Standard (Curriculum)

Instruction and Assessment

Standard 1. The student uses listening and observation skills to gain understanding.

1.1 Focuses attention

* Uses attention level appropriate for particular circumstances and contexts
* Analyzes and reflects on ideas while paying attention and listening in a variety of situations

1.2 Listens and observes to gain and interpret information

* Interprets and draws inferences from verbal and nonverbal communication
* Draws inferences based on visual information and/or people's behaviors
* Explores different perspectives on complex issues through viewing a range of visual texts
* Listens for, identifies, and explains information vs. persuasion, inferences, emotive rhetoric vs. reasoned arguments
* Uses a variety of effective listening strategies

1.3 Checks for understanding by asking questions and paraphrasing

* Asks questions to interpret and evaluate oral and visual contexts based on information from a variety of sources
* Paraphrases to expand and refine understanding
* Makes judgments and inferences
* Asks questions to refine and verify hypotheses

Instructional Strategies

1.1 - 1.3
* Active listening
* Student-generated questions
* Think-pair-share
* Carousel (team webbing)
* Paraphrasing
* Attendance at performances and assemblies
* Listen-talk-write

Assessment

* Teacher observation and anecdotes
* Self-evaluation

Standard 2. The student communicates ideas clearly and effectively

2.1 Communicates clearly to a range of audiences for different purposes

* Communicates effectively with different audiences
* Makes well-chosen and varied connections between own purposes and audience interests and needs
* Communicates for a broad range of purposes; (e.g., to reflect, make inferences, interview, and influence)
* Identifies and uses different forms of oral presentation

2.2 Develops content and ideas

* Uses a variety of content to convey messages to a chosen audience
* Accesses and uses a variety of primary and secondary sources
* Creates a comprehensive and organized presentation with a clear sequencing of ideas and transitions
* Makes a well reasoned, insightful presentation supported by related details

2.3 Uses effective delivery

* Varies tone, pitch, and pace of speech to create effect and aid communication
* Uses logic, arguments, or appeals to persuade others
* Skillfully uses facial expression, body movement, and gestures to convey tone and mood appropriate to the audience and message

2.4 Uses effective language and style

* Uses a variety of sentence structures
* Uses language that is interesting and well suited to the topic and audience
* Develops effective voice for the audience and purpose

2.5 Effectively uses action, sound, and/or images to support presentations

* Communicates messages through oral, artistic, graphic, and/or multimedia presentation
* Demonstrates sophisticated use of available technology to present ideas and concepts

Instructional Strategies

2.1 - 2.5
* Presentations
* Speeches
* Projects
* Jigsaw
* Debate
* Coaching of presentation skills
* Drama

Assessment

* Assessment of presentation using a scoring guide developed by the participants
* Critiques from audience based on clear criteria established in advance

Standard 3. The student uses communication strategies and skills to work effectively with others.

3.1 Uses language to interact effectively and responsibly with others

* Uses language to influence others; (e.g., to persuade, convince, correct, or disagree)
* Uses appropriate humor, slang, idioms, and conversational styles with both peers and adults
* Uses language that is accurate and equitable
* Shows awareness of cultural premises, assumptions, and world views in order to effectively communicate cross-culturally

3.2 Works cooperatively as a member of a group

* Participates in a group to write, work toward consensus, propose solutions, or achieve results
* Makes individual contributions to the group and extends the contributions of others
* Encourages group members to offer ideas and points of view

3.3 Seeks agreement and solutions through discussion

* Respects that a solution may require honoring other points of view
* Analyzes group interaction to anticipate consequences
* Accepts accountability for group results
* Advocates, implements, and evaluates a plan
* Influences by encouraging and supporting others to act independently

Instructional Strategies

3.1 - 3.3
* Cooperative learning
* Group projects
* Carousel (team webbing)
* Group roles and behaviors
* Role playing

Assessment

* Group self-assessment
* Reflective journals

Standard 4. The student analyzes and evaluates the effectiveness of formal and informal communication.

4.1 Assesses strengths and needs for improvement; assesses own and others' communication strengths and needs and sets goals for improvement

* Defends choices to deviate from established criteria
* Uses one's own and established criteria to improve presentations
* Assesses own strengths and weaknesses as a presenter

4.2 Seeks and offers feedback; seeks and uses feedback to improve communication; offers suggestions and comments to others

* Independently offers specific feedback on others' presentations with regard to content, design, delivery skills, word choice, and conventions
* Seeks, evaluates, accepts and applies feedback

4.3 Analyzes mass communication

* Identifies and evaluates complex techniques used in mass communications such as generalization, appeal to popularity, and appeal to emotion
* Analyzes and explains the effectiveness of methods used in mass communication
* Analyzes and interprets the influence of media sources

4.4 Analyzes how communication is used in career settings

* Determines effective communication techniques for an occupational/career field of interest

Instructional Strategies

4.1 - 4.4
* Goal setting
* Planning to meet goals
* Establishing what is constructive feedback
* Analysis of media for content, purpose, and bias
* Analysis of media for format and delivery
* Discussion of formal and informal communication and when each is most appropriate

Assessment

* Group self-assessment
* Reflective journals
* Content journals