Topic: Speaking and Listening Standards, Grades 9 and 10.

Review:

.Participate effectively in group discussions.

.Prepare for discussions by reading and researching.

.Cooperate with peers to set goals and establish roles.

.Build on others’ input.

.Acknowledge ideas and  contributions of others, reach decisions and complete the task.

.Evaluate whether the team has met its goals.

.Synthesize information presented multimodally.

.Determine presenter’s position or point of view by assessing evidence.

.Plan and deliver sufficient evidence in support of claims and reasoning, adjusting presentation to particular audiences and purposes.

.Make use of visual displays.

.Demonstrate command of formal English.

.Adjust  speech to a variety of contexts.

Comment: How do I define “formal English?” Eliminating certain characteristics of conversation like needless repetition, especially with words like “it,” “there,” “get,” “thing”; making clear the antecedents of the demonstrative pronouns “this,” “that,” “these,” and “those”; eliminating sexist language by using the plural to avoid such constructions as “his and her,” “he and she”; carefully using parallel structure, preferring  the active voice to the passive voice and correcting dangling and misplaced modifiers. RayS.

Source:  “CCSSI (Common Core State Standards Initiative) for English Language Arts and Literacy in History/Social Studies and Science.” March 10, 2010. You will find the standards at http://www.corestandards.org/.

Topic: Speaking and Listening Standards, Grade 8.

Review:

.Engage in group discussion.

.Qualify or justify your own thinking after listening to others’ questions.

.Determine purpose and perspective in oral, visual or multimodal formats.

.Assess the truth of a speaker’s or presenter’s premises and the validity of conclusions.

.Present claims and findings with relevant evidence.

.Incorporate visual displays that strengthen presentations.

.Demonstrate command of formal English.

Comment: How do I define “formal English?” Eliminating certain characteristics of conversation like needless repetition, especially with words like “it,” “there,” “get,” “thing”; making clear the antecedents of the demonstrative pronouns “this,” “that,” “these,” and “those”; eliminating sexist language by using the plural to avoid such constructions as “his and her,” “he and she”; carefully using parallel structure, preferring  the active voice to the passive voice and correcting dangling and misplaced modifiers. RayS.

Source:  “CCSSI (Common Core State Standards Initiative) for English Language Arts and Literacy in History/Social Studies and Science.” March 10, 2010. You will find the standards at http://www.corestandards.org/.

Topic: Speaking and Listening, Grade 7.

Review:

.Engage in group discussion.

.Advance a discussion by asking questions.

.Be prepared for a range of positions on issues.

.Take the views of others into account and modify your views in light of evidence presented.

.Determine main ideas and supporting elements presented in oral, visual and multimodal formats.

.Evaluate a speaker’s or presenter’s reasoning.

.Present claims and findings with facts and examples, with eye contact, volume and clear pronunciation.

.Incorporate visual displays when helpful.

.Demonstrate a command of formal English.

Comment: How do I define “formal English?” Eliminating certain characteristics of conversation like needless repetition, especially with words like “it,” “there,” “get,” “thing”; making clear the antecedents of the demonstrative pronouns “this,” “that,” “these,” and “those”; eliminating sexist language by using the plural to avoid such constructions as “his and her,” “he and she”; carefully using parallel structure, preferring  the active voice to the passive voice and correcting dangling and misplaced modifiers. RayS.

Source:  “CCSSI (Common Core State Standards Initiative) for English Language Arts and Literacy in History/Social Studies and Science.” March 10, 2010. You will find the standards at http://www.corestandards.org/.

Topic: Standards for Speaking and Listening, Grade 6.

Review:

.Engage actively in group discussion on topics studied in class.

.Prepare for discussions by reading or research.

.Cooperate with peers to set clear goals.

.Build on ideas by asking relevant questions.

.Review key ideas.

.Interpret information presented in visual or multimodal formats.

.Delineate claims made by a speaker and detail evidence to support those claims.

.Present information using eye contact, volume and clear pronunciation.

.Incorporate visual displays when helpful.

.Demonstrate command of formal English.

Comment: How do I define “formal English?” Eliminating certain characteristics of conversation like needless repetition, especially with words like “it,” “there,” “get,” “thing”; making clear the antecedents of the demonstrative pronouns “this,” “that,” “these,” and “those”; eliminating sexist language by using the plural to avoid such constructions as “his and her,” “he and she”; carefully using parallel structure, preferring  the active voice to the passive voice and correcting dangling and misplaced modifiers. RayS.

