12th Grade English


[SL] Speaking and Listening

ELA-12.SL.01

12th Grade ELA Targeted Standards
[SL] Speaking and Listening Strand
Cluster: Comprehension and Collaboration

ELA-12.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 11–12 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 promote civil, democratic discussions and decision-making, set clear goals and deadlines, and establish individual roles as needed.

c. Propel conversations by posing and responding to questions that probe reasoning and evidence; ensure a hearing for a full range of positions on a topic or issue; clarify, verify, or challenge ideas and conclusions; and promote divergent and creative perspectives.
d. Respond thoughtfully to diverse perspectives; synthesize comments, claims, and evidence made on all sides of an issue; resolve contradictions when possible; and determine what additional information or research is required to deepen the investigation or complete the task.

Student Learning Targets:

Knowledge Targets

  • I can recognize when further evidence needs to be offered to support a point.

Reasoning Targets

  • I can refer to evidence from texts in order to be part of a thoughtful exchange of ideas.
  • I can provide evidence and offer solid reasoning while participating in a discussion.
  • I can clarify, verify, or challenge ideas and conclusions.
  • 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 participate in a range of collaborative discussions.
  • I can prepare for a discussion by reading and researching.
  • I can work with peers to promote civil, democratic discussions and decision-making.
  • I can set clear goals and deadlines and establish individual roles as needed.
  • I can move conversations forward by asking and responding to questions.
  • I can ensure a full discussion on a topic by presenting information, findings,and supporting evidence, conveying a clear and distinct perspective which is appropriate to the purpose.
  • I can comment respectfully on other people's ideas.
  • I can adapt speech to variety of contexts and tasks, demonstrating effective use of formal English when necessary.

Product Target

  • I can

Proficiency Scale

Measurement
of Progress
 Comprehension & Collaboration
  • SL11-12.1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 11-12 topics, texts, and issues, building on others’ ideas and expressing own ideas clearly and persuasively. (a-d)

  • SL11-12.2 Integrate multiple sources of information presented in diverse media and formats in order to make informed decisions and solve problems, evaluating the credibility and accuracy of each source and noting any discrepancies.

  • SL11-12.3 Evaluate a speaker’s point of view, reasoning, evidence and rhetorical strategies, assessing the stance, premises, links among ideas, word choice, points of emphasis, and tone used.

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.

  • Relates discussion topics to global issues, other content areas, and/or parallel text(s)

-
Proficient

The student:

  • prepares materials needed for discussion and readily refers to textual evidence to stimulate exchange of ideas.

  • initiates and participates in a range of collaborative discussions and/or tasks by working with peers in a civil manner.

  • propels conversations by posing and responding to questions.

  • responds thoughtfully to diverse perspectives based on topics, texts, and/or issues.

  • resolves contradictions when possible and determines what additional information is required to complete the task.

  • 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.  

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

  • integrates multiple sources of information presented in diverse formats and media.

  • recognizes or recalls specific terminology that relates to speaking and listening skills: rhetoric and rhetorical devices, point of view, evidence, credibility, collaboration, synthesize, integrate, civil, probe, divergent, claim, media, stance, premise, tone.

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

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

Resources

Websites

Vocabulary


ELA-12.SL.02

12th Grade ELA Targeted Standards
[SL] Speaking and Listening Strand
Cluster: Comprehension and Collaboration

ELA-12.SL.02 Using appropriate strategies (e.g., notetaking), integrate multiple sources of information presented in diverse media and formats (e.g., oral, images, videos, tables, charts, graphs), in order to make informed decisions and solve problems, evaluating the credibility and accuracy of each source and noting any discrepancies among them.

Student Learning Targets:

Knowledge Targets

  • I can identify various way to check for credibility of sources.
  • I can understand what it means to synthesize information.

Reasoning Targets

  • I can make informed decisions and solve problems using multiple sources of information.
  • I can evaluate the credibility and accuracy of sources, noting any discrepancies. 
  • I can synthesize information from multiple sources, which come from diverse formats and media

Product Targets

  • I can create a project that shows I can integrate multiple sources in order to effectively make informed decisions and solve problems.

Proficiency Scale

Measurement
of Progress
 Comprehension & Collaboration
  • SL11-12.1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 11-12 topics, texts, and issues, building on others’ ideas and expressing own ideas clearly and persuasively. (a-d)

  • SL11-12.2 Integrate multiple sources of information presented in diverse media and formats in order to make informed decisions and solve problems, evaluating the credibility and accuracy of each source and noting any discrepancies.

  • SL11-12.3 Evaluate a speaker’s point of view, reasoning, evidence and rhetorical strategies, assessing the stance, premises, links among ideas, word choice, points of emphasis, and tone used.

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.

  • Relates discussion topics to global issues, other content areas, and/or parallel text(s)

-
Proficient

The student:

  • prepares materials needed for discussion and readily refers to textual evidence to stimulate exchange of ideas.

  • initiates and participates in a range of collaborative discussions and/or tasks by working with peers in a civil manner.

  • propels conversations by posing and responding to questions.

  • responds thoughtfully to diverse perspectives based on topics, texts, and/or issues.

