CROSSWALK: SPEAKING AND LISTENING

Oregon Common Core State Standards (CCSS) English Language Arts (ELA)

CROSSWALK: SPEAKING AND LISTENING

Oregon Department of Education

CONTENTS

CROSSWALK - ELA CCSSs and corresponding Oregon ELA Standards Summary Analysis, Gaps, Implications for Implementation

Speaking and Listening Standards 1 - 6, Grades K - 11/12

DRAFT

INTRODUCTION

Oregon Common Core State Standards (CCSS) English Language Arts (ELA) Crosswalk

Transitioning to the Common Core When Oregon adopted the Common Core State Standards in October 2010, our state joined other states in the pursuit of a common, standards-based education for our students, kindergarten through high school. Common standards can increase the likelihood that all students, no matter where they live, are prepared for success in college and the work place. Because skillful reading, writing, language use, and speaking and listening are similar across the states, common standards make sense. They make possible common achievement goals for grade level groups and also efficiencies of scale for instructional and professional development materials. In today’s world, common assessments and access to common resources also make sense. The Common Core State Standards (CCSS) for English Language Arts (ELA) & Literacy in History/Social Studies, Science, and Technical Subjects (“the Standards”) will prepare Oregon students and students in other CCSS states to be proficient in the four strands of the English language arts skills—Reading, Writing, Language, and Speaking and Listening. These skills are essential for success in school and beyond. Additionally in Oregon, proficiency in the Essential Skills of Reading, Writing, and Speaking and Listening will be required to earn an Oregon Diploma. The Common Core provides a clear continuum to teach students those specific skills, refining them year by year, from kindergarten through grade 12, across the four CCSS strands.

Change Because the CCSS will provide updated ELA expectations for our students, change will be required in curriculum and assessment. We acknowledge change is not easy because anything new requires time to learn. However, as the Common Core Standards build on the strong foundational standards already represented in many state standards, including those in Oregon, the changes are not overwhelming. The CCSS are new to every state adopting them—in part because they were developed from end-of-grade 12 College and Career Readiness (CCR) Anchor Standards down to kindergarten using a reverse design approach. Consequently, each grade-specific standard corresponds to the same CCR Anchor Standard by number. For easy reference, the strand-specific CCR Anchor Standards are displayed on the covers of the Crosswalk. The overarching goal of the Common Core is for all students to be college and career-ready. To make that goal a reality, an integrated model of literacy was used to design the standards. While the CCSS are made up of four separate strands to maintain clarity—Reading, Writing, Speaking and Listening, and Language—the standards across the four strands are interrelated and cross-referenced as they are intended to be clustered for instruction.

A Plan for Transition Planning how to begin using a new set of standards is challenging. Where does a district start implementing? With a particular grade? With a particular strand? With professional development for everyone? Having a crosswalk between the new and the old provides the context necessary to develop a plan for transition that can help answer those questions.

The CCSS ELA Crosswalk Designed as a planning tool to assist Oregon education leaders in the transition to the CCSS, the K-12 Crosswalk is made up of four documents, one for each strand, that compare the CCSS to the Oregon English Language Arts Standards adopted in 2003. The purpose of the Crosswalk is to help educators make sense of the CCSS within the context of the Oregon standards without having to create their own comparison. The Crosswalk includes comparison as well as summary information on each Common Core Standard.

Using the Crosswalk The CCR Anchor Standards are the backbone of the CCSS for every grade in every strand, with one exception—the Foundational Reading Skills Standards for K-5 do not have anchor standards. The Crosswalk provides an analysis of every CCSS with the CCRs as organizers:

Foundational Reading Skills Standards (CCSS), K-5 only Reading CCRs

Literature Standards (CCSS)

Informational Text Standards (CCSS)

Language CCRs

Language Standards (CCSS)

Writing CCRs

Writing Standards (CCSS)

