Standard 1: Speaking and Listening

Students will speak and listen effectively in a variety of situations including, but not limited to, responses to reading and writing.

Reading

Students will develop and apply effective communication skills through speaking and active listening. 

Writing

Students will develop and apply effective communication skills through speaking and active listening to create individual and group projects and presentations. 

Student Actions 

Teacher Actions 

2.1.R.1 Students will actively listen and speak using appropriate discussion rules.

• Students will show they are listening by looking at the speaker.

• Teachers explain and model what it looks like to actively listen to a speaker.

• Teachers provide opportunities to practice what it looks like when someone is actively listening.

• Teachers monitor and provide verbal and/or nonverbal cues to remind students how to actively listen to a speaker.

• Students will take turns when speaking and responding to the speaker.

• Teachers explain and model how to take turns and respond when speaking with a partner, a small group, and the whole class.

• Teachers provide students with opportunities to take turns and respond while speaking to a partner, a small group, and the whole class.

• Teachers monitor and provide verbal and/or nonverbal cues to remind students how to take turns and respond when speaking.

• Teachers will provide opportunities for students to receive feedback while taking turns speaking.

2.1.R.2 Students will ask and answer questions to seek help, get information, or clarify about information presented orally, through text or other media to confirm understanding.

To better understand a topic, text, or other media:

• Students will participate in question and answer activities.

• Teachers explain and model how to ask and answer questions during class discussions while interacting with a text or different types of media.

• Teachers provide opportunities for students to answer questions given by the teacher.

• Teachers provide opportunities for students to generate questions about a topic.

• Teachers monitor, provide prompting and opportunities for students to receive feedback when developing or answering questions.

To better understand a topic, text, or other media:

• Students will ask questions to seek help.

• Teachers explain and model how to ask questions to seek help during class discussions while interacting with a text or different types of media.

• Teachers provide opportunities for students to generate questions to seek help about a topic.

• Teachers monitor, provide prompting and opportunities for students to receive feedback while asking questions to seek help. 

To better understand a topic, text, or other media:

• Students will ask questions to get information.

• Teachers explain and model how to ask questions to get information during class discussions while interacting with a text or different types of media.

• Teachers provide opportunities for students to generate questions to get information about a topic.

• Teachers monitor, provide prompting and opportunities for students to receive feedback while asking questions to get information about a topic.

To better understand a topic, text, or other media:

• Students will ask and answer questions to clarify understanding.

• Teachers explain and model how to ask questions to clarify understanding during class discussions while interacting with a text or different types of media.

• Teachers provide opportunities for students to generate questions to clarify understanding about a topic.

• Teachers monitor, provide prompting and opportunities for students to receive feedback while asking questions to clarify understanding.

2.1.R.3 Students will engage in collaborative discussions about appropriate topics and texts with peers and adults in small and large groups.

• Students will participate in structured conversations about age-appropriate topics and texts.

• Teachers model age appropriate structured conversations and interactions.

• Teachers create daily opportunities and guide age appropriate structured conversations and interactions about topics and texts.

• Teacher monitor and provide opportunities for students to receive feedback while participating in structured conversations about topics and texts. 

• Students will assume various roles of conversation (e.g. participant, leader, and observer)

• Teachers model assuming various roles of conversation (e.g. participant, leader, and observer).

• Teachers create daily opportunities for students to assume various roles of conversation.

• Teacher monitor and provide opportunities for students to receive feedback while assuming various roles of conversations.

• Students will connect comments to build on remarks of others.

• Teachers model connecting comments, building on the remarks of others.

• Teachers create daily opportunities for students to connect comments, building on the remarks of others.

• Teacher monitor and provide opportunities for students to receive feedback when connecting comments, building on the remarks of others. 

• Students will practice speaking to listeners of all ages and in groups of varying size.

• Teachers lead a class discussion about how your audience determines the way you speak.

• Teachers model appropriate ways to speak to various audiences.

• Teachers provide opportunities for students to practice speaking to different audiences.

• Teachers monitor and provide feedback as students practice speaking to different audiences.

• Students will develop speaking and listening skills through group discussion (e.g. book clubs, buddy reading, literature circles).

• Teachers explain and model speaking and listening skills necessary for participation in group discussions.

• Teachers provide opportunities for students to practice speaking and listening during group discussions.

• Teacher monitor and provide opportunities for students to receive feedback while practicing speaking and listening skills during group discussions.

2.1.R.4 Students will restate and follow multi-step directions.

• Students will restate multi-step directions.

• Teachers model restating multi-step directions.

• Teachers provide opportunities for students to practice restating multi-step directions.

• Teacher monitor and provide opportunities for students to receive feedback when restating multi-step directions.

• Students will follow multi-step directions (e.g. oral, visual, and written).

• Teachers model completing multi-step directions.

• Teachers provide opportunities for students to practice completing multi-step directions.

• Teacher monitor and provide opportunities for students to receive feedback while completing multi-step directions.

Student Actions 

Teacher Actions 

2.1.W.1 Students will report on a topic or text, tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences.

While speaking in coherent sentences:

• Students will report on a topic or text.

• Teachers model facing the audience and clearly speaking in coherent sentences as they report facts and details on a topic or text.

• Teachers provide opportunities for students to report facts and details on a topic or text while facing the audience and clearly speaking in complete sentences.

• Teacher monitor and provide opportunities for students to receive feedback when reporting facts and details on a topic or text while facing the audience and clearly speaking in complete sentences.

While speaking in coherent sentences:

• Students will tell a story or recount an experience including facts and details.

• Teachers model facing the audience and clearly speaking in coherent sentences as they tell a story or recount an experience including facts and details.

• Teachers provide opportunities for students to tell a story or recount an experience including facts and details while facing the audience and clearly speaking in coherent sentences.

• Teacher monitor and provide opportunities for students to receive feedback when telling a story or recounting an experience including facts and details while facing the audience and clearly speaking in coherent sentences.

2.1.W.2 Students will work respectfully within groups, share responsibility for collaborative work, and value individual contributions made by each group member.

• Students will follow agreed-upon rules of respect to work with others., valuing each contribution to the group. 

• Teachers discuss respectfully working with others, valuing each contribution to the group.

• Teachers provide expectations for respectfully working with others, valuing each contribution to the group.

• Teachers provide opportunities for students to practice working respectfully with others, valuing each contribution to the group using the agreed-upon rules.

• Teacher monitor and provide opportunities for students to receive feedback while working respectfully with others, valuing each contribution to the group.

• Students will equally contribute to group tasks.

• Teachers discuss equally contributing to group tasks.

• Teachers provide expectations for students to contribute to group tasks.

• Teachers provide opportunities for students to practice equally contributing to group tasks.

• Teachers monitor and provide feedback as students equally contribute to group tasks.