Speaking and Listening GLEs
Note: Blue indicates the Grade Level Expectations (GLEs) Note: Advanced expectations are noted in bold print
Standard & Advanced 9th / Standard & Advanced 10th / Standard & Advanced 11thPrepare for and communicate effectively during oral presentations
Presentation of Knowledge and Ideas:
a. Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning, and the organization, development, substance, and style are appropriate to purpose, audience, and task. (CCSS: SL.9-10.4)
b. Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest. (CCSS: SL.9-10.5)
c. Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.(CCSS: SL.9-10.6)
d. Define a position, select evidence to support that position, and develop a well-organized presentation to defend it.
e. Use effective oral delivery skills, including verbal and nonverbal techniques, to persuade an audience
f. Demonstrate professionalism and courtesy for an audience by rehearsing presentations, using appropriate volume and clear pronunciation to establish fluency and tone, and showing awareness of posture, gesture, and eye contact.
g. Audience members follow the speaker's arguments, take notes, ask clarifying questions, and give verbal and nonverbal feedback to the speaker as appropriate / Prepare for and communicate effectively during oral presentations
Presentation of Knowledge and Ideas:
a. Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task. (CCSS: SL.9-10.4)
b. Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest. (CCSS: SL.9-10.5); demonstrate critical thinking, innovation, and audience awareness when choosing an effective mode of presentation.
c. Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.(CCSS: SL.9-10.6)
d. Present a clear thesis, well- organized claims, and data to support that thesis.
e. Make decisions about how to establish credibility and appeal to audiences by selecting organizational structures, precise vocabulary, verbal and nonverbal cues and rhetorical strategies.
f. Rehearse presentations to gain fluency, adjust tone and modulate volume for emphasis, develop poise, and choose confident posture, gesture, and eye contact.
g. Participate actively and demonstrate respect by asking clarifying questions, and giving appropriate feedback.
h. Use feedback to evaluate effectiveness of presentations / Prepare for and communicate effectively by sharing reasoning and varied perspectives during oral presentations
Presentation of Knowledge and Ideas:
a. Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, and the organization, development, substance, and style are appropriate to purpose and audience. (adapted from CCSS: SL.11-12.4)
b. Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest. (CCSS: SL.11-12.5); demonstrate critical thinking, innovation, and audience awareness when choosing an effective mode of presentation.
c. Adapt speech to a variety of contexts and tasks, demonstrating a command of formal English when indicated or appropriate. (CCSS: SL.11-12.6)
d. Present a clear thesis, claims, and data, and address alternate or opposing perspectives to demonstrate awareness of issue and audience.
e. Distinguish between formal and informal presentations, using verbal and nonverbal techniques, clear enunciation, appropriate organization, vocabulary and tone to meet intended purposes
f. Rehearse presentations to gain fluency, adjust tone and modulate volume for emphasis, develop poise, and choose confident posture, gesture, and eye contact.
g. Participate actively and demonstrate respect by addressing the previous speaker in the response and providing appropriate and effective feedback. Politely critique the accuracy, relevance and validity of evidence used or cited in a group discussion or presentation.
h. Use feedback to analyze audience responses to evaluate how effectively each presentation meets intended purposes
i. Identify, explain, and use content-specific vocabulary, terminology, dialect, or jargon unique to particular groups, perspectives, or contexts (such as social, professional, political, cultural, historical or geographical)
Initiate and participate effectively in a range of collaborative discussions
Comprehension and Collaboration:
a. Participate in discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 9 topics, texts, and issues, building on others' ideas and expressing one’s own clearly and persuasively. (adapted from CCSS: SL.9-10.1)
i. Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas. (CCSS: SL.9-10.1a)
ii. Work with peers to set rules for collegial discussions and decision-making (e.g., informal consensus, taking votes on key issues, presentation of alternate views), clear goals and deadlines, and individual roles as needed. (CCSS: SL.9-10.1b)
iii. Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions. (CCSS: SL.9-10.1b)
iv. Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify one’s own views and understanding and make new connections in light of the evidence and reasoning presented. (CCSS: SL.9-10.1c)
i. Contribute to the discussion by adding text-based analysis and demonstrating critical thinking that relates the text to issues outside of the text.
b. Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source. (CCSS: SL.9-10.2)
c. Evaluate a speaker's point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence. (CCSS: SL.9-10.3)
d. Follow the speaker's arguments, take notes, ask clarifying questions, and give verbal and nonverbal feedback to the speaker as appropriate / Initiate and participate effectively in a range of collaborative discussions
Comprehension and Collaboration:
a. Participate in discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 10 topics, texts, and issues, building on others' ideas and expressing one’s own clearly and persuasively. (adapted from CCSS: SL.9-10.1)
ii. Come to discussions prepared, having read and researched material under study and generated own original questions and opinions on the topic; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned, unique exchange of ideas. (adapted from CCSS: SL.9-10.1a)
iii. Work with peers to guide discussions and decision-making, set clear goals and deadlines, and establish individual roles as needed. (adapted from CCSS: SL.9-10.1b)
iv. Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions. (CCSS: SL.9-10.1b)
v. Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify one’s own views and understanding and make new connections in light of the evidence and reasoning presented. (adapted from CCSS: SL.9-10.1c)
i. Contribute to the discussion by adding text-based analysis and demonstrating critical thinking that relates the text to issues outside of the text (e.g. historical events, current events, other literature, etc.).
b. Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source. (CCSS: SL.9-10.2)
c. Evaluate a speaker's point of view, reasoning, and use of evidence and rhetoric, identifying and explaining the effect of any fallacious reasoning or exaggerated or distorted evidence. (adapted from CCSS: SL.9-10.3)
d. Participate actively and demonstrate respect by recapping what the previous speaker has said, asking clarifying questions, and giving appropriate feedback.
e. Facilitate (or lead) a group by developing an agenda designed to accomplish a specified goal / Initiate and participate effectively in a range of collaborative discussions
Comprehension and Collaboration:
a. Participate in discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 11 topics, texts, and issues, building on others' ideas and expressing one’s own clearly and persuasively. (adapted from CCSS: SL.11-12.1)
ii. Come to discussions prepared, having read and researched material under study and generated own original questions and opinions on the topic; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned, unique exchange of ideas. (adapted from CCSS: SL.11-12.1a)
iii. Work with peers to guide and promote civil, democratic discussions and decision-making, set clear goals and deadlines, and establish individual roles as needed. (adapted from CCSS: SL.11-12.1b)
iv. Propel conversations by posing and responding to questions that probe reasoning and evidence; ensure a hearing for a full range of positions on a topic or issue; clarify, verify, or challenge ideas and conclusions; and promote divergent and creative perspectives. (CCSS: SL.11-12.1c)
v. Respond thoughtfully to diverse perspectives; synthesize comments, claims, and evidence made on all sides of an issue; resolve contradictions when possible; and determine what additional information or research is required to deepen the investigation or complete the task. (CCSS: SL.11-12.1b)
v. Work collaboratively to formulate an original argument about the text, address multiple perspectives, and provide evidence from the text to support original claims.
b. Integrate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, orally) in order to make informed decisions and solve problems, evaluating the credibility and accuracy of each source and noting any discrepancies among the data. (CCSS: SL.11-12.2)
c. Evaluate a speaker's point of view, reasoning, and use of evidence and rhetoric, assessing the stance, premises, links among ideas, word choice, points of emphasis, and tone used. (CCSS: SL.11-12.3)
d. Participate actively and demonstrate respect by addressing the previous speaker in the response and providing appropriate and effective feedback. Politely critique the accuracy, relevance and validity of evidence used or cited in a group discussion or presentation.
e. Demonstrate knowledge by facilitating a group; listen critically and evaluate the effectiveness of oral delivery techniques and overall effectiveness of the group, then guide it to a larger conclusion.
Reading for all Purposes GLEs
Standard & Advanced 9th / Standard & Advanced 10th / Standard & Advanced 11thUse textual evidence to support analysis and personal responses to literature and poetry
Key Ideas and Details:
a. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. (CCSS: RL.9-10.1)
b. Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. (CCSS: RL.9-10.2)
c. Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme. (CCSS: RL.9-10.3)
d. Analyze the theme or central idea of a text to draw parallels to personal experience.
Craft and Structure:
e. Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone). (CCSS: RL.9-10.4)
f. Analyze how an author's choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise. (CCSS: RL.9-10.5)
g. Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States, drawing on a wide reading of world literature. (CCSS: RL.9-10.6)
Integration of Knowledge and ideas:
h. Analyze the representation of a subject or a key scene in two different artistic mediums, including what is emphasized or absent in each treatment (e.g., Auden's "Musée des Beaux Arts" and Breughel's Landscape with the Fall of Icarus). CCSS: RL.9-10.7)
i. Analyze how an author draws on and transforms source material in a specific work (e.g., how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare). (CCSS: RL.9-10.9)
j. Recognize elements of traditional, classic, and contemporary works of literature in society.
k. Recognize elements of a primary source document in other works of literature.
Range of Reading and Level of Text Complexity:
l. By the end of grade 9, read, comprehend, and analyze literature, including stories, dramas, and poems, in the grades 9-10 text complexity band proficiently, with scaffolding as needed at the high end of the range. (adapted from CCSS: RL.9-10.10) / Use textual evidence to support analysis and personal responses to literature and poetry
Key Ideas and Details:
a. Cite strong and thorough textual evidence to support an original argument based on one’s analysis of what the text says explicitly as well as inferences drawn from the text. (adapted from CCSS: RL.9-10.1)
b. Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; explain what argument the author is making about the theme and why that argument is important in the context of why we study world literature; provide an objective summary of the text. (adapted from CCSS: RL.9-10.2)
c. Analyze how complex characters (e.g., those with multiple or conflicting motivations), motifs, and images develop over the course of a text, advance the plot or develop the theme. (adapted from CCSS: RL.9-10.3)
d. Analyze the theme or central idea of a text to draw parallels to the human experience and support conclusions about the author’s purpose.
Craft and Structure:
e. Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone). (CCSS: RL.9-10.4)