Speaking and Listening CCRs

Speaking and Listening Standards (CCSS) Here’s how it works: The CCR Anchor Standard appears in bold at the top of the page (with the exception of the Foundational Reading Skills Standards where the Standard is listed at the top of the page). The CCSS connected to that CCR are displayed in a table beneath. Related Oregon standards, shaded, follow. The bottom row of the table is a Summary Analysis of the comparison of the two sets of standards. Following the Summary Analysis is a list of noticeable Gaps and a place for noting Implications for Implementation. This last section has been left mostly blank for districts and schools to note site-specific implications during transition planning. The Comment column on the right side of the page aggregates observations for each row. (In order to display similar skills in the same row, a few of the CCSS lower case letters have been reordered.) In some instances, a Notes section appears before Gaps indicating differences in organizational structure between the two sets of standards.

CCSS Resources The department is finding ways to assist districts and to maximize efficiencies as Oregon transitions to the CCSS. Providing the ELA Crosswalk is one way. Similarly, the Council of Chief State School Officers (CCSSO), a co-sponsor of the Common Core States Standards Initiative (CCSSI), is assisting CCSS states. Creating professional development materials (including copyright permissions for grade band text) written by lead ELA standards writers, Sue Pimentel and David Coleman, is one way. These materials will be available beginning June 2011. Additional resources drawn from Oregon’s ELA Crosswalk will be available in June 2011. As they are completed, the ELA Crosswalk and other Oregon-developed resources and resources from other organizations like CCSSO will be posted on the ODE ELA CCSS webpage that is linked from the ODE CCSS landing page (to find from the ODE homepage, search ccss or add go/commoncore to the address; then link to ELA). These web pages, continuously updated, are designed to assist Oregon educators in

Gathering information, resources, and tools, including examples submitted from Oregon districts, for planning their transition to the CCSS

Locating professional development materials to begin CCSS implementation.

Acknowledgements The Oregon Department of Education (ODE) acknowledges the Northwest Regional Comprehensive Center (NWRCC), in collaboration with Education Northwest, for convening representatives from higher education, state agencies, ESDs, and districts from across five states in a two-day symposium, February 8 - 9, 2011, in Portland that provided the context and impetus for the creation of the Oregon CCSS ELA Crosswalk. The Common Core State Standards: Planning for Effective Implementation focused on CCSS implementation challenges and potential solutions…and inspired collaborative work. Professor Beth LaForce, George Fox University, and Professor Mindy Legard Larson, Linfield College, offered to work with ODE on creating CCSS resources for Oregon districts and preservice teachers. Following the symposium, Professor LaForce sent ODE a grade 1-6 crosswalk of the CCSS to Oregon standards created by preservice students. That document provided the starting point for the crosswalk project. ODE wishes to thank Professor LaForce and her students. .

DRAFT

http://www.ode.state.or.us/search/page/?=3251

http://www.ode.state.or.us/search/page/?id=2860

Oregon Department of Education Speaking and Listening Crosswalk April 2011 1

DRAFT CCSS SPEAKING AND LISTENING

Comprehension and Collaboration - Speaking and Listening Standard 1 CCR Anchor Standard: "Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively."

Grade K Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 Grade 9-10 Grade 11-12 Comments

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1. Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups.

1. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups.

1. Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups.

1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others’ ideas and expressing their own clearly.



1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on others’ ideas and expressing their own clearly.



1. Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.

1. Initiate and participate effectively in a range of collaborative discussions (one-on- one, in groups, and teacher-led) with diverse partners on grades 11–12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.

a. Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.



a. Come to discussions prepared, having read or studied required material; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.

a. Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.

a. Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.

a. 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.

a. 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.

