Prentice Hall. Writing and Grammar: Communication In Action Handbook, Copper Level Oregon English/Language Arts Grade-Level Standards.

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1 Grade 6 Prentice Hall Writing and Grammar: Communication In Action Handbook, Copper Level 2004 C O R R E L A T E D T O Grade 6

2 areas. Read aloud grade-level narrative text and informational text fluently and accurately with effective pacing, intonation, and expression. Oregon English/Language Arts Grade-level Standards Grade 6 READING Decoding and Word Recognition CCG: Analyze words, recognize words, and learn to read grade-level text fluently across the subject SE: Reading Nonfiction Critically, ; Reading Literary Writing, ; Reading from Varied Sources, ; Using Formal Speaking Skills, Read or demonstrate progress toward reading at an independent and instructional reading level appropriate to grade level. SE: Reading Skills: Reading Methods and Tools, ; Reading Nonfiction Critically, ; Reading Literary Writing, ; Reading from Varied Sources, ; Basic Study Skills, ; Reference Skills, Listen to and Read Informational and Narrative Text CCG: Listen to, read, and understand a wide variety of informational and narrative text across the subject areas at school and on own,* applying comprehension strategies as needed. *Suggested grade-level target for reading on own: Sixth Grade, 750,000 words annually. Listen to, read, and understand a wide SE: Reading Skills: Reading Methods and Tools, variety of informational and narrative text, ; Reading Nonfiction Critically, ; including classic and contemporary literature, Reading Literary Writing, ; Reading from poetry, magazines, newspapers, reference Varied Sources, ; Basic Study Skills, materials, and online information ; Reference Skills, Make connections to text, within text, and among texts across the subject areas. SE: Topic Bank: Responding to Fine Art and Literature, 35, 49, 65, 83, 101, 115, 129, 145, 159, 176; Response to Literature, ; Reading Skills: Reading Methods and Tools, ; Reading Nonfiction Critically, ; Reading Literary Writing, Demonstrate listening comprehension of more complex text through class and/or small group interpretive discussions across the subject areas. Match reading to purpose location of information, full comprehension, and personal enjoyment.. See all discussion activities. SE: Reading Skills: Reading Methods and Tools, ; Reading Nonfiction Critically, ; Reading Literary Writing, ; Reading from Varied Sources, ; Basic Study Skills, ; Reference Skills,

3 Understand and draw upon a variety of comprehension strategies as needed rereading, self-correcting, summarizing, class and group discussions, generating and responding to essential questions, making predictions, and comparing information from several sources. Clearly identify specific words or wordings that are causing comprehension difficulties and use strategies to correct. SE: Reading Skills: Reading Methods and Tools, ; Reading Nonfiction Critically, ; Reading Literary Writing, ; Reading from Varied Sources, ; Topic Bank: Responding to Literature: 35, 49, 65, 83, 101, 115, 129, 145, 159, 176 SE: Vocabulary and Spelling, 472; Developing Your Vocabulary, ; Studying Words Systematically, ; Studying Word Parts and Origins, ; Spelling, Vocabulary CCG: Increase word knowledge through systematic vocabulary development; determine the meaning of new words by applying knowledge of word origins, word relationships, and context clues; verify the meaning of new words; and use those new words accurately across the subject areas. Understand, learn, and use new vocabulary that is introduced and taught directly through informational text, literary text, and instruction across the subject areas. Develop vocabulary by listening to and discussing both familiar and conceptually challenging selections read aloud across the subject areas. SE: Vocabulary and Spelling, 472; Developing Your Vocabulary, ; Studying Words Systematically, ; Studying Word Parts and Origins, ; Spelling, SE: Vocabulary and Spelling, 472; Developing Your Vocabulary, ; Studying Words Systematically, ; Studying Word Parts and Origins, ; Spelling, Determine the meaning of unknown words or words with unusual meanings in informational and narrative text by using word, sentence, and paragraph clues. SE: Developing Your Vocabulary, ; Studying Words Systematically, Interpret figurative language, including similes, metaphors, and words with multiple meanings. Understand and explain shades of meaning in related words. Determine pronunciations, meanings, alternate word choices, and parts of speech, using dictionaries and thesauruses. SE: Metaphors, 510; Similes, 510; Figurative Language, 63, 163, 474; Using Context, ; Studying Meanings in the Content Areas, 476; Dictionaries, 479, SE: Using Context, ; Studying Meanings in the Content Areas, 476; Dictionaries, 479, SE: Improving Your Spelling, ; Dictionaries, 479, ; Thesaurus, 73, 479, 544; Resources: Commonly Overused Words, ; Commonly Misspelled Words,

