This is a standards map for the concept of adapting speech to a variety of contexts and tasks. It is specific to Standard 5 of the Presentation of Knowledge and Ideas Anchor in the Writing standards of the CCSS ELA standards.
Speak audibly and express thoughts, feelings, and ideas clearly.
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
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1 - Speak (Audibly)
1 - Express (Thoughts)
1 - Express (Feelings)
1 - Express (Ideas)
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1 - I can speak audibly to express thoughts.
1 - I can speak audibly to express feelings.
1 - I can speak audibly to express ideas clearly.
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A. Speakers must speak clearly and include ideas, feelings and thoughts when relating to others.
B. We communicate to exchange our thoughts, feelings and ideas with others.
C. Sometimes clarity of message is lost when speakers do not present audibly.
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A.1 How does a speaker share ideas?
B.1 Why do we communicate?
C.1 How might a speaker be misunderstood?
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Produce complete sentences when appropriate to task and situation.
(See grade 1 Language standards 1 and 3 on page 26 for specific expectations.)
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
|
Sentences
|
3 - Produce (Sentences)
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3 - I can produce complete sentences appropriate to task and situation.
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A. Complete sentences must match the task and situation.
B. Complete sentences may not be necessary in dangerous, urgent or emergency situations or in informal speech.
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A.1 Why do speakers usually use complete sentences?
B.1 Why might I not need a complete sentence?
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Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification.
(See grade 2 Language standards 1 and 3 on pages 26 and 27 for specific expectations.)
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
|
Complete Sentences
|
3 - Produce (Complete sentences)
2 - Provide (Detail)
2 - Provide (Clarification)
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3 - I can produce complete sentences.
3 - I can provide detail within a sentence appropriate to a task and situation.
3 - I can provide clarification within a sentence appropriate to a task and situation.
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A. Speaking in complete sentences with detail and clarification helps one to be understood.
B. Conversation matches the situation and time allotted.
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A.1 Why do speakers usually use complete sentences?
B.1 Why do we sometimes not use complete sentences?
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Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification.
(See grade 3 Language standards 1 and 3 on pages 28 and 29 for specific expectations.)
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
|
3 - Speak (Sentences)
2 - Provide (Detail)
2 - Provide (Clarification)
|
3 - I can speak sentences appropriate to task and situation.
2 - I can provide requested detail or clarification.
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A. Speaking in complete sentences adds detail and clarification.
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A.1 Why do speakers usually use complete sentences?
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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 |
|---|---|---|---|---|
|
Formal English
Informal discourse
|
2 - Differentiate (Between contexts)
3 - Use (Formal and informal English)
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2 - I can differentiate between contexts to use formal or informal English.
3 - I can use both formal and informal English.
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A. Task and context drive formality of speech, with formal speech used for larger unknown audiences.
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A.1 How does a speaker know when to use formal speech?
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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 |
|---|---|---|---|---|
|
Formal English
|
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.
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A. Speech formality adapts to context and task.
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A.1 How do context and task influence speech?
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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.
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A. Speech formality varies according to context and task.
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A.1 How do context and task influence speech?
|
Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.
(See grade 7 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.
B. Formal English is used in “serious” situations, books, documents, news reports, articles, business letters or official, prepared speeches.
C. Informal English is used in everyday conversations.
D. Phrasal verbs and everyday phrases are avoided, the standard of correctness is higher and sentences are longer and more complicated.
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A.1 How do context and task influence speech?
B.1 How do i recognize formal English?
C.1 Why might I avoid informal English in some contexts?
D. 1 Why might longer sentences with less familiar constructions be more formal?
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Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.
(See grade 8 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?
|
Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.
(See grades 9–10 Language standards 1 and 3 on pages 54 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 adapts formality according to context and task.
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A.1 How do context and task influence speech?
|
Adapt speech to a variety of contexts and tasks, demonstrating a command of formal English when indicated or appropriate.
(See grades 11–12 Language standards 1 and 3 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 adapts formality for context and task.
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A.1 How do context and task influence speech?
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