- Language Standards title after
- Anchor 1 Language Standards
- Anchor 2 Language Standards
- Anchor 3 Language Standards
- Anchor 4 Language Standards
- Anchor 5 Language Standards
- Anchor 6 Language Standards
- Reading Standards title after
- Anchor 1 Reading Standards
- Anchor 2 Reading Standards
- Anchor 3 Reading Standards
- Anchor 4 Reading Standards
- Anchor 5 Reading Standards
- Anchor 6 Reading Standards
- Anchor 7 Reading Standards
- Anchor 8 Reading Standards
- Anchor 9 Reading Standards
- Anchor 10 Reading Standards
- Anchor RF2 Reading Standards
- Anchor RF3 Reading Standards
- Anchor RF4 Reading Standards
- Speaking And Listening title after
- Anchor 1 Speaking And Listening
- Anchor 2 Speaking And Listening
- Anchor 3 Speaking And Listening
- Anchor 4 Speaking And Listening
- Anchor 5 Speaking And Listening
- Anchor 6 Speaking And Listening
- Writing Standards title after
- Anchor 1 Writing Standards
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- Anchor 6 Writing Standards
- Anchor 7 Writing Standards
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- Anchor 9 Writing Standards
Speaking & Listening Anchor Standard 6 Level A/B
Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate.
Leveled Standard A
Speak audibly and express thoughts, feelings, and ideas clearly. (SL.K.6)
Produce complete sentences when appropriate to task and situation. (See Language standards 1 and 3.) (SL.1.6)
Leveled Standard B
Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification. (See Language standards 1 and 3.) (SL.3.6)
Informal discourse includes class discussions, paired, and small-group discussions.
Formal discourse includes presenting speeches (how to, persuasive, informational, expository) and debate.
Role plays, where students act out or perform the part of a person or character in a particular setting, can be used for training and to practice formal and informal discourse. Mock job interviews are one type of (formal) role play.
opens in a new window Talk moves can help guide student and teacher discussion. The mnemonic TAP introduces three considerations that help determine how one should speak, formal or informal: task (topic/subject; genre expectations),
audience (peers, administrators, etc.), and purpose (to inform, persuade, or entertain). Adding an S for style helps students think about how they should change their speech and presentation to fit the task, audience, and purpose.
Brief but regular practice with prompts and speaking games can help students build their comfort level with public speaking.
Examples / Activities
“How To” Speeches [r6abActivity]
Teacher models a simple “how to” speech. Then, students prepare and deliver their own speeches.
Self-representation: dress appropriately and use language and manners suitable for the workplace
Creativity and Resourcefulness: prepare presentation in a timely manner
Speaking and Listening: deliver presentation and listen to classmates’ presentations
Time, Task, and Resource Management: preparing presentation in a timely manner; gather materials
Information Technology: use computers, file management techniques, and software programs effectively
Internet Use and Security: use the Internet appropriately for work
GED® Assessment Targets (RLA)
See Language standards 1 and 3 and related GED® RLA assessment targets.
In Memory of Dr. King [r1abActivity]
opens in a new window Talk Moves for Productive Discussion
opens in a new window Write-Out-Loud.com
opens in a new window Write-Out-Loud.com Public Speaking Activities