4 Read to Perform a Task CCG: Find, understand, and use specific information in a variety of texts across the subject areas to perform a task. Read textbooks, biographical sketches, letters, SE: Reading Nonfiction Critically, ; diaries, directions, procedures, magazines, essays, Reading from Varied Sources, ; Basic primary source historical documents, editorials, Study Skills, ; Reference Skills, news stories, periodicals, bus routes, and catalogs. Locate information in titles, tables of contents, chapter headings, illustrations, captions, glossaries, indexes, graphs, charts, diagrams, and tables to aid understanding of grade-level text. Identify the structural features of newspapers, magazines, and online information, and use the features to obtain information. Follow multiple-step instructions for preparing applications (e.g., for a public library card, bank savings account, sports club, league membership). SE: Viewing and Representing Skills, Interpreting Maps, Graphs, and Photographs, ; Viewing Information Media Critically, ; Viewing Fine Art Critically, 464; Creating Graphic Organizers, ; Formatting to Create an Effect, 467 SE: Reading Nonfiction Critically, ; Reading from Varied Sources, ; Basic Study Skills, ; Using the Library, ; Using Other Reference Works, ; Using the Internet, 528 SE: How-to Essay, Informational Text: Demonstrate General Understanding CCG: Demonstrate general understanding of grade-level informational text across the subject areas. Identify and/or summarize sequence of events, main ideas, facts, supporting details, and opinions in informational and practical selections. Clarify understanding of informational texts by creating simple outlines, graphic organizers, diagrams, logical notes, or summaries. SE: Summaries, 123, 147, 179, 456, 508; Paraphrase, 510, 538; Reading Skills: Reading Methods and Tools, ; Reading Literary Writing, ; Response to Literature, SE: Creating Graphic Organizers, ; Formatting to Create an Effect, 467; Reading Skills: Reading Methods and Tools, ; Reading Nonfiction Critically, ; Reading Literary Writing, ; Reading from Varied Sources, ; Basic Study Skills, ; Reference Skills, Informational Text: Develop an Interpretation CCG: Develop an interpretation of grade-level informational text across the subject areas. Predict future outcomes supported by the text. SE: Predictions, 507, 508, 511 Make reasonable, logical statements, conclusions, and inferences about a text, supporting them with accurate examples from the text. SE: Drawing Conclusions, 86, 164; Reading Skills: Reading Methods and Tools, ; Reading Literary Writing, ; Response to Literature,

