Informative Oral Presentations*
The Informative Oral Presentations Big Idea applies to both 9th and 10th Grade ELA/ELD courses as the level of text increases across grade levels. Scaffolding should be provided as needed for 9th grade students.
Students will develop and deliver increasingly sophisticated presentations on complex and varied topics with attention to meaning and forms of language, (ELA/ELD Framework, Chapter 7, p. 694). These presentations convey information from credible sources in a way that is clear, logical and mindful of the audience. (Framework Ch 7, pg. 732). Students express their understanding and thinking in a variety of ways which are both the products of students’ learning and the ways in which they learn. They continue to adapt their speech to a variety of contexts and tasks, demonstrating their command of English, (ELA/ELD Framework, Chapter 7, p. 694).
Big Idea Success Criteria
The categories and their related standards below unpack the success criteria of this big idea.
- W.9-10.8 Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation including footnotes and endnotes.
- W.9-10.7 Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
- W.9-10.2: Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.
- ELD.PII.9-10.6 Connecting Ideas Combine clauses in a variety of ways to create compound and complex sentences that make connections between and link concrete and abstract ideas, for example, to make a concession…or to establish cause…
- ELD.PII.9-10.7 Condensing Ideas Condense ideas in a variety of ways (e.g. … ) to create precise simple, compound, and complex sentences that condense concrete and abstract ideas
- SL.9-10.4 Present information, findings, and supporting evidence clearly, concisely, and logically (using appropriate eye contact, adequate volume, and clear pronunciation) such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose (e.g., argument narrative, informative, response to literature presentations) audience, and task. CA
- SL.9-10.4a. Plan and deliver an informative/explanatory presentation that: presents evidence in support of a thesis, conveys information from primary and secondary sources coherently, uses domain specific vocabulary, and provides a conclusion that summarizes the main points. (9th or 10th grade) CA
- SL.9-10.5 Make strategic use of digital media (e.g., textual, graphic, audio, visual, and interactive elements) in presentation to enhance understanding of findings, reasoning, and evidence and to add interest.
- SL.9-10.6 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.)
- ELD.PI.9-10.4 Adapting Language choices Adjust language choices according to the task(e.g., group presentation of research project), context, (e.g., classroom, community), purpose (e.g., to persuade, to provide arguments or counterarguments), and audience (e.g., peers, teachers, college recruiter).
- ELD.PI.9-10.9 Presenting Plan and deliver a variety of oral presentations and reports on grade-appropriate topics that express complex and abstract ideas well supported by evidence and sound reasoning, and are delivered using an appropriate level of formality and understanding of register.
- ELD.PII.9-10.1 Understanding Text Structure Apply analysis of the organizational structure of different text types (e.g., how arguments are organized by establishing clear relationships among claims, counterclaims, reasons, and evidence) to comprehending texts and to writing clear and cohesive arguments, informative/explanatory texts and narratives.
- ELD.PII.9-10.2. Understanding cohesion a) Apply knowledge of a variety of language resources for referring to make texts more cohesive (e.g., using nominalization, paraphrasing, or summaries to reference or recap an idea or explanation provided earlier) to comprehending grade‐level texts and to writing clear and cohesive grade‐level texts for specific purposes and audiences.
Alternative Means of Expression
The following options give educators and IEP teams viable alternative means of expression a student could use when showing their understanding of this big idea. Much of the initiative team’s approach to identifying options centered on developing or adopting performance tasks to show what assessment might look like for this big idea.
Remember, LEAs adopt their own policies related to how a student meets the requirements for graduation. Educators and IEP teams should explore these resources with knowledge of these local policies.
Sample Coursework
Project Created Performance Task
Alternate Means of Expression Option 1 is a performance task created by the project team that represents a viable alternate means of expression a school, district, teacher, or IEP team could utilize as an assessment option for this big idea.
Performance Tasks
Alternate Means of Expression Option 2 represent either a single performance task or a set of performance tasks that have been curated from publicly available task repositories that can be used as a viable assessment option.
Bring Your Own Task (BYOT)
A Call to IEP Teams
We want students’ IEP team members to share their ideas regarding viable alternative means of expression pertaining to this big idea for students with disabilities, including those eligible for the CAA, these teams serve. IEP teams can define viable alternative means of expression for an individual student with an IEP, as long as these mediums meet the local requirements of the coursework.
A Call to Content-based Educators
In addition to IEP teams, we know secondary teachers and district curriculum leads have a wealth of experience and ideas related to innovative ways to assess students’ understanding of this content. We are interested in sample alternative means of expression this community sees as viable assessments of this big idea.
Please use the entry boxes below to share these ideas.
Important Note —These assessment tools will not be shared outside the review of the initiative team and will remain the intellectual property of the users who have made this submission. Furthermore, feedback or comments from the initiative team will not be given to uploaded content, nor does uploading materials imply that the alternative means of expression strategy is a viable option for this big idea.
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