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Competency/Skill #5
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5. KNOWLEDGE OF LISTENING, VIEWING, AND SPEAKING AS METHODS FOR
ACQUIRING CRITICAL LITERACY
1. Identify effective speaking skills for various occasions, audiences, and purposes.
2. Identify effective strategies and techniques for listening.
3. Determine appropriate methods and strategies to analyze persuasive techniques used to
convey messages in mass media.
4. Analyze media messages to interpret meaning, method, and intent.
5. Evaluate the elements, uses, and effects of media.
6. Identify a variety of methods for assessing listening, viewing, and speaking.
7. Select appropriate technological resources for instructional purposes.
STANDARDS:
Standard 1 (6-8 and 9-12)
The student uses listening strategies effectively.
1. Listens and uses information gained for a variety of purposes, such as gaining
information from interviews, following directions, and pursuing a personal interest.
2. Selects and uses appropriate listening strategies according to the intended purpose, such
as solving problems, interpreting and evaluating the techniques and intent of a
presentation, and taking action in career-related situations.
3. Describes, evaluates and expands personal preferences in listening to fiction, drama,
literary nonfiction, and informational presentations.
4. Uses effective strategies for informal and formal discussions, including listening actively
and reflectively, connecting to and building on the ideas of a previous speaker, and
respecting the viewpoints of others.
5. Acknowledges the feelings and messages sent in a conversation.
6. Identifies bias, prejudice, or propaganda in oral messages.
7. Uses responsive listening skills, including paraphrasing, summarizing, and asking
questions for elaboration and clarification.
Standard 2 (6-8 and 9-12)
The student uses viewing strategies effectively.
1. Determines main concept, supporting details, stereotypes, bias, and persuasion techniques
in a nonprint message in order to analyze and evaluate those nonprint media messages.
2. Uses movement, placement, juxtaposition, gestures, silent periods, facial expressions, and
other nonverbal cues to convey meaning to an audience.
3. Understands factors that influence the effectiveness of nonverbal cues used in nonprint
media, such as the viewer’s past experiences and preferences, and the context in which
the cues are presented.
Standard 3 (6-8 and 9-12)
The student uses speaking strategies effectively.
1. Understands how volume, stress, pacing, and pronunciation can positively or negatively
affect an oral presentation.
Competency/Skill #5
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2. Uses volume, stress, pacing, enunciation, eye contact, and gestures that meet the needs of
the audience and topic.
3. Speaks for various occasions, audiences, and purposes, including conversations,
discussions, projects, and informational, persuasive, or technical presentations.
4. Selects and uses a variety of speaking strategies to clarify meaning and to reflect
understanding, interpretation, application, and evaluation of content processes, or
experiences, including asking relevant questions when necessary, making appropriate and
meaningful comments, and making insightful observations.
5. Uses details, illustrations, analogies, and visual aids to make oral presentations that
inform, persuade, or entertain.
6. Applies oral communication skills to interviews, group presentations, formal
presentations, and impromptu situations.
7. Develops and sustains a line of argument and provides appropriate support.
LISTENING AND SPEAKING:
 Demonstrates effective listening skills and behaviors for a variety of purposes, and
demonstrates understanding by critically evaluating and analyzing oral presentations.
Listens more effectively: paraphrases what peers have said, asks questions based on what
their peers said, orally summarizes what their peers said.
 Applies oral communication skills in interviews, formal presentations, and impromptu
situations according to designed rubric criteria
 Uses research and visual aid to deliver oral presentations that inform, persuade, or
entertain, and evaluates one’s own and others’ oral presentations according to designed
rubric criteria. Chooses an issue, identifies its purpose and audience, researches the topic,
and then writes and delivers a speech to an audience. (e.g., Rewriting Patrick Henry’s
speech in modern language to reflect a current issue and presenting the rewritten speech
to the class)
 Uses appropriate eye contact, body movements, and voice register for audience
engagement in formal and informal speaking situations
 Researches and organizes information and demonstrates effective speaking skills and
behaviors for a variety of formal and informal purposes
INFORMATION TEXT:
 Analyzes the structure and format (e.g., diagrams, graphics, fonts) of functional
workplace consumer, or technical documents
 Explains how text features (e.g., charts, maps, diagrams, sub-headings, captions,
illustrations, graphs) aid the reader’s understanding
 Uses the knowledge to create workplace, consumer, or technical documents
MEDIA LITERACY:
 Analyzes ways that production elements (e.g., graphics, color, motion, sound, and digital
technology) affect communication across the media (e.g., After watching a film, students
identify the different elements necessary for the movie to be effective. Groups of
students select brief scenes from the movie and analyze them for the elements of sound,
scenery, camera angles and techniques, dialogue, and action.)
Competency/Skill #5
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Demonstrates the ability to select and ethically use media appropriate for the purpose,
occasion, and audience
Distinguishes between propaganda and ethical reasoning strategies in print and nonprint
media. (e.g., category of appeal: bandwagon, testimonial, glittering generalities, plain
folks)
Analyzes audiovisual messages in a major news story; interprets for meaning, method,
and intent; evaluates print advertising by creating a set of criteria and reviewing several
advertisements. (e.g., students analyze the coverage of the news event based on
established criteria and present their findings to the class.)
Ethically uses mass media and digital technology in assignments and presentations, citing
sources according to standardized citation styles
Demonstrates the ability to select print and nonprint media appropriate for the purpose,
occasion, and audience to develop into a formal presentation
TECHNOLOGY: (video camera, electronic mail, CD-ROM, word processing program,
Internet, etc.)
 Selects and uses appropriate available technologies (e.g., computer, digital camera) to
enhance communication and achieve a purpose (e.g., video, presentations; creates and
disseminates memories book)
 Routinely uses digital tools (e.g., word processing, multimedia authoring, web tools,
graphic organizers) for publication, communication and productivity
 Uses interactive computer software for understanding a novel/skills
ASSESSMENT:
Speaking:
 Read-Aloud Tasks – tests pronunciation and fluency
 Sentence/Dialogue Completion Tasks – engages student in dialogue where one
speaker’s lines are omitted
 Paraphrasing – assesses as student listens to and then produces a paraphrase of the text
 Role Play – prompts the students with a real-world scenario and assesses oral language
skills
 Discussions and Conversations – informally assesses student engagement in class
discussions (e.g., clarifying, questioning, paraphrasing and kinesics, eye contact,
proxemics, body language etc.)
 Oral Presentations – scores presentations of reports, papers, plans, designs with a rubric
or checklist
Listening:
 Listening Cloze – assesses listening skills by having students insert words or phrases that
have been omitted from sentences or phrases
 Information Transfer – assesses how students translate aurally processed information
(e.g., drawing a picture, labeling a diagram, completing a form, marking a map)
 Note-taking – determines how students take notes on a lecture or speech