speaking & listening tools

CenterPoint Education Solutions©–October 2016

9th Grade Speaking & Listening Tools

Classroom Discussion Materials

ABOUT THESE GUIDELINES These guidelines are intended to help you structure, support, and assess authentic classroom discussions. You may use and adapt these guidelines in any content area to support a wide variety of discussions.

The guidelines presented here are specifically designed to support evidence-based discussions that are grounded in texts. The term text is used broadly, to include any shared resource, artifact, or experience from which a group of people can make interpretations and draw evidence. While many classroom discussions will be centered on traditional written texts, such as articles, poems, or books, students should also have the opportunity to engage in discussions about a wide range of text types, from podcasts, videos, visual art, and songs to mathematical data sets, science experiments, and infographics. In this context, “reading a text” may involve viewing a video, listening to an audio track, or engaging in an interactive lab. As you select “focus texts” for your classroom discussions, consider selections that are both rich in content and authentic to the discipline under study.

Supporting All Learners Throughout these guidelines, you will find “Supporting All Learners” tips to help you consider the implications of classroom discussions for all of the students you teach. In conjunction with the specific accommodations you will provide in accordance with each student’s IEP, 504, or EL plan, you may wish to incorporate these suggestions into your planning to ensure that every student is able to fully engage in discussions.

Supporting All Learners • When selecting multimedia texts for students who are Deaf and/or hard of

hearing, consider the complexity and reading level of the audio when convertedto written text via captioning.

• For students who are reading far below grade level, consider providing additionalscaffolding in advance of the discussion to support their comprehension.

• For some English Language Learners, you may wish to provide a translation ofthe class text in the students’ home language(s), if this aligns with ELL policiesin your state.

ESTABLISHING DISCUSSION NORMS

Creating shared norms for classroom discussions helps establish an environment in which all students feel safe expressing their ideas and responding to others. Articulating norms takes the guesswork out of classroom behavior and makes implicit expectations explicit. While the Classroom Discussion Rubric articulates many behaviors that support respectful and intellectually rich classroom discussions, teachers and students may work together early on in the school year to develop a set of three to six brief, student-friendly guidelines for respectful, engaging, and intellectually rigorous discussion behavior. You may wish to use one or more of the following strategies to guide this process:

• Create a three-column class chart with the column headings “Looks Like,” “SoundsLike,” and “Feels Like.” Ask students to review the Strong column of the ClassroomDiscussion Rubric at their grade level. Ask, “What would it look like, sound like,and feel like for you to engage in a classroom discussion at the Strong level?” Fromthis conversation, have students generate a short list of tangible commitmentsthat they can all make to support effective discussions throughout the year.

• Have students role-play a respectful and productive classroom discussion. Thenhave them refer to this discussion to generate a list of norms that support therespectful and productive behaviors they demonstrated.

• Have students watch a video of a previous classroom discussion, analyze whatworked well, and consider norms that might help make the discussion morecivil and productive. (Make sure to check district policies and legal guidelinesbefore capturing video of your students.)

Sample norms for promoting civil discourse in classroom discussions might include:

• Speak directly and respectfully to all classmates.

• Listen respectfully and make sure everyone has an opportunity to speak

• Support your ideas with evidence.

• Ask for (and offer) clarification.

• Be open to changing your position.

After generating shared classroom discussion norms, post these norms in a central location.

Refer to them whenever you have a classroom discussion, and invite students to reflect on the norms frequently.

Supporting All Learners As you work with students to develop class norms, consider the needs of all students in your class. It may be useful to build concepts like wait time, reviewing activity instructions with partners, or valuing and honoring differences into your work on class norms.

Supporting Development Across the Grade Levels While students should develop and use classroom discussion norms at every grade, the Speaking and Listening Standards and the Classroom Discussion Rubrics articulate key differences in expectations for student behavior at each level. Note that all standards apply to one-on-one, small-group, and teacher-led discussions on a range of grade-level topics, texts, and issues:

• In Grade 9, students begin to take greater ownership over classroomdiscussion content and processes. They actively initiate discussions, workwith peers to set rules for discussion and decision-making processes, and makeconversational moves that propel classroom discussions forward. In addition,students at this level learn to integrate multiple perspectives, ideas, and sources,evaluating the argumentation and rhetoric presented by others and makingpersuasive cases for their own claims.

Discussion norms in Grades 9-10 might emphasize actively incorporating others into discussions, and engaging critically with multiple ideas and perspectives. At this grade band, the class might spend time exploring and discussing processes for shared decision-making, such as informal consensus, voting, and exploring alternate perspectives.

When permissible, according to state and legal guidelines, consider recording student discussions in video or audio form for later review, discussion, evaluation, and reflection.

• During pair and small-group discussions, circulate and observe each pair or smallgroup. Use a clipboard or tablet to track the groups you have visited and thebehaviors you have observed. Use the Classroom Look-Fors List on the first pageof the rubric document to guide note-taking and reflection.

• Encourage students to self- and peer-assess using the Classroom DiscussionRubric. The strengths and areas of need that students identify for themselvesand their peers can serve as valuable formative feedback and as a strongcomplement to the feedback they receive from you, the teacher.

• If the class is very large, and if time allows, structure a whole-group activity as afishbowl. Have half the class engage in the discussion in an inner circle, while theother half of the class sits in an outer circle. Have each outer-circle student usethe rubric to observe one inner-circle student, and take notes on behaviors andevidence he or she sees. Then have students meet with their assigned peers andshare formative feedback based on their observations. Finally, have studentsswitch places, giving the second half of the class a chance to discuss.

STRUCTURING CLASSROOM DISCUSSIONS While every classroom discussion will look different, most discussions will follow the same general structure. These guidelines provide a broad template for designing and facilitating a classroom discussion. Annotations indicated with the , , and

icons offer specific considerations for discussions in pairs, small groups, and large groups, respectively.

Preparation

Before the discussion, consider the following preparation tasks:

• Establish or review classroom norms and specific protocols for engaging indiscussions.

• Consider how you might use technology to support or enhance the discussion. Forexample, you may wish to present the text in a digital format, conduct on- the-fly surveys or polls, allow students to engage in a backchannel chat to sharecomments/feedback online during the discussion, or use collaborative documentsto share questions and organize ideas. If students are using technology tools aspart of the discussion, make sure to discuss norms for technology use duringclass discussions.

FORMATIVE ASSESSMENT DURING DISCUSSIONS Managing class discussions while simultaneously assessing student speaking and listening can be challenging.

• Identify a focus topic, text, issue, or task. Provide each student with printor electronic access to any shared texts. For some discussions, it may beappropriate for students to conduct independent research and gatheradditional resources on the topic or issue in advance of the conversation.

• If possible, engage students in the process of crafting discussion tasksand leading classroom discussions. For example, consider having differentstudents throughout the course of academic study determine thediscussion task and format, craft guiding questions, and/or serve as classfacilitators. Alternatively, consider defining a broad topic for students andchallenging students to steer the conversation by refining the topic orgenerating relevant questions and subtopics.

• If appropriate, divide the class into pairs or small groups. Be intentionalabout the group or pair assignments you create, taking intoconsideration the demands of the task and your knowledge of the studentsin your class.

• Share print or electronic copies of the Classroom Discussion Rubric, and reviewthe expectations on the rubric with students.

• Ensure that the classroom is arranged in a way that allows all students to see andhear their fellow discussion participants. To minimize interruptions, you maywish to post a sign on the door reading “Discussion in Progress: Do Not Disturb.”

If possible, have students arrange seating so that pairs are facing one another. Make sure that pairs are spaced evenly to minimize disruption from multiple simultaneous conversations.

The class should be divided into groups of three to four students. Groups should be arranged in a way that allows all students to see and hear their team members while minimizing noise from other groups.

Students’ chairs should be arranged in a circle or open square. All students should be able to see each other clearly.

Supporting All Learners For English Language Learners, consider the nature of the discussion and the language development level of your students when assigning pairs or groups. In some cases, it may make sense to group or pair ELLs together. In other cases, it may make sense to group or pair ELLs with highly proficient speakers.

Introduction

Present students with the text, task, or focus question they will need to launch their investigation, or invite student leaders to initiate the discussion by defining a focus for investigation. In addition, review (or have student leaders review) the discussion protocols that will be used during this class activity, giving students a preview of the discussion logistics. Pairs or small groups should be given clear directions as to what will be shared with others and how that sharing will occur.

Individual Investigation

Note: This phase may be assigned as homework in advance of the classroom discussion. Have students read and reflect on the text(s), task, or questions independently until they reach the designated stopping point. As students investigate, they should jot notes on thoughts, reactions, and questions, using page numbers or time codes where appropriate to connect responses to points in a text. In many cases, students may need to conduct additional outside research about the topic, text, or issue.

Supporting All Learners When implementing one-on-one and small-group discussion activities, arrange the classroom so that students are not easily distracted, including carefully seating students with their partners or ensuring that groups are placed at an appropriate distance from other pairs or groups.

Supporting All Learners • You may wish to provide ELL students with activity instructions in their home

language(s), if this aligns with your state guidelines for supporting ELLs. Alsoconsider frontloading instruction of critical vocabulary, providing word banks,and using images, realia, and graphic organizers to assist students in thediscussion process.

• Consider presenting the activity instructions in both written and verbal formats inorder to meet the needs of more students.

Shared Exploration

Provide students with a designated period of time to discuss the text and/or task in pairs, small groups, or large groups. As they discuss, they should generate new questions, identify and evaluate claims, refer to evidence from texts and research, build on, challenge, and synthesize each other’s ideas, and express their own ideas clearly and persuasively. Encourage students to use the Classroom Discussion Rubric as a guide to support their questioning, use of evidence, and engagement with others’ ideas.

