800-237-0178

Mail icon vdesk@vcu.edu

Speaking & Listening Anchor Standard 3 Level A/B

Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric.

Leveled Standard A

Ask and answer questions in order to seek help, get information, or clarify something that is not understood. (SL.K.3)

Leveled Standard B

Ask and answer questions about information from a speaker, offering appropriate elaboration and detail. (SL.3.3)

Teacher Notes
Questioning can be conducted as a pair or group activity. One student is the “expert”–either because they have prior knowledge/experience of the topic or because they have studied background information before the task. A list of statements is given to the other student(s). These statements need to be formed into questions to ask the expert. Students should listen and write down answers.

Jigsaw activities also give students opportunities to be the expert, sharing details, and the information gatherer, forming questions.

Examples / Activities
Guest Speaker

Invite an informative guest speaker to class (or ask a student to speak to classmates about an area of expertise). Before the visit, have students plan the questions they will ask; during the visit, encourage students to ask follow-up questions.

Workforce Readiness Skills

  • 3

    Teamwork: collaborate to write questions; interact with classmates and guest speaker

  • 4

    Self-representation: practice professionalism while questioning an expert

  • 8

    Speaking and Listening: listen for information; ask questions for information and clarification

  • 13

    Lifelong Learning: gain information from an expert

GED® Assessment Targets (RLA)
R.2.7 Make evidence based generalizations or hypotheses based on details in text, including clarifications, extensions, or applications of main ideas to new situations.R.2.2 Summarize details and ideas in text.

Resources
opens in a new window Illinois Online Network: Jigsaw Activity

ELA Activities for Level A / B
Finding the Main Idea, Getting to Work on Time
Students at A level will be introduced to finding a main idea through pictures, and students with reading levels as low as first-grade equivalent will read a passage, retell it, and determine the main idea. Extension activities include practicing time management skills, including filling out a timesheet Read More Finding the Main Idea, Getting to Work on Time
Understanding the Dyslexic Mind
In Part 1, students listen to a radio interview with a dyslexic journalist and answer questions about the details. In Part 2, students listen and read along to a radio piece about successful dyslexics. Students answer questions found in the reading. In Part 3, students analyze a graph showing the divergence of IQ and reading ability in dyslexics. Read More Understanding the Dyslexic Mind
America’s Skilled Workers: Vocabulary
Students read opens in a new window “Filling America’s Need for Skilled Workers” Newsela article at an appropriate Lexile level and underline unknown words or new vocabulary, transitional words, and specific vocabulary words related to jobs and economics. Students then use opens in a new window Quizlet to create online vocabulary cards. Finally, students create individual resumés for Virginia job/job markets that they are interested in. Read More America’s Skilled Workers: Vocabulary
Workplace Safety Presentations
Students read and listen to texts related to workplace safety. Then, students create their own multimedia presentations synthesizing the workplace safety lessons learned. Read More Workplace Safety Presentations
Categorizing Activity
Teacher models identifying key words in a nonfiction reading and sorting them into categories; students read another short passage and apply their categorization skills. Read More Categorizing Activity
More Activities
Contact us