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6th Grade Student Proficiency Levels: Standard 1 Listening and Speaking: Writing

Page history last edited by Danielle Calvin 1 year, 9 months ago

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6th Grade Proficiency Levels

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 

6.1.W.1

Students will give formal and informal presentations in a group or individually, with evidence of organized information and determining appropriate content and purpose for audience.

 

 

6.1.W.1

Students will give formal and informal presentations in a group or individually, organizing information and determining appropriate content and purpose for audience.

 

 

Developing 

6.1.W.1

Students will attempt to give formal and informal presentations in a group or individually, organizing information and determining appropriate content for audience with some guidance and support.

6.1.W.1

Students will prepare formal and informal presentations in a group or individually, organizing information and determining appropriate content for audience with full guidance and support.

6.1.W.2

 Students will attempt to work in diverse groups, acknowledge responsibility for work, and identify individual contributions made by each group member with guidance and support.

 

6.1.W.2

 Students will work in diverse groups, acknowledge responsibility for collaborative work, and identify individual contributions made by each group member with guidance.

 

6.1.W.2

Students will work effectively and respectfully within diverse groups, acknowledge responsibility for collaborative work, and value individual contributions made by each group member.

6.1.W.2

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

 

 

    *Once the student demonstrates an understanding of an objective, consider a deeper acquisition of those skills. 

 

 Instructional Guidance 

Developing  

  • 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…”)

Approaching  
  • 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.
Understanding 
  • 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 groups.

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.
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6th Grade Proficiency Levels

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