Students may wish to work with their group members to define roles for small-group discussions. Consider having groups determine a list of responsibilities that must be fulfilled during the discussion, and use this list to generate and assign roles. Emphasize that all students are expected to participate in the intellectual aspect of the discussion in addition to fulfilling their individual technical roles.

For some discussions, students might also benefit from establishing clear processes for shared decision-making. Have students consider the benefits and drawbacks of various decision-making processes (e.g., informal consensus, voting on key issues, presentation of alternate views) and determine the processes that make the most sense for their group and discussion.

As a whole-group discussion progresses (and only when necessary) introduce probing questions to move the discussion forward. Encourage students to ask probing questions as well. Examples of probing questions include:

• Who has a different perspective?

• Has anyone changed his or her mind?

• What evidence can you cite to support your opinion?

• How can we reconcile the multiple perspectives on this topic?

Use a chart or other system to keep track of the number of times each student speaks. If you notice that some students are dominating and/or others are not speaking at all, you may wish to conduct a “go-around,” in which each student responds in turn. Alternatively, you may wish to say “Let’s make space for anyone who has not yet had a chance to contribute to the discussion to respond to this statement or question.”

Synthesis (and Sharing)

Have students review the key ideas and perspectives shared during the discussion and identify the most important take-aways, points of consensus or disagreement, or next steps. At this time, you may wish to introduce closing questions to help students connect the ideas that have been shared.

Draw the whole group back together. It may make sense for students to physically rearrange their seats. Call on one representative from each pair or group to share the critical lessons from the group’s discussion, and document and display these take-aways. Alternatively, each pair or group of students can document take-aways individually (e.g., on sticky notes or using an online idea-sharing tool) and share these take-aways in a communal location for silent class review.

Reflection

At the end of each classroom discussion, make sure to allow time for reflection on the discussion process. You may wish to structure this reflection as an individual journal assignment or as a short discussion between pairs, small groups, or the whole group. Consider using one or more of the following reflection questions to guide this process:

• Look at the Classroom Discussion Rubric. What strengths did you, as anindividual, demonstrate during this classroom discussion? What areas would youlike to work on? Use evidence from the discussion and the rubric to support yourclaims.

• Look at the Classroom Discussion Rubric. In what areas has our classdemonstrated excellence? In what areas can we grow? Use evidence fromthe discussion and the rubric to support your claims.

• How did this discussion change your thinking about the topic?

• What was challenging for you about this discussion? What did you learn from orenjoy the most?

• Describe a comment or question raised by another participant. How did this comment or question influence your thinking?

SPECIFIC STRATEGIES, MANAGEMENT TOOLS, AND PROTOCOLS TO EXPLORE

As a complement to the general template presented on the previous pages, you may find it useful to integrate specific conversational protocols and management strategies into your classroom discussions. When introducing a new protocol to students, take the time to introduce, review, and briefly model each step.

Using highly structured protocols and strategies, like the following, can help to scaffold discussion skills, such as questioning, drawing on evidence, or building on the ideas presented by others. Note that these protocols and strategies vary in how they might be used with the Classroom Discussion Rubric—in some cases (e.g., Socratic seminar) you may be able to assess all domains of the rubric within the context of the current discussion. In other cases (e.g., Text Rendering), the protocol might structure and support students’ work with a specific skill. For example, students might use a protocol that focuses on citing evidence from the text. Later, in less structured discussions, students will be able to draw from their experience with the protocol to cite textual evidence.

Speakaround

One student chooses the discussion topic from a list or a stack of index cards and allows each participant to see the topic. After a period of silence, in which each member of the group thinks about the topic, the first person speaks on the topic. Each member then speaks in turn without interruption. Once all group members have had a chance to speak, the first person chooses a second topic and the process is continued.

Jigsaw

The class is divided into equal groups, and each group is assigned a text or topic. In these “expert groups,” students have an in-depth discussion on the text or topic, identify key ideas and questions, and determine what should be shared with the rest of the class. Students then form into “jigsaw groups” that include at least one representative from each “expert group.” Each student shares the key ideas from his or her assigned text or topic, while other members of the jigsaw group ask clarifying questions. By the end of the discussion, all students are accountable for understanding the big ideas of each major text or topic.

Text Rendering Protocol

Each participant comes to the discussion having selected from the text a meaningful sentence, a provocative phrase, and a powerful word that connect strongly to grade-level standards. Students write these selections on sticky notes or share them digitally, and group all of the selected sentences together, all of the selected phrases together, and all of the selected words together. The group then looks together at the collection of responses and discusses the implications, interpretations, and themes that emerge, as well as the ideas that are missing from the selections. This protocol works best when the students have a clear purpose for selecting texts to share that is tied to grade-level standards. This strategy can help to scaffold students’ ability to draw on textual evidence to support claims.

The 4A’s Text Protocol

As students investigate a text, they write notes on four key questions. Adapt these questions to focus on the specific standards-aligned content that the discussion is designed to target:

• What assumptions does the author of the text hold?

• What do you agree with in the text, in light of other evidence you have gatheredabout the target content?

• What do you want to argue with in the text, in light of other evidence you havegathered about the target content?

• How can you apply what you have learned from this text to your work with thetarget content?

Students then discuss the text in light of the four questions, responding to each question in turns.

Final Word

Each participant comes prepared, having chosen one significant quotation, passage, or idea from the text that relates to the grade-level standard under study. The first participant shares his or her selection with the group and explains why he or she selected it (no more than three minutes). The group then proceeds around the circle, with each additional participant responding to the original quotation and the presenter’s insights (one minute each). Finally, the original presenter shares his or

her synthesis of and reaction to the views and ideas that have been shared. In Grade 10, you might encourage students to use this protocol to practice summarizing points of agreement and disagreement and making new connections in light of the evidence and reasoning presented.

Socratic Seminar

A Socratic seminar is essentially a small- or large-group text-based discussion led by students in which the teacher plays a restrained role. Students should read and annotate the text in advance. This strategy is widely used and also broadly interpreted; different teachers have different views on what constitutes a formal Socratic seminar. The teacher launches the discussion with one or two rich open ended questions, but then steps back to observe students as they discuss, only stepping in occasionally to invite participation from quiet students, to redirect a conversation that has become stuck, or to prompt students to support their claims with textual evidence.

Fishbowl

Divide the class into two equal-sized groups. Set up chairs so that one group forms the “inner circle” and the other group forms the “outer circle.” Invite the inner circle to engage in a discussion on a given topic, text, or question while the outer circle observes the discussion. Then have the groups debrief together on content and/or process before switching inner and outer circles for a second discussion. As a variation on this activity, you may wish to have several small groups (four to six students) discuss in sequence, while the rest of the class observes and debriefs.

DISCUSSION PLANNING QUESTIONS As you prepare to structure and facilitate a classroom discussion in the context of a larger unit or lesson, you may wish to use the following questions to guide your planning and decision-making:

• What do I want my students to know and be able to do as a result of thisdiscussion? (consider content and skills)

• How does this discussion connect to the larger goals and guiding questions of theunit?

• What are my students ready for, both behaviorally and academically? How can Iuse this discussion to help them move to the next level?

• How can I ensure that all students are able to fully engage in the discussion,given the language-proficiency levels and special needs of the students in myclass?

• How will I prepare my students for this discussion?

• How will I provide (and follow up on) feedback to students during and after thisdiscussion?

You may find it helpful to brainstorm and plan for discussions with colleagues from your school or district, and to debrief and reflect on discussions on an ongoing basis to improve and refine your own practice.

HIGH SCHOOL IMPLEMENTATION EXAMPLES The scenarios that follow offer examples of content-embedded, standards-aligned discussions. You may wish to use these scenarios, in combination with the Discussion Planning Questions, as jumping-off points for your own planning.

Grade 9 Environmental Science NGSS: HS-PS3-3

As part of an ongoing group project exploring energy transfer and conservation, students engage in a small-group discussion to determine a fuel source for an energy-efficient delivery vehicle they will design in later class periods.

Individual Investigation: In advance of the team meeting, students independently view a video about energy efficient auto manufacturing, read and annotate several articles discussing the benefits and drawbacks of alternative fuels, and analyze a graph displaying fuel efficiency vs. cost of materials for various fuel source types. As they explore the texts, students take notes in an online “Designer’s Journal,” tracking the benefits, drawbacks, and questions related to various energy solutions. Students are also encouraged to do additional research on alternative fuels and to come to the discussion prepared to make a case for a particular fuel source.

Shared Exploration: Students meet in their project groups of four and establish roles and decision-making processes for the discussion. Students also check in on deliverables and time frame for their larger team project. Next, students spend 30 minutes discussing the questions, “What criteria are most important to us when selecting a fuel source?” “What fuel source best meets our criteria?” and “What are the implications of this fuel source for other design decisions we will need to make?”

Throughout the discussion, students integrate evidence from their assigned texts and additional research, summarize points of agreement and disagreement, and ask questions that clarify, verify, or challenge ideas and conclusions presented by other team members. Since all students are invested in making a well-reasoned decision, students take care to identify fallacious reasoning or exaggerated evidence presented by others.

Synthesis and Sharing: Students work to keep the discussion moving, with the goal of coming to consensus on a fuel source, its rationale, and its key implications by the end of the 30-minute discussion. Students will summarize and justify their conclusions in short (one to three slide) slide presentations that will become part of a larger design proposal for the team’s vehicle. Each group has five minutes to present its findings and justifications to one other group.

Reflection: The teacher brings the whole class together to reflect on the process. Using the Classroom Discussion Rubric as a guide, students identify one team strength and one team opportunity for growth. The class agrees to revisit the information from their reflections before their team work sessions the next day.

