9th Grade English


(SL) Speaking and Listening

ELA-09.SL.01

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

ELA-09.SL.01 Initiate and participate effectively in a range of collaborative discussions (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. Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas. 

b. Work with peers to set rules for collaborative discussions and decision-making (e.g., informal consensus, taking votes on key issues, presentation of alternate views), clear goals and deadlines, and individual roles as needed. 

c. Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions. 

d. Respond thoughtfully to diverse perspectives; summarize points of agreement and disagreement; when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning presented.

Student Learning Targets:

Knowledge Targets

  • I can list the attributes of a collegial discussion. 
  • I can explain what it means to collaborate.
  • I can define key words associated with this standard: elaborate, integrate, warranted, justify.

Reasoning Targets

  • I can review and/or research material(s) to be discussed and determine key points and/or central ideas for discussion.
  • I can come prepared with key points and textual evidence to contribute to a discussion and stimulate a thoughtful well-reasoned exchange of ideas.
  • I can respond thoughtfully to diverse perspectives by
    • summarizing points of agreement and disagreement
    • qualifying or justifying my own view and understanding
    • making new connections in light of the evidence and reasoning presented.

Skills (Performance) Targets

  • I can work with my peers to define the rules and roles necessary for collegial discussions and decision-making.
  • I can actively incorporate others into the discussion
  • I can clarify, verify, or challenge ideas and conclusions with maturity and self-control.
  • I can make relevant observations and use my ideas and comments to relate to the current discussion to broader themes or ideas.
  • I can fulfill my role within a group to meet group-established goals and deadlines. 
  • I can positively contribute to discussion by
    • posing questions that connect the ideas of several speakers
    • responding to questions
    • elaborating on my own ideas and/or the ideas of others. 

Product Targets

  • I can create questions to move the conversation forward, to make connections, and to dig deeper into the topic.
Rubric - Resources

Proficiency Scale

Measurement of Progress

 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.
Sample Activity
Advanced 

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

-
Proficient

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.
-
Progressing 

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.

-
Novice With help, a partial understanding of some of the simpler details and processes and some of the more complex ideas and processes. -

Resources

Websites

Vocabulary


ELA-09.SL.02

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.
Rubric - Resources

Proficiency Scale

Measurement of Progress

 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.
Sample Activity
Advanced 

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

-
Proficient

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.
-
Progressing 

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.

-
Novice With help, a partial understanding of some of the simpler details and processes and some of the more complex ideas and processes. -

Resources

Websites

Vocabulary


ELA-09.SL.03

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.
Rubric - Resources

Proficiency Scale

Measurement of Progress

 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.
Sample Activity
Advanced 

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

-
Proficient

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.
-
Progressing 

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.

-
Novice With help, a partial understanding of some of the simpler details and processes and some of the more complex ideas and processes. -

Resources

Websites

Vocabulary


ELA-09.SL.04

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.
Rubric - Resources

Proficiency Scale

Measurement of Progress

 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.
Sample Activity
Advanced 

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

-
Proficient
  • 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.

-
Progressing 

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.

-
Novice With help, a partial understanding of some of the simpler details and processes and some of the more complex ideas and processes. -

Resources

Websites

Vocabulary


ELA-09.SL.05

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.
Rubric - Resources

Proficiency Scale

Measurement of Progress

 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.
Sample Activity
Advanced 

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

-
Proficient
  • 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.

-
Progressing 

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.

-
Novice With help, a partial understanding of some of the simpler details and processes and some of the more complex ideas and processes. -

Resources

Websites

Vocabulary


ELA-09.SL.06

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

ELA-09.SL.06 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

Student Learning Targets:

Knowledge Targets

  • I can determine whether or not an audience and occasion calls for a formal or informal tone and style.
  • I can identify various reasons for speaking (e.g., informational, descriptive, formal, informal).

Reasoning Targets

  • I can determine what style, syntax, diction, and tone matches given formal and informal situations.
  • I can determine speaking tasks that will require a formal structure.

Skills (Performance) Targets

  • I can adapt speech to variety of contexts and tasks, demonstrating effective use of formal English when necessary.

Product Targets

  • I can compose a formal speech that demonstrates a command of grades 9-10 language standards.
Rubric - Resources

Proficiency Scale

Measurement of Progress

 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.
Sample Activity
Advanced 

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

-
Proficient
  • 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.

-
Progressing 

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.

-
Novice With help, a partial understanding of some of the simpler details and processes and some of the more complex ideas and processes. -

Resources

Websites

Vocabulary