| Communication is defined as a process by which we assign and convey meaning in an attempt to create shared understanding. This process requires a vast repertoire of skills in intrapersonal and interpersonal processing, listening, observing, speaking, questioning, analyzing, and evaluating. Use of these processes is developmental and transfers to all areas of life: home, school, community, work, and beyond. It is through communication that collaboration and cooperation occur. |
| Below is a general description of concepts learned in each grade level based on Washington State Essential Academic Learning Requirements (EALRs) |
| Kindergarten | Grade 1 | Grade 2 | |
| Grade 4 | Grade 5 | Grade 6 | |
| Grade 8 | Grade 9 | Grade 10 |
During Kindergarten a child’s use of language becomes more refined and
extended. Language is used to satisfy simple social needs, understand objects
and people, and gain knowledge. Kindergarten children use grammatical structures
that are an approximation of adult grammatical structures. They are beginning
to develop listening skills and an awareness of the needs of a listener. Oral
presentations consist primarily of descriptions of past events or retelling
of familiar stories.
Content Quick Check:
Does the student
• know and identify rhyming sounds?
• know and use simple social conventions?
• know and correctly use simple connectives, personal pronouns, and common prepositions?
Process Quick Check:
Does the student
• attend to a speaker in classroom situations?
• listen for directions and follow classroom routines?
• retell stories from video, pictures, or books?
• contribute to group discussions?
First grade children know a great deal about language. They use language competently
and include most grammatical patterns. They know that language can be used to
express meaning and share experiences with others. The students contribute appropriately
to classroom experiences. They express themselves if they do not understand
by requesting information or asking questions. When retelling stories, first
grade students generally include who, what, where and when. They are capable
of using language to explain, inquire, and compare.
Content Quick Check:
Does the student
• identify initial, middle, and final sounds in words?
• know and apply most grammatical rules?
• know and use teacher-developed rules for classroom and group work?
• identify real and imaginary elements in a variety of texts?
• define mass communication and identify sample text?
Process Quick Check:
Does the student
• listen for a variety of purposes?
• identify meaning from speaker's words and actions?
• make short presentations using appropriate rate and volume?
• sustain one-to-one conversations with children and adults?
• contribute to group discussions to clarify ideas?
• suggest solutions to problems?
• offer feedback to others regarding volume and rate?
Second grade students use language effectively to satisfy social and communicative
needs. They also display skill in responding to and using language to satisfy
the demands of formal learning. As speakers and listeners, second grade students
generally identify and use complete ideas. They are beginning to enhance meaning
and appeal to an audience by using appropriate volume, tone, pace, intonation,
and gestures. Second grade students can sustain a conversation with a variety
of audiences. They use language to interact collaboratively with peers. Second
grade students engage in simple problem solving. They participate in setting
criteria for the evaluation of quality work.
Content Quick Check:
Does the student
• identify non-verbal cues?
• know and use vocabulary related to content areas?
• know and use language to categorize, describe similarities and differences, and discuss cause and effect?
• identify fact and fiction in media text?
Process Quick Check:
Does the student
• listen for main idea and supporting details?
• observe and classify objects by taste, texture, sound, dimension, or volume?
• ask for additional information or repetition to clarify meaning?
• use language to retell, speak, discuss, and give instructions?
• select appropriate language for audience and purpose?
• use media to help convey ideas?
• contribute to group discussion using personal experiences and opinions?
Third grade students use a variety of language forms and modify language to
suit a range of situations. Third grade students are able to develop and make
a presentation by reporting, describing, and comparing topics taken from their
curriculum. They also understand how listening, observing, and speaking complement
each other as tools for learning. Third grade students are beginning to use
listening, observing, and speaking to draw conclusions, make inferences, justify
and explain statements, and ask and answer questions. These students communicate
by sharing ideas and by offering advice, opinions, and information. They react
to the contribution of others. With teacher direction they are able to participate
in developing rules for group work. Third grade students are able to give, receive,
and use suggestions for improvement based upon teacher provided criteria.
