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4th Grade Student Proficiency Levels: Standard 1 Listening and Speaking Writing
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last edited
by Danielle Calvin 5 years, 4 months ago
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4th Grade Proficiency Levels
Standard 1: Speaking and Listening
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Students will develop and apply effective communication skills through speaking and active listening.
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WRITING: Students will develop and apply effective communication skills through speaking and active listening to create individual and group projects and presentations.
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Understanding
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Objectives
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Approaching
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4.1.W.1
Students 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 at an appropriate pace.
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4.1.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 at an appropriate pace.
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Developing
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4.1.W.1
Students report on a topic or text, tell a story, or recount an experience with some facts and some relevant details, speaking audibly in simple sentences at an appropriate pace, but may need teacher support.
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4.1.W.1
Students attempt to report on a topic or text, tell a story, or recount an experience with some facts, speaking audibly in simple sentences at an appropriate pace, but will need teacher support.
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4.1.W.2
Students attempt to work respectfully within diverse groups, share responsibility for collaborative work, and value individual contributions made by each group member, but will need teacher support.
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4.1.W.2
Students work respectfully within diverse groups, share responsibility for collaborative work, and value individual contributions made by each group member, but may need teacher support.
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4.1.W.2
Students work respectfully within diverse groups, share responsibility for collaborative work, and value individual contributions made by each group member.
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4.1.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.
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*Once the student demonstrates an understanding of an objective, consider a deeper acquisition of those skills.
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Instructional Guidance
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Developing |
- After listening to others responses during whole group instruction, provide opportunities for students tell a teacher or a friend about the topic of discussion in a one-on-one setting.
- Set expectations for organization of report (graphic organizer, flip book, note cards, etc).
- Provide students with a checklist or rubric.
- Allow students time to practice their report. Recording can help provide information and feedback about the use of coherent sentences and appropriate pace.
- Establish procedures that help foster a collaborative and respectful environment.
- Provide opportunities for students to role-play working respectfully with others.
- Model appropriate communication practices during instruction and casual conversation.
- Teach students to use accountable talk when working with partners or in groups. Listen in on conversations and model accountable talk as needed.
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Approaching |
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After listening to others’ responses during whole group instruction, provide opportunities for students tell a small group of students about the topic of discussion in a smaller setting.
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Set expectations for organization of report (graphic organizer, flip book, note cards, etc).
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Provide students with a checklist or rubric.
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Allow students time to practice their report. Recording can help provide information and feedback about the use of coherent sentences and appropriate pace.
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Establish procedures that help foster a collaborative and respectful environment.
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Provide opportunities for students to role-play working respectfully with others.
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Model appropriate communication practices during instruction and casual conversation.
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Teach students to use accountable talk when working with partners or in groups.
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Understanding |
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During whole group instruction provide opportunities for students to discuss the topic encouraging the use of complete sentences and relevant details.
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Set expectations for organization of report (graphic organizer, flip book, note cards, etc).
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Provide students with a checklist or rubric.
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Allow students time to practice their report. Recording can help provide information and feedback about the use of coherent sentences and appropriate pace.
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Establish procedures that help foster a collaborative and respectful environment.
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Provide opportunities for students to role-play working respectfully with others.
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Model appropriate communication practices during instruction and casual conversation.
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Teach students to use accountable talk when working with partners or in groups.
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Deeper
Acquisition
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- Provide opportunities for students to ask appropriate questions about peer reports.
- Allow students to reflect on their individual contributions to collaborative work.
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4th Grade Proficiency Levels
4th Grade Student Proficiency Levels: Standard 1 Listening and Speaking Writing
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