School Curriculum: Speaking
This page is designed to enable parents to understand what their child should be learning, when they should be learning it, and what degree of mastery the child should have attained (at a median level) by a certain grade level. For Homeschoolers, we hope that this page will serve as a valuable asset in establishing a baseline curriculum. For parents whose children attend public or private schools (or for the inquisitive student) this page should give some guidance as to whether or not the school curriculum and methods are providing students with an adequate standard of education.
What is meant by "Speaking," why is it important, and how is it approached ? Below is a description of the core discipline and its components, and the answers to why-how-when these components are taught. Speaking components have median level goals to be attained by the end of Kindergarten, by the end of Grade 1 by the end of Grade 2, by the end of Grade 3, by the end of Grade 4, by the end of Grade 5, by the end of Grade 6, by the end of Grade 7, by the end of Grade 8, and by the end of Grade 12.
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For educational articles, go to: Speaking:
A.
Discussion, B.
Questioning (Inquiry) and Contributing, C.
Word Choice, D.
Oral Presentation
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STANDARD 3.3 (SPEAKING) ALL STUDENTS WILL SPEAK IN CLEAR, CONCISE, ORGANIZED LANGUAGE THAT VARIES IN CONTENT AND FORM FOR DIFFERENT AUDIENCES AND PURPOSES. |
Descriptive Statement: Oral language is a powerful tool for communicating, thinking, and learning. Through speaking and listening, students acquire the building blocks necessary to connect with others, develop vocabulary, and perceive the structure of the English language. An important goal in the language arts classroom is for students to speak confidently and fluently in a variety of situations.
Speaking is the process of expressing, transmitting, and exchanging information, ideas, and emotions. When students listen and talk to others about their ideas, they are able to clarify their thinking. Whether in informal interactions with others or in more formal settings, communicators are required to organize and deliver information clearly and adapt to their listeners. Students should have multiple opportunities to use speaking for a variety of purposes, including questioning, sharing information, telling a humorous story, or helping others to achieve goals. Students should recognize that what they hear, write, read, and view contributes to the content and quality of their oral language.
Strands and Cumulative Progress Indicators
By the end of Kindergarten, students will:
A. Discussion
1. Share experiences and express ideas.
2. Participate in conversations with peers and adults.
3. React to stories, poems, and songs.
B. Questioning (Inquiry) and Contributing
1. Share in conversations with others.
2. Use oral language to extend learning.
C. Word Choice
1. Use language to describe feelings, people, objects, and events.
2. Suggest rhyming words during word play, songs, or read-aloud.
D. Oral Presentation
1. Sing familiar songs and rhymes to promote oral language development.
2. Begin to use social conventions of language.
Building on the knowledge and skills gained in the preceding grade, by the end of Grade 1, students will:
A. Discussion
1. Speak in complete sentences.
2. Offer personal opinions in discussion and retell personal experiences.
3. Role-play situations and dramatize story events.
B. Questioning (Inquiry) and Contributing
1. Respond to ideas and questions posed by others.
2. Ask and answer various types of questions.
C. Word Choice
1. Attempt to use new vocabulary learned from shared literature and classroom experiences.
2. Use descriptive words to clarify and extend ideas.
D. Oral Presentation
1. Recite poems, stories, or rhymes orally (e.g., favorite nursery rhymes).
2. Participate in choral reading to develop phonemic awareness, oral language, and fluency.
3. Retell a story to check for understanding.
4. Read aloud from developmentally appropriate texts with attention to expression.
Building on the knowledge and skills gained in preceding grades, by the end of Grade 2, students will:
A. Discussion (small group and whole class)
1. Elaborate on experiences and ideas.
2. Begin to stay focused on a topic of discussion.
3. Offer personal opinions related to topics of discussion.
4. Wait their turn to speak.
B. Questioning (Inquiry) and Contributing
1. Ask for explanation to clarify meaning.
2. Respond to ideas posed by others.
3. Restate to demonstrate understanding.
4. Identify a problem and simple steps for solving the problem.
C. Word Choice
1. Use new vocabulary learned from literature and classroom experiences.
2. Recognize and discuss how authors use words to create vivid images.
D. Oral Presentation
1. Participate in a dramatization or role play.
2. Begin to understand the importance of looking at a speaker.
3. Talk about an experience or work sample in front of a small group.
Building on the knowledge and skills gained in preceding grades, by the end of Grade 3, students will:
A. Discussion (small group and whole class)
1. Listen and follow a discussion in order to contribute appropriately.
2. Stay focused on topic.
3. Take turns.
4. Support an opinion with details.
B. Questioning (Inquiry) and Contributing
1. Develop appropriate questions to explore a topic.
2. Contribute information, ideas, and experiences to classroom inquiry.
C. Word Choice
1. Use vocabulary related to a particular topic.
2. Adapt language to persuade, explain, or seek information.
3. Use new vocabulary and figurative language learned from literature and classroom experiences.
D. Oral Presentation
1. Use pictures to support an oral presentation.
2. Attempt to revise future presentations based on feedback from peers and teacher.
3. Use appropriate strategies to prepare, rehearse, and deliver an oral presentation, such as word choice, expression, eye contact, and volume.
Building upon knowledge and skills gained in preceding grades, by the end of Grade 4, students will:
A. Discussion (small group and whole class)
1. Use details, examples and reasons to support central ideas or clarify a point of view.
2. Stay focused on a topic and ask relevant questions.
3. Take turns without dominating.
B. Questioning (Inquiry) and Contributing
1. Develop questioning techniques (e.g., who, what, when, where, why, and how).
2. Use interview techniques to develop inquiry skills.
3. Explore concepts by describing, narrating, or explaining how and why things happen.
4. Discuss information heard, offer personal opinions, and ask for restatement or general explanation to clarify meaning.
5. Reflect and evaluate information learned as a result of the inquiry.
6. Solve a problem or understand a task through group cooperation.
C. Word Choice
1. Use convincing dialogue to role-play short scenes involving familiar situations or emotions.
2. Use figurative language purposefully in speaking situations.
3. Use appropriate vocabulary to support or clarify a message.
4. Adapt language to persuade, explain, or seek information.
D. Oral Presentation
1. Speak for a variety of audiences and purposes.
2. Prepare, rehearse, and deliver a formal presentation in logical or sequential order, including an opening, supportive details, and a closing statement.
3. Use notes or other memory aids to structure a presentation.
4. Maintain audience interest during formal presentations, incorporating adequate volume, proper pacing, and clear enunciation.
5. Participate in a dramatization or role-play across the curriculum.
6. Read aloud with fluency.
7. Understand and use criteria for a rubric to improve an oral presentation.
Building upon knowledge and skills gained in preceding grades, by the end of Grade 5, students will:
A. Discussion (small group and whole class)
1. Use details, examples, and reasons to support central ideas or clarify a point of view.
2. Stay focused on a topic and ask relevant questions.
3. Accept others’ opinions and respond appropriately.
4. Respond orally to literature.
5. Participate in class discussions appropriately.
B. Questioning (Inquiry) and Contributing
1. Respond orally by adding questions and comments while integrating knowledge.
2. Use interview techniques to develop inquiry skills.
3. Explore concepts by describing, narrating, or explaining how and why things happen.
4. Discuss information heard, offer personal opinions, and ask for restatement or general explanation to clarify meaning.
5. Reflect and evaluate information learned as a result of the inquiry.
6. Solve a problem or understand a task through group cooperation.
C. Word Choice
1. Use convincing dialogue to role-play short scenes involving familiar situations or emotions.
2. Use varied word choice to clarify, illustrate, and elaborate.
3. Use figurative language purposefully in speaking situations.
4. Select and use suitable vocabulary to fit a range of audiences.
D. Oral Presentation
1. Develop and deliver a formal presentation based on a central theme, including logical sequence, introduction, main ideas, supporting details, and concluding remarks to an audience of peers, younger students, and/or parents.