[Preparation]

a. Follow agreed-upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion).

a. Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion).

a. Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion).

b. Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion).

b. Follow agreed-upon rules for discussions and carry out assigned roles.

b. Follow agreed-upon rules for discussions and carry out assigned roles.

b. Follow rules for collegial discussions, set specific goals and deadlines, and define individual roles as needed.

b. Follow rules for collegial discussions, track progress toward specific goals and deadlines, and define individual roles as needed.

b. Follow rules for collegial discussions and decision-making, track progress toward specific goals and deadlines, and define individual roles as needed.

b. 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.

b. Work with peers to promote civil, democratic discussions and decision making, set clear goals and deadlines, and establish individual roles as needed.

[Rules and roles]

b. Continue a conversation through multiple exchanges.

b. Build on others’ talk in conversations by responding to the comments of others through multiple exchanges.

c. Ask questions to clear up any confusion about the topics and texts under discussion.

b. Build on others’ talk in conversations by linking their comments to the remarks of others.

c. Ask for clarification and further explanation as needed about the topics and texts under discussion.

c. Ask questions to check understanding of information presented, stay on topic, and link their comments to the remarks of others.

c. Pose and respond to specific questions to clarify or follow up on information, and make comments that contribute to the discussion and link to the remarks of others.

c. Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others.

c. Pose and respond to specific questions with elaboration and detail by making comments that contribute to the topic, text, or issue under discussion.

c. Pose questions that elicit elaboration and respond to others’ questions and comments with relevant observations and ideas that bring the discussion back on topic as needed.

c. Pose questions that connect the ideas of several speakers and respond to others’ questions and comments with relevant evidence, observations, and ideas.

c. 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.

c. 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.

[Engage in discussion]

d. Explain their own ideas and understanding in light of the discussion.

d. Review the key ideas expressed and explain their own ideas and understanding in light of the discussion.

d. Review the key ideas expressed and draw conclusions in light of information and knowledge gained from the discussions.

d. Review the key ideas expressed and demonstrate understanding of multiple perspectives through reflection and paraphrasing.

d. Acknowledge new information expressed by others and, when warranted, modify their own views.

d. Acknowledge new information expressed by others, and, when warranted, qualify or justify their own views in light of the evidence presented.

d. Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning presented.

d. 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.

[Express ideas]


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EL.00.RE.20 Demonstrate listening comprehension of more complex text through discussions.




EL.04.RE.05 Demonstrate listening comprehension of more complex text through class and/or small group interpretive discussions across the subject areas.





EL.HS.RE.04 Demonstrate listening comprehension of more complex text through class and/or small group interpretive discussions across the subject areas.

[These standards are from the Reading Informational Text section.]

Identical standards at grades K-3; 4 - 9/10.

EL.00.LI.03 Demonstrate listening comprehension of more complex literary text through discussions.




EL.04.LI.02 Demonstrate listening comprehension of more complex literary text through class and/or small group interpretive discussions.





EL.HS.LI.02Demonstrate listening comprehension of more complex literary text through class and/or small group interpretive discussions.

[These standards are from the Reading Literary Text section.]


EL.01.SL.09 Ask questions for clarification and understanding.

EL.02.SL.07 Ask for clarification and explanation of stories and ideas.

EL.03.SL.09 Answer questions completely and with appropriate elaboration.

EL.04.SL.07 Ask thoughtful questions and respond orally to questions with appropriate discussion

EL.07.SL.07 Ask questions to obtain information, including evidence to support the speaker's claims and conclusions.

[Ask, answer question]

EL.02.SL.08 Retell in own words information that has been shared orally by others.

EL.03.SL.07 Retell in own words and explain what has been said by a speaker.

EL.04.SL.08 Summarize major ideas and supporting evidence presented in spoken messages and formal presentations.

EL.HS.SL.10 Formulate judgments about ideas under discussion, and support those judgments with convincing evidence.

[Express ideas]

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No corresponding Oregon standards.

No corresponding Oregon standards. Existing standards apply to speaking and listening in formal presentation situations.








No corresponding Oregon standards. Existing standards apply to speaking and listening in formal presentation situations..

No Oregon standards at 11/12.

