Communication – Grade 4

In fourth grade, students continue to develop and augment their listening strategies. They understand how language reflects and conveys values and can alter their language to convey different values. Students recognize a point of view and a communication style differing from their own. They are able to identify rules that regulate social conventions in small groups and demonstrate mastery of rules in different settings. They are able to plan and deliver a presentation supported by available technology.

COMMUNICATION

EALR 1: The student uses listening and observation skills and strategies to gain understanding.

Component 1.1: Uses listening and observation skills and strategies to focus attention and interpret information.

NOTES: Listening behavior will vary according to culture, learning style, and situation.

Verbal and nonverbal cues must be taught explicitly. Do not assume they are universal.

1.1.1 Applies a variety of listeningstrategies to accommodate thelistening situation.

  • Adapts listening behavior to attend to atask.
  • Responds to verbal and nonverbalcues associated with the situation (e.g.,classroom routine and/or teacher/peerinteraction).
  • Sustains attention during groupactivities.
  • Uses strategies for enjoyment listening,active listening, and critical listeningwhen appropriate. (See GLE 1.1.2 and1.2.1.)

1.1.2 Applies a variety of listening and observation skills/strategies to recalland interpret information.

  • Follows a sequence of oral directions.
  • Identifies main idea and gives three ormore supporting details.
  • Paraphrases information by repeatingmost important parts (repeating).
  • Asks questions to clarify content andmeaning of the message (e.g., Social Studies: “Maps from the 19th centuryshow that local tribes settled nearbodies of water. Is that because offishing?”).
  • Provides feedback pertinent to the listeningor observation situation (e.g.,Visual Arts: clarifies story by sharingdrawing of story map).
  • Arranges ideas using a variety oforganizing methods to interpret information with teacher guidance (e.g.,drawings, graphic organizers, notetaking).
  • Explains visual information gainedthrough observation required in contentareas (e.g., Health: uses a poster of theheart to describe blood flow).

Component 1.2: Understands, analyzes, synthesizes, or evaluates information from a variety of sources.

1.2.1 Applies strategies to comprehend auditory and visual information.

  • Makes inferences (e.g., Math: “I thinkmore people preferred pizza becausethe sample group had mostly teenagersin it.”).
  • Listens for, identifies, and explains personalconnections to events and emotionsand connections between events(e.g., Visual Art: the emotion capturedin a painting; Reading/Theater: the differentemotions of two characters inthe same situation).
  • Draws conclusions from auditory andvisual information in content areas(e.g., Science: explains or draws theconclusion of a field investigation).
  • Summarizes stories, information, andvideos (e.g., Social Studies: “Storiestold by members of local tribes tell howthey changed their environment tomeet their needs and wants.”).
  • Explains feelings in the speaker’smessage (empathetic listening) andsupports with example (e.g., “I thinkLinda is anxious about moving to a newschool because she has butterflies inher stomach.”).

1.2.2 Recognizes and understands point ofview and persuasion in mass media.

  • Identifies point of view in an oral storyor video, with teacher guidance.
  • Identifies and explains examples ofpersuasion used in mass media (e.g.,advertisements in magazines, radio,television, product displays, and popupson the Internet).

EALR 2: The student uses communication skills and strategies to interact/work effectively with others.

Component 2.1: Uses language to interact effectively and responsibly in a multicultural context.

2.1.1 Analyzes the needs of the audience, situation, and setting to adjust language.

  • Selects language that is respectful ofothers’ feelings and rights (e.g., nothreats, bullying, or derogatory ordiscriminatory language).
  • Adjusts language register to the situation(e.g., speaking to a friend versus speaking to a substitute teacher or adult classroom visitor).
  • Chooses language that builds relationships in classroom activities or role-playing situation (e.g., supportive, encouraging, constructive).

Component 2.2: Uses interpersonal skills and strategies in a multicultural context to work collaboratively, solve problems, and perform tasks.

2.2.1 Understands how to show respect forothers’ input.

  • Expresses one’s self and uses turntakingcues so that everyone has achance to speak (e.g., a pause may bea cue for taking turns; the length of thepause may vary between children).
  • Expresses support and acceptance byshowing interest and seeking ideas andconclusions (e.g., “I like what youshared about your snake, Collin. Do allsnakes lay eggs?”).
  • Demonstrates respectful disagreement(e.g., “I think you have a good idea,Keisha, but did you think about …?”).
  • As a member of the audience, respondsto the speaker with encouraging nonverbalcommunication (e.g., smiling,clapping, and nodding at appropriatetimes).

