Standard 1: Speaking and Listening

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.

Understanding 

Objectives 

Approaching 

7.1.W.1

Students will give formal and informal presentations in a group or individually, with evidence to support the main idea.

7.1.W.1

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

Developing 

7.1.W.1

Students will attempt to give formal and informal presentations in a group or individually, with some evidence to support the main idea.

7.1.W.1

Students will prepare formal and informal presentations in a group or individually, with some evidence to support the main idea with guidance and support. 

7.1.W.2

Students will attempt to work in diverse groups, acknowledge responsibility for work, recognize possible compromises necessary to accomplish a goal, and identify individual contributions made by each group member with guidance and support. 

7.1.W.2

Students will work in diverse groups, acknowledge responsibility for collaborative work, recognize possible compromises necessary to accomplish a goal, and identify individual contributions made by each group member with guidance.

7.1.W.2

Students will work effectively and respectfully within diverse groups, show willingness to make necessary compromises to accomplish a goal, acknowledge responsibility for collaborative work, and value individual contributions made by each group member.

7.1.W.2

Students will work effectively and respectfully within diverse groups, show willingness to make necessary compromises to accomplish a goal, share responsibility for collaborative work, and value individual contributions made by each group member.

 Instructional Guidance 

• Model appropriate communication practices during instruction and casual student conversation while occasionally discussing your intentional choices of tone, etc., that are different in the two types of communication. 
• Redirect student conversations if students are using unclear language, etc., in order to teach more effective communication.
• Provide students with opportunities to briefly speak about topics of their choosing and respond to topics presented by others. Guide them in creating a more formal presentation based on what they choose.
• Create opportunities for whole group or small group conversations, requiring students to acknowledge the input of the speaker before them before contributing their own ideas. (“I heard you say...I think…”) 

• Model appropriate communication practices during instruction and casual student conversation while occasionally discussing your intentional choices of tone, etc., that are different in the two types of communication. 
• Redirect student conversations if students are using unclear language, etc., in order to teach more effective communication.
• Provide students with opportunities to speak or present about topics of their choosing and respond to topics presented by others. 
• Instruct them to create more formal presentations based on what they choose. Give students the choice to present to a partner, small group, or whole group.
• Create opportunities for whole group or small group conversations, requiring students to acknowledge the input of the speaker before them before contributing their own ideas. (“I heard you say...I think…”)
• Assign roles in small group discussions to students so that they understand the different individual responsibilities. 

• Model appropriate communication practices during instruction and casual student conversation, while occasionally discussing your intentional choices of tone, etc., that are different in the two types of communication. 
• Redirect student conversations if students are using unclear language, etc., in order to teach more effective communication.
• Require students to speak or present about topics of their choosing and respond to topics presented by others. 
• Instruct them to create more formal presentations based on what they choose and present to small or whole group.
• Create opportunities for whole group or small group conversations, requiring students to acknowledge the input of the speaker before them before contributing their own ideas. (“I heard you say...I think…”)
• Assign roles in small group discussions to students so that they understand the different individual responsibilities. 

Deeper

Acquisition 

• Require students to speak or present about topics of their choosing and respond to topics presented by others. 
• Instruct them to create more formal presentations based on what they choose and present to small or whole group.
• Create opportunities for whole group or small group conversations, requiring students to acknowledge the input of the speaker before them before contributing their own ideas. (“I heard you say...I think…”)
• Assign roles in small group discussions to students so that they understand the different individual responsibilities.