Content Quick Check:
Does the student
• summarize the main idea from spoken and visual text?
• know and use specialized vocabulary and language to meet social and educational purposes?
• know and use similes and metaphors to enhance meaning?
• know the difference among and recognize examples of fact, opinion, truth, and fiction in text?
Process Quick Check:
Does the student
• demonstrate active listening behaviors, using graphic organizers to aid comprehension?
• follow a sequence of instructions?
• use observation skills as a tool for describing simple experiments?
• Speak for expository purposes (to explain) including elements of narration (retell stories of some complexity)?
• organize ideas by connecting ideas in a clear introduction, body, and conclusion?
• use delivery skills to draw and maintain audience interest?
• contribute ideas that relate to a group's purpose or goals?
• use language to investigate problems and understand another's point of view?
Fourth grade students continue to extend and refine their understanding and
use of language. They select and use language and style appropriate to purpose
and audience in both formal and informal situations. They are able to determine
if the message they sent was understood. Fourth graders are able to draw conclusions
from oral and visual text. They are able to prepare and deliver impromptu and
extemporaneous presentations, making some decisions on selection of the content,
language, and delivery appropriate for various audiences. They are able to identify
another perspective and apply the perspective to a variety of text and problem
solving situations. Fourth grade students participate in group work by planning,
formulating hypotheses, suggesting solutions, and identifying conclusions. They
are able to influence the thinking of others. Fourth graders use established
criteria to evaluate and refine communication. They can apply analysis and evaluation
skills to identify the purpose of media text and to differentiate among fact,
fiction, and opinion in media text.
Content Quick Check:
Does the student
• describe and use a variety of listening strategies?
• articulate concepts by describing, narrating, or explaining?
• know and demonstrate expository organizational patterns?
• know and assume some group roles?
• differentiate among fact, fiction, and opinion?
• identify media text forms, purposes, and messages?
Process Quick Check:
Does the student
• listen for facts, details, feelings, and values in oral and visual text?
• listen and observe to gain information, to compare and contrast, and to discover how things work?
• question and paraphrase to clarify meaning?
• consider the audience and purpose when selecting content and language for a presentation?
• emphasize meaning in conversations, discussions, and oral presentations by use of pauses, gestures, and facial expressions?
• include visual material, action, and/or sound to create an effective presentation?
• interact appropriately with peers and adults?
• encourage others to speak by asking questions, providing additional information, and supporting the input of others?
• evaluate the performance of self and others using established criteria
Students continue to demonstrate speaking to explain and to inform. The two emphases at this grade span are group work and persuasive speaking. At this level, students are beginning to use the sophisticated skills necessary for effective persuasive speaking. They begin to develop an understanding of persuasion and how it affects the choices they make in preparing a persuasive speech. Students have had the opportunity to work in groups and to practice collaborative skills. During grade five they continue to develop an understanding of the group process with an emphasis on working productively with others and developing a work ethic. Students are beginning to apply what they have learned about persuasive techniques to analyzing advertising.
Content Quick Check:
Does the student
• identify the characteristics of persuasive and expository speech?
• explain the importance of analyzing audience, purpose, topic, and context before making a speech?
• identify the basic organizational pattern of introduction, body, and conclusion?
• list and identify types of support available for their use?
• identify and explain the function of various group roles and collaborative skills?
• identify basic ground rules for effective group work?
• explain the importance of a correspondence between verbal and nonverbal cues?
• explain how communication is used in a career setting?
• identify types of persuasive techniques used in print advertising?
Process Quick Check:
Does the student
• pay attention and listen to gain information?
• analyze the audience, purpose, and context in planning a speech?
• construct and deliver a speech with guidance from the teacher?
• demonstrate appropriate use of voice, eye contact, facial expression, body language, and posture?
• use effective strategies for practicing a speech?
• begin to select language appropriate for audience and purpose?
