Resources for the Illinois Speaking and Listening …...1 Resources for the Illinois Speaking and Listening Standards in 7 th Grade The speaking and listening standards expect students

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Resources for the Illinois

Speaking and Listening Standards in 7th Grade

The speaking and listening standards expect students to participate in “rich, structured conversations” in which they are building on the ideas of others and speaking in complete sentences. Teachers need to create models and routines for deliberate and intentional dialogue that builds bridges to the students’ reading and writing. To build a foundation for college and career readiness, students must have ample opportunities to take part in a variety of rich, structured conversations—as part of a whole class, in small groups, and with a partner. http://www.corestandards.org/ELA-Literacy/CCRA/SL/

In grade 7, students speak (both in informal discussions and in more formal presentations) with growing maturity to convey ideas and

information both clearly and persuasively. Students are simultaneously developing listening skills that allow them to

participate effectively and contribute to groups. (PARCC)

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SL.7.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 7 topics, texts, and issues, building on others' ideas and expressing their own ideas clearly.

SL 7.1.A - Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion. SL 7.1.B - Follow rules for collegial discussions, track progress toward specific goals and deadlines, and define individual roles as needed. SL 7.1.C – Pose questions that elicit elaboration and respond to others' questions and comments with relevant observations and ideas that bring the discussion back on topic as needed. SL 7.1.D - Acknowledge new information expressed by others and, when warranted, modify their own views.

ISBE Collaboration Kit

Collaborative Strategy Technique Cards– 29 Activities Discussion Guide with Sentence Stems Role Identifiers for Classroom Grouping Ideas Student Sorting Sticks http://www.ilclassroomsinaction.org/classroom-collaboration.html

Strategy Guide for Think Pair Share

In this strategy guide, teachers will learn how to organize students and classroom topics to encourage a high degree of classroom participation through the use of the Think-Pair-Share technique. http://www.readwritethink.org/professional-development/strategy-guides/using-think-pair-share-30626.html#strategy-practice

Standard #1: Tips and Resources

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SL.7.2 Analyze the main ideas and supporting details presented in diverse media and formats (e.g., visually, quantitatively, and orally) and explain how the ideas clarify a topic, text, or issue under study.

At the Heart of the Standard To meet standard #2, seventh grade students should be exposed to information through various types of media and formats. From this information, they need to learn to extract the main idea and the details used to support the text. This will require teacher modeling and small group practice before students can independently meet this standard.

Analysis Tools for Teachers

The National Archives: This site offers teachers a variety of document analysis worksheets for in-class use. https://www.archives.gov/education/lessons/worksheets/ The Library of Congress: This site offers teachers’ guides and analysis tools for primary sources. http://www.loc.gov/teachers/usingprimarysources/guides.html

Reading and Interpreting Data: Khan Academy Resource This tutorial from Khan Academy provides video lessons about interpreting data--whether it is presented as a table, pictograph, bar graph or line graph. https://www.khanacademy.org/math/pre-algebra/applying-math-reasoning-topic

Standard #2: Tips and Resources

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SL.7.3 Delineate a speaker's argument and specific claims, evaluating the soundness of the reasoning and the relevance and sufficiency of the evidence.

Tip Make sure students are familiar with the terms within standard #3.

• Delineate: Describe or portray (something) precisely. • Claim: A strong statement that something is true or in

existence. • Evidence: Facts, statistics, or researched information that can

prove something is true. Support for an idea or claim.

Not Just a Standard – A Life Skill! • Tell students that being able to follow the points in a

presentation and judge the credibility of the argument will help them make wise decisions.

• For example, when purchasing a cell phone, it is important to be able to follow the points of the sales presentation and determine whether the seller’s points are sound, so that the consumer can make a well-informed purchase.

• Have students listen to a speaker and make notes about the speech. The speech may need to be paused for students to have a chance to transform what they hear to notes or provide an opportunity to listen to the speech a 2nd time.

• If the speech is available to print, have the students annotate the speech looking for the key components found in the standard.

Note Taking Organizer

Speaker’s Topic _____________________ Claim: Evidence: Was the evidence is important and credible? How do you know? Was there evidence given that was not important?

Standard #3: Tips and Resources

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SL.7.4 Present claims and findings, emphasizing salient points in a focused, coherent manner with pertinent descriptions, facts, details, and examples; use appropriate eye contact, adequate volume, and clear pronunciation.

Tips for Meeting Standard #4 • Before students can present claims and findings, they

should have opportunities to view others and evaluating their ability to meet standard #4.

• The following resources can be used so students can evaluate how a speaker meets standard #4.

• Students can even create their own rubric or graphic organizer to take notes and present their evaluation how the speaker did.

• The following resource can assist in finding speeches for students to evaluate.

• Mrs. Trull’s Resources for Persuasive Speeches http://trullsenglish.weebly.com/persuasive-speeches.html

When students are ready to construct their own argument to present, the following link will provide a number of ideas for them to choose. If the student feels passionately about a specific topic, it will be easier for them to meet the standard. My Speech Class: 218 Original Ideas for Argumentative Speech Topics http://www.myspeechclass.com/ideas-for-argumentative-speech-topics.html

Resource: Movie Speeches To learn the impact of eye contact, adequate volume and clear pronunciation, have students watch famous speeches in movies. When watching, they can recognize the claims, points, facts, details and examples. Before writing and giving their own speeches, students can learn a great deal from observing good speeches. http://www.americanrhetoric.com/moviespeeches.htm

Standard #4: Tips and Resources

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SL.7.5 Include multimedia components and visual displays in presentations to clarify claims and findings and emphasize salient points.

