6
7
8
9-10
11-12
a. Interpret information presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how it contributes to a topic, text, or issue under study.
DOK 2,3,4
a. Analyze the main ideas and supporting details presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how the ideas clarify a topic, text, or issue under study.
DOK 2,3,4
a. Analyze the purpose of information presented in diverse media and formats (e.g., visually,
quantitatively, orally) and evaluate the motives (e.g., social, commercial, political) behind its presentation.
DOK 2,3,4
a. Integrate multiple sources of information presented in diverse media or formats (e.g., visually, Quantitatively, orally) evaluating the credibility and accuracy of each source.
DOK 2,3,4
a. Integrate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, orally) in order to make informed decisions and solve problems,
evaluating the credibility and accuracy of each source and noting any discrepancies among the data.
DOK 3,4
Adapted!from!the!National!Governors!Association!Center!for!Best!Practices!(NGA!Center)!and!the!Council!of!Chief!State!School!Officers!(CCSSO!Common! Core,!American!Diploma!Project!Network,!and!the!following!state!departments!of!education:!!Utah,!Maine,!North!Carolina!Massachusetts,!Wisconsin,! and!Georgia).! ! ! ! ! ! ! ! ! ! ! ! !
pg.!88!
6
7
8
9-10
11-12
a. Delineate a speaker’s argument and specific claims, distinguishing claims that are supported by reasons and evidence from claims that are not.DOK 2,3
a. Delineate a speaker’s argument and specific claims, evaluating the soundness of the reasoning and the relevance and sufficiency of the evidence.
DOK 2,3,4
a. Delineate a speaker’s argument and specific claims, evaluating the soundness of the reasoning and relevance and sufficiency of the evidence and
identifying when irrelevant evidence is introduced.
DOK 2,3,4
a. Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence.
DOK 2,3,4
a. Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, assessing the stance, premises, links among ideas, word choice, points of emphasis, and tone used.
DOK 2,3,4
Presentation of Knowledge and Ideas
LS.4 Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the
organization, development, and style are appropriate to task, purpose, and audience.
6
7
8
9-10
11-12
a. Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and details to accentuate main ideas or themes; use appropriate eye contact, adequate volume, and clear pronunciation.
DOK 1,2,3
a. Present claims and findings, emphasizing salient points in a focused, coherent manner
with pertinent descriptions, facts, details, and examples; use appropriate eye contact, adequate volume, and clear pronunciation.
DOK 1,2,3
a. Present claims and findings, emphasizing salient points in a focused, coherent manner with relevant evidence, sound valid reasoning, and well-chosen details; use appropriate eye contact, adequate
volume and clear pronunciation.
DOK 1,2,3
a. Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task.
DOK 1,2,3
a. Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning,
alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks.
Adapted!from!the!National!Governors!Association!Center!for!Best!Practices!(NGA!Center)!and!the!Council!of!Chief!State!School!Officers!(CCSSO!Common! Core,!American!Diploma!Project!Network,!and!the!following!state!departments!of!education:!!Utah,!Maine,!North!Carolina!Massachusetts,!Wisconsin,!
and!Georgia).! ! ! ! ! ! !
! ! ! ! ! !
pg.!89!
LS.5. Make strategic use of digital media and visual displays of data to express information and enhance understanding
of presentations.
6
7
8
9-10
11-12
a. Include multimedia components (e.g., graphics, images, music, sound) and visual displays in
presentations to clarify information.
DOK 2,3
a. Include multimedia components and visual displays in presentations to clarify claims and
findings and emphasize salient points.
DOK 2,3
a. Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest.
DOK 2,3
a. Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.
DOK 2,3
a. Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.
DOK 1,2,3
LS.6. Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when
indicated or appropriate.
6
7
8
9-10
11-12
a. Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when
indicated or appropriate. (See grade 6 Language standards 1 and 3)
DOK 1,2
a. Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when
indicated or appropriate. (See grade 7 Language standards 1 and 3)
DOK 1,2
a. Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when
indicated or appropriate. (See grade 8 Language standards 1 and 3)
DOK 1,2
a. Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when
indicated or appropriate. (See grades 9–10 Language standards 1 and 3 for specific expectations.)
DOK 1,2
a. Adapt speech to a variety of contexts and tasks, demonstrating a command of formal English when
indicated or appropriate. (See grades 11–12 Language standards 1 and 3 for specific expectations.)
Adapted!from!the!National!Governors!Association!Center!for!Best!Practices!(NGA!Center)!and!the!Council!of!Chief!State!School!Officers!(CCSSO!Common! Core,!American!Diploma!Project!Network,!and!the!following!state!departments!of!education:!!Utah,!Maine,!North!Carolina!Massachusetts,!Wisconsin,!
and!Georgia).! ! ! ! ! ! !
! ! ! ! ! !