5 | Frameworks

Speaking & Listening Anchor Standard 5 Level E

Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations.

Leveled Standard E

Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest. (SL.11-12.5)

Teacher Notes
Students will need an understanding of copyright and fair use in order to use multimedia effectively.

Rubrics and examples can help students understand basic design principles (including “less is more”) in order to use multimedia effectively. Learners should consider TAPS (task/topic, audience, purpose, and style).

Examples / Activities
Using Multimedia Strategically [r5cdeActivity]

Students discuss good and bad presentations and read tips for avoiding multimedia mistakes. Then, they revise one of their own presentations by adding or changing a multimedia element.

Workforce Readiness Skills

4
Self-representation: formally present information; revise presentation for greater effect
7
Creativity and Resourcefulness: select and/or create visuals and multimedia
8
Speaking and Listening: discuss characteristics of effective presentations
9
Reading and Writing: read information related to jobs and workplace safety; write presentation materials
10
Critical Thinking and Problem Solving: strategize effective multimedia use
19
Information Technology: use information technology to access and present information
20
Internet Use and Security: conduct online research; locate and/or create multimedia
21
Telecommunications: revise a presentation for effective multimedia use

GED® Assessment Targets (RLA)
R.7.2 Analyze how data or quantitative and/or visual information extends, clarifies, or contradicts information in text, or determine how data supports an author’s argument.
R.8.4 Distinguish claims that are supported by reasons and evidence from claims that are not.
W.2 Produce an extended analytic response in which the writer introduces the idea(s) or claim(s) clearly; creates ann organization that logically sequences information; develops the idea(s) or claim(s) thoroughly with well-chosen examples, facts, or details from the text; and maintains a coherent focus.
W.3 Write clearly and demonstrate sufficient command of standard English conventions.

Speaking and Listening Standards: Rubric for Presentations [sl4abcdH1PresentationRubric]
opens in a new window Students as Creators: Exploring Multimedia Lesson from opens in a new window ReadWriteThink
opens in a new window A Student’s Guide to Getting Started with Piktochart
opens in a new window University of Leicester: Using Visual Aids
Visual Rhetoric at Purdue OWL

Speaking & Listening Anchor Standard 5 Level C/D

Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations.

Leveled Standard C

Include multimedia components (e.g., graphics, sound) and visual displays in presentations when appropriate to enhance the development of main ideas or themes. (SL.5.5)

Leveled Standard D

Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest.

Teacher Notes
Students will need an understanding of copyright and fair use in order to use multimedia effectively.

Examples / Activities
Using Multimedia Strategically
Students discuss good and bad presentations and read tips for avoiding multimedia mistakes. Then, they revise one of their own presentations by adding or changing a multimedia element.

Workforce Readiness Skills

4
Self-representation: formally present information; revise presentation for greater effect
7
Creativity and Resourcefulness: select and/or create visuals and multimedia
8
Speaking and Listening: discuss characteristics of effective presentations
9
Reading and Writing: read information related to jobs and workplace safety; write presentation materials
10
Critical Thinking and Problem Solving: strategize effective multimedia use
19
Information Technology: use information technology to access and present information
20
>Internet Use and Security: conduct online research; locate and/or create multimedia
21
Telecommunications: revise a presentation for effective multimedia use

GED® Assessment Targets (RLA)
R.7.2 Analyze how data or quantitative and/or visual information extends, clarifies, or contradicts information in text, or determine how data supports an author’s argument.
R.8.4 Distinguish claims that are supported by reasons and evidence from claims that are not.
W.2 Produce an extended analytic response in which the writer introduces the idea(s) or claim(s) clearly; creates an organization that logically sequences information; develops the idea(s) or claim(s) thoroughly with well-chosen examples, facts, or details from the text; and maintains a coherent focus.
W.3 Write clearly and demonstrate sufficient command of standard English conventions.

opens in a new window Rubric for Presentations

opens in a new window Students as Creators: Exploring Multimedia Lesson from opens in a new window ReadWriteThink
opens in a new window A Student’s Guide to Getting Started with Piktochart
opens in a new window University of Leicester: Using Visual Aids
Visual Rhetoric at Purdue OWL

Speaking & Listening Anchor Standard 5 Level A/B

This standard begins at Level C, although adults with elementary level language skills can also think critically about multimedia.

Writing Anchor Standard 5 Level E

Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.