  • resolves contradictions when possible and determines what additional information is required to complete the task.

  • 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.  

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

  • integrates multiple sources of information presented in diverse formats and media.

  • recognizes or recalls specific terminology that relates to speaking and listening skills: rhetoric and rhetorical devices, point of view, evidence, credibility, collaboration, synthesize, integrate, civil, probe, divergent, claim, media, stance, premise, tone.

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

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

Resources

Websites

Vocabulary


ELA-12.SL.03

12th Grade ELA Targeted Standards
[SL] Speaking and Listening Strand
Cluster: Comprehension and Collaboration

ELA-12.SL.03 Evaluate a speaker’s point of view, reasoning, evidence, and rhetorical strategies, assessing the stance, premises, links among ideas, word choice, points of emphasis, and tone used.

Student Learning Targets:

Knowledge Targets

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Product Targets

  • I can

Proficiency Scale

Measurement
of Progress
 Comprehension & Collaboration
  • SL11-12.1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 11-12 topics, texts, and issues, building on others’ ideas and expressing own ideas clearly and persuasively. (a-d)

  • SL11-12.2 Integrate multiple sources of information presented in diverse media and formats in order to make informed decisions and solve problems, evaluating the credibility and accuracy of each source and noting any discrepancies.

  • SL11-12.3 Evaluate a speaker’s point of view, reasoning, evidence and rhetorical strategies, assessing the stance, premises, links among ideas, word choice, points of emphasis, and tone used.

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.

  • Relates discussion topics to global issues, other content areas, and/or parallel text(s)

-
Proficient

The student:

  • prepares materials needed for discussion and readily refers to textual evidence to stimulate exchange of ideas.

  • initiates and participates in a range of collaborative discussions and/or tasks by working with peers in a civil manner.

  • propels conversations by posing and responding to questions.

  • responds thoughtfully to diverse perspectives based on topics, texts, and/or issues.

  • resolves contradictions when possible and determines what additional information is required to complete the task.

  • 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.  

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

  • integrates multiple sources of information presented in diverse formats and media.

  • recognizes or recalls specific terminology that relates to speaking and listening skills: rhetoric and rhetorical devices, point of view, evidence, credibility, collaboration, synthesize, integrate, civil, probe, divergent, claim, media, stance, premise, tone.

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

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

Resources

Websites

Vocabulary


ELA-12.SL.04

12th Grade ELA Targeted Standards
[SL] Speaking and Listening Strand
Cluster: Presentation of Knowledge and Ideas

ELA-12.SL.04 Organize, develop, and present claims, information, findings, and supporting evidence, using communication techniques appropriate to purpose and audience in a range of formal and informal tasks.

Student Learning Targets:

Knowledge Targets

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Product Targets

  • I can

Proficiency Scale

Measurement
of Progress

 Presentation of Knowledge and Ideas

  • SL11-12.4 Organize, develop, and present claims, information, findings, and supporting evidence, using communication techniques appropriate to purpose and  audience in a range of formal and informal tasks.

  • SL11-12.5 Make strategic use of digital media in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.

  • SL11-12.6 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

  • presents information clearly, concisely, and logically.

  • presents information in a sequence that allows the listener to follow the line of reasoning.

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

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

  • employs 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, the student demonstrates a partial understanding of some of the simpler details and processes and some of the more complex ideas and processes. -

Resources

Websites

Vocabulary


ELA-12.SL.05

11th Grade ELA Targeted Standards
[SL] Speaking and Listening Strand
Cluster: Presentation of Knowledge and Ideas

ELA-11.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:

Skills (Performance) Targets

  • I can 

Product Targets

  • I can 

Proficiency Scale

Measurement
of Progress

 Presentation of Knowledge & Ideas

  • SL11-12.4 Organize, develop, and present claims, information, findings, and supporting evidence, using communication techniques appropriate to purpose and  audience in a range of formal and informal tasks.

  • SL11-12.5 Make strategic use of digital media in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.

  • SL11-12.6 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

  • presents information clearly, concisely, and logically.

  • presents information in a sequence that allows the listener to follow the line of reasoning.

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

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

  • employs 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, the student demonstrates a partial understanding of some of the simpler details and processes and some of the more complex ideas and processes. -

Resources

Websites

Vocabulary


ELA-12.SL.06

12th Grade ELA Targeted Standards
[SL] Speaking and Listening Strand
Cluster: Presentation of Knowledge and Ideas

ELA-12.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:

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.

Proficiency Scale

Measurement
of Progress

 Presentation of Knowledge & Ideas

  • SL11-12.4 Organize, develop, and present claims, information, findings, and supporting evidence, using communication techniques appropriate to purpose and  audience in a range of formal and informal tasks.

  • SL11-12.5 Make strategic use of digital media in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.

  • SL11-12.6 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

  • presents information clearly, concisely, and logically.

  • presents information in a sequence that allows the listener to follow the line of reasoning.

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

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

  • employs 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, the student demonstrates a partial understanding of some of the simpler details and processes and some of the more complex ideas and processes. -

Resources

Websites

Vocabulary