5 Infer the main idea when it is not explicitly stated, and support with evidence from the text. SE: Theme, 163; Main Ideas, 456, 457 Informational Text: Examine Content and Structure CCG: Examine content and structure of grade-level informational text across the subject areas. Draw conclusions about the author s overall purpose as well as the author s placement and inclusion of specific information in the text. Distinguish among facts, supported inferences, and opinions in text. SE: Drawing Conclusions, 86, 164; Reading Skills: Reading Methods and Tools, ; Reading Nonfiction Critically, ; Response to Literature, SE: Facts vs. Opinions, 463, 502 Draw conclusions about reasons for actions or beliefs based on an analysis of information in the text. Identify and analyze text that uses the compareand-contrast and cause-and-effect organizational patterns. Compare and contrast information on the same topic after reading two passages or articles. Connect and clarify main ideas by identifying their relationships to multiple sources, known information and ideas, and related topics. Listen to text and read text to make connections and respond to historically or culturally significant works of literature that enhance the study of other subjects. Demonstrate listening comprehension of more complex literary text through class and/or small group interpretive discussions. SE: Drawing Conclusions, 86, 164; Reading Skills: Reading Methods and Tools, ; Reading Nonfiction Critically, ; Response to Literature, SE: Comparison-and Contrast Essay pages ; Cause-and-Effect Essay pages SE: Comparison-and Contrast Essay pages ; Reading Skills: Reading Methods and Tools, ; Reading Nonfiction Critically, SE: Main Ideas, 456, 457; Reading Skills: Reading Methods and Tools, ; Reading Nonfiction Critically, LITERATURE Listen to and Read Literary Text CCG: Listen to text and read text to make connections and respond to a wide variety of literature of varying complexity. SE: Speaking and Listening Skills, 453; Listening Effectively, 457; Listening Critically, 458; Performing or Interpreting, 470 SE: Speaking and Listening Skills, 453; Listening Effectively, 457; Listening Critically, 458; Performing or Interpreting, 470 Literary Text: Demonstrate General Understanding CCG: Demonstrate general understanding of grade-level literary text. Identify and/or summarize sequence of events, SE: Chronological Order, 506; Reading Literary main ideas, and supporting details in literary Writing, ; Topic Bank: Responding to Fine selections. Art and Responding to Literature, 35, 49, 65, 83, 101, 115, 129, 145, 159, 176; Response to Literature pages , and Writing for Assessment pages

6 Identify the speaker and recognize the difference between first and third-person narration (e.g., autobiography compared with biography). SE: Reading Skills: Reading Methods and Tools, ; Reading Literary Writing, ; Topic Bank: Responding to Literature: 35, 49, 65, 83, 101, 115, 129, 145, 159, 176 Literary Text: Develop an Interpretation CCG: Develop an interpretation of grade-level literary text. Predict future outcomes supported by the text. SE: Reading Skills: Reading Methods and Tools, ; Reading Literary Writing, ; Response to Literature, Determine characters traits by what the characters say in narration and dialogue. Analyze the influence of setting on the conflict and its resolution. Identify and examine the development of themes in literary works. SE: Characters, 507, 508; Reading Skills: Reading Methods and Tools, ; Reading Literary Writing, ; Response to Literature, SE: Reading Skills: Reading Methods and Tools, ; Reading Literary Writing, ; Response to Literature, SE: Theme, 163; Reading Skills: Reading Methods and Tools, ; Reading Literary Writing, ; Response to Literature, Infer the main idea when it is not explicitly stated. SE: Main Ideas, 456, 457; Reading Skills: Reading Methods and Tools, ; Reading Literary Writing, ; Topic Bank: Responding to Literature: 35, 49, 65, 83, 101, 115, 129, 145, 159, 176 Make reasonable inferences, statements, and conclusions about a text, supporting them with accurate examples. SE: Drawing Conclusions, 86, 164; Characters, 507, 508; Reading Skills: Reading Methods and Tools, ; Reading Literary Writing, ; Response to Literature, LITERATURE Literary Text: Examine Content and Structure CCG: Examine content and structure of grade-level literary text. Evaluate the author s use of techniques to SE: Reading Literary Writing, ; Topic influence readers attitudes and feelings (e.g., use Bank: Responding to Fine Art and Responding to of first person sets a particular tone, exaggeration Literature, 35, 49, 65, 83, 101, 115, 129, 145, sets a humorous tone, structure is used to build 159, 176; Response to Literature pages suspense, logic contributes to believability of plots and settings, figurative language influences tone). Define how tone or meaning is conveyed in poetry through word choice, figurative language, sentence structure, line length, punctuation, rhythm, repetition, and rhyme. SE: Metaphors, 510; Similes, 510; Figurative Language, 63, 163, 474. For related information see Poetry page