The discussion concludes with a short, whole-class debrief on both the content under discussion and the group work process. Several teams also share particular strategies that they found useful and believe could be helpful to other teams in future design sessions.

Additional High School Implementation Examples

In a Grade 9 English class, students work with partners to discuss themes in the text Things Fall Apart, by Chinua Achebe. In their discussion, students explore the question, “Is Okonkwo’s tragic end the result of destiny or free will?” They use evidence from the text and from several works of literary criticism to support their arguments. (ELA Standards: RL.9-10.1, RL.9-10.2, RL.9-10.6, RL.9-10.10)

WHAT IS THE PURPOSE OF THE CLASSROOM DISCUSSION RUBRIC? The Classroom Discussion Rubric is designed to support standards-based formative assessment of speaking and listening skills during authentic classroom discussions. The grade-level rubric can be used to assess individual student mastery of Standards for Speaking and Listening during partner, small- group, and whole-group discussions across all content areas. The rubric is intended to be shared with students and used as an instructional tool to support and guide ongoing development of speaking and listening skills.

The Classroom Discussion Rubric is a tool that can be used to: 1. Help teachers make standards-based judgments about their students’ speaking and

listening skills

2. Support teachers in designing discussions that can produce reliable evidence of theirstudents’ speaking and listening skills

3. Guide teachers as they coach students toward more skilled speaking andlistening practices

4. Provide students with suggestions to improve their speaking and listening skills

WHAT IS PERFORMANCE ASSESSMENT, AND HOW ARE PERFORMANCE ASSESSMENTS USED TO ASSESS SPEAKING AND LISTENING SKILLS? Performance assessment is the evaluation of a skill, as opposed to a body of content knowledge. Evaluating a skill usually requires observation and judgment of the skill as it is enacted or applied. The driving test required to attain a driver’s license is a classic example of a performance assessment. An assessor evaluates someone’s driving ability by observing him or her drive. In contrast, the written driver’s license exam, which tests one’s knowledge of traffic laws, is not a performance assessment.

The speaking and listening skills described in the Standards for Speaking and Listening are skills that require performance assessment for evaluation. To evaluate many of our students’ speaking and listening skills, we must observe our students, using a range of speaking and listening behaviors to engage in authentic, content-rich discussions.

HOW IS THE CLASSROOM DISCUSSION RUBRIC ORGANIZED? Rubrics are tools that support communication and evaluation. They are designed to help clarify expectations and provide specific feedback that can inform learning and teaching.

The behaviors and skills that the rubrics measures tend to be complex, so rubrics are often formatted in a way that allows the evaluation of multiple skills and subskills within a single performance. Each set of skills is called a domain. In the case of the Classroom Discussion Rubric, the domains are: Reasoning and Attention to Process.

For each domain, there are several potential patterns for expected student performances. We call these patterns, “domain descriptors.” In the Classroom Discussion Rubric, there are three domain descriptors:

• Strong: The Strong descriptor indicates that a student demonstratesevidence of the expectations of the speaking and listening standards and hasdone so fully and with consistency.

• Developing: The Developing descriptor indicates that a studentdemonstrates some evidence of the expectations of the speaking andlistening standards but that the student has not yet demonstrated theexpectations fully or with consistency.

• Emerging: The Emerging descriptor indicates that a student demonstrateslittle to no evidence of the expectations of the speaking and listeningstandards. This performance is generally characterized by an absence ofevidence or minimal performance of skills expected.

To help one understand these patterns of performance, the rubric lists evidences for each descriptor. These evidences articulate common student behaviors for that domain and descriptor. While a student’s demonstration of individual evidences may vary across the domain, you will usually be able to look at evidence across a particular domain in order to determine the student’s descriptor for that domain. For example, a student whose behavior indicates that he/she comes to discussion partially prepared, considers rules, goals and deadlines, and roles, and expresses him/herself in a way that is usually appropriate to purpose and audience would most likely be marked as “Developing” in the Attention to Process domain, even if he/she makes little to no effort to ensure that all positions on a topic or issue are heard.

WHAT ABOUT MY STUDENTS WHO ARE ENGLISH LANGUAGE LEARNERS, HAVE SPECIAL NEEDS, OR ARE DEAF OR HARD OF HEARING? The evidences in the rubric outline general behaviors that align with the expectations articulated in the Standards for Speaking and Listening, but these evidences are not one size fits all. When a student has an Individualized Education Program (IEP), always use the student’s IEP to inform decisions about accommodations and modifications.

In some cases, you may wish to adapt the evidences in the rubric to reflect appropriate target behaviors for the students you serve. Note the underlying intent behind the target standard or skills—for example, you may wish to adjust the language in the Presentation domain to reflect behaviors that exemplify clear and expressive communication in American Sign Language.

In other cases, you may determine that particular evidences are not appropriate for your students, or that a student may need additional supports or scaffolds in order to demonstrate the behaviors articulated in the rubric. For example, if your state guidelines permit, it may be appropriate for certain English language learners (ELL) to receive translations of the shared class text in his or her home language or to engage primarily in pair discussions before progressing to small-group or whole-group interactions.

You may wish to meet with other teachers and on-site specialists to determine how your school wishes to adapt and apply the rubric for effective formative assessment of particular students.

HOW CAN I USE THE RUBRIC TO EVALUATE STUDENTS’ SPEAKING AND LISTENING SKILLS IN AN EVIDENCE-CENTERED WAY? In order to ensure that your evaluation of students’ speaking and listening skills is standards-based, consider the following process for assessing student performance:

1. GATHER EVIDENCE of student performance without evaluating: Enterstudent names in the left-hand column of the Classroom Look-Fors list. During observation of a student discussion, take notes and mark evidences observed in the Classroom Look-Fors list. Focus on recording what you notice without making judgments. Document behaviors that you see students exhibit and take notes on specific evidence, language, or actions that show how students are demonstrating those behaviors. Note that for some discussions, and at some points in the school year, you may wish to assess only one or two domains at a time, while, in other scenarios, you may wish to assess all domains.

2. EVALUATE DOMAIN-SPECIFIC EVIDENCE: Using the highlighted evidences, youcan now make a professional judgment as to the student’s descriptor for each domain. Use the Classroom Look-Fors List and notes you recorded to mark the relevant evidences in each column of the rubric. Then mark the check box associated with the appropriate descriptor in the left-hand column of the rubric. In some cases, you may have only selected evidences within one domain descriptor. In other cases, you may find that you have selected evidences across more than one descriptor in a given domain. In either case, we recommend that you re-read the guiding statement of the domain before you make your final determination. It is easy to get lost in the details of specific evidences, leading you to sense that the domain is narrower than it really is. Re-reading the domain’s guiding statement helps you make a more holistic assessment that is based on the preponderance of evidence from the observed discussion, rather than relying on a particular moment that was memorable but isolated.

Focusing on the big picture is especially helpful if you have selected evidences across more than one descriptor and need to sort out their relative importance. You may also wish to write qualitative notes and feedback about the student’s performance in the particular domain.

3. (Optional) MAKE A HOLISTIC JUDGMENT about the overall performance:Review the evidence for each domain to draw a conclusion about the student’s overall performance in speaking and listening during the classroom discussion. As you make a judgment about the overall performance, consider the relative importance of each domain and evidence—depending on the performance exhibited and the nature of the discussion, you may determine that one domain should carry greater weight than the others in the determination of overall performance. If desired, indicate the student’s overall descriptor by checking a box in the “Overall Performance” row of the rubric. You may also wish to write qualitative notes and feedback about the student’s strengths and opportunities for growth, based on the evidence from the discussion.

HOW CAN I USE THE RUBRIC TO MONITOR PROGRESS OVER TIME? The Classroom Discussion Rubric is best applied across multiple performances, offering many chances to meet one clearly articulated set of expectations. Mastery develops through frequent practice of a skill combined with regular reflection and feedback grounded in consistent criteria. Consider making the rubric a regular touchstone in your classroom practice. Use a fresh copy of the rubric to evaluate each classroom discussion, marking the date, discussion type, and topic for each instance, so that you can easily gauge a student’s development over time.

Make sure that you gather data from observations of the student during multiple pair, small-group, and whole-group discussions, and during discussions about a variety of content topics and media formats. Students should be able to demonstrate effective speaking and listening skills in a range of situations. However, if you are monitoring progress over time, make sure to compare student performance in similar situations. Comparing a student’s performance in a paired discussion from September with the same student’s performance in a paired discussion in November may give a more accurate picture of student development than a comparison of that student’s September paired performance with his or her November whole-group performance.

WHAT DO I DO IF THERE IS NOT ENOUGH EVIDENCE? It is highly unlikely that a student will demonstrate every behavior from the Standards for Speaking and Listening standards in every classroom discussion. This is one reason why it is important to use the rubric on a repeated basis over time. However, it is important to pay attention to the reasons behind a particular lack of evidence:

Scenario A: No opportunity is presented for a student to demonstrate the behavior.

Not every discussion will present an opportunity for students to engage in specific types of speaking and listening behaviors. For example, if a conversation doesn’t address multiple sources presented in diverse media or formats, a student would not be expected to integrate information from multiple sources. If no fallacious reasoning or exaggerated or distorted evidence is introduced, students would have no opportunity to identify these elements. Establishing goals and deadlines would only take place in certain types of discussions, such as team work on an ongoing group project. In discussions that do not present an opportunity for students to demonstrate particular behaviors, do not evaluate the student’s performance on the behaviors. Instead, simply refrain from marking the associated evidences on the rubric.