Leveled Standard E
Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. (Editing for conventions should demonstrate command of Language standards 1-3 at this level.) (W.11-12.5)

GED® Assessment Targets (RLA)
R.6.4 Analyze how an author uses rhetorical techniques to advance his or her point of view or achieve a specific purpose (e.g., analogies, enumerations, repetition and parallelism, juxtaposition of opposites, qualifying statements).
W.2 Produce an extended analytic response in which the writer introduces the idea(s) or claim(s) clearly; creates an organization that logically sequences information; develops the idea(s) or claim(s) thoroughly with well-chosen examples, facts, or details from the text; and maintains a coherent focus.
W.3 Write clearly and demonstrate sufficient command of standard English conventions.
(See also Language standards 1-3 and related GED® RLA assessment targets.)

Writing Anchor Standard 5 Level C/D

Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.

Leveled Standard C
With guidance and support from peers and others, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. (Editing for conventions should demonstrate command of Language standards 1-3 at this level.) (W. 5.5)

Leveled Standard D
With some guidance and support from peers and others, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed. (Editing for conventions should demonstrate command of Language standards 1-3 at this level.) (W/WHST.6-8.5)

Writing Anchor Standard 5 Level A/B

Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.

Leveled Standard A
With guidance and support focus on a topic, respond to questions and suggestions from peers, and add details to strengthen writing as needed. (W.1.5)

Leveled Standard B
With guidance and support from peers and others, develop and strengthen writing as needed by planning, revising, and editing. (Editing for conventions should demonstrate command of Language standards 1-3 at this level.) (W. 3.5)

GED® Assessment Targets (RLA)
W.2 Produce an extended analytic response in which the writer introduces the idea(s) or claim(s) clearly; creates an organization that logically sequences information; develops the idea(s) or claim(s) thoroughly with well-chosen examples, facts, or details from the text; and maintains a coherent focus.
W.3 Write clearly and demonstrate sufficient command of standard English conventions.
(See also Language standards 1-3 and related GED® RLA assessment targets.)

Reading Anchor Standard 5 Level E

Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole. (Apply this standard to texts of appropriate complexity as outlined by Standard 10.)

Leveled Standard E
Analyze in detail how an author’s ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text (e.g., a section or chapter). (RI.9-10.5)

Analyze and evaluate the effectiveness of the structure an author uses in his or her exposition or argument, including whether the structure makes points clear, convincing, and engaging. (RI.11-12.5)

GED® Assessment Targets (RLA)
R.2.3 Make sentence level inferences about details that support main ideas.
R.5.1 Analyze how a particular sentence, paragraph, chapter, or section fits into the overall structure of a text and contributes to the development of ideas.
R.5.2 Analyze the structural relationship between adjacent sections of text (e.g., how one paragraph develops or refines a key concept or how one idea is distinguished from another).
R.5.3 Analyze transitional language or signal words (words that indicate structural relationships, such as consequently, nevertheless, otherwise) and determine how they refine meaning, emphasize certain ideas, or reinforce an author’s purpose.
R.5.4 Analyze how the structure of a paragraph, section, or passage shapes meaning, emphasizes key ideas, or supports an author’s purpose.
R.8.1 Delineate the specific steps of an argument the author puts forward, including how the argument’s claims build on one another.
R.8.5 Assess whether the reasoning is valid; identify fallacious reasoning in an argument and evaluate its impact.

Reading Anchor Standard 5 Level C/D

Leveled Standard C
Describe the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in a text or part of a text. (RI.4.5)

Compare and contrast the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in two or more texts. (RI.5.5)

Leveled Standard D
Analyze how a particular sentence, paragraph, chapter, or section fits into the overall structure of a text and contributes to the development of the ideas. (RI.6.5)

Analyze the structure an author uses to organize a text, including how the major sections contribute to the whole and to the development of the ideas. (RI.7.5)

Reading Anchor Standard 5 Level A/B

Leveled Standard A
Know and use various text features (e.g., headings, tables of contents, glossaries, electronic menus, icons) to locate key facts or information in a text. (RI.1.5)

Leveled Standard B
Know and use various text features (e.g., captions, bold print, subheadings, glossaries, indexes, electronic menus, icons) to locate key facts or information in a text efficiently. (RI.2.5)

Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently. (RI.3.5)

Language Anchor Standard 5 Level E

Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

Leveled Standard E

Teacher Notes

This standard focuses on foundational language skills; however, students with language skills at the secondary level are expected to apply their foundational knowledge of figurative language and nuanced word meanings in their own speaking, writing, and reading (see Reading anchor 4).