7 Identify and analyze the characteristics of poetry, drama, fiction, and non-fiction, and explain the appropriateness of the literary forms chosen by an author for a specific purpose. SE: Reading Skills: Reading Methods and Tools, ; Reading Nonfiction Critically, ; Reading Literary Writing, ; Reading from Varied Sources, ; Responding to Literature, 35, 49, 65, 83, 101, 115, 129, 145, 159, 176; Response to Literature pages WRITING Planning, Evaluation, and Revision CCG: Pre-write, draft, revise, edit, and publish across the subject areas. Use a variety of strategies to prepare for SE: Prewriting, 5, 6, 7, 9, 34, 35, 36, 37, 48, 49, writing, such as brainstorming, making lists, 50, 51, 64, 65, 66, 67, 82, 83, 84, 85, 100, 101, mapping, outlining, grouping related ideas, 102, 103, 114, 115, 116, 117, 128, 129, 130, using graphic organizers, and taking notes. 131, 144, 145, 146, 147, 158, 159, 160, 161, 162, 163, 176, 177, 178 Discuss ideas for writing with classmates, teachers, and other writers, and develop drafts alone and collaboratively. SE: Drafting: Shaping Your Writing, 38, 52, 68, 86, 104, 118, 132, 148, 164, 179; Providing Elaboration, 39, 53, 69, 87, 105, 119, 133, 149, 165, 180 Identify audience and purpose. SE: Prewriting: Audiences, 8, 9, 37, 51, 66, 84, 103, 117, 130, 147, 161; Purpose for Writing, 8, 37, 51, 66, 84, 103, 117, 130, 147, 161 Choose the form of writing that best suits the intended purpose personal letter, letter to the editor, review, poem, report, or narrative. Use the writing process prewriting, drafting, revising, editing, and publishing successive versions. Focus on a central idea, excluding loosely related, extraneous, and repetitious information. SE: A Walk Through the Writing Process, 3 15; Autobiographical Writing, 32 45; Short Story, 46 61; Description, 62 79; Persuasive Essay, 80 97; Comparison-and Contrast Essay, ; Cause-and-Effect Essay, ; How-to Essay, ; Research Report, ; Response to Literature, ; Writing for Assessment, SE: A Walk Through the Writing Process, 3 15; Autobiographical Writing, 32 45; Short Story, 46 61; Description, 62 79; Persuasive Essay, 80 97; Comparison-and Contrast Essay, ; Cause-and-Effect Essay, ; How-to Essay, ; Research Report, ; Response to Literature, ; Writing for Assessment, SE: Drafting: Shaping Your Writing, 38, 52, 68, 86, 104, 118, 132, 148, 164, 179; Use a scoring guide to review, evaluate, and revise writing for meaning and clarity. SE: Peer Review, 43, 58, 74, 92, 109, 123, 138, 153, 170; Rubric for Self Evaluation, 44, 60, 76, 94, 111, 125, 140, 155, 172, 184 6