Source:  “CCSSI (Common Core State Standards Initiative) for English Language Arts and Literacy in History/Social Studies and Science.” March 10, 2010. You will find the standards at http://www.corestandards.org/.

Topic: College and Career Readiness: Standards for Speaking and Listening, Grades 6 - 12.

Summary:

.Range of interactions, advance a discussion, build on the input of others.

.Integrate and evaluate information from multiple sources to answer questions, solve problems or build knowledge.

.Evaluate the speaker’s point of view, reasoning and evidence.

.Present information, evidence and reasoning in well-structured way appropriate to purpose and audience.

.Make use of media and visual displays to enhance understanding.

.Demonstrate a command of formal English when appropriate.

Comment: How do I define “formal English?” Eliminating certain characteristics of conversation like needless repetition, especially with words like “it,” “there,” “get,” “thing”; making clear the antecedents of the demonstrative pronouns “this,” “that,” “these,” and “those”; eliminating sexist language by using the plural to avoid such constructions as “his and her,” “he and she”; carefully using parallel structure, preferring  the active voice to the passive voice and correcting dangling and misplaced modifiers. RayS.

Source:  “CCSSI (Common Core State Standards Initiative) for English Language Arts and Literacy in History/Social Studies and Science.” March 10, 2010. You will find the standards at http://www.corestandards.org/.

Topic: Writing Standards, Grades 11 and 12.

10-second review: Argument. Informative/Explanatory Writing. Narratives. Production. Research. Response to Literary and Informational Sources. Range of writing tasks, purposes and audiences.

Argument

Substantive claim. Establish significance, distinguish from opposing claims. Organize claims, reasons and evidence logically. Develop claim’s strengths and weaknesses of counter claim.

Sustain objective style and tone.

Analyze audience’s knowledge, values and possible biases.

Concluding statement that follows logically form the argument and offers reflections or recommendations.

Informative/Explanatory Writing

Unified whole.

Formatting (headings, etc.), graphics (figures, tables, etc.) to clarify ideas.

Facts, concrete details, quotations, definitions, examples.

Transitional devices.

Precise language.

Metaphor, simile, analogy.

Consider expertise of likely readers.

Well-developed conclusion.

Narratives

Establish  problem, situation.

Organize events or experiences.

Setting and complex characters.

Build toward particular effect.

Precise language.

Satisfying conclusion.

[Comment: Narratives will be embedded in expository material. RayS.]

Production

Plan, revise, edit. Specific purpose and audience. Publish, using technology.

Research

Short, focused research projects.

Sustained research.

Synthesize multiple sources.

Answer a question or solve a ;problem.

Analyze evidence for credibility and accuracy of information.

Standard format for citation.

Response to Literary or Informational Sources

In literature, analyze how an author transforms sources.

Literary nonfiction. Analyze reasoning and rhetoric that support an argument.

Identify fallacious reasoning.

Range of Writing

Write a range of tasks for a variety of purposes and audiences.

Source:  “CCSSI (Common Core State Standards Initiative) for English Language Arts and Literacy in History/Social Studies and Science.” March 10, 2010. You will find the standards at http://www.corestandards.org/.

Topic: Writing standards: Grades 9 - 10 (2).

10-second review: Argument. Information/Explanatory text. Narratives. Publication. Research.Response to literature and information.  Range of writing.

Publication

Plan, revise and edit.

Use technology to publish.

Research

Sustained research.

Synthesize multiple sources.

Assess credibility and accuracy of sources.

Avoid overreliance on one source.

Standard format for citation.

Response to literary and informational sources

Analyze a wide range of nineteenth- and early-twentieth-century literary works.

Compare and contrast approaches to similar themes.

Literary nonfiction: assess truth of an argument’s explicit and implicit premises.

Does the evidence in the text justify the conclusions?

Range of writing

Write a range of tasks and for a variety of purposes and audiences.

Source:  “CCSSI (Common Core State Standards Initiative) for English Language Arts and Literacy in History/Social Studies and Science.” March 10, 2010. You will find the standards at http://www.corestandards.org/.