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G.4 – Speaking and Listening Standards Map

This text resource illustrates the Standards Map for the Grade 4 Speaking and Listening domain in the Common Core State Standards.

Standards

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

    Comprehension and Collaboration

  4. Common Core English Language Arts: G.4 > 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 4 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 to clarify or follow up on information, and make comments that contribute to the discussion and link to the remarks of others.
    4. Review the key ideas expressed and explain their own ideas and understanding in light of the discussion.
    Content Skills Learning Targets Big Ideas Essential Questions
    2 - Discuss (With diverse partners)
    3 - Prepare (Required materials [a])
    1 - Follow (Discussion rules [b])
    4 - Ask (Questions for understanding, for topic staying, for linking [c])
    2 - Review (Key ideas [d])
    2 - Explain (Own ideas within a discussion topic [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]
    4 - I can ask questions to understand, to stay on topic, and to link remarks. [c]
    2 - I can review key ideas. [d]
    2 - I can explain my own ideas within a discussion topic. [d]
    A. Collaboration requires preparation, rules and roles, and discussion building.
    B.1 Rules and roles assist members in efficiently staying on topic and carrying out purposes.
    C.1 Regrouping helps provide varied perspectives for responding to questions.
    D.1 Each time ideas are restated the brain is able to process, reflect, connect ideas and process information more thoroughly.
    A.1 How do speakers clearly collaborate?
    B.1 Why do rules and roles assist in discussions?
    C.1 Why do we regroup in discussion groups?
    D.1 Why do we review and restate conclusions from the discussions?
  5. Common Core English Language Arts: G.4 > SL > A.1 > S.2

    Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.

    Content Skills Learning Targets Big Ideas Essential Questions
    Information presented in diverse media and formats
    2 - Paraphrase (Text read aloud)
    2 - Paraphrase (Diverse presentations of content)
    2 - I can paraphrase text read aloud.
    2 - I can paraphrase information of diverse media and format.
    A. Information from oral presentations can be paraphrased or presented in a variety of formats from sketches to poems to songs and more.
    A.1 How does a listener demonstrate understanding of a speech?
  6. Common Core English Language Arts: G.4 > SL > A.1 > S.3

    Identify the reasons and evidence a speaker provides to support particular points.

    Content Skills Learning Targets Big Ideas Essential Questions
    Supporting points
    2 - Identify (Supporting reasons)
    2 - Identify (Supporting evidence)
    2 - I can identify supporting reasons.
    2 - I can identify supporting evidence.
    A. Supports point to reasons and evidence and strengthen arguments.
    A.1 How are supporting points beneficial?
  7. Common Core English Language Arts: G.4 > SL > A.2

    Presentation of Knowledge and Ideas

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

    Report on a topic or text, tell a story, or recount an experience in an organized manner, 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
    2 - Report (Topic, text)
    3 - Tell (Story)
    2 - Recount (An experience)
    5 - Support (Main ideas, themes)
    1 - Speak (Understandable pace)
    2 - I can report on a topic or text.
    3 - I can tell a story.
    2 - I can recount an experience.
    5 - I can support main ideas or themes in speech using facts and relevant, descriptive details.
    1 - I can speak at an understandable pace.
    A. Organizing speeches makes them understandable.
    A.1 What benefit is there from organizing and presenting speeches clearly?
  9. Common Core English Language Arts: G.4 > SL > A.2 > S.5

    Add audio recordings and visual displays to presentations when appropriate to enhance the development of main ideas or themes.

    Content Skills Learning Targets Big Ideas Essential Questions
    3 - Add (Audio recordings)
    3 - Add (Visual displays)
    6 - Develop (Main ideas)
    6 - Develop (Themes)
    3 - I can add audio recordings to presentations.
    3 - I can add visual displays to presentations.
    6 - I can develop main ideas.
    6 - I can develop themes.
    A. Themes and main ideas enhanced by audiovisuals such as video clips catch listener attention.
    A.1 How can speakers enhance main ideas?
  10. Common Core English Language Arts: G.4 > SL > A.2 > S.6

    Differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal discourse is appropriate (e.g., small-group discussion); use formal English when appropriate to task and situation.

    (See grade 4 Language standards 1 on pages 28 and 29 for specific expectations.)

    Content Skills Learning Targets Big Ideas Essential Questions
    Informal discourse
    2 - Differentiate (Between contexts)
    3 - Use (Formal and informal English)
    2 - I can differentiate between contexts to use formal or informal English.
    3 - I can use both formal and informal English.
    A. Task and context drive formality of speech, with formal speech used for larger unknown audiences.
    A.1 How does a speaker know when to use formal speech?

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