In this scenario, a student has missed an opportunity to engage in appropriate speaking and listening behaviors. In most cases, this would constitute evidence for an Emerging performance descriptor. For example, if another speaker makes a comment that would benefit from clarification, and the student fails to ask for clarification, this would constitute an Emerging behavior. In addition, if a student neglects to express any ideas in the course of an entire discussion, this would also constitute an Emerging behavior, since ample opportunities were presented. However, take caution to distinguish quantity from quality when it comes to evidence—a student who speaks only a few times during the course of a discussion but makes deep, thoughtful points that propel the discussion forward demonstrates higher-level Reasoning skills than a student that engages frequently but superficially in the discussion.

Scenario B: An opportunity is presented, but the student does not demonstrate the behavior.

Diverse learners may need to demonstrate speaking and listening skills in a variety of ways. Always refer to the student’s IEP when implementing the Classroom Discussion Rubric or any other instructional tool. In the case of the Classroom Discussion Rubric, consider the intent or underlying purpose of the particular behaviors described. In some cases, it may make sense to adapt the rubric to reflect the behaviors expected of the individual student. In other cases, it may be appropriate to provide additional supports (e.g., teacher prompting, supplemental texts, more think-time, assistive devices) to scaffold the student’s participation in the discussion.

MY STUDENT DID NOT PERFORM WELL IN THIS PARTICULAR CLASSROOM DISCUSSION, BUT I KNOW HE OR SHE CAN DO THESE THINGS! CAN I JUST CHECK THE BOXES IN THE STRONG COLUMN? It can be tempting to mark evidences on the Classroom Discussion Rubric based on your broader knowledge or perception of a student’s abilities, but the rubric’s value lies in the support it provides for targeted, evidence-based observations of specific student performances. During observations, focus only on the immediately observable behaviors. If there is insufficient evidence for a particular set of behaviors, do not mark any evidences associated with those behaviors.

WHY DOESN’T THIS RUBRIC ADDRESS BEHAVIORS LIKE EYE CONTACT OR VOLUME? The Classroom Discussion Rubrics—and the Standards—are designed to focus on different behaviors at different grade levels, with an emphasis on depth over breadth. With full implementation of the Standards, students in Grades 9 – 12 will have already mastered these skills, and will instead focus their energy on more advanced and nuanced discussion skills.

CAN I SHARE THIS RUBRIC WITH STUDENTS? Yes! To be most effective, the rubric is best used both before the performance (“What is expected of me?”) as well as after (“How did I do?”). Take time to introduce and discuss the rubric with students, and offer opportunities for students to use the rubric in self- and peer-assessment and reflection activities.

CAN I SHARE THIS RUBRIC WITH FAMILIES? Yes! The Classroom Discussion Rubric can be a powerful tool for communicating with families about a student’s speaking and listening skills, as well as for articulating the types of discussion skills that students are expected to master.

Scenario C: An ELL, Deaf or Hard of Hearing student, or a student with special needs demonstrates speaking and listening skills in ways that differ from those described in the rubric.

Sharing the rubric and data about student progress with families at parent-teacher conferences can help parents and guardians to get a clearer picture of their child’s strengths and opportunities for continued learning. It can also help empower parents to support their child’s academic development, emphasizing that speaking and listening skills can transfer between home and school.

MANY OF MY STUDENTS COME FROM CULTURAL BACKGROUNDS IN WHICH IT IS CONSIDERED DISRESPECTFUL TO MAKE DIRECT EYE CONTACT. WHY IS THIS REQUIREMENT INCLUDED IN THE RUBRIC?

The behaviors in the rubric are derived directly from the Standards for Speaking and Listening, which articulate an agreed-upon set of speaking and listening skills that are valued components of college and career readiness. You may wish to have a conversation with students about the significance of context—for example, direct eye contact may not be appropriate behavior for a conversation at home with the student’s older family members, but it would be appropriate behavior for most job interviews or academic seminars. Emphasize to students that the underlying idea behind the use of eye contact in the rubric is about being present, attentive, and engaged in the discussion, and demonstrating that with body language. Learning to think critically and flexibly about when to apply particular skills is central to the Standards.

I HAVE SO MANY STUDENTS! HOW CAN I MANAGE THE PROCESS OF ONGOING FORMATIVE ASSESSMENT WITH THIS RUBRIC?

Adjusting to this process can certainly be challenging but familiarizing students with the rubrics and encouraging them to engage in peer- and self-assessment can help. If you are having students engage in peer feedback activities, however, be mindful of situations in which individual students may need accommodations and modifications. In addition, using discussion structures such as fishbowls and Socratic seminars (see the Classroom Discussion Guidelines) can allow you to step back from the role of facilitator and focus on observation and analysis. Over time, you will internalize the domains and evidences of the rubric, and your evaluation of student performance will become more efficient.

In order to facilitate efficient whole-class formative assessment using the rubric, you may wish to use a tool like the Classroom Look-Fors List. Write student names in the left-hand column. During the discussion, make notes to yourself about each student’s performance of the listed Look-Fors.

Classroom Discussion Look-Fors List

You may wish to use this document to guide your observations during classroom discussions. Write student names in the left-hand column. Then jot notes or codes (+, P, or - ) to indicate the frequency, consistency, and quality with which students demonstrate each type of behavior. After the discussion, use your notes to support you as you use the Classroom Discussion Rubric to evaluate each student’s performance.

Reasoning Attention to Process

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Student Name: __________________________________________ Discussion Topic/Text: ____________________________________

Date of Discussion: Notes on Discussion Format:

Domain Descriptors

Strong When applicable, the student…

Developing When applicable, the student…

Emerging When applicable, the student…

Reas

onin

g (

SL.9

-10.

1.2,

1.5

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1.8,

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SL.9

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1)

Select the level at which the student builds on the ideas of others and expresses his/her own ideas.

Strong

Developing

Emerging

Presents information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning (SL.9-10.4.1)

Presents information, findings, and supporting evidence clearly, but with some lapses in the line of reasoning

Presents information, findings, and supporting evidence in an unclear or illogical manner

Uses relevant evidence from texts and other research to stimulate a thoughtful, well-reasoned exchange of ideas (SL.9-10.1.2)

Uses a limited selection of evidence from texts to stimulate the exchange of ideas

Uses minimal or irrelevant evidence

Clarifies, verifies, or challenges ideas and conclusions presented by others (SL.9-10.1.6)

Responds to ideas and conclusions presented by others

Rarely or never addresses ideas and conclusions presented by others

Responds thoughtfully to diverse perspectives and summarizes points of agreement and disagreement (SL.9- 10.1.7-8)

Acknowledges diverse perspectives respectfully

Offers minimal acknowledgement of diverse perspectives

Qualifies or justifies views or understandings and makes new connections in light of new evidence and reasoning (SL.9-10.1.9-10)

Qualifies or justifies views in light of new evidence and reasoning, but does not make new connections

Demonstrates minimal response to new evidence and reasoning

Propels conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas (SL.9-10.1.5)

Attempts to relate the current discussion to broader themes or larger ideas, but connections are sometimes weak or underdeveloped

Rarely or never relates the current discussion to broader themes or larger ideas

Evaluates a speaker’s point of view, reasoning, and use of evidence and rhetoric, identifying fallacious reasoning or exaggerated or distorted evidence (SL.9-10.3.1-2)

Demonstrates awareness of a speaker’s point of view, reasoning, and use of evidence and rhetoric

Does not address a speaker’s point of view, reasoning, and use of evidence and rhetoric

Integrates multiple sources of information presented in diverse media or formats (SL.9- 10.2.1)

Discusses multiple sources of information presented in diverse media or formats

Presents an underdeveloped or incorrect discussion of information presented in diverse media or formats

Effectively evaluates the credibility and accuracy of sources (SL.9-10.2.2)

Attempts to evaluate the credibility and accuracy of sources

Rarely or never evaluates the credibility and accuracy of sources

Atte

ntio

n to

Pro

cess

(S

L9-1

0.1.

2)

Select the level at which student contributesto focus and collegiality in the discussion.

Strong

Developing

Emerging

Comes to discussion prepared, having read or researched materials under study (SL.9- 10.1.2)

Comes to discussion partially prepared

Comes to discussion unprepared

Works with peers to set rules for collegial discussions and decision-making, establish clear goals and deadlines, and define individual roles (SL.9-10.1.3)

Considers rules, goals and deadlines, or roles, but does not consistently implement agreed-upon processes.

Provides little consideration to rules, goals and deadlines, or roles

Actively incorporates others into the discussion (SL.9-10.1.6)

Provides opportunities for others to engage by leaving space in the discussion

Makes little to no effort to ensure that all positions on a topic or issue are heard, or impedes others’ participation

Uses organization, development, substance, and style that are consistently appropriate to purpose and audience (SL.9-10.4.2)

Uses organization, development, substance, and style that are usually appropriate to purpose and audience

Uses organization, development, substance, and style that are inappropriate to purpose and audience

Notes on Reasoning (SL.9-10.1.2, 5, 6, 7, 8, 9, 10, SL.9-10.2.1, 2, SL.9-10.3.1, 2, SL.9-10.4.1):

Notes on Attention to Process (SL.9-10.1.2, 3, 6, SL.9-10.4.2):

Overall Performance: Select the overall level at which the student demonstrates understanding of complex information, ideas, and evidence in this 9th grade performance task.

Strong Developing Emerging

Strengths Opportunities for Growth

Performance Task Materials

This section provides the following information for Listening Comprehension

Performance Task 9A1:

Materials list for Listening Comprehension Task

Steps for conducting Listening Comprehension Task

Copy of the student Listening Comprehension Task

Listening Comprehension Performance Task 9A1

Specific Guidelines

Listening Comprehension Performance Tasks follow this basic structure:

1. Students review one or more audio or audiovisual texts (sometimes in combination with awritten text), at least once but preferably multiple times.