Gaps

CCSSs relate to discussion. Oregon has no standards for participation in discussions. A few of the Oregon Speaking and Listening Standards fit somewhat but are intended to be applied to listening to formal speeches and presentations or to demonstrating comprehension.

CCSSs include the following bands of standards, which Oregon's do not address. o Come well-prepared to participate in discussions, grades 3 - 11/12. o Be knowledgeable about and follow rules and roles in group discussions, grades K - 11/12. o Participate in the give and take of the discussion, asking and answering questions, etc., grades K - 11/12 o Understand and respond to others' ideas, and express their own, grades 3 - 11/12.

Implications for Implementation




Comprehension and Collaboration - Speaking and Listening Standard 2 CCR Anchor Standard: "Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally."


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2. Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood.

2. Ask and answer questions about key details in a text read aloud or information presented orally or through other media.

2. Recount or describe key ideas or details from a text read aloud or information presented orally or through other media.

2. Determine the main ideas and supporting details of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.

2. Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.

2. Summarize a written text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.

2. Interpret information presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how it contributes to a topic, text, or issue under study.

2. Interpret information presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how it contributes to a topic, text, or issue under study.

2. Analyze the purpose of information presented in diverse media and formats (e.g., visually, quantitatively, orally) and evaluate the motives (e.g., social, commercial, political) behind its presentation.

2. Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source.

2. 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.

Text read aloud grades K - 5

Diverse media and formats grades 6 - 11/12.

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EL.HS.RE.04 Demonstrate listening comprehension of more complex text through class and/or small group interpretive discussions across the subject areas.

[These standards are from the Reading Informational Text section.]











EL.HS.LI.02Demonstrate listening comprehension of more complex literary text through class and/or small group interpretive discussions.

[These standards are from the Reading Literary Text section.]


EL.00.RE.27 Correctly answer simple questions about a text read aloud.






[Ask, answer questions]

EL.02.SL.08 Retell in own words information that has been shared orally by others.

EL.03.SL.07 Retell in own words and explain what has been said by a speaker.


EL.08.SL.09 Paraphrase a speaker's purpose and point of view, and ask relevant questions concerning the speaker's content, delivery, and purpose.

[Paraphrase]

EL.06.SL.12 Identify and discuss persuasive and propaganda techniques used in television, including false and misleading information and stereotypes.

EL.07.SL.10 Analyze how images, text, and sound in electronic journalism affect the viewer; identify the techniques used to achieve the effects in each instance.

EL.08.SL.08 Analyze oral presentations, including language choice and delivery, and the effect of the speaker's interpretations on the listener.

EL.HS.SL.17 Analyze how language and delivery affect the mood and tone of the oral communication and make an impact on the audience.

[Analysis]

EL.06.SL.13 Compare ideas and points of view expressed in broadcast, print media, and electronic media.

EL.08.SL.12 Interpret and evaluate the various ways in which visual image-makers (e.g., graphic artists, illustrators, news photographers, film makers) communicate information and affect impressions and opinions.

EL.HS.SL.14 Identify the aesthetic effects of a media presentation, and evaluate the techniques used to create them.


DRAFT

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Oregon's cover the CCSS..

Oregon's cover the CCSS.


Oregon's cover the CCSS except diverse media.


Oregon's don't specify "paraphrase."


Oregon's cover summarize" at grade 4.

Oregon's do not directly address the CCSS.

Oregon's do not address the CCSS specifically.

Oregon's cover the CCSS

Oregon's do not cover the CCSS.

No Oregon standards at grades 11/12.

Gaps

CCSSs refer to "diverse media and formats" at grades 3 - 11/12. Oregon's include media other than text at grades 6 - 9/10.

CCSSs call for analysis of specific aspects (e.g., motives, credibility). Implications for Implementation




Comprehension and Collaboration - Speaking and Listening Standard 3 CCR Anchor Standard: "Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric."


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3. Ask and answer questions in order to seek help, get information, or clarify something that is not understood.

3. Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood.

3. Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue.

