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D. Oral Presentation |
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By the end of Kindergarten, students will: |
| |
1.
Sing familiar
songs and rhymes to promote oral language development. |
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2.
Begin to use
social conventions of language. |
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Building upon knowledge and skills gained in
preceding grades, by the end of Grade 1, students will: |
| |
1.
Recite
poems, stories, or rhymes orally (e.g., favorite nursery rhymes). |
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2.
Participate
in choral reading to develop phonemic awareness, oral language, and
fluency. |
| |
3.
Retell a
story to check for understanding. |
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4. Read aloud from
developmentally appropriate texts with attention to expression. |
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Building upon knowledge and skills gained in
preceding grades, by the end of Grade 2, students will: |
| |
1.
Participate
in a dramatization or role play. |
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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. |
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Building upon knowledge and skills gained in
preceding grades, by the end of Grade 3, students will: |
| |
1.
Use pictures
to support an oral presentation. |
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2.
Attempt to
revise future presentations based on feedback from peers and teacher. |
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3.
Use
appropriate strategies to prepare, rehearse and deliver an oral
presentation: word choice, expression, eye contact and volume. |
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Building upon knowledge and skills gained in
preceding grades, by the end of Grade 4, students will: |
| |
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. |
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7.
Understand and use criteria for a rubric to improve an oral
presentation. |
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Building
upon knowledge and skills gained in preceding grades, by the end of
Grade 5, students will: |
| |
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: |
| |
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: |
| |
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: |
| |
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: |
| |
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. |