2. Students complete the first part of their Listening Log.

3. Students discuss the text(s) with their peers in a partner, small group, or whole class discussion.

4. Students complete the last part of their Listening Log.

Skills Assessed During Listening Comprehension Performance Tasks:

Performance Tasks measure students’ listening abilities and participation in informal discussions by having students review pre-selected sources, record ideas in structured Listening Logs, and participate in a group discussion. These Performance Tasks are aligned to evidence statements, which provide evidence of student performance with academic standards for Speaking and Listening 1-3. For grade 9, these standards are: SL.9-10.1: Initiate and participate effectively in a range of collaborative discussions (partner, in groups, and teacher-led) with diverse partners on Grade 9 and Grade 10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively. SL.9-10.2: Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source. SL.9-10.3: Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence. Since listening is a crucial skill in every academic content area, the Listening Comprehension Performance Tasks cover a range of subjects. Content for the listening task is designed to be appropriate and engaging to students in Grade 9. The ultimate purpose is to measure listening through content rather than to measure content through listening. Therefore, the evidence collected about a student should be meaningful to all of a students’ teachers.

There are two different variations of Performance Tasks at Grade 9:

Performance Task 9A: Integrate Information from Multiple Sources (two or more informational sources in diverse media formats)

Performance Task 9B: Evaluate Point of View, Reasoning, and Rhetoric (one multimedia or audio informational text that uses rhetoric and evidence to convey claims and arguments)

These Guidelines are intended to help you plan, administer, support, and guide your observation of student skills for the Speaking and Listening Performance Tasks. They will provide insight into the purposes and structures of these tasks. These Guidelines will also explain how to administer the tasks in such a way as to obtain useful, formative information about your students. This information will enable you to identify strengths and weaknesses in your class as a whole, in individual students, and in groups of students, such as English language learners (ELLs). You can use this information in order to provide students with effective feedback and to inform instruction.

MATERIALS FOR TASK 9A1: BATS AND AGRICULTURE

Performance Task Texts

Teacher Materials

Task Model 9A1 – details the structure of the task and can be used to create your

own tasks.

Listening Comprehension Performance Task 9A1 Specific Guidelines


Listening Comprehension Performance Task 9A1: Bats and Agriculture - is for students.

Listening Log 9A – is for students to record what they have heard during the task

and discussion.

Discussion Rubric 9A – is to guide your observations of individual

student performance during the discussion.

Listening Log Rubric – is to guide your observations of individual

student performance on the Listening Log.

Text 1 for Task 9A1: Saving Bats to Help Agriculture from the U.S. Department of Agriculture

Text 2 for Task 9A1: “Beyond Billions: Threatened Bats Are Worth Billions to Agriculture” from the U.S. Geological Survey

Text 3 for Task 9A1: “White Nose Syndrome Map” taken from whitenosesyndrome.org

CONDUCTING THE TASK

On the day of the task, introduce the task to the students. To the extent possible,

maintain the environment of your everyday classroom. Share the goals of the task

(the behaviors in the rubrics) and review the steps of the task. Distribute a copy of

Performance Task 9A: Bats and Agriculture and Listening Log 9A to each student and

give students several minutes to read through the materials.

Explain the structure and purpose of a Listening Comprehension Performance Task to

the class, and answer any questions students have. Explain that a Listening

Comprehension Performance Task assesses a student’s ability to listen carefully to

information presented orally; to take clear, detailed notes about that information;

and to discuss and clarify what he or she has learned with classmates.

Review the Listening Logs with students and answer any questions that students have.

Students may take notes either directly on the Listening Log or on a separate piece of

paper, which they would subsequently transfer to the Listening Log. Explain that on

the Listening Log, the term “speaker” is used to refer to the person or entity actually

making the claims expressed by the text. For example, in some cases, the author of

the claims might be a government agency, while the person enunciating those claims

in a video may be a hired actor. There may be more than one speaker.

Share with students Listening Log Rubric 9A, which you will use to collect information

from their completed Listening Logs. Also share the Listening Comprehension

Discussion Rubric 9A, which you will use to collect information from the classroom

discussion. Familiarize students with the domains, descriptors, and evidences for

each rubric. Explain

that the goal of these rubrics is not to give students a score but to collect useful

information about their development along a learning pathway. Discuss how the

evidences at the Strong level are behaviors for which they should strive.

STEP 1 Introduce the Task

Read the following directions to students:

Refer students to their copy of Performance Task 9A: Bats and Agriculture and

remind them that some of the terms are defined for them.

You may play the first two texts for the group as a whole or allow students to access

the texts independently on their own devices. In either case, students should be

able to access the texts two or more times in order to take detailed notes on their

Listening Logs.

Read the context statements below to orient students prior to presenting each text.

After students access the two videos and audio texts, hand out a copy of the “White

Nose Syndrome Map” to each student.

Text Two (audio): “Beyond Billions: Threatened Bats are Worth Billions to

Agriculture” from the U.S. Geological Survey

In this audio interview, recorded in March of 2011, a scientist for the U.S.

Geological Survey discusses a study on the economic impact of declining bat

populations and details how he and his co-authors of the study arrived at these

estimates.

Text One (video): Saving Bats to Help Agriculture from the U.S. Department of

Agriculture

In this video from 2009, a spokesperson for the U.S. Department of Agriculture

explains the importance of bats to agriculture.

In this task, you will watch a video, listen to an audio interview, and view a map.

All three documents relate to bats. You will gather information from the sources

on the following three major topics:

• benefits of bats

• dangers to bats

• helping bats

STEP 2 Present the Texts

Instruct students to fill out the first two steps of the Listening Log and allow sufficient

time for them to do so. If the student has taken notes on a separate piece of paper

allow time to transfer the notes to the Log.

Students will create a brief integrated summary that will serve as a scaffold for

participating in the discussion. Remind students that this step serves as a preparation

for the discussion and that their answers will be reviewed later using Listening Log

Rubric 9A, so they should respond thoughtfully.

If students have questions about any text or the relationships between the three

texts, they should be prepared to bring those questions to the group during the

discussion.

Immediately after students complete their logs, invite them to discuss the text,

either in pairs, in small groups, or as a whole class. Provide a reminder that the

focus of the discussion is to work as a group to integrate information from the three

sources into a short summary.

You may choose to specify the discussion format for students, or you may allow them

to determine the format.

Remind students to follow the Guidelines for a collaborative discussion: drawing

on evidence from the text under discussion; responding to others’ questions

with relevant observations; posing questions that elicit elaboration; and, when

appropriate, modifying their own views based on information expressed by others.

Remind students to address the points covered by the Listening Log in their

discussion.

STEP 4 Students Discuss the Texts

STEP 3 Students Complete Steps 1 and 2 of the Listening Log

Text Three: “White Nose Syndrome Map” taken from whitenosesyndrome.org

This map shows confirmed and suspected cases of White-Nose Syndrome across

the United States and Canada over the last several years, starting with its initial

detection in 2006.

Ask students to complete the rest of Listening Log 9A by creating a new summary that incorporates ideas from their peers.

Collect the logs once students have finished.

Reflect on the task with your students. Consider discussing their thoughts regarding

their own performance on the skills listed in the Listening Comprehension Discussion

Rubric 9A, or even have them fill out the rubrics themselves.

Spend some time reflecting on what you learned from conducting the task.

• What do I know about my class because of this Performance Task (including

strengths/needs of the class linked to specific standards, as well as general

information about my students)?

• What do I know about specific students?

STEP 6 (optional) Reflection

STEP 5 Students Complete the Rest of the Listening Log

LISTENING COMPREHENSION PERFORMANCE TASK 9A1STUDENT DOCUMENTIn this task, you will watch a video, listen to an audio interview, and view a

map. All three documents relate to bats. You will gather information from the

sources on the following three major topics:

• Benefits of bats

• Dangers to bats

• Helping bats

In this video from 2009, a spokesperson for the U.S. Department of Agriculture

explains the importance of bats to agriculture.

In this audio interview, recorded in March of 2011, a scientist for the U.S. Geological

Survey discusses a study on the economic impact of declining bat populations and

details how he and his co-authors on the study arrived at these estimates.

Glossed Terms:

variables (1:04): things that can vary or change

monetary (1:25): relating to money

scenarios (1:54): possible series of events

extrapolated (2:08): estimated or concluded

quantifying (2:22): measuring or expressing in numbers

wind turbines (3:20): a device that converts wind energy into electrical power

TEXT 2 “Beyond Billions: Threatened Bats Are Worth Billions

to Agriculture” from USGS

Glossed Terms:

habitat (0:12): the environment or natural home of a plant or animal

pollinating (0:35): depositing pollen to allow fertilization

pesticide (1:09): a substance used to destroy organisms harmful to plants or crops

TEXT 1 “Saving Bats to Help Agriculture” from the USDA

LISTENING COMPREHENSION PERFORMANCE TASK 9A1

This map shows confirmed and suspected cases of White-Nose Syndrome across

the United States and Canada over the last several years, starting with its initial

detection in 2006.

TEXT 3 “White-Nose Syndrome Map” from Whitenosesyndrome.org

Listening Log 9A: Integrating Information from Multiple Sources

STEP 1 Listen to the texts. Use the table below to take notes on the information from the sources and use the middle column to indicate the relationship between the sources. You may list important concepts that are conveyed by both sources, points of disagreement between the sources, or any other understandings.

Information From Source #1 Relationship Information From Source #2

IF the task has a third source, analyze how the new information relates to the first two sources.

