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- Anchor 1 Language Standards
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- Anchor 10 Reading Standards
- Anchor RF2 Reading Standards
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- Anchor RF4 Reading Standards
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- Anchor 1 Speaking And Listening
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Speaking & Listening Anchor Standard 6 Level C/D
Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate.
Leveled Standard C
Differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal discourse is appropriate (e.g., small-group discussion); use formal English when appropriate to task and situation. (See Language standards 1 and 3.) (SL.4.6)
Leveled Standard D
Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (See Language standards 1 and 3 for specific expectations.) (SL.8.6)
Informal discourse includes class discussions, paired, and small-group discussions.
Formal discourse includes presenting speeches (how to, persuasive, informational, expository) and debate (a formal contest of argumentation between two people or teams; an essential tool for reasoned discussion that generally aims to avoid descending to insult, emotional appeals, or personal bias).
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
Classroom Debate [r6cdeActivity]
Students select a debate topic, organize pro/con teams, conduct research, plan arguments, and carry out a classroom debate.
Teamwork: contribute to the success of the team; assist others; request help as needed
Self-representation: dress appropriately and use language and manners suitable for the workplace
Speaking and Listening: class debate
Reading and Writing: research debate topic
Time, Task, and Resource Management: preparing presentation in a timely manner; gather materials
Information Technology: use computer to research
Internet Use and Security: conduct online research
GED® Assessment Targets (RLA)
See Language standards 1 and 3 and related GED® RLA assessment targets.
L.1.4 Edit to eliminate non-standard or informal usage (e.g., correctly use try to win the game instead of trying and win the game).
opens in a new window Education World: More Resources for Classroom Debates
opens in a new window How Pop-up Debate Works from opens in a new window Dave Stuart Jr.
opens in a new window Listenwise
opens in a new window Speaking and Listening Rubric from Manchester High School Central
Speaking and Listening Standards: Rubric for Presentations [sl4abcdH1PresentationRubric]
opens in a new window Style-shifting: Examining and Using Formal and Informal Language Styles Lesson from opens in a new window ReadWriteThink
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 Persuasive Speech Outline and opens in a new window Template
opens in a new window Write-Out-Loud.com Public Speaking Activities