set clear goals and deadlines, and establish individual roles as needed.
• I can propel conversations by posing and responding to questions that probe reasoning and evidence. I can respond thoughtfully to diverse comments.
• I can present information, findings, and supporting evidence, conveying a clear and distinct perspective, which is appropriate to the purpose.
• I can adapt speech to variety of contexts and tasks, demonstrating effective use of formal English when necessary.

Product Targets

• I can create an effective digital aid in presentations to enhance understanding.
• I can use formal language in a classroom setting.

Proficiency Scale

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.		-
	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).		-
	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).
0.0	Even with help, the student demonstrates no understanding or skill.		-

Resources

Websites

Vocabulary