Academic Standard

Tennessee Diploma Project
English Language Arts
Grade range: 
Communication is the practice of conveying information from one person to another. The language arts are all essential to the communication process. Listening and speaking are fundamental to oral communication. Reading and writing are vital to written communication; viewing and visually representing are critical to visual communication. Listening, reading, and viewing are ways to receive information. Speaking, writing, and visually representing are ways of sharing information.Conceptual StrandEffective communication through clear and persuasive expression and attentive listening is necessary for success in school, the workplace, and the larger community. Guiding QuestionHow do good listening and speaking skills help to communicate clearly and persuasively in all interactive settings?
Elements within this Standard
Grade Level Expectation
Demonstrate critical listening skills essential for comprehension, evaluation, problem solving, and task completion.
Distinguish among summaries, paraphrases, and critiques.
Identify the thesis and main points of a speech.
Analyze the organizational structure of a speech.
Understand strategies for expressing ideas clearly and effectively in a variety of oral contexts.
Deliver effective oral presentations.
Participate in work teams and group discussions.
Check For Understanding
Follow multi-step oral instructions to perform single tasks, to answer questions, and to solve problems.
Identify the thesis of a speech in which the main idea may be explicitly or implicitly stated, concepts may be more abstract, and extended metaphors may be
Summarize information presented orally by others in which the main ideas may be explicitly or implicitly stated, including the purposes, major ideas, and
Paraphrase accurately ideas and information presented orally by others.
Construct a summary and a paraphrase of a speech.
Construct a critique of a speech.
Identify and analyze the structure of a speech (e.g., sequential, chronological, problem-solution, comparison-contrast, cause-effect).
Listen actively in group discussions by asking clarifying and elaborating questions and by managing internal barriers (e.g., emotional state, prejudices) and
Include relevant facts, reasons, details, and examples to support a relatively complicated thesis.
Organize oral presentations incorporating a relatively simple three-part structure, previewing the content of presentation in introduction, offering ideas with
Use an organizational pattern appropriate for the topic and purpose (e.g., sequential, chronological, problem-solution, comparison-contrast, cause-effect).
Arrange ideas logically and group related ideas in ways that enhance the topic.
Connect ideas using a variety of transition strategies that signal addition of information and relationships between ideas (e.g., use listing words such as
Provide an effective conclusion that reinforces the focus of the presentation.
Employ presentation skills such as good eye contact, clear enunciation, effective speaking rate and volume, and natural gestures.
Participate productively in self-directed work teams for a particular purpose (e.g., to interpret literature, to solve a problem, to make a decision) by
State Performance Indicator
Identify the purpose of a speech (i.e., to inform, to describe, to explain, to persuade, to entertain).
Identify the targeted audience of a speech.
Identify the thesis and main points of a speech.
Determine the most effective methods for engaging an audience during an oral presentation (e.g., making eye contact, adjusting speaking rate).
Organize ideas in the most effective order for an oral presentation.
Discern the organizational pattern of a speech (e.g., sequential, chronological, problem-solution, comparison-contrast, cause-effect).
Select the most appropriate behaviors for participating productively in a team (e.g., ask primarily relevant questions that move the team toward its goal and
Identify the functions and responsibilities of individual roles within an organized group (i.e., reporter, recorder, information gatherer, leader, timekeeper).
Distinguish between a summary and a critique.