3. Ask and answer questions about information from a speaker, offering appropriate elaboration and detail.

3. Identify the reasons and evidence a speaker provides to support particular points.

3. Summarize the points a speaker makes and explain how each claim is supported by reasons and evidence.

3. Delineate a speaker’s argument and specific claims, distinguishing claims that are supported by reasons and evidence from claims that are not.

3. Delineate a speaker’s argument and specific claims, evaluating the soundness of the reasoning and the relevance and sufficiency of the evidence.

3. Delineate a speaker’s argument and specific claims, evaluating the soundness of the reasoning and relevance and sufficiency of the evidence and identifying when irrelevant evidence is introduced.

3. Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence.

3. 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.

Ask and answer questions, grades K-3

Reasons and evidence, grades 4-5

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EL.00.SL.09 Listen when others are speaking

EL.02.SL.06 Determine the purposes of listening (e.g., to obtain information, to solve problems, for enjoyment).

EL.03.SL.08 Connect and relate prior experiences, insights, and ideas to those of a speaker (e.g., through mapping, graphic organization).


EL.05.SL.08 Interpret a speaker's verbal and non-verbal messages, purposes, and perspectives.

EL.06.SL.09 Relate the speaker's verbal communication, including word choice, pitch, feeling, and tone to the non-verbal message, including posture, facial expressions, and gestures.

EL.08.SL.11 Evaluate the credibility of a speaker (e.g., hidden agendas, slanted or biased material).

EL.HS.SL.12 Evaluate the clarity, quality, and effectiveness of a speaker's important points, arguments, evidence, organization of ideas, delivery, diction, and syntax.

EL.06.SL.10 Identify the tone, mood, and emotion conveyed in oral communication.

EL.07.SL.08 Determine the speaker's attitude toward the subject.

EL.HS.SL.13 Identify and analyze the types of arguments used by the speaker, including argument by causation, analogy, authority, emotion, and logic.

EL.00.RE.27 Correctly answer simple questions about a text read aloud.





EL.05.SL.07 Ask relevant questions that seek information not already discussed.


. EL.02.SL.08 Retell in own words information that has been shared orally by others

EL.03.SL.11 Distinguish between the speaker's opinions and verifiable facts.

EL.05.SL.09 Make inferences or draw conclusions based on an oral report.

EL.06.SL.12 Identify and discuss persuasive and propaganda techniques used in television, including false and misleading information and stereotypes.

EL.07.SL.09 Respond to persuasive presentations with questions, challenges, or affirmations.

EL.07.SL.11 Identify, analyze, and critique persuasive techniques, such as promises, dares, flattery, and glittering generalities used in oral presentations and media messages.

EL.HS.SL.16 Analyze historically significant speeches (e.g., Abraham Lincoln's "Gettysburg Address," Martin Luther King, Jr.'s "I Have a Dream") to find the rhetorical devices and features that make them memorable.

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Oregon's cover the CCSS except for asking questions.


Oregon's do not address the CCSS at grade 5, though there is a similar Oregon standard at grade 4.

Oregon's do not specifically address the CCSS.

Oregon's do not specifically address the CCSS and do not ask for evaluation.

Oregon's do not cover the CCSS.



Gaps

CCSSs call for students to ”evaluate" reasoning and evidence of an argument or claim at grade 7 (and "distinguish ..." at grade 6). Oregon does not have corresponding standards at grades 6 and 7. Implications for Implementation


DRAFT CCSS SPEAKING AND LISTENING Comprehension and Collaboration - Speaking and Listening Standard 4 CCR Anchor Standard: "Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and

audience."

Grade K Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 Grade 9-10 Grade 11-12 Summary Analysis

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people, places, things, and events and, with prompting and support, provide additional detail.

4. Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly.

4. Tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences.

4. Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details, speaking clearly at an understandable pace.

4. Report on a topic or text, tell a story, or recount an experience in an organized manner, using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace.

4. Report on a topic or text or present an opinion, sequencing ideas logically and using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace.

4. Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and details to accentuate main ideas or themes; use appropriate eye contact, adequate volume, and clear pronunciation.

4. Present claims and findings, emphasizing salient points in a focused, coherent manner with pertinent descriptions, facts, details, and examples; use appropriate eye contact, adequate volume, and clear pronunciation.

4. Present claims and findings, emphasizing salient points in a focused, coherent manner with relevant evidence, sound valid reasoning, and well-chosen details; use appropriate eye contact, adequate volume, and clear pronunciation.

4. 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.

4. Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks.

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EL.00.SL.01 Recite short poems, rhymes, and songs.

EL.01.SL.01 Recite poems, rhymes, songs, and stories.

EL.02.SL.01 Retell stories in own words including characters, setting, and plot.

EL.04.SL.03 Use details, examples, anecdotes (stories of a specific event), or experiences to clarify information.

EL.05.SL.01 Develop a focus and point of view that are appropriate to audience and purpose.

EL.06.SL.01 Develop a focus and point of view.

EL.07.SL.01 Develop a focus and point of view to achieve particular purposes and to appeal to the background and interests of the audience.

EL.08.SL.01 Develop a focus and present information to achieve particular purposes by matching the message, vocabulary, voice modulation, expression, and tone to the audience and purpose.

EL.HS.SL.01 Present and support a clear thesis statement and choose appropriate types of proof (e.g., statistics, testimony, specific instances) that meet standard tests for evidence, including credibility, validity, and relevance.

[Focus and development]

EL.00.SL.02 Retell, reenact, or dramatize stories or parts of stories.

EL.01.SL.02 Stay on topic when speaking.

EL.06.SL.02 Match the purpose, message, occasion, and delivery to the audience.

EL.00.SL.04 Share information and ideas, speaking in complete, coherent sentences.

EL.02.SL.03 With guidance, report on a topic with supportive facts and details.

EL.00.SL.05 Describe people, places, things, locations, and actions (e.g., size, color, and shape).

EL.08.SL.03 Use credible and relevant information to convey message.

EL.01.SL.03 Retell stories using basic story grammar and relating the sequence of story events by answering who, what, when, where, why, and how questions.

EL.02.SL.04 With guidance, organize presentations to maintain a clear focus

EL.03.SL.02 Provide a beginning, middle, and end, including concrete details that develop a central idea.

EL.04.SL.01 Present effective introductions and conclusions that guide and inform the listener's understanding of important ideas and evidence

EL.08.SL.02 Outline a speech based on a chosen pattern of organization, including an introduction; transitions, previews, and summaries; a logically developed body; and an effective conclusion.

EL.HS.SL.02 Choose appropriate techniques for developing the introduction and conclusion (e.g., by using literary quotations, anecdotes, references to authoritative sources).

[intro, etc.]

EL.00.SL.06 Tell an experience or story in a logical sequence.

EL.01.SL.04 Relate an important life event or personal experience in a simple sequence.

. EL.02.SL.02 Tell experiences in logical order.

EL.03.SL.01 With guidance, organize ideas sequentially or around major points of information.

EL.05.SL.02 Organize information to clarify and support spoken ideas with evidence and examples.

EL.06.SL.03 Organize information using supporting details, reasons, descriptions, and examples

EL.07.SL.02 Organize information, arranging details, reasons, descriptions, and examples effectively and persuasively in relation to the audience.

EL.08.SL.04 Use feedback, including both verbal and non-verbal cues to reconsider and modify the organizational structure and to rearrange words and sentences to clarify the meaning.

EL.HS.SL.03 Choose logical patterns of organization (e.g., chronological, topical, cause-and-effect) to inform and to persuade, by seeking agreement or action, or uniting audiences behind a common belief or cause.

[organization]

EL.04.SL.02 Emphasize points in ways that help the listener or viewer to follow important ideas and concepts.