Information From Sources #1 & 2 Relationship Information From Source #3

Step 2 – Now, you will have a discussion with classmates to create an integrated summary of the information in the sources. Use this Listening Log to help guide your discussion. Take notes on the discussion here:

Step 3 – Write a revised integrated summary of the sources that includes any new understandings you gained from the discussion. Include any new ideas that were presented by your peers.

Mode 1 Listening Log Rubric 9A: Integrate Information from Multiple SourcesStudent Name: Date:

Strong Developing Emerging Prior to Discussion

SL.9-10.2.1 Summarize Text in Diverse Media Formats

Clearly and comprehensively integrates multiple sources of information presented in diverse media or formats (SL.9-10.2.1)

Adequately summarizes texts presented in diverse media formats

Minimally or inaccurately summarizes texts presented in diverse media formats

After the Discussion

Consistently responds thoughtfully to diverse perspectives, summarizing points of agreement and disagreement when warranted (SL.9-10.1.7- 8)

Sometimes responds thoughtfully to diverse perspectives, but may not summarize points of agreement and disagreement

Minimally responds thoughtfully to diverse perspectives

Incorrect or Blank (check here if the student did not fill out the Listening Log or if the Listening Log responses did not answer the prompts)

Consistently qualifies or justifies own views and understandings, making connections in light of evidence and reasoning presented (SL.9- 10.1.9-10)

Sometimes qualifies or justifies own views and understandings; sometimes makes connections in light of evidence and reasoning presented

Minimally qualifies or justifies own views and understandings; minimally makes connections in light of evidence and reasoning presented

SL.9-10.1 Acknowledges Other Perspectives and Qualify Views

Student Name: _______________________________________ Date of Discussion:

Domain Descriptors Strong When applicable, the student…



Reas

onin

g (S

L.9-

10.1

, SL.

9-10

.2.1

)

Select the level at which the student builds on the ideas of others and expresses his/her own ideas. perspectives.

Strong

Developing

Emerging

Draws on evidence to stimulate a thoughtful, well-reasoned exchange of ideas (SL.9-10.1.2)

May draw on evidence, but not in a way that stimulates a thoughtful, well-reasoned exchange of ideas

Minimally draws on evidence, and/or does not stimulate a thoughtful, well-reasoned exchange of ideas

Consistently responds thoughtfully to diverse perspectives, summarizing points of agreement and disagreement when warranted (SL.9- 10.1.7-8)



Consistently qualifies or justifies own views and understandings, making connections in light of evidence and reasoning presented (SL.9-10.1.9-10)




Adequately integrates multiple sources of information presented in diverse media or formats

Minimally integrates multiple sources of information presented in diverse media or formats

Atte

ntio

n to

Pro

cess

(S

L.9-

10.1

)

Select the level at which the student contributes to focus and collegiality in the discussion.

Strong

Developing

Emerging

Consistently works with peers to set rules for collegial discussions and decision-making, clear goals, deadlines and individual roles as needed (SL.9-10.1.3)

Sometimes works with peers to set rules for collegial discussions and decision-making, clear goals, deadlines and individual roles as needed

Minimally works with peers to set rules for collegial discussions and decision-making, clear goals, deadlines and individual roles as needed

Consistently propels conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas (SL.9-10.1.5)

Sometimes propels conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas

Minimally propels conversations by posing and responding to questions

Actively incorporates others into the discussion and clarifies, verifies, or challenges ideas and conclusions (SL.9-10.1.6)

Sometimes incorporates others into the discussion and may clarify, verify, or challenge ideas and conclusions

Minimally incorporates others into the discussion

Discussion Rubric 9A: Integrate Information from Multiple Sources

This section provides the following information for Listening Comprehension

Performance Task 9A2:

Materials list for Listening Comprehension Task 9A2

Steps for conducting Listening Comprehension Task 9A2

Copy of the Student Listening Comprehension Task 9A2

PLANNING FOR THE TASK

Read through the entire task.

Think about making the ask assessible for all students in your class.

You will likely need to set aside one or two class periods t o administer a single Listening Comprehension Performance Task. Factors that will determine how many periods to set aside include the length of the class period in your school, whether the tasks involves one or multiple texts, and the amount of scaffolding you wish to provide students. (For example, if you decide to administer multiple tasks, each successive iteration of the process will take less time to explain and model.

Familiarize yourself with the evidences for each descriptor and for each domain on the rubrics. Study the differences among parallel evidences across the different desciptors so that you can quickly and reliably check the relevant evidences when you review completed logs and observe students in discussion.

Consider conducting your own practice task that is aligned to the task focus: Integrate Information from Multiple Sources. You can use this task to familiarize students with the Listening Log 9A2 and instruct them on the skills they will focus on during the task.

Skills Assessed During the Listening Comprehension Performance Tasks

MATERIALS FOR TASK 9A2: COMMUNITY AGRICULTURE

Listening Comprehension Performance Task 9A2 Texts

Teacher Materials

Task Model 9A2 – details the structure of the task and can be used to create your

own tasks.


Listening Comprehension Performance Task 9A2: Community Agriculture - is for students.

Listening Log 9A – is for students to record what they have heard during the task

and discussion.

Discussion Rubric 9A – is to guide your observations of individual student

performance during the discussion.

Listening Log Rubric 9A – is to guide your observations of individual student

performance on the Listening Log.

Text 1 for Task 9A2: Growing Power: A Model for Urban Agriculture from the

U.S. Department of State Bureau of International Information Programs

Text 2 for Task 9A2: Healthy Habits Take Root – Farm to School Impacts

from the USDA Food and Nutrition Service

Conducting the Task

CONDUCTING THE TASK

On the day of the task, introduce the task the students. To the extent possible,


(the behaviors in the rubrics) and review the steps of the task. Distribute a copy of

Performance Task 9A2: Community Agriculture and Listening Log 9A2 to each

student and give students several minutes to read through the materials.

Explain the structure and purpose of a Listening Comprehension Performance Task to

the class, and answer any questions students have. Explain that a Listening

Comprehension Performance Task assesses a student’s ability to listen carefully to

information presented orally; to take clear, detailed notes about that information;

and to discuss and clarify what he or she has learned with classmates.








Share with students Listening Log Rubric 9A2, which you will use to collect

information from their completed Listening Logs. Also share the Listening

Comprehension Discussion Rubric 9A2, which you will use to collect information

from the classroom discussion. Familiarize students with the domains, descriptors,

and evidences for each rubric.

Explain that the goal of these rubrics is not to give students a score but to collect useful information about their development along a learning pathway. Discuss how the evidences at the Strong level are behaviors for which they should strive.




Distribute a copy of Performance Task 9A2: Community Agriculture to each student

and explain that some of the terms are defined for them.

You may play the two texts for the group as a whole or allow students to access the

texts independently on their own devices. In either case, students should be able to

access the texts two or more times in order to take detailed notes on their Listening

Logs.

Read the context statements below to orient students prior to presenting each text.

In this task, you will watch two videos about agriculture-related programs and

gather information about the following topics:

• the ways the programs help people

• the ways the programs help the environment

• the ways that the programs are educational

• the ways that the programs are new and different

Text One (video): Growing Power: A Model for Urban Agriculture from the U.S.

Department of State Bureau of International Information Programs

This 2010 video shows interviews of several workers at an urban agriculture

center. As you watch, pay close attention to the problem of farming in limited

space in a city and determine how the workers go about solving it.

Text Two (video): Healthy Habits Take Root – Farm to School Impacts from the

USDA Food and Nutrition Service

In this video, several people involved in farm-to-school programs across the

country discuss the impact of this initiative on students, farmers, the

environment, and the economy.

Instruct students to fill out the first two steps of the Listening Log and allow sufficient

time for them to do so. If the student has taken notes on a separate piece of paper

allow time to transfer the notes to the Log.

Students will create a brief integrated summary that will serve as a scaffold for

participating in the discussion. Remind students that this step serves as a preparation

for the discussion and that their answers will be reviewed later using Listening Log

Rubric 9A, so they should respond thoughtfully.

If students have questions about any text or the relationships between the two texts,

they should be prepared to bring those questions to the group during the discussion.


either in pairs, in small groups, or as a whole class. Provide a reminder that the focus

of the discussion is to work as a group to integrate information from the two sources

into a short summary.







Remind students to address the points covered by the Listening Log in their discussion.

ST Students Step an ttenin

STEP 4 Students Discuss the Texts

Ask students to complete the rest of Listening Log 9A2 by creating a new summary that incorporates ideas from their peers.




Rubric 9A2, or even have them fill out the rubrics themselves.








LISTENING COMPREHENSION PERFORMANCE TASK 9A2

STUDENT DOCUMENT

In this task, you will watch two videos about agriculture-related

programs and gather information about the following topics:

• The ways that the programs help people

• The ways that the programs help the environment

• The ways that the programs are educational

• The ways that the programs are new and different

This 2010 video shows interviews of several workers at an urban agriculture center.

As you watch, pay close attention to the problem of farming in limited space in a

city and determine how the workers go about solving it.

In this video, several people involved in farm-to-school programs across the country

discuss the impact of this initiative on students, farmers, the environment, and the

economy.

TEXT 1

Glossed Terms:

duality (0:18): having two separate parts or two purposes that are often very different

fossil fuel (1:57): a fuel, such as oil, coal, or natural gas, formed in the earth from

plant or animal remains

Ag system (2:10): short for agricultural system

replicated (2:23): copied

TEXT 2 “Healthy Habits Take Root – Farm to School Impacts” from USDA Food and Nutrition Service

Listening Log 9A: Integrating Information from Multiple Sources

STEP 1 Listen to the texts. Use the table below to take notes on the information from the sources and use the middle column to indicate the relationship between the sources. You may list important concepts that are conveyed by both sources, points of disagreement between the sources, or any other understandings.

