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4th Grade Student Proficiency Levels: Standard 1 Listening and Speaking Writing

Page history last edited by Danielle Calvin 5 years, 4 months ago

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4th 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 

 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.

 

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.

 

 

 

 

Developing 

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.

 

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.

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.  

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.

 

 

4.1.W.2

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

 

 

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.

 

 

 

   

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

 

 Instructional Guidance 

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.
Approaching 
  • 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.

  • 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.

Understanding 
  • During whole group instruction provide opportunities for students to discuss the topic encouraging the use of complete sentences and relevant details.

  • 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.

Deeper

Acquisition 

  • 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

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