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G.5 – Speaking and Listening Standards Map

This text resource illustrates the Standards Map for the Grade 5 Speaking and Listening domain in the Common Core State Standards.

Standards

  3. Common Core English Language Arts: G.5 > SL > A.1

    Comprehension and Collaboration

  4. Common Core English Language Arts: G.5 > SL > A.1 > S.1

    Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher- led) with diverse partners on grade 5 topics and texts, building on others’ ideas and expressing their own clearly.

    1. Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.
    2. Follow agreed-upon rules for discussions and carry out assigned roles.
    3. Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others.
    4. Review the key ideas expressed and draw conclusions in light of information and knowledge gained from the discussions.
    Content Skills Learning Targets Big Ideas Essential Questions
    3 - Prepare (Required materials [a])
    1 - Follow (Discussion rules [b])
    3 - Perform (Assigned roles [b])
    4 - Ask (Questions for understanding, for topic staying, for linking [c])
    1 - Elaborate (On other’s remarks [c])
    2 - Review (Key ideas [d])
    3 - Draw (Conclusions from information and knowledge gained [d])
    1 - I can discuss effectively a range of topics with diverse groups.
    3 - I can prepare materials for discussion depth. [a]
    1 - I can follow rules of discussion. [b]
    3 - I can perform assigned roles. [b]
    4 - I can ask questions or comment to contribute and elaborate on others’ remarks. [c]
    2 - I can review key ideas. [b]
    3 - I can draw conclusions from information within a discussion topic. [d]
    A. Goal setting, reflection and paraphrasing drive effective discussion.
    B. By following rules, setting goals and defining roles, discussions are orderly.
    C. Specific questions can be addressed directly.
    D. Differing views may have varied emphases.
    E. Discussion clarification requires elaboration, reviewed ideas, and conclusions.
    A.1 What drives effective discussion?
    B.1 How do discussions stay on track?
    C.1 Why do questions need to be specific?
    D.1 How do I recognize multiple perspectives?
    E.1 How does productive discussion differ from chaotic or unclear discussion?
  5. Common Core English Language Arts: G.5 > SL > A.1 > S.2

    Summarize a written text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.

    Content Skills Learning Targets Big Ideas Essential Questions
    2 - Summarize (Written text read aloud)
    2 - Summarize (Information)
    2 - I can summarize in writing oral presentations.
    2 - I can summarize information presented in diverse media and formats.
    A. Text read aloud can be summarized visually, quantitatively and orally.
    A.1 How can text presentation be summarized?
  6. Common Core English Language Arts: G.5 > SL > A.1 > S.3

    Summarize the points a speaker makes and explain how each claim is supported by reasons and evidence.

    Content Skills Learning Targets Big Ideas Essential Questions
    Summary
    Explanation
    2 - Summarize (Speaker points)
    4 - Explain (Supports)
    2 - I can summarize speaker points.
    4 - I can explain supporting claims (reasons, evidence).
    A. Main points, supporting reasons and evidence make up a summary.
    A.1 How does a speaker summarize?
  7. Common Core English Language Arts: G.5 > SL > A.2

    Presentation of Knowledge and Ideas

  8. Common Core English Language Arts: G.5 > SL > A.2 > S.4

    Report on a topic or text or present an opinion, sequencing ideas logically and using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace.

    Content Skills Learning Targets Big Ideas Essential Questions
    Report
    Presentation
    2 - Report (Topic or text )
    3 - Present (Opinion)
    4 - Sequence (Ideas logically)
    4 - Use (Appropriate facts)
    5 - Support (Main ideas or themes)
    3 - Speak (Clear speech at an understandable pace)
    2 - I can report text or topic.
    3 - I can present opinion.
    4 - I can sequence ideas logically.
    4 - I can use appropriate facts and relevant, descriptive details.
    5 - I can support main ideas or themes.
    3 - I can speak clearly at an understandable pace.
    A. Logical sequencing supports presentation.
    A.1 What effect does sequencing have on a speech?
  9. Common Core English Language Arts: G.5 > SL > A.2 > S.5

    Include multimedia components (e.g., graphics, sound) and visual displays in presentations when appropriate to enhance the development of main ideas or themes.

    Content Skills Learning Targets Big Ideas Essential Questions
    3 - Add (Multimedia components, Graphics, Sound)
    3 - Add (Visual displays)
    6 - Enhance (Main ideas, Themes)
    6 - Develop (Main ideas, Themes)
    3 - I can add multimedia components to presentations enhancing development of main idea or them.
    3 - I can add visual displays to presentations enhancing development of a main idea or theme.
    3 - I can enhance the development of main ideas or themes.
    6 - I can develop main ideas and themes for a presentation.
    A. Multimedia components enhance development of themes; listeners remember what they see and hear.
    B. Carefully selected visuals draw the audience into the presentation and place emphasis on theme.
    C. Drawings, photos and other graphics create moods, set a tone or simply give audiences a clearer focus.
    A.1 Why do speakers use multimedia in presentations?
    B.1 How do visuals enhance a presentation?
    C.1 How is theme development enhanced by use of multimedia?
  10. Common Core English Language Arts: G.5 > SL > A.2 > S.6

    Adapt speech to a variety of contexts and tasks, using formal English when appropriate to task and situation. (See grade 5 Language standards 1 and 3 on pages 28 and 29 for specific expectations.)

    Content Skills Learning Targets Big Ideas Essential Questions
    Speech
    3 - Adapt (Speech)
    3 - Use (Formal and informal English)
    3 - I can adapt speech to a variety of contexts and tasks.
    3 - I can use both formal and informal English.
    A. Speech formality adapts to context and task.
    A.1 How do context and task influence speech?

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