2. Prepare, rehearse, and deliver a formal presentation in logical or sequential order, including an opening, supportive details, and a closing statement.
3. Use clear, precise, organized language that reflects the conventions of spoken English.
4. Use visuals such as charts or graphs when presenting for clarification.
5. Use props effectively while speaking.
6. Maintain audience interest during formal presentations, incorporating adequate volume, proper pacing, and clear enunciation.
7. Use verbal and non verbal elements of delivery (e.g., eye contact, stance) to maintain audience focus.
8. Read aloud with fluency.
9. Understand and use criteria from a rubric to improve an oral presentation.
10. Incorporate peer feedback and teacher suggestions for revisions in content, organization, and delivery.
Building upon knowledge and skills gained in preceding grades, by the end of Grade 6, students will:
A. Discussion (small group and whole class)
1. Support a position with organized, appropriate details.
2. Stay focused on a topic and ask relevant questions.
3. Acknowledge others’ opinions and respond appropriately.
4. Respond orally to literature.
5. Participate in class discussion appropriately.
B. Questioning (Inquiry) and Contributing
1. Respond orally by adding questions and comments while integrating knowledge.
2. Demonstrate effective use of a variety of questions, including literal, inferential, and evaluative questions.
3. Explore concepts by describing, narrating, or explaining how and why things happen.
4. Discuss information heard, offer personal opinions, and ask for restatement or general explanation to clarify meaning.
5. Reflect and evaluate information learned as a result of the inquiry.
6. Solve a problem or understand a task through group cooperation.
C. Word Choice
1. Use varied word choice to clarify, illustrate, and elaborate.
2. Use figurative language purposefully in speaking situations.
3. Select and use suitable vocabulary to fit a range of audiences.
D. Oral Presentation
1. Develop and deliver a formal presentation based on a central theme, including logical sequence, introduction, main ideas, supporting details, and concluding remarks to an audience of peers, younger students, and/or parents.
2. Prepare, rehearse, and deliver a formal presentation in logical or sequential order, including an opening, supportive details, and a closing statement.
3. Use clear, precise, organized language that reflects the conventions of spoken English.
4. Use visuals such as charts or graphs when presenting for clarification.
5. Use props effectively while speaking.
6. Use verbal and non verbal elements of delivery (e.g., eye contact, stance) to maintain audience focus.
7. Read aloud with fluency.
8. Understand and use criteria from a rubric to improve an oral presentation.
9. Incorporate peer feedback and teacher suggestions for revisions in content, organization, and delivery.
Building upon knowledge and skills gained in preceding grades, by the end of Grade 7, students will:
A. Discussion (small group and whole class)
1. Support a position, acknowledging opposing views.
2. Present ideas and opinions spontaneously in response to a topic or other speakers.
3. Apply rules for cooperative or whole class debate on a controversial issue.
4. Define group roles using consensus to ensure task is understood and completed.
5. Participate in an informal debate (e.g., small group discussion).
6. Respond orally to literature.
7. Participate in class discussions appropriately.
B. Questioning (Inquiry) and Contributing
1. Paraphrase others' comments to clarify viewpoints.
2. Question to clarify others' opinions.
3. Talk with others to identify and explore issues and problems.
4. Solve a problem or understand a task through group cooperation.
C. Word Choice
1. Paraphrase, illustrate, clarify, and/or expand on a topic or idea.
2. Develop and use advanced vocabulary related to a topic.
3. Use language that stimulates an audience's interest.
4. Incorporate varied sentence structure and correct grammar.
D. Oral Presentation
1. Use writing to prompt discussion and enhance planning of formal and informal presentations.
2. Use visual aids, media, and/or technology to support oral communication.
3. Give oral presentations to different audiences for various purposes, such as summaries of books and articles, narratives, and persuasive topics.