8 Revise drafts to improve the organization and consistency of ideas within and between paragraphs. Edit and proofread one s own writing, as well as that of others, using the writing conventions, and, for example, an editing checklist or list of rules with specific examples of corrections of specific errors. Writing SE: Revising: What Is Revising? 15-17; Revising Your Overall Structure, 40, 54, 70, 88, 106, 120, 134, 150, 166, 181; Revising: Paragraphs, 16, 20, 41, 55, 59, 71, 90, 107, 109, 121, 135, 151, 167, 181, 259 SE: Editing and Proofreading, 5, 17, 19, 44, 59, 61, 75, 93, 110, 124, 139, 154, 171, 173, 183, 185, 335, 355, 413, 417, 427, 430, 434, 440, 442, 444, 447, 448 These standards are assessed using Oregon s Official Writing Scoring Guide in grades 3 - CIM. CCG: Communicate supported ideas across the subject areas, including relevant examples, facts, anecdotes, and details appropriate to audience and purpose that engage reader interest; organize information in clear sequence, making connections and transitions among ideas, sentences, and paragraphs; and use precise words and fluent sentence structures that support meaning. Write for different purposes and to a specific audience or person, adjusting tone and style as necessary. Write multi-paragraph compositions that: Engage the interest of the reader. State a clear purpose. Use common organizational structures for providing information in writing, such as chronological order, cause-and-effect, similarity and difference, and posing and answering a question. Develop the topic with supporting details and precise language. Provide transitions to link paragraphs. Conclude with a detailed summary linked to the purpose of the composition. SE: A Walk Through the Writing Process, 3 15; Autobiographical Writing, 32 45; Short Story, 46 61; Description, 62 79; Persuasive Essay, 80 97; Comparison-and Contrast Essay, ; Cause-and-Effect Essay, ; How-to Essay, ; Research Report, ; Response to Literature, ; Writing for Assessment, SE: A Walk Through the Writing Process, 3 15; Autobiographical Writing, 32 45; Short Story, 46 61; Description, 62 79; Persuasive Essay, 80 97; Comparison-and Contrast Essay, ; Cause-and-Effect Essay, ; How-to Essay, ; Research Report, ; Response to Literature, ; Writing for Assessment, Create an organizational structure that is clearly sequenced and uses effective transitions between sentences and paragraphs to unify important ideas. Use a variety of descriptive words to paint a visual image in the mind of the reader. SE: Transitions, 28, 29, 56, 182; Revising, 15 17, 40 43, 54 58, 61, 70 74, 88 92, , , , , , , 185 SE: Description, Make paragraph breaks when using dialogue. SE: Dialogue, 55, 59; Revising: Paragraphs, 16, 20, 41, 55, 59, 71, 90, 107, 109, 121, 135, 151, 167, 181, 259 7

9 Use simple, compound, and complex sentences. SE: Revising: Sentences, 16, 29 32, 42, 56, 60, 72, 86, 91, 108, 110, 122, 136, 152, 168, 182, 137; Basic Sentence Parts, ; Effective Sentences, To achieve clarity of meaning and to enhance flow and rhythm, use effective coordination and subordination of ideas including both main ideas and supporting ideas in single sentences. Spell correctly frequently misspelled words (their/they re/there, loose/lose/loss, choose/chose, through/threw, it s/its). SE: Revising: Sentences, 16, 29 32, 42, 56, 60, 72, 86, 91, 108, 110, 122, 136, 152, 168, 182, 137; Effective Sentences, Conventions Spelling CCG: Demonstrate knowledge of spelling, grammar, punctuation, capitalization, and penmanship across the subject areas. SE: Improving Your Spelling, ; Dictionaries, 479, ; Thesaurus, 73, 479, 544; Resources: Commonly Overused Words, ; Commonly Misspelled Words, Grammar Correctly use: indefinite pronouns (all, another, both, each, either, few, many, none, one, other, several, some), present perfect verb tense (have been, has been), past perfect verb tense (had been), and future perfect verb tense (shall have been). SE: Chapter 14: Nouns and Pronouns, 188; Diagnostic Test, 189; Pronouns, ; Section Review, 215; Using Verbs, 336; Diagnostic Test, 337; The Four Principal Parts of Verbs, ; Verb Tenses, ; Troublesome Verbs, ; Chapter 23: Using Pronouns, 360; Diagnostic Test, 361; Pronouns, Ensure that verbs agree with compound subjects. SE: Subject and Verb Agreement, Punctuation Correctly use: colons after the salutation (greeting) in business letters (Dear Sir:), semicolons to connect main clauses (Katy went to school; her brother stayed home.), commas before the conjunction in compound sentences (We worked all day, but we didn t complete the project.), and semicolons and commas for transitions (The deadline is past; however, we can do it next year.). SE: Punctuation, ; End Marks, ; Commas, ; Semicolons and Colons, ; Quotation Marks and Underlining, ; Hyphens and Apostrophes, Editing, 5, 17, 19, 44, 59, 61, 75, 93, 110, 124, 139, 154, 171, 173, 183, 185, 335, 355, 413, 417, 427, 430, 434, 440, 442, 444, 447, 448 Capitalization Use correct capitalization. SE: Capitalization Rules, Editing, 5, 17, 19, 44, 59, 61, 75, 93, 110, 124, 139, 154, 171, 173, 183, 185, 335, 355, 413, 417, 427, 430, 434, 440, 442, 444, 447, 448 8

