ABE 91: English Language Arts Speaking and Listening II

Speaking and Listening:

• Engage in discussions building on others' ideas and expressing their own ideas.
• Summarize and paraphrase information presented in diverse media and evaluate the motivation behind its presentation.
• Summarize a speaker's argument and explain how each claim is supported by reason and evidence.
• Report on a topic using appropriate facts to support main ideas and themes.
• Adapt speech to a variety of contexts, demonstrating a command of the English language, knowing when to use formal or informal language.
• Communicate clearly using proper intonation and pronunciation.

2. Language Conventions:

• Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
• Demonstrate command of the conventions of standard English grammar and usage when speaking.

Core topics for this course are aligned to the College & Career Readiness Standards for English Language Arts/Literacy Levels C and D as listed below.

College and Career Readiness Standards that align to this course:

Speaking and Listening Standards:

S&L CCR Anchor 1: Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively.

• Level C:  Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners, building on others’ ideas and expressing their own clearly.
  • Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.
  • Follow agreed-upon rules for discussions and carry out assigned roles.
  • Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others.
  • Review the key ideas expressed and draw conclusions in light of information and knowledge gained from the discussions.
• Level D:  Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners, building on others’ ideas and expressing their own clearly.
  • Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.
  • Follow rules for collegial discussions and decision-making, track progress toward specific goals and deadlines, and define individual roles as needed.
  • Pose questions that connect the ideas of several speakers and respond to others’ questions and comments with relevant evidence, observations, and ideas.
  • Acknowledge new information expressed by others, and, when warranted, qualify or justify their own views in light of the evidence presented.

S&L CCR Anchor 2:  Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.

• Level C:
  • Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.
  • Summarize a written text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.
• Level D:
  • Analyze the purpose of information presented in diverse media and formats (e.g., visually, quantitatively, orally) and evaluate the motives (e.g., social, commercial, political) behind its presentation.

S&L CCR Anchor 3:  Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric.

• Level C:
  • Summarize the points a speaker makes and explain how each claim is supported by reasons and evidence.
• Level D:
  • Delineate a speaker’s argument and specific claims, evaluating the soundness of the reasoning and relevance and sufficiency of the evidence and identifying when irrelevant evidence is introduced.

S&L CCR Anchor 4:  Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience.

• Level 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.
• Level 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.

S&L CCR Anchor 5: Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations.

• Level C:
  • Include multimedia components (e.g., graphics, sound) and visual displays in presentations when appropriate to enhance the development of main ideas or themes.
• Level D:
  • Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest.

S&L CCR Anchor 6: Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate.

• Level 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, below)
• Level 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, below)

Language Standards:

Language CCR Anchor 1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

• Level C:
  • Use relative pronouns (who, whose, whom, which, that) and relative adverbs (where, when, why).
  • Form and use the progressive (e.g., I was walking; I am walking; I will be walking) verb tenses.
  • Use modal auxiliaries (e.g., can, may, must) to convey various conditions.
  • Form and use the perfect (e.g., I had walked; I have walked; I will have walked) verb tenses.
  • Use verb tense to convey various times, sequences, states, and conditions.
  • Recognize and correct inappropriate shifts in verb tense.
  • Order adjectives within sentences according to conventional patterns (e.g., a small red bag rather than a red small bag).
  • Form and use prepositional phrases.
  • Use correlative conjunctions (e.g., either/or, neither/nor).
• Level D:
  • Ensure that pronouns are in the proper case (subjective, objective, possessive).
  • Use intensive pronouns.
  • Recognize and correct inappropriate shifts in pronoun number and person.
  • Recognize and correct vague or unclear pronouns.
  • Recognize variations from standard English in their own and others’ writing and speaking, and identify and use strategies to improve expression in conventional language.
  • Explain the function of verbals (gerunds, participles, infinitives) in general and their function in particular sentences.
  • Form and use verbs in the active and passive voice.
  • Form and use verbs in the indicative, imperative, interrogative, conditional, and subjunctive mood.
  • Recognize and correct inappropriate shifts in verb voice and mood.
  • Explain the function of phrases and clauses in general and their function in specific sentences.
  • Choose among simple, compound, complex, and compound-complex sentences to signal differing relationships among ideas.
  • Place phrases and clauses within a sentence, recognizing and correcting misplaced and dangling modifiers.

Language CCR Anchor 3:  Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.

• Level C: Use knowledge of language and its conventions when writing, speaking, reading, or listening.
  • Choose words and phrases to convey ideas precisely.
  • Differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal discourse is appropriate (e.g., small-group discussion).
  • Expand, combine, and reduce sentences for meaning, reader/listener interest, and style.
  • Compare and contrast the varieties of English (e.g., dialects, registers) used in stories, dramas, or poems.
• Level D: Use knowledge of language and its conventions when writing, speaking, reading, or listening.
  • Vary sentence patterns for meaning, reader/listener interest, and style.
  • Maintain consistency in style and tone.
  • Choose language that expresses ideas precisely and concisely, recognizing and eliminating wordiness and redundancy.