Language Arts Core Flow Chart

JSD LANGUAGE ARTS UTAH STANDARDS FLOW CHART Speaking and Listening Standards K-6

Comprehension and Collaboration K 1st 2nd 3rd 4th 5th 6th 1. Participate in 1. Participate in 1. Participate in 1. Engage effectively in a 1. Engage effectively in a 1. Engage effectively in a 1. Engage effectively in a collaborative collaborative collaborative range of collaborative range of collaborative range of collaborative range of collaborative conversations with conversations with diverse conversations with diverse discussions (one-on-one, discussions (one-on-one, in discussions (one-on-one, in discussions (one-on-one, in diverse partners about partners about grade 1 partners about grade 2 in groups, and teacher- groups, and teacher-led) groups, and teacher-led) groups, and teacher-led) with kindergarten topics and topics and texts with peers topics and texts with peers led) with diverse partners with diverse partners, on with diverse partners, on diverse partners on grade 6 texts with peers and and adults in small and and adults in small and on grade 3 topics and texts, grade 4 topics and texts, grade 5 topics and texts, topics, texts, and issues, adults in small and larger groups. larger groups. building on others’ ideas building on other’s ideas building on other’s ideas and building on others’ ideas and larger groups. and expressing their own and expressing their own expressing their own clearly. expressing their own clearly. clearly. clearly. a. Follow agreed-upon a. Follow agreed-upon a. Follow agreed-upon **b. Follow agreed-upon **b. Follow agreed-upon **b. Follow agreed-upon **b. Follow rules for rules for discussions rules for discussions (e.g., rules for discussions rules for discussions rules for discussions and rules for discussions and collegial discussions, set (e.g., listening to others listening to others with (e.g., gaining the floor in (e.g., gaining the floor in carry out assigned roles. carry out assigned roles. specific goals and and taking turns care, speaking one at a respectful ways, listening respectful ways, listening to deadlines, and define speaking about the topics time about the topics and to others with care, others with care, speaking individual roles as needed. and texts under texts under discussion). speaking one at a time one at a time about the discussion). about the topics and texts topics and texts under under discussion). discussion). b. Continue a b. Build on others’ talk in b. Build on others’ talk in **a. Come to discussions **a. Come to discussions **a. Come to discussions ** a. Come to discussions conversation through conversations by conversations by linking prepared, having read or prepared, having read or prepared, having read or prepared, having read or multiple exchanges. responding to the their comments to the studied required material; studied required material; studied required material; studied required material; comments of others remarks of others. explicitly draw on that explicitly draw on that explicitly draw on that explicitly draw on that through multiple preparation and other preparation and other preparation and other preparation by referring to exchanges. information known about information known about information known about the evidence on the topic, text, the topic to explore ideas the topic to explore ideas topic to explore ideas under or issue to probe and under discussion. under discussion. discussion. reflect on ideas under discussion. c. Ask questions to clear c. Ask for clarification c. Ask questions to check c. Pose and respond to c. Pose and respond to c. Pose and respond to up any confusion about and further explanation understanding of specific questions to specific questions by making specific questions with the topics and texts under as needed about the topics information presented, stay clarify or follow up on comments that contribute to elaboration and detail by discussion. and texts under discussion. on topic, and link their information, and make the discussion and elaborate making comments that comments to the remarks of comments that contribute on the remarks of others. contribute to the topic, others. to the discussion and link to text, or issue under the remarks of others. discussion. d. Explain their own ideas d. Review the key ideas d. Review the key ideas d. Review the key ideas and understanding in expressed and explain their expressed and draw expressed and demonstrate light of the discussion. own ideas and conclusions in light of understanding of multiple understanding in light of information and perspectives through the discussion. knowledge gained from the reflection and discussions. paraphrasing.