• use a limited variety of media to support and illustrate ideas?
• practice listening skills?
• practice courtesy and tact in interpersonal and group interactions?
• distinguish among media techniques?
Sixth grade students continue to build group work and persuasive speaking skills. Emphasis is placed on improving listening, questioning, and paraphrasing skills as they apply to group work and individual interaction. At this level students apply their knowledge of the characteristics of expository and persuasive speech to choices they make in speech preparation. They are becoming more sophisticated in their ability to analyze the audience and apply that knowledge to content and delivery choices. Students are beginning to demonstrate the use of media in their presentations. Students in this age group are beginning to interact independently in group situations, assuming roles and functions that help the group complete their assigned task. Students are developing an awareness of the importance and tools of mass media.
Content Quick Check:
Does the student
• identify body language that conveys a message?
• identify and analyze additional characteristics of audience, purpose, topic, and context, which affect speech development decisions?
• identify increasingly sophisticated organizational patterns, which may include problem/solution and cause/effect patterns?
• explain how communication skills are used in various career paths?
• define and identify characteristics of mass communication?
Process Quick Check:
Does the student
• listen and observe attentively by taking notes and mental recapitulation?
• apply the characteristics of persuasive and expository speech to choices made in speech preparation and delivery?
• apply knowledge of audience, purpose, topic, and context in planning and delivering a speech?
• make appropriate use of secondary sources to select facts and statistics?
• make purposeful decisions regarding use of language, voice, eye contact, facial expression, and body language to contribute to the effect of a speech?
• use appropriate and effective media to support and illustrate ideas?
• participate actively and effectively in group work?
• demonstrate listening, questioning, and paraphrasing skills that further understanding among group members and individuals?
• evaluate group and individual performance based on teacher-directed criteria?
• differentiate among factual and non-factual statements made in radio and television commercials?
Seventh grade students deliver effective persuasive and expository speeches.
They independently apply their knowledge of the audience, purpose, topic, and
context to choices they make regarding content, language, and delivery. They
are able to make both planned and impromptu speeches, making effective use of
media when it is appropriate. These students are able to assume all of the roles
and functions of collaborative group work and are able to modify their role
as needed to further the progress of the group. Seventh grade students know
and apply positive interpersonal skills both in group and individual interaction.
They have developed an understanding of the communication skills necessary in
the workplace. Seventh grade students are aware of the techniques media use
to influence and persuade audiences.
Content Quick Check:
Does the student
• describe the characteristics of appropriate interview questions and techniques?
• identify methods used in commercials and/or advertisements?
• describe the ways in which video and film production techniques influence the viewer?
Process Quick Check:
Does the student
• listen and observe attentively to gain relevant information?
• identify consistencies between verbal and nonverbal messages?
• plan and deliver expository and persuasive speeches, which are appropriately modified, based upon characteristics of audience, purpose, topic, and context?
• research and select materials from a variety of primary and secondary sources?
• expand his/her repertoire of organizational patterns to include inductive/deductive, categorizing, problem/solution and cause/effect?
• use appropriate media and/or technology to elaborate a presentation?
• work collaboratively in a group, assuming various roles and responsibilities?
• interact positively in groups and individually to solve problems, perform a task, and/or resolve conflict?
• demonstrate proficient listening, questioning, and paraphrasing skills?
• participate in developing and using criteria to evaluate self and others, using the evaluation to set realistic goals for future performance?
persuasive speeches, they grew in their ability to analyze the persuasive messages they see in everyday life. At the eighth grade, students will begin to compare and contrast the characteristics of mass communication with those of their own speeches and small-group discussion opportunities. Students will begin to consider ways that communication skills are used in the workplace and will have opportunities to practice those skills in interviews, group problem solving activities, and workplace presentations.
Content Quick Check:
Does the student
• identify group tasks and recommend appropriate actions to help a group move toward consensus, propose a solution, or achieve results?