2.2.2 Applies skills to contributeresponsibly in a one-to-oneconversation or group setting.

  • Sustains conversation by expressingand soliciting comments or opinions(e.g., What do you think? How wouldyou do it? Do you agree with that?).
  • Reaches a group decision throughcompromise, with teacher guidancefor large group solutions (e.g., blendingdiffering points of view to reach a compromiseor choosing the quickest orbest solution).
  • Identifies and demonstrates rules thatguide small group work (e.g., takesturns, stays on topic, contributesequally, and encourages contributionsof others).
  • Assumes assigned role in group forcompletion of a task (e.g., leader,reporter).

Component 2.3: Uses skills and strategies to communicate interculturally.

2.3.1 Understands that individuals mayhave differing opinions, perspectives,and meanings for communication.

  • Shares one’s own opinion and comparesit to others’ (e.g., “Jason likes toswim, but I’m afraid of the water.”).
  • Explains how communication can havedifferent meanings across cultures(e.g., clichés or words/phrases notintended for literal meaning).
  • Defines perspective.

2.3.2 Understands and applies interculturalcommunication strategies.

  • Identifies and explains different communicationstyles (e.g., silence, pace, ortempo of conversation).
  • Uses understanding of different stylesto aid communication, with teacherguidance.

EALR 3: The student uses communication skills and strategies to effectively present ideas and one’s self in a variety of situations.

Component 3.1: Uses knowledge of topic/theme, audience, and purpose to plan presentations.

3.1.1 Understands how to plan andorganize effective oralcommunication and presentation.

  • Plans a presentation for a specificpurpose with teacher guidance (e.g., toentertain, inform, or explain).
  • Selects material from a variety ofresources (e.g., from a magazine, avideo, or the Internet).
  • Uses notes or other memory aids tostructure presentation (e.g., preparedoutline, graphic organizers).
  • Uses planning tools (graphic organizers,notes, drawings) to organize informationin a logical sequence using transitions(e.g., chronological order).

Component 3.2: Uses media and other resources to support presentations.

3.2.1 Understands how to use availablemedia and resources to convey amessage or enhance oralpresentations.

  • Uses visual aids with teacher guidance (e.g., illustrations, photos, bar graphs,line plots, tables, charts, maps).
  • Uses presentation technology withteacher guidance (e.g., presentationsoftware, digital and video cameras).
  • Uses reliable on-line sources withteacher guidance (e.g., Internet,encyclopedias).

Component 3.3: Uses effective delivery.

3.3.1 Applies skills for delivery ofeffective oral communication andpresentations.

  • Adjusts body language to increaseengagement with audience (e.g.,depending on proximity to audience,includes purposeful gestures).
  • Adjusts volume to engage the audience,with teacher guidance (e.g.,lowers and raises voice for interest).
  • Uses adult grammar and syntax appropriateto grade level.
  • Uses appropriate language registerswith teacher guidance (e.g., casualversus formal: peer-to-peer, small groupversus large group).

EALR 4: The student analyzes and evaluates the effectiveness of communication.

Component 4.1: Assesses effectiveness of one’s own and others’ communication.

4.1.1 Applies established criteria toguide analysis of strengths andweaknesses in own communication.

  • Seeks feedback from teacher and/orpeers to improve communication (e.g.,rubrics, checklists specific to type ofcommunication: group work or presentationtypes).
  • Identifies strengths and areas needingimprovement in one’s own communicationusing classroom criteria (e.g., achecklist for group work or presentationsin which students identify thepresence or absence of the criteria).

4.1.2 Analyzes and evaluates others’formal and informal communicationusing established criteria.

  • Examines elements of communicationbased on classroom criteria (a rubric orchecklist) and offers feedback on strengths and weaknesses (e.g.,“Whenyou changed the volume of your voice,it really caught my attention.”).

Component 4.2: Sets goals for improvement.

4.2.1 Applies strategy for setting gradelevel appropriate communicationgoals.

  • Sets goals from any area of communicationusing feedback and creates aplan to meet the goals.
  • Monitors progress toward meetinggoals using a written record.