elaokframework

Presentations 2021

Page history last edited by Christie Barris 1 year, 11 months ago

Presentations

an individual or group sharing information with an audience.

Presentations allow students to share their thoughts, ideas, research, and wonderings with others. Effective communication in the form of presentations can encompass a variety of modes such as aural, oral, and visual. Presentations can be informal or formal in nature, may be given individually or in group settings, and may require little preparation or days of rehearsal. The ultimate goal is for students to have the ability to consider audience and purpose and provide evidence as needed to speak clearly and audibly to their audience. As students progress through grade levels, it is important to note that details in both verbal and nonverbal cues become increasingly important, as the skills learned in school can translate to authentic experiences in life such as job interviews, scholarship committees, formal and informal speeches, and debates.

Standard 2		Progression
objectives in chronological order with shifts bolded		how the objectives develop & change through the grade levels
PK.1.S.4	Students will orally describe personal interests or tell stories to peers and adults with prompting.	Pre-K students will tell stories to classmates and adults that reflect their personal interests or that are made up.
K.1.S.4	Students will orally describe personal interests or tell stories to peers and adults using agreed-upon rules (e.g., taking turns, staying on topic).	Kindergarten students continue talking about their interests and telling stories, but follow agreed-upon rules set by the teacher such as taking turns, staying on topic, etc.
1.1.S.4	Students will orally describe people, places, things, and events with relevant details expressing their ideas.	First-grade students will orally describe people, places, things and events in their own words.
2.1.S.4	Students will report on a topic or text, tell a story, or recount an experience with relevant facts, descriptive details, speaking audibly in coherent sentences.	Second-grade students continue building their skills by reporting on a topic or text using facts, details, and complete sentences. They also continue telling stories and sharing personal experiences by using descriptive details, relevant facts, and complete sentences.
3.1.S.3	Students will report in a group or individually on a topic or text, tell a story, or recount an experience with relevant facts, descriptive details, speaking audibly and clearly in coherent sentences.	Students in Grade 3 will expand their ability to report on a topic or text, tell a story, or recount an experience with increasing length and specificity. Students will also develop skills in clearly speaking in either group or individual settings in coherent sentences.
4.1.S.3	Students will give informal presentations in a group or individually, organizing information and determining content for the audience, speaking audibly and clearly in coherent sentences.	In grade 4, students will give informal presentations in either a group or individually. These informal presentations will be organized and also take into consideration the audience they are speaking with. These informal presentations will allow students to practice and develop confidence so they will be able to speak audibly and clearly.
5.1.S.3	Students will give formal and informal presentations in a group or individually, organizing information and determining content for the audience, speaking audibly and clearly in coherent sentences.	Students in grade 5 will continue to develop the ability to give informal presentations, but at this level they will also develop the ability to present more formally. In both types of presentations students should consider the audience and develop content that is meaningful whether they are in a group or individual setting. Students should speak audibly and clearly in order to clearly communicate their thoughts.
6.1.S.3	Students will give formal and informal presentations in a group or individually, organizing information and determining the purpose, content, and form to suit the audience.	In grade 6, students continue to give formal and informal presentations in a group or individually. At this level, they organize the information not only for content, but also for the purpose, and what type of presentation, or form, would best suit the intended audience.
7.1.S.3	Students will give formal and informal presentations in a group or individually, providing evidence to support a main idea while determining the purpose, content, and form to suit the audience.	In grade 7, students focus on giving formal and informal presentations that provide evidence to support a main idea. Students continue to consider the purpose, content and form, or type of presentation, to suit the audience.
8.1.S.3	Students will give formal and informal presentations in a group or individually, providing textual and visual evidence to support a main idea while determining the purpose, content, and form to suit the audience.	In grade 8, students extend how they provide evidence to support a main idea when giving formal and informal presentations. Students at this level support a main idea by providing textual and visual evidence, such as photographs, graphs, statistics, and other infographics. Students continue to consider purpose, content, and form, or type of presentation, to suit the audience.
9.1.S.3	Students will conduct formal and informal presentations in a variety of contexts supporting their message with evidence and using verbal and nonverbal cues.	At the high school level, students present in a variety of contexts, applying all previously learned skills. By this level students move beyond giving a presentation with the singular objective to provide something abstract or concrete to an audience; they now conduct both formal and informal presentations through various modes, both in-person and online, individually and in groups, leading or guiding for an intended purpose in an organized, thorough manner. These presentations could include, but are not limited to, speeches, posters, debates, demonstrations, and lesson delivery. As students present, they now use both verbal and nonverbal cues to enhance their delivery. Verbal cues include actions such as repetition of key words and phrases for emphasis, speaking more slowly or quickly, speaking more loudly or softly, tone of voice, and asking rhetorical questions. Nonverbal cues include actions such as facial expressions, posture/body language, proximity, gestures, and appearance. At this level, students recognize the effect of these cues and choose them intentionally, based on how they can support the specific message of the presentation.
10.1.S.3
11.1.S.3
12.1.S.3

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