• identify the characteristics of a variety of mass communication forms?
• identify examples of media which illustrate the following key concepts?
• media producers make choices
• media construct versions of reality
• media are open to multiple interpretations
• media have commercial implications
• media contain cultural and value messages
Process Quick Check:
Does the student
• identify a purpose for listening to make decisions regarding listening strategies?
• listen and observe to adjust communication strategies and to analyze mass media?
• identify and use nonverbal skills to modify the message and impact of communication?
• adjust the content and delivery of presentations based upon an analysis of the audience, purpose, context, verbal and nonverbal cues?
• use effective media to enhance a presentation?
• use problem solving techniques?
• analyze media based upon audience, purpose, content, technical strategies, and persuasive techniques?
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Ninth grade students are becoming more sophisticated in their ability to analyze mass media based upon key concepts and persuasive techniques. They are able to propose questions and develop answers which may be used in an interview situation. They understand the basic principles of a successful interview such as arriving on time, appropriate attire, maintaining eye contact, and presenting self positively. They are more comfortable in a group leadership role and have broadened their repertoire of problem solving strategies. Ninth grade students can identify presentations they might make in their chosen career path. They are able to adjust their presentation based upon audience, purpose, topic, and context and are able to make limited adjustments during a presentation based upon verbal and nonverbal cues they receive from an audience.
Content Quick Check:
Does the student
• identify an expanding range of problem solving and group leadership techniques?
• identify explicit cultural and value messages contained in media?
Process Quick Check:
Does the student
• listen and observe purposefully in order to analyze and to make adjustments to communication?
• generate complex questions and complete responses to build understanding and to communicate with greater accuracy?
• adjust content and delivery based upon a careful analysis of audience, specific purpose, topic, context, and verbal and nonverbal cues?
• utilize a broadening range of media to enhance presentations?
• analyze, select, and use resources and organize content and select language which are appropriate for audience and purpose?
• assume leadership roles confidently in group activities?
• participate actively in moving the group toward consensus or solutions?
• analyze mass media for purpose, content, technical strategies, and persuasive techniques?
• analyze mass media based upon key concepts?
• media producers make choices
• media construct versions of reality
• media are open to multiple interpretations
• media have commercial implications
• media contain cultural and value messages
• apply communication concepts to career setting simulations?
Tenth grade students are confident communicators. They are able to give an array of oral presentations. They use sophisticated means of analyzing the audience, purpose, topic, and context, using the information to make well-chosen adjustments to their presentations and to their contributions to group work. Tenth graders are able to make accurate use of verbal and nonverbal cues to develop a rapport with their audience and to make necessary adjustments during a presentation. Students at this level are able to make a sophisticated analysis of mass communication, its techniques, sources, and messages. They use the analysis to become informed consumers and to further their enjoyment of the media. By tenth grade, students are able to analyze a group task, the needs of group members, and the group's purpose and task situation in order to make appropriate choices regarding problem solving techniques and strategies.
Content Quick Check:
Does the student
• identify a wide range of resources from which to select appropriate, valid, and reliable data?
Process Quick Check
:
Does the student
• vary listening strategies based upon own purpose and the perceived purpose of the speaker?
• generate probing questions and elaborate responses?
• make adjustments in content and delivery based upon knowledge of audience, purpose, and context?
• vary pace, volume, tone, language, and posture to build rapport with an audience?
• observe the verbal and nonverbal actions of the audience to make adjustments during a presentation?
• use a wide variety media to enhance presentations?
• confidently make choices which facilitate group movement toward consensus, solutions, or achievement of results?
• evaluate mass media for audience, purpose, content, use of technical strategies and persuasive techniques?
• evaluate the effectiveness of media based upon key concepts?
• media producers make choices
• media construct versions of reality
• media are open to multiple interpretations
• media have commercial implications
• media contain cultural and value messages
• interpret the influence of media sources?
• identify, select, and use appropriate communication skills in a variety of settings?
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