Multimedia Resources Multimedia is the integration of text, graphics, animation, sound, and/or video. Students should have a variety of presentation tools that they feel comfortable with when asked to present information. These tools include but are not limited to:

• Google Docs – Create and edit documents online for free. • Google Slides - Create and edit presentations online for free. • Green Screen by Do Ink - Easy to create incredible

green screen videos and photos. Classroom-tested by kids and teachers.

• 5 Teacher Tips for Better Presentations in the Classroom by Teach Thought

Resource: Multimedia in the Classroom This resource includes information on the following:

• What is Multimedia • Why Use Multimedia in the Classroom • Steps for Implementing Multimedia Activities

Assignments http://fcit.usf.edu/multimedia/overview/overviewa.html

Resource

This website offers educators high-quality, free Internet resources to use in classroom instruction. The following link provides resources for SL.7.5 http://www.internet4classrooms.com/common_core/include_multimedia_components_visual_displays_presentations_speaking_listening_seventh_7th_grade_english_language_arts.htm

Standard #5: Tips and Resources

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SL.7.6 Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (See grade 7 Language standards 1 and 3 for specific expectations.)

L.7.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

L.7.1.A Explain the function of phrases and clauses in general and their function in specific sentences. L.7.1.B Choose among simple, compound, complex, and compound-complex sentences to signal differing relationships among ideas. L.7.1.C Place phrases and clauses within a sentence, recognizing and correcting misplaced and dangling modifiers.

L.7.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening.

L.7.3.A Choose language that expresses ideas precisely and concisely, recognizing and eliminating wordiness and redundancy.

Informal Language or Formal English? • Students should observe when it is appropriate to use

informal language versus formal English. Students need to recognize and consider to whom they are presenting (audience) and consider if the topic and language style correspond appropriately.

• Provide students with sentences written in informal language. Ask them to pair with a partner and transpose them to formal English. See examples at the following link for ideas. http://www.readwritethink.org/files/resources/RecognizingFormalInformal.pdf

Standard #6: Tips and Resources

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Classroom Evidences of Speaking and Listening in 7th Grade

Comprehension and Collaboration

• Students participate in one-on-one discussions. (SL.7.1) • Students participate in group discussions. (SL.7.1) • Students participate in teacher-led discussions. (SL.7.1) • Students prepare for a discussion. (SL.7.1) • Students follow rules for discussions. (SL.7.1) • Students ask questions of group members. (SL.7.1) • Students respond to questions posed by my group members.

(SL.7.1) • Students summarize the group’s discussion. (SL.7.1) • Students understand others’ perspectives (SL.7.1) • Students understand and explain information presented in

various formats. (SL.7.2) • Students explain how the ideas clarify the topic (SL.7.2) • Students evaluate the soundness, relevance, and sufficiency of

evidence of a speaker’s argument. (SL.7.3) Presentation of Knowledge and Ideas

• Students use pertinent descriptions, facts, and details to emphasize main idea/theme. (SL.7.4)

• Students use appropriate eye contact, volume and pronunciation. (SL.7.4)

• Students use multimedia components in a presentation to clarify claims. (SL.7.5)

• Students use formal language in a classroom setting when appropriate. (SL.7.6)

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Connecting Speaking & Listening to the Other ELA Strands

Although reading, writing, and speaking and listening are articulated separately in the standards, these divisions are made for the sake of clarity and manageability. In reality, the processes of communication are tightly interrelated and often reciprocal. The act of reading can no more be separated from the written word than the act of listening can be from the spoken word. When reading, students demonstrate their comprehension most commonly through a spoken or written interpretation of the text. As students solve problems, share insights, and build the knowledge they need for college and career success, they draw simultaneously on their capacities to read, write, speak, and listen.

1. Focus each lesson on a high-quality text (or multiple texts).

2. Employ questions and tasks, both oral and written that are text specific and reflect the standards.

3. Provide all students with opportunities to engage in the work of the lesson.

“Must Haves” for Lessons

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Assessment for Speaking and Listening

PARCC’s Speaking and Listening assessment measures how well students absorb information by listening, and how well they communicate that knowledge orally. The new standards include expectations for speaking and listening – a first for most systems of standards. The assessment serves as a useful tool in determining college and career readiness. Higher education institutions are interested in this component as most require oral competencies for students. The PARCC governing board voted unanimously to make the first-of-its-kind Speaking and Listening portion of the PARCC assessment system optional for states.

The Illinois State Board of Education does not intend to require the administration or reporting of speaking and listening data back to the state. It is their hope to be able to make it available to schools and districts as they believe that instructing and assessing speaking and listening is important in terms of providing full coverage to the ELA/Literacy Standards.

Assessment Design

1. MODE 1: Students will listen to a pre-recorded speech and/or media production and speak/respond using spontaneous oral responses. ( Grades 3, 5, 7, 9, and 11)

2. MODE 2: Students will perform research using authentic and grade-appropriate topics, share their findings in the form of a formal presentation (speaking) and respond spontaneously to audience questions (listening and speaking); (Grades 4, 6, 8, 10, and 12)

In both cases, teachers will have the ability to score student-produced content based on what they present or what they hear.

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Additional Resources

Seventh Grade Speaking and Listening Standards Common Core State Standards http://www.corestandards.org/ELA-Literacy/SL/7/

Speaking and Listening Appendix A – pg.26-27 http://www.corestandards.org/assets/Appendix_A.pdf Seventh Grade Language Standards Common Core State Standards http://www.corestandards.org/ELA-Literacy/L/7/ Language Standards Appendix A – pg. 28-31 http://www.corestandards.org/assets/Appendix_A.pdf Rhode Island’s Speaking and Listening Module http://www.ride.ri.gov/InstructionAssessment/Literacy/CommonCoreStateStandardsforELALiteracy.aspx#13552-educators

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Notes