Speaking & Listening Anchor Standard 4 Level C/D

Leveled Standard C

Report on a topic or text or present an opinion, sequencing ideas logically and using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace. (SL.5.4)

Leveled Standard D

Present claims and findings, emphasizing salient points in a focused, coherent manner with relevant evidence, sound valid reasoning, and well-chosen details; use appropriate eye contact, adequate volume, and clear pronunciation. (SL.8.4)

Teacher Notes
Teachers may want to share models (good and bad) and rubrics to help students understand the criteria for effective speaking and presentations. Learners should consider TAPS (task/topic, audience, purpose, and style).

Teachers may want to teach planning and organizing strategies (such as using a graphic organizer or index cards and choosing a problem-solution structure) or digital literacy skills (such as locating copyright-free image or music files or using common presentation software).

Examples / Activities
Workplace Safety Presentations

Students read and listen to texts related to workplace safety. Then, students created their own multimedia presentations synthesizing the workplace safety lessons learned.

Workforce Readiness Skills

4
Self-representation: formally present safety information
7
Creativity and Resourcefulness: select visuals and create safety presentation
8
Speaking and Listening: formally present safety information; listen to information
9
Reading and Writing: read articles related to workplace safety; write safety presentation
11
Health and Safety: learn about workplace safety and present safety information
12
Organizations, Systems, and Climates: understand employer and employee rights and responsibilities pertaining to workplace safety
13
Lifelong Learning: learn from text, multimedia, and reporting
16
Mathematics: practice conversions and ratios related to workplace safety
19
Information Technology: use information technology to access and present safety information
20
Internet Use and Security: search for multimedia files and information online; create presentation
21
Telecommunications: create and deliver a safety presentation

GED® Assessment Targets (RLA)
R.2.5 Determine which detail(s) support a main idea.
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.8.2 Identify specific pieces of evidence an author uses in support of claims or conclusions.
R.8.4 Distinguish claims that are supported by reasons and evidence from claims that are not.
R.8.5 Assess whether the reasoning is valid; identify fallacious reasoning in an argument and evaluate its impact.

opens in a new window Rubric for Presentations

ELA Activities for Level C / D

Classroom Debate

Students select a debate topic, organize pro/con teams, conduct research, plan arguments, and carry out a classroom debate. Read More Classroom Debate

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. Read More Using Multimedia Strategically

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

Teen Driving Pro/Con Discussion

Following opens in a new window a lesson plan from the Teaching Channel, students read two articles on teen driving and the minimum driving age. After marking the readings and working collaboratively to make notes, learners use a jury-style philosophical chairs format to engage in productive student-led discussions. Read More Teen Driving Pro/Con Discussion

The Soup Nazi and Customer Service

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 The Soup Nazi and Customer Service

More Activities