OH.10. Communications: Oral and Visual: Students learn to communicate effectively through exposure to good models and opportunities for practice. By speaking, listening and providing and interpreting visual images, they learn to apply their communication skills in increasingly sophisticated ways. Students learn to deliver presentations that effectively convey information and persuade or entertain audiences. Proficient speakers control language and deliberately choose vocabulary to clarify points and adjust presentations according to audience and purpose.
10.10. Grade Level Indicator: Speaking Applications: Deliver persuasive presentations that: establish a clear position; include relevant evidence to support a position and to address potential concerns of listeners; and follow common organizational structures when appropriate (e.g., cause-effect, compare-contrast, problem-solution).
10.7. Grade Level Indicator: Speaking Skills and Strategies: Adjust speaking content according to the needs of the situation, setting and audience.
10.8. Grade Level Indicator: Speaking Applications: Deliver informational presentations (e.g., expository, research) that: demonstrate an understanding of the topic and present events or ideas in a logical sequence; support the main idea with relevant facts, details, examples, quotations, statistics, stories and anecdotes; organize information, including a clear introduction, body and conclusion and follow common organizational structures when appropriate (e.g., cause-effect, compare-contrast); use appropriate visual materials (e.g., diagrams, charts, illustrations) and available technology; and draw from several sources and identify sources used.
10.9. Grade Level Indicator: Speaking Applications: Deliver formal and informal descriptive presentations recalling an event or personal experience that convey relevant information and descriptive details.
OH.4. Informational, Technical and Persuasive Text: Students gain information from reading for purposes of learning about a subject, doing a job, making decisions and accomplishing a task. Students need to apply the reading process to various types of informational texts, including essays, magazines, newspapers, textbooks, instruction manuals, consumer and workplace documents, reference materials, multimedia and electronic resources. They learn to attend to text features, such as titles, subtitles and visual aids, to make predictions and build text knowledge. They learn to read diagrams, charts, graphs, maps and displays in text as sources of additional information. Students use their knowledge of text structure to organize content information, analyze it and draw inferences from it. Strategic readers learn to recognize arguments, bias, stereotyping and propaganda in informational text sources.
4.3. Grade Level Indicator: Compare important details about a topic, using different sources of information, including books, magazines, newspapers and online resources.
OH.7. Writing Applications: Students need to understand that various types of writing require different language, formatting and special vocabulary. Writing serves many purposes across the curriculum and takes various forms. Beginning writers learn about the various purposes of writing; they attempt and use a small range of familiar forms (e.g., letters). Developing writers are able to select text forms to suit purpose and audience. They can explain why some text forms are more suited to a purpose than others and begin to use content-specific vocabulary to achieve their communication goals. Proficient writers control effectively the language and structural features of a large repertoire of text forms. They deliberately choose vocabulary to enhance text and structure their writing according to audience and purpose.
7.1. Grade Level Indicator: Write narratives with a consistent point of view, using sensory details and dialogue to develop characters and setting.
7.4. Grade Level Indicator: Write informational essays or reports, including research, that organize information with a clear introduction, body and conclusion following common expository structures when appropriate (e.g., cause-effect, comparison-contrast) and include facts, details and examples to illustrate important ideas.
7.D. Produce informational essays or reports that convey a clear and accurate perspective and support the main ideas with facts, details, examples and explanations.
7.E. Use persuasive strategies, including establishing a clear position in support of a proposition or a proposal with organized and relevant evidence.
OH.9. Research: Students define and investigate self-selected or assigned issues, topics and problems. They locate, select and make use of relevant information from a variety of media, reference and technological sources. Students use an appropriate form to communicate their findings.
9.5. Grade Level Indicator: Define plagiarism and acknowledge sources of information.
9.D. Acknowledge quoted and paraphrased information and document sources used.