EL.06.SL.04 Emphasize key points to assist the listener in following the main ideas and concepts.

EL.07.SL.03 Use traditional structures for conveying information, including cause-and-effect, similarity and difference, and posing and answering a question.

EL.HS.SL.04 Recognize and use elements of speech forms (e.g., introduction, first and second transitions, body, conclusion) in formulating rational arguments and applying the art of persuasion and debate.

EL.06.SL.05 Support opinions with detailed evidence and with visual or media displays.

EL.HS.SL.08 Produce concise notes for extemporaneous speaking (not part of scoring guide criteria).


DRAFT


EL.00.SL.07 Speak audibly.

EL.01.SL.06 Speak clearly.

EL.02.SL.05 Speak clearly and at an appropriate pace for the type of communication (e.g., informal discussion, report to class).

EL.03.SL.05 Use appropriate intonation and vocal patterns to emphasize important points.

EL.04.SL.06 Use volume, pitch, phrasing, pace, modulation, gestures, and eye contact appropriately, to enhance meaning and to engage the audience.

EL.05.SL.06 Engage the audience with appropriate verbal cues--volume, pitch, phrasing, pace, and modulation; facial expressions; gestures; and eye contact.

EL.06.SL.08 Use effective rate, volume, pitch, and tone, and align non-verbal elements, including eye contact, to sustain audience interest and attention.

EL.07.SL.06 Use speaking techniques, including voice inflection, tempo, enunciation, and eye contact for effective presentations.

EL.08.SL.07 Use appropriate enunciation, pace, eye contact, and gestures to engage the audience during formal presentations.

EL.HS.SL.09 Analyze the occasion and the interests of the audience, and choose effective verbal and non-verbal techniques, such as volume, expression, rate, gestures, eye contact for presentations.

[delivery]

EL.00.SL.08 Look at listeners most of the time.

EL.01.SL.07 Look at listeners.

EL.03.SL.06 Maintain good eye contact while speaking.

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Oregon's cover the CCSS except do not include "pace."


Oregon's cover the CCSS, but in more general terms.

Oregon's cover the CCSS except do not call for "clear pronunciation."


Oregon's cover the CCSS except for "sound valid reasoning."

Gaps

Oregon includes eye contact at grade 4. CCSS doesn't include it until grade 6.

CCSSs call for "clear pronunciation" at grade 6. Oregon calls for it beginning in grade 7.

CCSSs call for "sound valid reasoning" at grade 8. Oregon includes this level of rigor at grades 9/10.

Implications for Implementation



Presentation of Knowledge and Ideas - Speaking and Listening Standard 5 CCR Anchor Standard: "Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations."


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5. Add drawings or other visual displays to descriptions as desired to provide additional detail.

5. Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings.

5. Create audio recordings of stories or poems; add drawings or other visual displays to stories or recounts of experiences when appropriate to clarify ideas, thoughts, and feelings.

5. Create engaging audio recordings of stories or poems that demonstrate fluid reading at an understandable pace; add visual displays when appropriate to emphasize or enhance certain facts or details.

5. Add audio recordings and visual displays to presentations when appropriate to enhance the development of main ideas or themes.

5. Include multimedia components (e.g., graphics, sound) and visual displays in presentations when appropriate to enhance the development of main ideas or themes.

5. Include multimedia components (e.g., graphics, images, music, sound) and visual displays in presentations to clarify information.

5. Include multimedia components and visual displays in presentations to clarify claims and findings and emphasize salient points.

5. Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest.

5. 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.

5. 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.

Visual displays grades K, 1

Audio and visual grades 2 -4

Multimedia grades 5 - 8

Digital media grades 9/10 - 11/12.

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EL.00.SL.03 Show and tell using props.

EL.03.SL.03 With assistance, clarify and enhance oral presentations through the use of appropriate props (e.g., objects, pictures, charts).

EL.06.SL.05 Support opinions with detailed evidence and with visual or media displays.