2. Confirm 2. Ask and answer 2. Recount or describe 2. Determine the main 2. Paraphrase portions of 2. Summarize a written text 2. Interpret information understanding of a text questions about key details key ideas or details from a ideas and supporting a text read aloud or read aloud or information presented in diverse media read aloud or in a text read aloud or text read aloud or details of a text read aloud information presented in presented in diverse media and formats (e.g., visually, information presented information presented information presented or information presented diverse media and formats, and formats, including quantitatively, orally) and orally or through other orally or through other orally or through other in diverse media and including visually, visually, quantitatively, and explain how it contributes media by asking and media. media. formats, including quantitatively, and orally. orally. to a topic, text, or issue answering questions visually, quantitatively, under study. about key details and and orally. requesting clarification if something is not understood.

3. Ask and answer 3. Ask and answer 3. Ask and answer 3. Ask and answer 3. Identify the reasons 3. Summarize the points a 3. Delineate a speaker’s questions in order to seek questions about what a questions about what a questions about information and evidence a speaker speaker makes and explain argument and specific help, get information, or speaker says in order to speaker says in order to from a speaker, offering provides to support how each claim is claims, distinguishing clarify something that is gather additional clarify comprehension, appropriate elaboration particular points. supported by reasons and claims that are supported not understood. information or clarify gather additional and detail. evidence. by reasons and evidence something that is not information, or deepen from claims that are not. understood. understanding of a topic or issue.

Presentation of Knowledge and Ideas K 1st 2nd 3rd 4th 5th 6th 4. Describe familiar 4. Describe people, places, 4. Tell a story or recount 4. Report on a topic or text, 4. Report on a topic or text, 4. Report on a topic or text 4. Present claims and people, places, things, things, and events with an experience with tell a story, or recount an tell a story, or recount an or present an opinion, findings, sequencing ideas and events and, with relevant details, appropriate facts and experience with appropriate experience in an organized sequencing ideas logically logically and using pertinent prompting and support, expressing ideas and relevant, descriptive facts and relevant, manner, using appropriate and using appropriate facts descriptions, facts, and details provide additional feelings clearly. details, speaking audibly descriptive details, facts and relevant, and relevant, descriptive to accentuate main ideas or detail. in coherent sentences. speaking clearly at an descriptive details to details to support main ideas themes; use appropriate eye understandable pace. support main ideas or or themes; speak clearly at contact, adequate volume, themes; speak clearly at an an understandable pace. and clear pronunciation. understandable pace. 5. Add drawings or 5. Add drawings or other 5. Create audio 5. Create engaging audio 5. Add audio recordings 5. Include multimedia 5. Include multimedia other visual displays to visual displays to recordings of stories or recordings of stories or and visual displays to components (e.g., graphics, components (e.g., graphics, descriptions as desired to descriptions when poems; add drawings or poems that demonstrate presentations when sound) and visual displays images, music, sound) and provide additional appropriate to clarify other visual displays to fluid reading at an appropriate to enhance the in presentations when visual displays in detail. ideas, thoughts, and stories or recounts of understandable pace; add development of main appropriate to enhance the presentations to clarify feelings. experiences when visual displays when ideas or themes. development of main ideas information. appropriate to clarify appropriate to emphasize or themes. ideas, thoughts, and or enhance certain facts feelings. or details. 6. Speak audibly and 6. Produce complete 6. Produce complete 6. Speak in complete 6. Differentiate between 6. Adapt speech to a 6. Adapt speech to a variety express thoughts, sentences when sentences when sentences when appropriate contexts that call for variety of contexts and of contexts and tasks, feelings, and ideas appropriate to task and appropriate to task and to task and situation in formal English (e.g., tasks, using formal English demonstrating command of clearly. situation. (See grade 1 situation in order to order to provide requested presenting ideas) and when appropriate to task and formal English when Language standards 1 & 3, provide requested detail detail or clarification. (See situations where informal situation. (See grade 5 indicated or appropriate. for specific expectations.) or clarification. (See grade 3 Language discourse is appropriate Language standards 1 & 3 (See grade 6 Language grade 2 Language standards 1 & 3 for specific (e.g., small group for specific expectations.) standards 1 & 3 for specific standards 1 & 3 for expectations.) discussion); use formal expectations.) specific expectations.) English when appropriate to task and situation. (See grade 4 Language standards 1 for specific expectations.)