10 Handwriting Write legibly. SE: Publishing and Presenting, 19, 45, 60, 61, 76, 94, 111, 125, 140, 155, 172, 173, 184, 185 Writing Modes CCG: Write narrative, expository, and persuasive texts, using a variety of written forms including journals, essays, short stories, poems, research reports, research papers, business and technical writing to express ideas appropriate to audience and purpose across the subject areas.* *Suggested word length: Sixth Grade, words. Work Samples can be selected from any of the SE: A Walk Through the Writing Process, 3 15; listed modes. Autobiographical Writing, 32 45; Short Story, 46 61; Description, 62 79; Persuasive Essay, 80 97; Comparison-and Contrast Essay, ; Cause-and-Effect Essay, ; How-to Essay, ; Research Report, ; Response to Literature, ; Writing for Assessment, Personal Narrative SE: Autobiographical Writing, Fictional Narrative (Imaginative) SE: Short Story, Expository SE: Persuasive Essay, 80 97; Comparison-and Contrast Essay, ; Cause-and-Effect Essay, ; How-to Essay, ; Research Report, ; Response to Literature, Persuasive (Work Sample only) SE: Persuasive Essay, Writing Applications Narrative Writing Write fictional narratives: Establish and develop a plot and setting, and present a point of view that is suitable to the story. Include sensory details and clear language to develop plot and character. Use a range of narrative devices, such as dialogue or suspense. Expository Writing: Response to Literary Text Write responses to literature: Develop interpretations that show careful reading, understanding, and insight. Organize the interpretations around several clear ideas. Develop and justify the interpretations through the use of examples and evidence from the text. SE: Autobiographical Writing, 32 45; Short Story, SE: Response to Literature, ; Responding to Literature, 35, 49, 65, 83, 101, 115, 129, 145, 159, 176 9

11 Expository Writing: Research Reports/Multimedia Presentations Write research reports: SE: Research Report, ; Reference Skills, Pose relevant questions that are focused enough ; Citing Sources and Preparing to be thoroughly answered in the report. Identify Manuscript, 536; Internet Research Handbook, credible sources. 541 Support the main idea or ideas with facts, details, examples, and explanations from multiple authoritative sources, such as speakers, newspapers and magazines, reference books, and online information searches. Include references used. Persuasive Writing Write persuasive compositions: State a clear position on a proposition or proposal. Support the position with organized and relevant evidence. Anticipate and address reader concerns and counter-arguments. SE: Persuasive Essay, Summaries, Business Letters, Job Applications and Resumes, Technical Writing Write summaries, using formal paragraph SE: Summaries, 123, 147, 179, 456, 508, 517 structure, that contain the main ideas and most significant details using the student s own words, except for quotations. Research Report Writing CCG: Investigate topics of interest and importance across the subject areas, selecting appropriate media sources, using effective research processes, and demonstrating ethical use of resources and materials. (See Writing Applications-Expository Writing: Research Reports) Use organizational features of electronic text (e.g., bulletin boards, databases, keyword searches, e- mail addresses) to locate information. Use effective note-taking techniques to ensure appropriate documentation of quoted as well as paraphrased material. Use a variety of resource materials to gather information for research topics (e.g., books, magazines, newspapers, dictionaries, schedules, journals, phone directories, web resources). SE: Research Report, ; Reference Skills, ; Citing Sources and Preparing Manuscript, 536; Internet Research Handbook, 541 SE: Research Report, ; Reference Skills, ; Citing Sources and Preparing Manuscript, 536; Internet Research Handbook, 541 SE: Reading Nonfiction Critically, ; Reading Literary Writing, ; Reading from Varied Sources, ; Reference Skills, ; Research Report, Compose documents with appropriate formatting by using word-processing skills and principles of design (e.g., margins, tabs, spacing, columns, page orientation). SE: Research Report, ; Reference Skills, ; Citing Sources and Preparing Manuscript, 536; Internet Research Handbook,

