Learning to facilitate and participate in rich and meaningful discussions takes time for both
teachers and students; the qualities previously cited provide useful signposts in that process.
Presenting
In grades nine through twelve, students are expected to
develop and deliver increasingly sophisticated presentations
on complex and varied topics, with attention to meaning and
forms of language.
By the end of grade eight, students had learned to
plan and present claims and findings in a variety of genres,
including argument, informative/explanatory, response to
literature, and summaries, including elements appropriate to
each. In their presentations they emphasized salient points
in a focused, coherent manner with relevant evidence, sound
valid reasoning, and well-chosen details. They used precise
language and domain-specific vocabulary, using words and
phrases to create cohesion, and using narrative techniques such as dialogue and sensory language.
They also used appropriate nonverbal elements, including eye contact, adequate volume, and clear
pronunciation (SL.6–8.4). They integrated multimedia and visual displays into their presentations to
clarify information, strengthen claims and evidence, and add interest (SL.6–8.5). They demonstrated a
command of formal English when appropriate (SL.6–8.6).
Students in grades nine through twelve continue to plan and deliver presentations in a variety of
genres, including argument, narrative, response to literature presentations (SL.9–12.4), informative/
explanatory (SL.9–10.4a), and historical investigation (SL.11–12.4). They now plan, memorize, and
present a recitation (SL.9–10.4b) and plan and deliver a reflective narrative (SL.11–12.4a). They
also continue to adapt their speech to a variety of contexts and tasks, demonstrating a command of
formal English when indicated or appropriate (SL.9–12.6). New to the span are the following more
sophisticated presentation skills:
- Supporting evidence clearly, concisely, and logically
such that listeners can follow the line of reasoning
(SL.9–12.4) - Ensuring the organization, development, substance,
and style are appropriate to the purpose, audience,
and a range of formal and informal tasks (SL.9–12.4) - Conveying a clear and distinct perspective and a
logical argument and addressing alternative or
opposing perspectives (SL.11–12.4) - Including elements in each presentation appropriate
to the genre, including evidence in support of a thesis
(SL.9–10.4a) and use of varied syntax to link major
sections of the presentation (SL.11–12.4b) - Making strategic use of digital media to enhance understanding of findings, reasoning, and
evidence, and to add interest (SL.9–12.5)
The CA ELD Standards also expect ELs to make presentations. English Learners in grades nine
through twelve now plan and deliver a variety of oral presentations and reports on grade-appropriate
topics, with appropriate levels of scaffolding, dependent upon their English language proficiency
(among other things) provided by their teachers. With appropriate support, ELs learn to express
In grades nine through
twelve, students are expected
to develop and deliver
increasingly sophisticated
presentations on complex and
varied topics, with attention
to meaning and forms of
language.English Learners in grades
nine through twelve now
plan and deliver a variety
of oral presentations and
reports on grade-appropriate
topics, with appropriate levels
of scaffolding, dependent
upon their English language
proficiency (among other
things) provided by their
teachers.694 | Chapter 7 Grades 9 to 12