Information From Source #1 Relationship Information From Source #2

IF the task has a third source, analyze how the new information relates to the first two sources.

Information From Sources #1 & 2 Relationship Information From Source #3

Step 2 – Now, you will have a discussion with classmates to create an integrated summary of the information in the sources. Use this Listening Log to help guide your discussion. Take notes on the discussion here:

Step 3 – Write a revised integrated summary of the sources that includes any new understandings you gained from the discussion. Include any new ideas that were presented by your peers.

Mode 1 Listening Log Rubric 9A: Integrate Information from Multiple SourcesStudent Name: Date:

Strong Developing Emerging Prior to Discussion

SL.9-10.2.1 Summarize Text in Diverse Media Formats


Adequately summarizes texts presented in diverse media formats

Minimally or inaccurately summarizes texts presented in diverse media formats

After the Discussion








SL.9-10.1 Acknowledges Other Perspectives and Qualify Views

Student Name: _______________________________________

Date of Discussion:




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Adequately integrates multiple sources of information presented in diverse media or formats

Minimally integrates multiple sources of information presented in diverse media or formats

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Discussion Rubric 9A: Integrate Information from Multiple Sources

Mode 1 Discussion Rubric 9A2

Notes on Reasoning (SL.9-10.1, SL.9-10.2.1)

Notes on Attention to Process (SL.9-10.1):

Overall Performance: Select the overall level at which students convey an understanding of complex information, ideas, and evidence in this 9th grade Performance Task discussion.



LISTENING COMPREHENSION PERFORMANCE TASK MODEL 9A: Integrating Information from Multiple Sources

The Task Model outlines the basic requirements of the task and can be used by

teachers to generate new tasks that fit the same basic design.

Task Focus Integrating Information from Multiple Sources

Discussion

Format

Partner, small-group, or large-group

Number and

Type of Stimuli

Two informational sources that are in diverse media formats (e.g.,

interview and speech; one text with quantitative data; one text with

other types of visual data)

OPTIONAL THIRD SOURCE: One paper-based source that presents

information in visual form (e.g., chart, graph, infographic)

Standards • SL 9-10.1: Initiate and participate effectively in a range of

collaborative discussions (one-on-one, in groups, and teacher-led)

with diverse partners on Grade 9 and Grade 10 topics, texts, and

issues, building on others’ ideas and expressing their own ideas

clearly and persuasively.

• SL 9-10.2: Integrate multiple sources of information presented in

diverse media or formats (e.g., visually, quantitatively, orally)

evaluating the credibility and accuracy of each source.*

*NOTE: Task 9A measures only evidence SL.9-10.2.1.

Order of Actions • Teacher reviews Listening Log with students.

• Students listen to first audio text or watch first audio-visual text.

• Students take notes on Listening Log during the presentation of the

text and for a brief period afterward.

• Students listen to second audio text or watch second audio-visual

text.

• Students take notes on Listening Log during the presentation of the

text and for a brief period afterward.

• Teacher introduces paper-based source to students when applicable

to the task.

• Teacher or students initiate discussion by referring to prompts from

the Listening Log.

• Students respond to questions by discussing in pairs, in small groups,

or as a large group.

• Students have the option of taking further notes on the Listening

Log as the discussion proceeds.

• Students submit completed Listening Log.

This document provides the following information for Listening Comprehension

Performance Task 9B:

Materials list for Listening Comprehension Task

Steps for conducting Listening Comprehension Task

Copy of the student Listening Comprehension Task

PLANNING FOR THE TASK

Read through the entire task.

Think about making the ask assessible for all students in your class.

You will likely need to set aside one or two class periods t o administer a single Listening Comprehension Performance Task. Factors that will determine how many periods to set aside include the length of the class period in your school, whether the tasks involves one or multiple texts, and the amount of scaffolding you wish to provide students. (For example, if you decide to administer multiple tasks, each successive iteration of the process will take less time to explain and model.

Familiarize yourself with the evidences for each descriptor and for each domain on the rubrics. Study the differences among parallel evidences across the different desciptors so that you can quickly and reliably check the relevant evidences when you review completed logs and observe students in discussion.

Consider conducting your own practice task that is aligned to the task focus: Integrate Information from Multiple Sources. You can use this task to familiarize students with the Listening Log 9A2 and instruct them on the skills they will focus on during the task.

MATERIALS FOR TASK 9B: JFK CITY UPON A HILL SPEECH

Performance Task Text

Text for Task 9B: "JFK City Upon a Hill Speech" - Massachusetts General Court, January 9, 1961 from the U.S. Department of State

Teacher Materials

Task Model 9B – details the structure of the task and can be used to create your

own tasks.


Listening Comprehension Performance Task 9B: JFK City Upon a Hill Speech - is for students. This document is located in the Student Tasks folder in the PDF portfolio.

Listening Log 9B – is for students to record what they have heard during the task and

discussion.

Listening Comprehension Discussion Rubric – is to guide your observations of

individual student performance during the discussion.

Listening Log Rubric – is to guide your observations of individual student

performance on the Listening Log.

CONDUCTING TASK 9B

The day of the task, introduce the task the students. To the extent possible,


(the behaviors in the rubrics) and review the steps of the task. Distribute a copy

of Performance Task 9B: JFK City Upon a Hill Speech and Listening Log 9B to each

student and give students several minutes to read through the materials.

Explain the structure and purpose of a Mode 1 Performance Task to the class, and

answer any questions students have. Explain that a Mode 1 Performance Task assesses

a student’s ability to listen carefully to information presented orally; to take clear,

detailed notes about that information; and to discuss and clarify what he or she has

learned with classmates.








Share with students Listening Log Rubric 9B, which you will use to collect information

from their completed Listening Logs. Also share the Listening Comprehension

Discussion Rubric 9B, which you will use to collect information from the classroom

discussion. Familiarize students with the domains, descriptors, and evidences for

each rubric. Explain

that the goal of these rubrics is not to give students a score but to collect useful

information about their development along a learning pathway. Discuss how the

evidences at the Strong level are behaviors for which they should strive.




In this task you will watch a video and pay special attention to the speaker’s

point of view, reasoning, and use of rhetoric.

Refer students to their copy of Performance Task 9B: JFK City Upon a Hill Speech and

remind them that some of the terms are defined for them.

You may play the text for the group as a whole or allow students to access the texts

independently on their own devices. In either case, students should be able to access

the text two or more times in order to take detailed notes on their Listening Logs.

Read the context statements below to orient students prior to presenting the text.

Instruct students to fill out the first step of the Listening Log and allow sufficient time

for them to do so. If the student has taken notes on a separate piece of paper allow

time to transfer the notes to the Log.

Students will take notes, evaluating a speaker’s point of view, reasoning, and use of

rhetoric. Remind students that this step serves as a preparation for the discussion and

that their answers will be reviewed later using Listening Log Rubric 9B, so they should

respond thoughtfully.

If students have questions about the text, they should be prepared to bring those

questions to the group during the discussion.


either in pairs, in small groups, or as a whole class. Provide a reminder that the

focus of the discussion is to work as a group to evaluate the speaker’s point of view,

reasoning, and use of rhetoric.

In this address often referred to as the “City Upon a Hill” speech, John F.

Kennedy gives his last formal address before assuming the presidency. He

describes the principles that he will try to embody and model as he constructs

and leads a new administration.

STEP 3 Students Complete Steps 1 and 2 of the Listening Log

STEP 4 Students Discuss the Text







Remind students to address the points covered by the Listening Log in their

discussion.

Ask students to complete the rest of Listening Log 9B by evaluating the speaker’s

point of view, reasoning, and use of rhetoric, including any new ideas from the

discussion.




Rubric 9B, or even have them fill out the rubrics themselves.








LISTENING COMPREHENSION PERFORMANCE TASK MODEL 9B: Evaluating Point of View, Reasoning, and Rhetoric

STUDENT DOCUMENTIn this task you will watch a video and pay special attention to the

speaker’s point of view, reasoning, and use of rhetoric.

In this address often referred to as the “City Upon a Hill” Speech, President-elect

John F. Kennedy gives his last formal address before assuming the presidency. He

describes the principles that he will try to embody and model as he constructs and

leads a new administration.

Glossed Terms:

Puritan (3:01): A group of English Protestants who left the Church of England in the 16th and 17th centuries. Thousands of Puritans migrated to New England in the early 17th

century.

Yankee (3:05): a person from the United States

expedient (3:40): acting according to what is advantageous

John Winthrop (3:45): a Puritan and leading figure of the Massachusetts Bay Colony, which he famously envisioned as a “city upon a hill”

Arbella (3:49): the flagship of John Winthrop that transported emigrants from England to the Massachusetts Bay Colony

statecraft (4:52): the management of government

Massachusetts Bay Colony (4:56): one of the original English settlements in present- day Massachusetts, governed by John Winthrop and settled by approximately 1,000 Puritans

stature (5:20): importance or reputation

candor (6:34): honesty or frankness

Beacon Hill (7:35): the location of Massachusetts’ state government

Capitol Hill (7:37): the location of the U.S. federal government

“Massachusetts General Court, January 9, 1961” from the U.S. State Department

Name:

Listening Log 9B: Evaluating Point of View, Reasoning, and Rhetoric

STEP 1 – Listen to the text. Use the space below to take clear notes evaluating the point of view, reasoning, and use of rhetoric and evidence made by the speaker(s) in the text.

Step 2 – Now, you will have a discussion with classmates to develop a consensus on the point of view in the text and how well the use of reasoning and rhetoric support the speaker(s) argument. Use this Listening Log to help guide your discussion. Take notes on the discussion here:

Step 3 – Write an evaluation of the point of view, reasoning and use of rhetoric by the speaker(s). Be sure to include any new ideas that were presented by your peers.