EL.HS.SL.07 Use props, visual aids, graphs, and/or electronic media to enhance the appeal and accuracy of rehearsed presentations (not part of scoring guide criteria).

EL.03.SL.08 Connect and relate prior experiences, insights, and ideas to those of a speaker (e.g., through mapping, graphic organization).

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Oregon's is limited to show and tell; CCSS refers generally to "descriptions."



Oregon's cover the CCSS except for creating audio recordings.






Oregon's covers the standard.


Gaps

CCSSs call for students to create and use audio, visual, multimedia, and digital media in presentations, grades K - 11/12. Oregon's address this only at grades K, 3, 6, and 9/10 and are not as inclusive at grades K, 3. Implications for Implementation



Presentation of Knowledge and Ideas - Speaking and Listening Standard 6 CCR Anchor Standard: "Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate."


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6. Speak audibly and express thoughts, feelings, and ideas clearly.

6. Produce complete sentences when appropriate to task and situation. (See grade 1 Language standards 1 and 3 on page 26 for specific expectations.)

6. Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification. (See grade 2 Language standards 1 and 3 on pages 26 and 27 for specific expectations.)

6. Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification. (See grade 3 Language standards 1 and 3 on pages 28 and 29 for specific expectations.)

6. Differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal discourse is appropriate (e.g., small-group discussion); use formal English when appropriate to task and situation. (See grade 4 Language standards 1 on pages 28 and 29 for specific expectations.)

6. Adapt speech to a variety of contexts and tasks, using formal English when appropriate to task and situation. (See grade 5 Language standards 1 and 3 on pages 28 and 29 for specific expectations.)

6. Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (See grade 6 Language standards 1 and 3 on page 52 for specific expectations.)



6. Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (See grades 9–10 Language standards 1 and 3 on pages 54 for specific expectations.)

6. Adapt speech to a variety of contexts and tasks, demonstrating a command of formal English when indicated or appropriate. (See grades 11–12 Language standards 1 and 3 on page 54 for specific expectations.)

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audibly. EL.01.SL.05 With guidance, use descriptive words when speaking about people, places, things, and events.

EL.03.SL.04 Use clear and specific vocabulary to communicate and, with assistance, establish the tone.

EL.04.SL.04 Use a variety of descriptive words that help to convey a clear message.

EL.05.SL.03 Use descriptive words that clearly convey the message and establish the tone.

EL.06.SL.06 Use language effectively to convey the message and make content clear.

EL.07.SL.04 Use a variety of descriptive and accurate words appropriate to audience and purpose.

EL.08.SL.05 Use precise language, action verbs, sensory details, appropriate and colorful modifiers, and the active rather than the passive voice in ways that enliven oral presentations.

EL.HS.SL.05 Analyze the occasion and the interests of the audience, and choose effective verbal techniques and language.

[language]

EL.00.SL.05 Describe people, places, things, locations, and actions (e.g., size, color, and shape).

EL.00.SL.04 Share information and ideas, speaking in complete, coherent sentences.

EL.04.SL.05 Use correct grammar most of the time.

EL.05.SL.04 Use appropriate technical words that support clear understanding.

EL.06.SL.07 Use correct grammar consistently.

EL.07.SL.05 Use correct grammar consistently.

EL.08.SL.06 Use appropriate grammar

EL.HS.SL.06 Use appropriate grammar.

[grammar]

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Oregon's do not address speaking in complete sentences but includes it at grade K.



Oregon's do not address adapting speech to varying contexts.







Gaps

Oregon's call for students to speak in complete sentences at grade K. CCSSs call for this at grades 1 -3.

CCSSs call for students to adapt speech to varying contexts, using formal English when appropriate (grades 4 - 11/12). Oregon's address word choice (grades K-1, 4 - 9/10) and correct grammar (grades 4 - 9/10). Implications for Implementation

CROSSWALK: SPEAKING AND LISTENING

Documents

Transcript of CROSSWALK: SPEAKING AND LISTENING