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999 West Dundee Road
Wheeling, Illinois 60090

Phone: 847-537-8270

Superintendent: Dr. Michael Connolly

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Language Arts

Speaking & Listening

Critical Content

Power Standards

  • Summarize multiple accounts of the same event/topic and draw conclusions from the similarities and differences in order to express an informed point of view. (SL.5.1.d & SL.2 & RI 5.6)
  • Adapt speech to a variety of context and tasks, demonstrating command of formal academic language. (SL. 5.6)

 

Power Standards Critical Content

In the language of instruction, students will…

  • Engage in a range of collaborative discussions (1-1, small group, teacher-led) with diverse partners on grade level texts/topics
    • Identify and follow the agreed upon rules for discussion
    • Link relevant comments and text evidence to others’ remarks
    • Appropriately use academic language
    • Draw conclusions that are based in evidence from the texts used and the shared discussion
    • Clearly explain one’s own ideas and conclusions using text evidence and/or enhance the discussion
    • Use appropriate and active listening skills
  • Summarize information presented orally and visually by determining the main idea and supporting details from text read aloud or other media formats
    • Objectively summarize information gathered from multiple sources on the same topic
    • Identify more than one point of view on a specific topic
    • Compare and contrast the information presented in various media formats on the same topic
    • Use explicit text evidence from a variety of sources to develop and express one’s own opinion/point of view on the topic
  • Create and present speeches for a variety of audiences and purposes on various topics
    • Identify various structures and reasons for formal and informal speaking
      • Purpose: informational, descriptive, argumentative, entertainment, etc.
      • Audience: peers, adults, family, community members, politicians, etc.
    • Identify an provide relevant support for a focused topic or opinion
    • Adjust the structure/organization of the speech appropriately for the purpose and audience
    • Use appropriate academic language within the context of the topic
    • Adapt and use appropriate language grammar and structures for the audience and purpose
    • Identify the main idea or theme(s) in one’s own presentation and determine what may be enhanced
    • Enhance the content of presentations by incorporating multimedia and visual components
    • Identify and use appropriate verbal (volume, fluency) non-verbal (body language) communication skills

*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 summarize a speaker’s argument.
    • Determine speaker’s position
    • List specific claims he or she makes
    • Explain how each claim is supported by reasons and evidence

 

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

  • What makes a speech effective?
  • What are the actions of an active listener?
  • What are the agreed upon rules for discussions?
  • What makes a summary objective?
  • What is point of view?
  • What is the main idea?
  • What evidence/details best support the main idea?
  • What are the various structures of a formal speech?

 

Conceptual Guiding Questions

  • What makes collaboration meaningful?
  • What strategies help a listener comprehend information from a variety of sources?
  • What makes a presentation “great”?
  • How does explicit evidence strengthen one’s own opinion?
  • What makes some evidence more credible and/or relevant than other evidence?

 

Engaging/Debatable Guiding Questions

  • “What I say” versus “How I say it”, does it really matter?
  • How does effective communication impact society?
  • Are rules, written or unwritten, necessary for discussion?
  • How might the point of view be affected by context, culture?
  • Why should a speaker adapt his/her speech based on the audience?

 

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

 

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

  • Deductive Linear Discourse Pattern

 

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

  • Deductive linear discourse pattern
  • Sequences pictures from oral, stories, processes or procedures using support from pictures and short phrases
  • Key skills and strategies according to proficiency level of the student
  • Metalinguistic awareness

 

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.

  • Anecdotal notes while students are engaged in discussions
    • Use academic language
    • Ask clarifying questions
    • Respond to questions with evidence-based answers
    • Link comments to others’
    • Act according to agreed upon discussion rules
    • Use evidence to support comments
    • Use complete sentences
    • Demonstrate active listening strategies
    • Follow directions
  • Summarize from listening to various media formats
    • Identify main idea and important facts or information
    • Provide appropriate evidence as support
    • Present an objective summary of information heard
  • Present informal speeches of various lengths, on various topics, for various audiences.
    • Present one’s own opinion based upon and supported by evidence
  • Use self and peer evaluations

 

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.

  • Oral Presentation Rubrics
    • Student generated
    • Peer evaluation
    • Self evaluation
  • Present a summary of information gathered from multiple resources
  • Present a focused point of view on a topic supported by important and relevant evidence from multiple sources