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.

7.1.W.1 Students will give formal and informal presentations in a group or individually, providing evidence to support a main idea.

Student Actions 

Teacher Actions 

• Students will create a written presentation for a specific audience.
• Students will work in a group or as an individual to give presentations.
• Students will offer evidence to support a main idea.
• Students will identify supporting evidence that would be most effective for the presentation’s main idea.
• Students will provide supporting details that are organized with main ideas, and purpose, such as  least to most important/impactful, chronological, etc.
• Students will supplement text with photographs, graphs, statistics, and other infographics in order to create effective presentations.

• Teachers model formal and informal language with  in presentations.
• Teachers provide students with the proper dialogue style for various speaking purposes.
• Teachers provide student with multiple opportunities to create presentations for varying audiences.
• Teachers monitor and provide opportunities for students to receive feedback.
• Teachers provide students with opportunities to create presentations individually and in a group.
• Teachers monitor and provide opportunities for students to receive feedback.
• Teachers provide a variety of organizational materials, such as graphic organizers, rubrics, templates, etc.   
• Teachers instruct students to organize their information with main ideas and their details by using graphic organizers, rubrics templates, etc.
• Teachers monitor and provide opportunities for students to receive feedback. 

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Supporting Resources 

Teacher Insights 

Guidelines for Speaking, Arguing, and Writing in the Classroom (PDF) 

• The purpose of student presentations will change depending on the intended audience. A variety of audiences include peers, community, parents, etc.

• Students should be aware of the difference between formal and informal presentations. During formal presentations, students are required to share information in an organized and structured manner. Informal presentations are sharing information as you would with a group of friends. This is often conducted in smaller settings with interactive dialogue and participation from the audience. Students will need to be informed of these two varying types of presentation and the purpose and appropriate times for each.

• Content-specific vocabulary should be used in appropriate presentations whether informal or formal. For example, if students are leading a roundtable presentation on a scientific concept, content-specific vocabulary should be incorporated during the discussion.

• Presentations requiring individual or group work involve different processes. Ensure that students are knowledgeable about effective strategies in organizing presentations whether individually or within a group.

• Shy, hesitant students will need extra coaching and encouragement. They can build their confidence by talking to smaller groups first for increasingly longer amounts of time. 

Due to recursive nature of the standards, it is essential that teachers are aware of how all objectives within and between strands work together for optimal instruction.