Communication – Grade 2

In second grade, students continue to develop their active listening strategies and ability to sustain attention. They demonstrate their understanding of auditory information by inferring and summarizing. Students understand that language is adjusted based on audience, setting, and purpose. They demonstrate respect for others in their choice of language and nonverbal behavior. Second graders present their ideas clearly in a variety of contexts.

EALR 1: The student uses listening and observation skills and strategies to gain understanding.

Component 1.1: Uses listening and observation skills and strategies to focus attention and interpret information.

NOTES: Listening behavior will vary according to culture, learning style, and situation.

Verbal and nonverbal cues must be taught explicitly. Do not assume they are universal.

1.1.1 Applies a variety of listeningstrategies to accommodate thelistening situation.

  • Adapts listening behavior to attend to atask (e.g., listening to video or audiocommunication).
  • Sustains attention during group activitiesfor 15–20 minutes.
  • Responds to verbal and nonverbalcues associated with the situation (e.g.,classroom routine and/or teacher/peerinteraction).
  • Uses strategies for enjoyment listeningand active listening when appropriate.(See GLE 1.1.2 and 1.2.1.)

1.1.2 Applies a variety of listening and observation skills/strategies to recalland interpret information.

  • Follows three-step oral directions fornew procedures (how to head a paper,how and where to turn in a paper).
  • Retells story with at least five story elements(setting, characters, problem,solution, one event or situation).
  • Identifies main idea and gives two supportingdetails, with teacher guidance.
  • Asks questions to clarify or check understanding(e.g., Does this mean …? Arethey saying …?).
  • Provides feedback pertinent to thelistening or observation situation(Science: “I didn’t know that’s howbutterflies drink nectar.”).
  • Describes visual information (e.g.,Fitness: steps for an underhand throw;Theater: retells story by acting it out).

Component 1.2: Understands, analyzes, synthesizes, or evaluates information from a variety of sources.

1.2.1 Applies strategies to comprehend auditory and visual information.

  • Makes inferences (e.g., Science: whythe plant in the science experimentdied; Reading: why the author wrotethe story).
  • Listens for, identifies, and explains personalconnections to events and emotionsand connections between events(e.g., the feelings shared in a personal story, the events in a story read in classand a news story).
  • Draws simple conclusions from auditoryand visual information in content areas (e.g., Science: reports observationsfrom simple investigations —“Plants need water and light to live.”).
  • Summarizes stories, information, andvideos with teacher guidance (e.g.,information about school events, messagesover the intercom, routines suchas fire and earthquake drills).

1.2.2 Understands that mass media contains fact, fiction, and opinion.

  • Identifies fact, fiction, and opinion invarious forms of mass media (e.g.,television, advertisements, billboards)and supports with evidence, withteacher guidance.
  • Explains the purpose of media (e.g., toinform, to entertain, to persuade).

EALR 2: The student uses communication skills and strategies to interact/work effectively with others.

Component 2.1: Uses language to interact effectively and responsibly in a multicultural context.

2.1.1 Analyzes the situation to adjust language.

  • Selects language that is respectful ofothers’ feelings and rights (e.g., nothreats, bullying, or discriminatory orderogatory language).
  • Adjusts language register to the situation (e.g., speaking to a friend versus speaking to an adult or person inauthority).

Component 2.2: Uses interpersonal skills and strategies in a multicultural context to work collaboratively, solve problems, and perform tasks.

2.2.1 Understands how to show respect forothers’ input.

  • Demonstrates when to talk and whento listen (e.g., “When someone else istalking or during a story, it is time tolisten.”; “When there is a break in theconversation; it may be time to talk.”).
  • Expresses support and acceptance byextending another person’s answer orcomment (e.g., “Juan, I agree with youranswer, and I think we could add thisexample to help prove it.”).
  • As a member of the audience, respondsto the speaker with encouraging nonverbalcommunication (e.g., clappingwhen the presentation is over).

2.2.2 Understands how to contributeresponsibly in a one-to-oneconversation or group setting.

  • Initiates topics within conversationsthat are in progress (e.g., “Hey, did youhear about …?” “Get this …”).
  • Interrupts a conversation appropriately(e.g., “Excuse me …”; When twoadults are talking, an interruption mustmeet certain criteria.).
  • Practices assigned role in a group forcompletion of a task (e.g., The recorderwrites the group’s ideas; the gettergets the group’s materials.).
  • Participates in developing a group solution(e.g., brainstorms ideas).

Component 2.3: Uses skills and strategies to communicate interculturally.

2.3.1 Recognizes that families may haveunique cultural practices and ways tocommunicate.

  • Identifies that there are families differingfrom student’s own: in familystructure, in family practices andrituals, and in the way they communicate(e.g., “I celebrate Ramadan andJenny celebrates Kwanzaa.”; “We usesign language at home with my dadand talk to my mom in Korean.”).

2.3.2 Understands cues that aidintercultural communication.

  • Explains verbal and nonverbal cuesused by others (e.g., hand gestures,facial expressions, utterances, silence,personal space).

EALR 3: The student uses communication skills and strategies to effectively present ideas and one’s self in a variety of situations.

Component 3.1: Uses knowledge of topic/theme, audience, and purpose to plan presentations.

3.1.1 Understands how to plan andorganize effective oralcommunication and presentation.

  • Describes the needs of specific audiences(e.g., to hear the presentationand see visuals; younger audiencesrequire shorter presentations).
  • Selects a topic for a specific purpose(e.g., to explain or entertain).
  • Selects content from personal knowledge,school resources, andfamily/community members.
  • Supports ideas with three details.
  • Organizes information in a logicalsequence (e.g., sequential order inprocedures; problem/solution in storyor personal experience).

Component 3.2: Uses media and other resources to support presentations.

3.2.1 Understands how to use availablemedia and resources in oralpresentations.

  • Uses visual aids with teacher guidance(e.g., illustrations, photos, bar graphs,pictographs and charts).
  • Uses presentation technology withteacher guidance (e.g., white boards,overhead projectors).

Component 3.3: Uses effective delivery.

3.3.1 Applies skills for delivery ofeffective oral communication andpresentations.

  • Adjusts body language to increaseengagement with audience, withteacher guidance (e.g., holding bodystill, holding notes and visuals awayfrom face).
  • Speaks clearly and distinctly.
  • Uses adult grammar and syntax appropriateto developmental level.

EALR 4: The student analyzes and evaluates the effectiveness of communication.

Component 4.1: Assesses effectiveness of one’s own and others’ communication.

4.1.1 Understands how to use simplecriteria to assess one’s owncommunication.

  • Seeks feedback from teacher and/orpeers to improve communication (e.g.,rubrics, checklists specific to type ofcommunication: group work or presentationtypes).
  • Identifies a strength and an areaneeding improvement in one’s owncommunication using classroom criteria,with teacher guidance.

4.1.2 Understands how to use simplecriteria to judge others’communication.

  • Explains elements of communicationbased on classroom criteria and offersfeedback, with teacher guidance (e.g.,“The words you used to describe theold house helped me picture it inmy head.”).

Component 4.2: Sets goals for improvement.

4.2.1 Understands how to set a grade levelappropriate communication goal.

  • Explains, with teacher guidance, whysetting a goal is important.
  • Sets a goal from any area of communicationand creates a plan to meet thegoal, with teacher guidance.