Resources for the Illinois Speaking and Listening Standards

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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 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, 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 learn to extract the main idea and the details used to support the text:

This skill requires students to synthesize the information, sorting between the main points and smaller details that work to support the main points.

To aid synthesis, students might use a graphic organizer, such as webbing or outlining the presented information. Students also need to explain how the main idea and supporting details help them better understand a topic, text, or issue. This can be accomplished through dialogue or a written reflection.

Strategy To meet this standard, explicitly teach students the different types of media/formats/visuals they may encounter. The most common are: Charts, Tables, Diagrams

Read the Title

Identify the Symbols

Follow Any Arrows or Symbols

Read the Description of Any Images

Look for the Main Idea/Summarize Graphs

Read the Title to Identify the Main Idea

Read the Vertical Axis of the Graph

Read the Horizontal Axis of the Graph

Look at the Legend (Note the symbols & their meaning)

Summarize the Information Shown in Each Part of the Graph – Trends and Change

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.

At the Heart of the Standard

To meet standard #3, seventh grade students should evaluate a speaker’s argument to distinguish between solid, supportive evidence and weaker details that do not support the claim.

One way to approach this is through analyzing debates. As students listen to a debate, they must observe and follow claims, facts, and evidence presented as support to the speaker’s argument.

Students may take notes and use them to determine how tightly woven the argument is to the supporting evidence. Does the evidence actually support the argument? Is there enough evidence to support the claim? As students sort the evidence and repeat this process with a variety of texts, they may notice and discuss patterns. For instance, students may recognize that a number of texts cite data without having the original studies explained.

Video Tutorial: Arguing Mars

In this tutorial, students will learn how to identify a speaker’s argument or claim. In addition a student will learn how to evaluate the evidence and reasoning presented in a speech. http://www.cpalms.org/Public/PreviewResourceUpload/Preview/118924

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 Students in seventh grade will build arguments in order to prepare for argumentative speeches on topics of interest or address the class on a teacher-assigned topic. When students present their claims or findings, they should use practices that engage their audience, emphasizing important points with different pitch or volume, and elaborating on a point about which listeners may need more explanation to understand.

Resource: Speech Topics My Speech Class: 218 Original Ideas for Argumentative Speech Topics http://www.myspeechclass.com/ideas-for-argumentative-speech-topics.html Mrs. Trull’s Resources for Persuasive Speeches http://trullsenglish.weebly.com/persuasive-speeches.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 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

Google Slides

Keynote, Pages

Green Screen by Do Ink

Tellagami

Explain Everything and

Visualize

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

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 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

Resources for Speaking and Listening: Share My Lesson http://www.sharemylesson.com/article.aspx?storyCode=50005684

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Notes