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STANDARD 3.3 (SPEAKING) ALL STUDENTS WILL SPEAK IN CLEAR, CONCISE, ORGANIZED LANGUAGE THAT VARIES IN CONTENT AND FORM FOR DIFFERENT AUDIENCES AND PURPOSES.
Descriptive Statement: Oral language is a powerful tool for communicating, thinking, and learning. Through speaking and listening, students acquire the building blocks necessary to connect with others, develop vocabulary, and perceive the structure of the English language. An important goal in the language arts classroom is for students to speak confidently and fluently in a variety of situations. Speaking is the process of expressing, transmitting, and exchanging information, ideas, and emotions. When students listen and talk to others about their ideas, they are able to clarify their thinking. Whether in informal interactions with others or in more formal settings, communicators are required to organize and deliver information clearly and adapt to their listeners. Students should have multiple opportunities to use speaking for a variety of purposes, including questioning, sharing information, telling a humorous story, or helping others to achieve goals. Students should recognize that what they hear, write, read, and view contributes to the content and quality of their oral language. Cumulative Progress Indicators
Building upon knowledge and skills gained in preceding grades, by the end of Grade 3, students will:
A. Discussion (small group and whole class) 1. Listen and follow a discussion in order to contribute appropriately. 2. Stay focused on topic. 3. Take turns. 4. Support an opinion with details.
B. Questioning (Inquiry) and Contributing 1. Develop appropriate questions to explore a topic. 2. Contribute information, ideas, and experiences to classroom inquiry.
C. Word Choice 1. Use vocabulary related to a particular topic. 2. Adapt language to persuade, explain, or seek information. 3. Use new vocabulary and figurative language learned from literature and classroom experiences.
D. Oral Presentation 1. Use pictures to support an oral presentation. 2. Attempt to revise future presentations based on feedback from peers and teacher.
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