Communication – Grade 7

In seventh grade, students apply observation skills and listening strategies to analyze the relationship within and between visual and auditory information. They use empathetic listening to judge the emotional state of the speaker in both verbal and nonverbal communication. They understand the role that nonverbal communication plays in effective communication. Students demonstrate a deeper understanding of the factors that affect intercultural communication and use it to communicate effectively.

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.

  • Uses listening strategies for: enjoymentlistening, active listening (GLE 1.1.2),empathetic listening, and critical listening(GLE 1.2.1) appropriate to thesituation (e.g., teacher instruction,one-on-one discussion with teacher orpeer, small group communication withpeers, class discussion, listening to anoral presentation, listening to/viewingmediated communication, group work).

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

  • Monitors and adjusts strategies to interpret information (e.g., attends and listens carefully; elaborates; paraphrasesinformation; makes connectionsboth within and beyond presentation; processes informationand ideas by drawing pictures, usinggraphic organizers, and taking notes).
  • Asks probing questions to extend information (e.g., to clarify meaning, to gaininsight, to consider other perspectives).

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

1.2.1 Analyzes relationships within and between visual and auditoryinformation.

  • Distinguishes between literal andimplicit meaning in a single statementor message, including metaphors,sarcasm, and irony (e.g., “Please giveher a hand” would actually mean“Applaud to show appreciation.”).
  • Explains relationships within andbetween visual and auditory information(e.g., Science: from an oral storyabout the Chum salmon in Hood Canal,explains how the carcasses discardedin the canal contribute to the lowoxygen level and “dead zones” nowfound in the canal).
  • Connects visual and auditory experiencesto previous knowledge (e.g.,journals, class discussions, interviews).
  • Attributes meaning to specific nonverbalcommunication (e.g., body language, facial expressions, silence,cultural symbols, eye contact/movement, and proxemics).
  • Demonstrates empathy with thespeaker by providing appropriatefeedback (empathetic listening).

1.2.2 Analyzes mass media for bias and the use of persuasive techniques.

  • Examines and explains technique(s)used to persuade and determines theintended effect on target audience(e.g., speaker credibility — ethosappeals, emotional appeal — pathosappeals, reasoning — logos appeals,fallacies).
  • Differentiates between points of viewrepresented in media (e.g., quickweight-loss programs and productsversus health clubs, nutritional supplements,and balanced diet).
  • Examines the purpose and intendedeffects of visual and auditory information(e.g., magazine images, CD covers,speeches, caps, song lyrics).

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 adjustlanguage.

  • Selects language that is respectful ofothers’ feelings and rights (e.g., freefrom stereotyping, bias, slander, orharassment).
  • Adjusts language to enhance relationshipsand resolve conflict (e.g.,“Amandari, what I hear you saying is….” “Trung, I apologize; I misunderstoodwhat you were saying.”).
  • Chooses language to influence others(e.g., to persuade, correct, or disagree).
  • Adjusts language register to the situation(e.g., classroom, school office,counselor, mock job interview).

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

2.2.1 Uses communication skills thatdemonstrate respect.

  • Expresses one’s self while consideringothers (e.g., avoids interrupting thespeaker, uses and understands cues fortaking turns, allows pause time beforespeaking, asks for feedback/inputfrom others).
  • Responds to indirect and direct indicationthat others need clarification (e.g.,reads possible confusion on someone’sface and clarifies by asking a question;responds to someone’s request forexamples and or elaboration).
  • Provides feedback to the speaker inrole-play scenarios or classroom activitiesbased on appropriate form of listening(e.g., enjoyment, active, critical,and/or empathetic listening).
  • Refutes others in nonhurtful ways bydisagreeing with ideas respectfullyaccording to established classroomnorms (e.g., “Arturo, I see what you’resaying; however, …”).

2.2.2 Applies skills and strategies tocontribute responsibly in a groupsetting.

  • Contributes relevant ideas withsupport/evidence by clarifying, illustrating,or expanding (e.g., contributestopics related to ideas, with support,and talks in turn, with consideration forothers in the conversation).
  • Uses decision making to help the groupprogress (e.g., brainstorming, problemsolving, compromising, buildingconsensus).
  • Encourages and supports equalparticipation within the group.

Component 2.3: Uses skills and strategies to communicate interculturally.