12 Quote or paraphrase ideas from resource materials, citing them appropriately (e.g., Works Cited Entries-MLA). SE: Research Report, ; Reference Skills, ; Citing Sources and Preparing Manuscript, 536; Internet Research Handbook, 541 SPEAKING AND LISTENING Speaking CCG: Communicate supported ideas across the subject areas using oral, visual, and multi-media forms in ways appropriate to topic, context, audience, and purpose; organize oral, visual, and multimedia presentations in clear sequence, making connections and transitions among ideas and elements; use language appropriate to topic, context, audience, and purpose; and demonstrate control of eye contact, speaking rate, volume, enunciation, inflection, gestures, and other non-verbal techniques.* *Suggested speech length: Sixth Grade, 3-5 minutes. These standards are assessed using Oregon s Official Speaking Scoring Guide for the purpose of classroom work sample assessment. Develop a focus and point of view. SE: Persuasive Speech, 81; Interviews, 144, 463; Speaking and Listening Skills, 453; Using Informal Speaking Skills, ; Using Formal Speaking Skills, Match the purpose, message, occasion, and delivery to the audience. Organize information using supporting details, reasons, descriptions, and examples. Emphasize key points to assist the listener in following the main ideas and concepts. Support opinions with detailed evidence and with visual or media displays. Use language effectively to convey the message and make content clear. Use correct grammar consistently. SE: Persuasive Speech, 81; Interviews, 144, 463; Speaking and Listening Skills, 453; Using Informal Speaking Skills, ; Using Formal Speaking Skills, SE: Persuasive Speech, 81; Speaking and Listening Skills, 453; Using Informal Speaking Skills, ; Using Formal Speaking Skills,

13 Use effective rate, volume, pitch, and tone, and align non-verbal elements, including eye contact, to sustain audience interest and attention. Listening CCG: Listen critically and respond appropriately across the subject areas. Relate the speaker s verbal communication, SE: Performing or Interpreting, 469; Viewing including word choice, pitch, feeling, and tone to Information Media Critically, ; Speaking the non-verbal message, including posture, facial and Listening Skills, 453; Listening Effectively, expressions, and gestures. 457; Listening Critically, 458 Identify the tone, mood, and emotion conveyed in oral communication. Restate and execute multiple-step oral directions and instructions. SE: Performing or Interpreting, 469; Viewing Information Media Critically, ; Speaking and Listening Skills, 453; Listening Effectively, 457; Listening Critically, 458 SE: Speaking and Listening Skills, 453; Listening Effectively, 457; Listening Critically, 458 Analysis CCG: Evaluate the significance and accuracy of information and ideas presented in oral, visual, and multimedia communications across the subject areas. Identify and discuss persuasive and propaganda techniques used in television, including false and misleading information and stereotypes. SE: Viewing Information Media Critically, ; Speaking and Listening Skills, 453; Listening Effectively, 457; Listening Critically, 458 Compare ideas and points of view expressed in broadcast, print media, and electronic media. SE: Viewing Information Media Critically, ; Speaking and Listening Skills, 453; Listening Effectively, 457; Listening Critically,

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