ALCA PLC Members 7 Steps Data Standards Map Plan Curriculum Assessment Strategies
Comments
Favorite
Send

G.6 – Speaking and Listening Standards Map

This text resource illustrates the Standards Map for the Grade 6 Speaking and Listening domain in the Common Core State Standards.

Standards

  3. Common Core English Language Arts: G.6 > SL > A.1

    Comprehension and Collaboration

  4. Common Core English Language Arts: G.6 > 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 6 topics, texts, and issues, 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 by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.
    2. Follow rules for collegial discussions, set specific goals and deadlines, and define individual roles as needed.
    3. Pose and respond to specific questions with elaboration and detail by making comments that contribute to the topic, text, or issue under discussion.
    4. Review the key ideas expressed and demonstrate understanding of multiple perspectives through reflection and paraphrasing.
    Content Skills Learning Targets Big Ideas Essential Questions
    b. Rules for discussion
    d. Review of key ideas and
    2 - Discuss (Range of topics, with diverse partners, exploration of ideas)
    3 - Prepare (Required materials [a])
    4 - Relate (To evidence [a])
    1 - Follow (Discussion rules [b])
    3 - Determine (Goals, deadlines, roles [b])
    4 - Respond (By questions for elaboration [c])
    2 - Demonstrate (Understanding [d])
    2 - I can discuss effectively a range of topics with diverse groups.
    3 - I can prepare materials for discussion depth and relate evidence. [a]
    4 - I can follow rules of discussion, deadlines, and roles. [b]
    4 - I can respond to key detaiis by questions and commentary. [c]
    2 - I can demonstrate understanding of multiple perspectives by reflection and paraphrasing. [d]
    A. Goal setting, reflection and paraphrasing drive effective discussion.
    A.1 What drives effective discussion?
  5. Common Core English Language Arts: G.6 > SL > A.1 > S.2

    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.

    Content Skills Learning Targets Big Ideas Essential Questions
    Information
    2 - Interpret (Diverse information format and media)
    2 - Explain (Contribution to topic, text, issue of study)
    2 - I can interpret information presented in diverse media and formats (e.g., visually, quantitatively, orally)
    2 - I can explain contribution to a topic, text, or issue under study.
    A. Studying topics, we interpret the contribution of new presentation content.
    A.1 How can points within a speech be explained?
  6. Common Core English Language Arts: G.6 > SL > A.1 > S.3

    Delineate a speaker’s argument and specific claims, distinguishing claims that are supported by reasons and evidence from claims that are not.

    Content Skills Learning Targets Big Ideas Essential Questions
    4 - Delineate (Supported claims from unsupported)
    4 - I can distinguish supported claims (reasons and evidence) from unsupported claims.
    A. Argument claims may or may not have evidence.
    A.1 How are arguments supported?
  7. Common Core English Language Arts: G.6 > SL > A.2

    Presentation of Knowledge and Ideas

  8. Common Core English Language Arts: G.6 > SL > A.2 > S.4

    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.

    Content Skills Learning Targets Big Ideas Essential Questions
    Presentation
    3 - Present (Claims and findings)
    4 - Sequence (Ideas logically)
    4 - Accentuate (Main ideas or themes via descriptions, facts and details)
    3 - Use (Eye contact)
    3 - Use (Adequate volume)
    3 - Use (Clear pronunciation)
    3 - I can present claims and findings
    4 - I can sequence ideas logically
    4 - I can accentuate main ideas or themes via description, facts and details
    3 - I can use eye contact
    3 - I can use adequate volume
    3 - I can use clear pronunciation
    A. Main ideas are stressed by claims, sequencing, facts, and presentation.
    A.1 How are main ideas of a speech stressed?
  9. Common Core English Language Arts: G.6 > SL > A.2 > S.5

    Include multimedia components (e.g., graphics, images, music, sound) and visual displays in presentations to clarify information.

    Content Skills Learning Targets Big Ideas Essential Questions
    3 - Add (Drawings)
    3 - Add (Visual displays)
    3 - Add (Multimedia components)
    3 - Add (Graphics and sound)
    2 - Clarify (Information)
    3 - I can add drawings, visual displays, multimedia components, graphics, and sound to (clarify information.)
    A. Information is clarified by multimedia.
    A.1 Why do speakers use multimedia displays?
  10. Common Core English Language Arts: G.6 > SL > A.2 > S.6

    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 on page 52 for specific expectations.)

    Content Skills Learning Targets Big Ideas Essential Questions
    3 - Adapt (Speech)
    3 - Demonstrate (Command of formal English)
    3 - I can adapt speech to a variety of contexts and tasks.
    3 - I can demonstrate to command of formal English.
    A. Speech formality varies according to context and task.
    A.1 How do context and task influence speech?

Comments

Be the first to comment below.

Please enter a Registration Key to continue.