2.3.1 Understands cultural/individualperspectives and assumptions andhow they influence interculturalcommunication.

  • Identifies differing cultural and individualperspectives and/or assumptionsand explains how they may affect interculturalcommunication (e.g., “Howmight one’s perspective on fishingrights be influenced by culture?”; “Howmight one’s perspective on immigrationbe influenced by culture?”).
  • Identifies and explains factors that maycause misunderstanding among cultures(e.g., mismatched expectations:linear versus circular conversation,speaking time, eye contact, body language,expectation of sequence fortaking turns, physical space).
  • Examines own cultural biases withstructured teacher guidance.

2.3.2 Applies intercultural communicationstrategies.

  • Uses knowledge of factors that maycause misunderstanding among culturesto communicate interculturally(e.g., mismatched expectations: linearversus circular conversation styles,speaking time, eye contact, body language,expectation of sequence fortaking turns, oral cultural styles).

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 Applies skills to plan and organizeeffective oral communication andpresentation.

  • Determines the topic and the audienceand selects a purpose (e.g., skit,demonstration, speech, pantomime).
  • Organizes and structures presentationto facilitate understanding and interactionwith audience (e.g., multimedia,posing and answering a question).
  • Examines logical argument and unintendeduse of fallacies to determinenecessary revisions to presentation(e.g., concept definition, problem/solution, cause and effect, compareand contrast, definition, overgeneralization,bandwagon).
  • Uses techniques to enhance themessage (e.g., imagery, direct audienceappeal, rhetorical questions, andanecdotes).
  • Cites sources to substantiate information/argument and avoid plagiarism.

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

3.2.1 Uses available technology andresources to support or enhance apresentation.

  • Uses resources to achieve a purposeand that can easily be seen andaccessed by the audience (e.g., visualaids, equipment, props, artifacts,drawings).
  • Uses technology to inform and/orenhance presentations (e.g., print,on-line resources, visual display, presentationtechnology, video streaming,digital and video cameras).

Component 3.3: Uses effective delivery.

3.3.1 Applies skills and strategies forthe delivery of effective oralcommunication and presentations.

  • Practices and uses feedback to improvepresentation and develop confidence.
  • Speaks with expression using purposefulvolume, articulation, andpace/rate.
  • Uses posture, body language, andgestures to heighten and emphasizemessage.
  • Matches verbal and nonverbalmessages.
  • Uses standard adult grammar toenhance message.
  • Uses appropriate language registers(e.g., formal versus informal).
  • Speaks using an extemporaneous styleof delivery (e.g., uses notes and outlinesrather than a script).

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 Analyzes and evaluates strengthsand weaknesses of one’s owncommunication using own orestablished criteria.

  • Articulates the qualities that makecommunication (group work or presentationtypes) effective (e.g., usesclassroom-created rubric).
  • Seeks, considers, and uses feedbackfrom a variety of sources (teachers,peers, community members) to improvecommunication.
  • Critiques style and content of owncommunication using establishedcriteria (e.g., rubrics specific to purposeor form of assignment) to build onstrengths and develop areas ofweakness.
  • Uses appropriate terminology todescribe and justify language and techniquesused (e.g., “I used bandwagonas a persuasive technique in my presentationto the school administrators.”).
  • Weighs effect of presentation on audience(e.g., uses verbal and nonverbalaudience response and feedback todetermine effect).

4.1.2 Analyzes and evaluates strengths andweaknesses of others’ formal andinformal communication using ownor established criteria.

  • Examines accuracy of content andterminology for specific content areasin others’ communication (e.g., demonstrationof scientific procedure during a class lab using appropriateterminology).
  • Critiques others’ communication and/ordelivery independently and in groupsaccording to detailed culturally sensitivescoring criteria.
  • Offers feedback to peers in support ofimproving both formal and informalcommunication.

Component 4.2: Sets goals for improvement.

4.2.1 Applies strategies for setting gradelevel appropriate goals and evaluatesimprovement in communication.

  • Sets goals for all forms of oral communicationusing feedback and creates aplan to meet the goals (e.g., groupwork, formal presentations,conversation).
  • Monitors progress toward implementingthe plan (e.g., through the use of audio portfolio rubrics, reflectionjournals) making adjustments andcorrections as needed.