Below are some considerations for evaluating a speaker’s point of view, reasoning, evidence, and rhetoric. context Explain the events that led the speaker to make this argument. purpose Examine why the speaker is making the argument. Consider to whom the argument is addressed. occasion Consider where and when the argument was made. reasoning Analyze whether the speaker uses fallacious reasoning. evidence Identify the facts the speaker cites as evidence to support the argument. Evaluate whether the speaker

exaggerates or distorts claims. speaker Reflect on how the speaker presents his or herself to the audience. For example, is the tone humble or

boastful? audience Analyze how the speaker uses specific wording to move the audience and influence their emotions. subject Determine how the speaker uses specific words and tone to convey the subject. (e.g. anecdotes, analogies,

statistics)

Listening Log Rubric 9B: Evaluate Point of View, Reasoning, and Rhetoric

Student Name: Date:


Prior to Discussion

SL9-10.3 Evaluate Point of View, Reasoning, and Rhetoric

Accurately and comprehensively evaluates a speaker’s point of view (SL.9-10.3.1)

Adequately evaluates a speaker’s point of view

Inaccurately or minimally evaluates a speaker’s point of view

Clearly and comprehensively evaluates a speaker’s reasoning and use of evidence and rhetoric, identifying fallacious reasoning or exaggerated or distorted evidence (SL.9-10.3.2)

Adequately evaluates a speaker’s reasoning and use of evidence and rhetoric

Minimally evaluates a speaker’s reasoning and use of evidence and rhetoric

After the Discussion SL.9-10.1 Acknowledges Other Perspectives and Qualify Views


Sometimes makes appropriate decisions about when to acknowledge new information expressed by others

Seldom or never makes appropriate decisions about when to acknowledge new information expressed by others





Student Name: _______________________________________

Date of Discussion:




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Clearly and comprehensively evaluates a speaker's reasonng and use of evidence and rhetoric, identifying fallacious reasoning or exaggerated or distorted evidence (SL.9-10.3.2)

Adequately evaluates a speaker's reasoning and use of evidence and rhetoric

Minimally evaluates a speaker's reasoning and use of evidence and rhetoric

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Discussion Rubric 9B: Evaluate Point of View, Reasoning, and Rhetoric

Mode 1 Discussion Rubric 9B

Notes on Reasoning (SL.9-10.1, SL.9-10.3)

Notes on Attention to Process (SL.9-10.1):

Overall Performance: Select the overall level at which students convey an understanding of complex information, ideas, and evidence in this 9th grade Performance Task discussion.



Mode 1 Performance Task Model 9B

LISTENING COMPREHENSION PERFORMANCE TASK MODEL 9B

The Task Model outlines the basic requirements of the task and can be used by

teachers to generate new tasks that fit the same basic design.

Task Focus Evaluating Point of View, Reasoning, and Rhetoric

Discussion

Format

Partner, small-group, or large-group

Number and

Type of Stimuli

One multimedia or audio informational text (e.g. a speech, interview,

or public information video) that uses rhetoric and evidence to convey

claims and arguments

Standards • SL 9-10.1: Initiate and participate effectively in a range of

collaborative discussions (one-on-one, in groups, and teacher-led)

with diverse partners on grade 09-10 topics, texts, and issues,

building on others’ ideas and expressing their own clearly and

persuasively.

• SL 9-10.2: Evaluate a speaker’s point of view, reasoning, and use

of evidence and rhetoric, identifying any fallacious reasoning or

exaggerated or distorted evidence.

Order of Student

Actions

• Students listen to audio text or watch audiovisual text.

• Students take notes during the presentation of the text.*

• Students complete the first part of their Listening Logs.

• Students use the Listening Logs to discuss the text with classmates.

• Students complete the Listening Logs after the discussion.

*NOTE: Students could choose to use a separate sheet of paper to take

notes while listening to the text. They can then use these notes to

complete the Listening Logs.

ELA English Language Arts

Standards, Evidence, and Notes Table

Grade(s) 9-10 Items measuring the content emphases may address the standards and evidences below:

Strand Speaking and Listening Standards

Emphasis Listening—Students gain and demonstrate understanding of complex information, ideas, and evidence presented orally. Speaking—Students present complex information, ideas, and evidence effectively in speech.

CenterPoint Education Solutions ©–October 2016 Updated October 7, 2016

Page 1

STANDARDS Evidence Statement Notes, clarifications, or additional resources

SL.9-10.1: 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. (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; (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,

Demonstrates ability to initiate andparticipate effectively in a range ofcollaborative discussions with diversepartners on grades 9-10 texts and issues,building on others’ ideas and expressingtheir own clearly and persuasively. (1)

Demonstrates readiness for discussions bydrawing on evidence from texts and otherresearch on the topic or issue under studyto stimulate a thoughtful, well-reasonedexchange of ideas. (2)

Demonstrates ability to work with peers toset rules for collegial discussions anddecision making, clear goals, deadlinesand individual roles as needed. (3)

Demonstrates ability to propelconversations by posing and responding toquestions that relate the currentdiscussion to broader themes or largerideas. (5)

Demonstrates ability to activelyincorporate others into the discussion and

To demonstrate readiness for discussions, students may have usedroutine writing skills (note-taking, highlighting of texts, journaling,graphic organizer completion, etc.)







Page 2

and individual roles as needed; (c) Propel conversations byposing and responding toquestions that relate the currentdiscussion to broader themes orlarger ideas; actively incorporateothers into the discussion; andclarify, verify, or challenge ideasand conclusions; (d) Respondthoughtfully to diverseperspectives, summarize pointsof agreement and disagreement,and, when warranted, qualify orjustify their own views andunderstanding and make newconnections in light of theevidence and reasoningpresented.

clarify, verify, or challenge ideas and conclusions. (6)

Demonstrates ability to respondthoughtfully to diverse perspectives. (7)

Demonstrates ability to summarize pointsof agreement and disagreement whenwarranted. (8)

Demonstrates ability to qualify or justifyown views and understandings. (9)

Demonstrates ability to make connectionsin light of evidence and reasoningpresented. (10)

SL.9-10.2: Integrate multiple sources of information presented in diverse media or formats (e.g. visually, quantitatively, orally) evaluating the credibility and accuracy of each source.

Demonstrates ability to integrate multiplesources of information presented indiverse media or formats. (1)

Demonstrates ability to evaluate thecredibility and accuracy of each sourceused when integrating information frommultiple sources. (2)

Diverse media formats include visual, quantitative, and/or oralformats such as charts, graphs, illustrations, digital texts, videos,audio files, or live presentations.







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SL.9-10.3: Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence.

Demonstrates ability to evaluate aspeaker’s point of view. (1)

Demonstrates ability to evaluate aspeaker’s reasoning and use of evidenceand rhetoric, identifying fallaciousreasoning or exaggerated or distortedevidence used by another speaker. (2)

SL9-10.4: 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.

Demonstrates ability to presentinformation, findings, and supportingevidence clearly, concisely, and logicallysuch that listeners can follow the line ofreasoning. (1)

Demonstrates ability to make theorganization, development, substance andstyle appropriate to purpose, audienceand task when presenting information andfindings. (2)

SL.9-10.5: Make strategic use of

digital media (e.g. textual,

graphical, audio, visual, and

interactive elements) in

presentations to enhance

understanding of findings,

Demonstrates ability to make strategic useof digital media in presentations toenhance understanding of findings,reasoning and evidence and to addinterest. (1)

Digital media may include computer-based graphics, audio files,and/or other software applications/files.







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reasoning, and evidence and to

add interest.

SL6: Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.

Determines when to adapt speech to avariety of contexts and tasks. (1)

Demonstrates command of formal Englishwhen indicated or appropriate. (2)

This standard is meant to be measured “in use,” where studentsmake the appropriate choice to adapt register when speaking. Thestandard is not designed to have students determine whether otherspeakers have chosen the correct register.

SL 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. (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; (b) Work with peers to set rules for

Demonstrates ability to initiate andparticipate effectively in a range ofcollaborative discussions with diversepartners on grades 9-10 texts and issues,building on others’ ideas and expressingtheir own clearly and persuasively. (1)

Demonstrates readiness for discussions bydrawing on evidence from texts and otherresearch on the topic or issue under studyto stimulate a thoughtful, well-reasonedexchange of ideas. (2)

Demonstrates ability to work with peers toset rules for collegial discussions anddecision making, clear goals, deadlinesand individual roles as needed. (3)

Demonstrates ability to propelconversations by posing and responding toquestions that relate the current

To demonstrate readiness for discussions, students may have usedroutine writing skills (note-taking, highlighting of texts, journaling,graphic organizer completion, etc.)







Page 5

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; (c) Propel conversations byposing and responding toquestions that relate the currentdiscussion to broader themes orlarger ideas; actively incorporateothers into the discussion; andclarify, verify, or challenge ideasand conclusions; (d) Respondthoughtfully to diverseperspectives, summarize pointsof agreement and disagreement,and, when warranted, qualify orjustify their own views andunderstanding and make newconnections in light of theevidence and reasoningpresented.

discussion to broader themes or larger ideas. (5)

Demonstrates ability to activelyincorporate others into the discussion andclarify, verify, or challenge ideas andconclusions. (6)

Demonstrates ability to respondthoughtfully to diverse perspectives. (7)

Demonstrates ability to summarize pointsof agreement and disagreement whenwarranted. (8)

Demonstrates ability to qualify or justifyown views and understandings. (9)

Demonstrates ability to make connectionsin light of evidence and reasoningpresented. (10)

speaking & listening tools

Documents