descriptive details (SL.5.4). They planned and delivered an opinion speech (SL.5.4a) and memorized
and recited a poem or section of a speech (SL.5.4b). They included multimedia components as
appropriate (SL.5.5) to enhance ideas, and they began to adapt speech as needed to tasks and
contexts (SL.5.6).
In grades six through eight, students plan and deliver presentations in a variety of genres,
including informative/explanatory (SL.6.4a), argument (SL.7.4a), and narrative (SL.8.4a). New to the
span are the following more advanced presentation skills:
- Presenting claims and findings by sequencing
ideas logically (SL.6.4) and emphasizing salient
points in a focused, coherent manner (SL.7–
8.4)
- Using nonverbal elements (SL.6.4), adequate
volume, and clear pronunciation (SL.6–8.4)
- Using precise language and domain-specific
vocabulary; using words and phrases to create
cohesion; and using narrative techniques such
as dialogue and sensory language (SL.6–8.4a)
- Demonstrating a command of formal English
when appropriate (SL.6–8.6)
The CA ELD Standards also expect ELs to make
presentations, and ELs in grades six through eight
plan and deliver longer oral presentations and reports
on a variety of concrete and abstract topics. They
use reasoning and evidence to support ideas. They
also demonstrate a growing understanding of register
(ELD.PI.6–8.9).
Students have many opportunities to present information and ideas to their peers and other
audiences during the middle school grades. While speaking and listening standards are not specified in
the literacy standards for history/social studies, science, and technical subjects, students are expected
to deliver presentations across content areas in middle school, and students engage in projects
incorporating reading, writing, listening, and speaking across disciplines.
Sixth through eighth graders also learn to employ technology appropriately and effectively. For
example, students may create virtual artifacts such as blogs, media, or voice threads that can be
shared collaboratively with others to reflect upon and critique using text, images, video, and audio
files; and they may incorporate textual, graphical, audio, visual, and interactive digital elements
into their presentations (SL.6–8.5). Technology can be utilized to foster speaking and listening
presentation skills as students create their own avatars adapting the avatars’ character and speech
to a variety of audiences and presenting information in a way that others can follow by recording
or uploading an audio file to share on social media or Web sites (e.g., http://www.voki.com)) or through
the use of videoconferencing tools requiring an invitation to join a chat (e.g., Skype or Google
Hangout). Multimedia chats require competency in complex interfaces that involve managing audio,
video, and often textual components providing novice learners opportunities to gain competence
integrating technologies for various modes of communication becoming ubiquitous in the 21st century
(Schwartzman 2013).
Students have many opportunities
to present information and ideas
to their peers and other audiences
during the middle school grades.
While speaking and listening
standards are not specified in
the literacy standards for history/
social studies, science, and technical
subjects, students are expected to
deliver presentations across content
areas in middle school, and students
engage in projects incorporating
reading, writing, listening, and
speaking across disciplines.
528 | Chapter 6 Grades 6 to 8
