Suggested Learning Targets for Common Core State Standards



Buncombe County Schools

Learning Targets for ELA Common Core Standards

2012-2013

Grade 7 Speaking and Listening

|Grade Specific Standard |Learning Targets |Activities/Strategies |Resources |Formative Assessment Suggestions |

| |(I can statements) |(What strategies/activities could we use to |(What text could we use to teach this |(What are ways to formatively check for |

| | |teach this learning target?) |learning target?) |understanding while teaching this learning |

| | | | |target?) |

|Standard 1: Engage |*I can come to discussions prepared by |- Use Thinking Maps to organize information |- Junior Great Books |- Focused Listening with Thinking Maps, |

|effectively in a range of |having read required or researched |and thoughts | |outlines, and cloze activities |

|collaborative discussions |material, selecting evidence to probe in| |- Complex texts from a variety of sources | |

|(one-on-one, in groups, and |discussion, and completing other |- Use text evidence to support a position in a| |- Exit tickets |

|teacher-led) with diverse |assigned pre-discussion tasks. |debate |- Current events articles | |

|partners on grade 7 topics, | | | |- Individual conferences |

|texts, and issues, building |*I can follow the rules of discussion, |- Use notes to present a speech on a given |- Global literature | |

|on others’ ideas and |track progress towards set goals, and |topic | |- Group goal setting and reflection |

|expressing their own clearly.|define my role in discussion. | |- Non-print and print thematic materials | |

| | |- Read text in advance; bring Cornell Notes | |- Rubrics |

| |*I can ask questions which elicit |from research and have written discussion |- Educational videos | |

| |elaboration, respond to questions with |question responses completed | |- Journaling and reflections |

| |relevant observations, and keep | |- NPR articles including audio clips | |

| |discussion on topic. |- SSR conferencing and modeling | |- Peer evaluations |

| | | |- National Geographic Readers and websites | |

| |*I can acknowledge new information |- Use Marzano’s questioning stems to develop | |- Self Assessments (Thumbs up, middle, down) |

| |presented by others and modify my own |engaging questions | | |

| |views. | | |- Anecdotal records of seminar discussions |

| | |- Journaling, reflection, goal setting | | |

| | | | |- Mapping of seminar participation |

| | |Paideia and Junior Great Books seminars; team | | |

| | |building with positive communication skills; | |- Teacher-led discussions |

| | |group work | | |

| | | | |- Poll Everywhere data |

| | | | | |

| | | | |- Moodle forum and journal responses |

|Standard 2: Analyze main |*I can analyze main idea and the details|- Mapping main ideas and supporting details |- Video clips—United Streaming & You Tube |- Rubric for student use |

|idea and details in diverse |which support it from various media and |with Cornell Notes and Thinking Maps | | |

|media and formats and explain|formats. | |- Discovery Education |- Web quests (w/ listening & viewing |

|how ideas clarify a topic, | |- Thematic PowerPoints with | |components) |

|text, or issue under study. |*I can explain how information from |questions/discussions |- Audio CDs, Read alouds | |

| |diverse media contributes to the topic. | | |- Focused Listening with Thinking Maps, |

| | |- Listen to a passage with an essential |- NPR (Storycorps) |outlines, and cloze activities |

| | |question in mind | (Celebrities reading | |

| | | |picture books) | |

|Standard 3: Delineate a |*I can identify a speaker’s argument. |- Analyze and take notes on debates |- Middle School Debate websites and |- Debate peer and self evaluations |

|speaker’s argument and | | |documents | |

|specific claims, evaluating |*I can identify and evaluate the |- Peer feedback on oral presentations of | |- Peer assess student writings |

|the soundness of the |soundness, relevance and sufficiency of |argumentative writing |- Student argumentative essays | |

|reasoning and the relevance |an argument. | | |- Thinking Maps Flow Maps of arguments |

|and sufficiency of the | |- Listen and evaluate famous, effective |- Oral editorials | |

