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999 West Dundee Road
Wheeling, Illinois 60090

Phone: 847-537-8270

Superintendent: Dr. Michael Connolly

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Sixth Grade

Speaking & Listening

Critical Content

Power Standards

  • Use formal academic language to report on a topic and respond to questions posed by listeners, sequencing ideas logically to support main ideas or themes. (SL.6.4, 6.6)
  • Engage in authentic, collaborative discussions (whole group, small group, one-on-one), through active listening, appropriate speech, clear verbal expression, and consideration of multiple perspectives. (SL 6.1 & RL 6.6 & RI 6.6, 6.8)

 

Power Standards Critical Content

In the language of instruction, students will…

  • Compose and deliver formal oral reports and speeches using various media formats
    • Use various formats (notes, interviews) to gather and organize information in a logical manner
    • Support claims and findings with reasons/evidence from research (ideas, descriptions, facts, details, and examples)
    • Speak using appropriate eye contact, adequate volume, clear pronunciation and appropriate body language
    • Adapt organization of ideas and speech according to purpose and audience (e.g., formal language, academic and domain specific vocabulary)
    • Respond to questions presented by listeners using supportive and logical evidence from reading/research
  • Identify, describe and evaluate arguments and claim presented in diverse media formats (texts, speeches, movies, articles, etc.)
    • Determine and defend or refute the side or position of an argument
    • Differentiate between claims that are supported by fact(s) and those that are opinion(s)
    • Explain and analyze the credibility of an author’s argument, claims, and evidence
    • Express potential impact of an author’s message on society
  • Engage effectively in a range of collaborative discussions through active listening (1-1, small group, teacher-led) with diverse partners on grade level texts/topics
    • Link relevant comments to others’ remarks
    • Use academic vocabulary
    • Clearly explain ideas using evidence from text/research
    • Pose and respond to questions which contribute to a discussion
    • Paraphrase, acknowledge, and respond to new ideas and perspectives
    • Participate in and contribute to decision-making activities

*Other media formats: written text, text read aloud, charts, graphs, web sites, presentations, speeches, movies, articles

 

Additional Critical Content

In the language of instruction, students will…

  • Identify and analyze the point of view in diverse media formats (texts, speeches, movies, etc.)
  • Classify the first person, second person, third person limited, and third person omniscient
  • Determine the author’s opinions, values, beliefs, and/or motivation
  • Analyze how an author develops point of view by revealing thoughts, feelings, actions, and spoken words
  • Explain and analyze how an author conveys the purpose

 

Concept-Based Connections

Essential Understandings

  • Effective listening and speaking skills are critical for communicating, collaborating, understanding and evaluating our world.
  • Presentation of knowledge and ideas is enhanced through appropriate use of organization, style and language for a specific audience using various media formats.

 

Factual Guiding Questions

  • How does a speaker effectively communicate one’s ideas to the audience?
  • What are the agreed upon rules for discussions?
  • What are the qualities/actions of an active listener?
  • What are the conventions of language?
  • What tools/strategies does an author use to develop ideas in a text or presentation?
  • How can the credibility of an author be determined?

 

Conceptual Guiding Questions

  • What makes collaboration meaningful?
  • What strategies/tools will help make meaning when listening to a variety of sources?
  • Why do the rules of language matter?
  • What makes a presentation “great”?
  • What makes an argument “great”?
  • How do an author’s opinions and beliefs bias a message?
  • How does the narrator’s point of view (first person, second person, etc.) influence the message?

 

Engaging/Debatable Guiding Questions

  • Why does it matter “What I say” versus “How I say it”?
  • Why do we need to know both sides of an argument?
  • What is most important in an argument, strong facts, strong opinions, or effective communication?
  • How can one actively listen without “looking” at a speaker?
  • How is it possible to have two “right” sides to an argument?

 

Language Considerations

Language General Transfer-Students must draw upon the following…

Auditory skills

  • Auditory memory: remember what has been heard
  • Auditory sequencing: ability to see objects in a particular sequential order
  • Auditory discrimination: hear the difference between sounds that are similar
  • Background knowledge to make sense of and communicate what was heard or what they will speak
  • Speaking with fluency, tone, expression, rhythm, cadence, volume, eye contact, and body language

 

Non-cognitive transfer

  • Attention
  • Listening
  • Concentration
  • Persistence
  • Task Completion

 

Self-esteem transfer

  • Being literate
  • Feeling capable
  • Possessing specific competencies
  • Achieving
  • Believing in one’s ability to learn

 

Common among all languages

  • Develop Oral Language
  • Match speech to print
  • Contextualized literacy instruction
  • Meaningful
  • Active
  • Comparative
  • Recurrent

 

English language specific

  • See above critical content and additional critical content
  • English in the U.S. develops discourse that is deductive and linear: thesis/topic sentence, main idea, support, conclusion.
    • Male-female differences in the U.S.
    • Male-academic, direct and confrontative; short, quick, to the point, don’t “beat around the bush”
    • Female-inductive, main idea alluded to, not explicit, receiver is supposed to guess the idea and intent

 

Spanish language specific

  • Digression or tangential discourse
  • Distinguish between formal and informal style of speaking according to audience and purpose (TĂș vs. Usted).
  • Respect, honor and teach dialectical differences within cultures and regions.
  • Identify and match dialectical differences with culture/regions

 

English language development

  • Contextualized Oral-Language Development
  • Use of visual cues to create and demonstrate comprehension
  • Key skills and strategies according to proficiency level of the student.

 

Russian language specific

  • Discourse pattern: Situational, always changes; sometimes one way, next time rearrange story and give different version; may appear to others to be inconsistent because of changes in discourse pattern

 

Polish language specific

  • Discourse pattern reflective of Polish culture

 

Assessments

Informal Assessments are used during the process of brainstorming, drafting, revision and editing or class discussions.

In the language of instruction students will…

  • Anecdotal notes/rubrics while students are engaged in discussions
    • Use key ideas presented by others
    • Use explicit evidence to clarify the meaning of a topic, text, or issue
    • Use explicit evidence to clarify the meaning of a topic, text, or issue
    • Provide answers to questions using logical and explicit evidence
    • Present information in a logical sequence using appropriate eye contact, adequate volume, and clear pronunciation
    • Use academic language
    • Link one’s own comments to others’
    • Act according to agreed upon discussion rules/roles
    • Use logical and explicit evidence to support claims
    • Consistently use complete/complex sentences
    • Demonstrate active listening strategies
  • Student self-reflections, self-assessment
  • Student peer-reflections, peer-assessment

 

Formal Assessments are used as a measure of student achievement towards mastery of a skill and Power Standard. Often a formal assessment will result in a grade.

In the language of instruction students will…

  • See critical content
  • Give an oral report on a topic providing opportunities for listeners to ask questions and the speaker to respond
  • Effectively and productively participate in a formal debate or group discussion on a research topic
  • Student generated performance rubrics
  • Student peer evaluations