4. Acknowledge the audience with eye contact and use appropriate verbal responses to clarify questions and inquiries.
5. Incorporate peer feedback and teacher suggestions for revisions in content, organization, and delivery.
6. Develop speaking techniques, including voice modulation, inflection, tempo, enunciation, and eye contact for effective presentations.
7. Use a scoring rubric to prepare, evaluate, and improve the oral presentations of self and others.
8. Read aloud with fluency.
Building upon knowledge and skills gained in preceding grades, by the end of Grade 8, students will:
A. Discussion (small group and whole class)
1. Support a position, acknowledging opposing views.
2. Present ideas and opinions spontaneously in response to a topic or other speakers.
3. Apply rules for cooperative or whole class debate on a controversial issue.
4. Define group roles using consensus to ensure task is understood and completed.
5. Participate in a formal debate (e.g., panel discussion).
6. Respond orally to literature.
7. Participate in class discussion appropriately.
B. Questioning (Inquiry) and Contributing
1. Paraphrase others' comments to clarify viewpoints.
2. Question to clarify others' opinions.
3. Integrate relevant information regarding issues and problems from group discussions and interviews for reports, issues, projects, debates, and oral presentations.
4. Solve a problem or understand a task through group cooperation.
C. Word Choice
1. Paraphrase, illustrate, clarify, and/or expand on a topic or idea.
2. Develop and use advanced vocabulary related to a topic.
3. Use language that stimulates an audience's interest.
4. Incorporate varied sentence structure and correct grammar.
D. Oral Presentation
1. Use writing to prompt discussion and enhance planning of formal and informal presentations.
2. Use visual aids, media, and/or technology to support oral communication.
3. Give oral presentations to different audiences for various purposes, such as summaries of books and articles, narratives, and persuasive topics, research projects, and extemporaneous/impromptu, dramatic speeches.
4. Acknowledge the audience with eye contact and use appropriate verbal responses to clarify questions and inquiries.
5. Incorporate peer feedback and teacher suggestions for revisions in content, organization, and delivery.
6. Use speaking techniques, including voice modulation, inflection, tempo, enunciation, and eye contact, for effective presentations.
7. Use a scoring rubric to prepare, evaluate, and improve the oral presentations of self and others.
8. Read aloud with fluency.
Building upon knowledge and skills gained in preceding grades, by the end of Grade 12, students will:
A. Discussion
1. Support a position integrating multiple perspectives.
2. Support, modify, or refute a position in small or large-group discussions.
3. Assume leadership roles in student-directed discussions, projects, and forums.
4. Summarize and evaluate tentative conclusions and take the initiative in moving discussions to the next stage.
B. Questioning (Inquiry) and Contributing
1. Ask prepared and follow-up questions in interviews and other discussions.
2. Extend peer contributions by elaboration and illustration.
3. Analyze, evaluate, and modify group processes.
4. Select and discuss literary passages that reveal character, develop theme, and illustrate literary elements.
5. Question critically the position or viewpoint of an author.
6. Respond to audience questions by providing clarification, illustration, definition, and elaboration.
7. Participate actively in panel discussions, symposiums, and/or business meeting formats (e.g., explore a question and consider perspectives).
C. Word Choice
1. Modulate tone and clarify thoughts through word choice.
2. Improve word choice by focusing on rhetorical devices (e.g., puns, parallelism, allusion, alliteration).
D. Oral Presentation
1. Speak for a variety of purposes (e.g., persuasion, information, entertainment, literary interpretation, dramatization, personal expression).
2. Use a variety of organizational strategies (e.g., focusing idea, attention getters, clinchers, repetition, transition words).
3. Demonstrate effective delivery strategies (e.g., eye contact, body language, volume, intonation, articulation) when speaking.
4. Edit drafts of speeches independently and in peer discussions.
5. Modify oral communications through sensing audience confusion, and make impromptu revisions in oral presentation (e.g., summarizing, restating, adding illustrations/details).
6. Use a rubric to self-assess and improve oral presentations.
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