|evidence. | |speeches | | |

| | | |- Political rhetoric | |

| | |- Use Thinking Maps and graphic organizers | | |

| | |(T-charts) to organize information |- Decisions, Decisions | |

|Standard 4: |*I can present my own claims and |- Whole class-instruction modeling |- Video clips of proficient, effective |- Exit passes |

|Present claims and findings, |findings emphasizing key points in a | |speakers | |

|sequencing ideas logically |focused manner. |- Modeling/practicing audience etiquette | |- Debate & speech note cards |

|and using pertinent | | |- Guest speakers | |

|descriptions, facts, and |*I can sequence ideas logically. |- Speeches & Debates | |- Anecdotal evidence from small group |

|details to accentuate main | | | |discussions and seminars |

|ideas or themes; use |*I can use pertinent details to support |- Book Talks | | |

|appropriate eye contact, |the main idea and theme. | |- |- Oral simple task directions |

|adequate volume, and clear | |- Sharing student work (writing) | | |

|pronunciation. |*I can use appropriate public speaking | |- CNN news, CNN Student News |- Peer and self evaluations |

| |skills. |- Thinking Maps | | |

| | | |- |- Thinking maps (Flow Map to sequence |

| | |- Team Building | |information) |

| | | |- Junior Great Books | |

| | |- Cornell Notes | |- Cornell notes |

| | | | | |

| | |- Seminars | | |

| | | | | |

| | |- Collaborative Groups | | |

| | | | | |

| | |- Philosophical Chairs | | |

| | | | | |

|Standard 5: |*I can identify effective visual |- Watching/analyzing video clips and effective|- National Geographic visuals |- Exit passes |

|Include multimedia components|materials for various topics and |speeches | | |

|and visual displays in |audiences. | |- Smart Board interactive materials |- Anecdotal evidence from small group |

|presentations to clarify | |- Speech unit—include effective visual | |discussions and seminars |

|meaning. |*I can explain how the visual relates to| |- Science & Social Studies graphs/maps | |

| |the topic. |- Book talks—Bring in object that represents | |- Peer and self evaluations |

| | |important topic in book and be able to explain|- Peace Corps lesson plans and calendar | |

| |*I can create effective visual materials|significance. |photos |- Thinking Maps |

| |to clarify information. | | | |

| | |- Theme of Life song project (listen to lyrics|- Pulitzer Prize photos |- Cornell notes |

| |*I can include effective visual |and have symbolic object) | | |

| |materials in my presentation to clarify | |- Unblocked websites for student access |- Drafts of visual displays |

| |claims and emphasize key points. |- Gallery walks (w/ partners) |(You Tube, National Geographic for Kids, | |

| | | |etc) |- Gallery walk w/ rubric |

| | |- Skits/Reader’s Theatre | | |

| | | |- Inspiration | |

| | |- Analyze graphs/maps/etc (w/ partners) | | |

| | | | | |

| | |- Pod casts | | |

| | | | | |

| | |- Photo Analysis | | |

| | | | | |

| | |- Interactive PowerPoints | | |

|Standard 6: |*I can distinguish when it is | |- 4 levels of grammar practice |- Rubrics |

|Adapt speech to a variety of |appropriate to use formal vs. informal |- Talking from Thinking Maps | | |

|contexts and tasks, |language. | |- Daily Oral Practice |- Self & peer evaluations |

|demonstrating command of | |- Transferring from informal to formal | | |

|formal English when indicated|*I can demonstrate command of formal |register, using stories and plays |- Famous speeches—CD, You Tube, etc |- SSR conferences |

|or appropriate. |language. | | | |

| | |- Using thinking stems/sentence starters | |- Informal teacher/student discussions & |

| |*I can adapt my speech to a variety of | | |conferences |

| |contexts and tasks. |Paideia and Junior Great Books seminars | | |

| | | | |- Verbal exit ticket |

| | |- team building with positive communication | | |

| | |skills | | |

| | | | | |

| | |- group work | | |

| | | | | |

| | |- Speeches & debates | | |

| | | | | |

| | |- Book talks | | |

| | | | | |

| | |- Pod Casts | | |

| | | | | |

| | |- Student led lessons | | |

| | | | | |

| | |- Modeling—teacher & famous speakers | | |

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