Language Arts

Grade 5: Oral Communication

Planning: Term #

Tracking: Ach. Level

Overall Expectations





1. listen in order to understand and respond appropriately in a variety of situations for a variety of purposes;





2. use speaking skills and strategies appropriately to communicate with different audiences for a variety of purposes;





3. reflect on and identify their strengths as listeners and speakers, areas for improvement, and the strategies they found most helpful in oral communication situations.





Specific Expectations





1. Listening to Understand





Purpose: 1.1 identify a range of purposes for listening in a variety of situations, formal and informal, and set goals related to specific listening tasks (e.g., to understand learning strategies modelled by the teacher during think-alouds; to develop a response to a commentary on an issue; to share information and ideas about a topic with peers during conversations, discussions, and meetings; to become familiar with and appreciate the sounds of different types of poetry)





Active Listening Strategies: 1.2 demonstrate an understanding of appropriate listening behaviour by adapting active listening strategies to suit a range of situations, including work in groups (e.g., ask questions to clarify understanding before responding; affirm and build on the ideas of others; summarize and respond constructively to ideas expressed by others; use brief vocal prompts to signal agreement or interest during conversations: Yes; Say that again, please; Tell me more)





Comprehension Strategies: 1.3 identify a variety of listening comprehension strategies and use them appropriately before, during, and after listening in order to understand and clarify the meaning of oral texts (e.g., ask questions about facts, inferences, and value judgements to focus and clarify understanding of the themes in an oral text; summarize and synthesize ideas to deepen understanding of an oral text; use self-questioning and predict questions that might be asked to monitor understanding while listening)





Demonstrating Understanding: 1.4 demonstrate an understanding of the information and ideas in oral texts by summarizing important ideas and citing a variety of supporting details (e.g., summarize an episode of a favourite television program for a small group; summarize the ideas in a book read aloud to the class)





Making Inferences/Interpreting Texts: 1.5 make inferences about oral texts using stated and implied ideas in the texts as evidence (e.g., ask questions to generate inferences about an oral text: What would happen if...? I wonder what was meant by...?)





Extending Understanding: 1.6 extend understanding of oral texts by connecting the ideas in them to their own knowledge, experience, and insights; to other texts, including print and visual texts; and to the world around them (e.g., relate the content of an oral presentation to that of books, articles, movies, television shows, or videos on the same topic; discuss issues related to the topic of an oral text; use role play and drama to explore ideas, emotions, or issues presented in oral texts)





Analysing Texts: 1.7 analyse oral texts and explain how specific elements in them contribute to meaning (e.g., ideas and information, word choice, tone of voice, pace of delivery, body language). Teacher prompt: "Did the speaker's tone of voice communicate a different message from his or her actual words?"





Point of View: 1.8 identify the point of view presented in oral texts and ask questions to identify missing or possible alternative points of view (e.g., use drama or role play to explore the perspective of the minor characters in a play; respond to a speaker who expresses an alternative point of view on an issue; ask a variety of people for their views about a topic). Teacher prompts: "How would the content of this text change if it were presented from a different point of view?" "How would the language the author uses need to change to reflect a different point of view?" "What other voices do you think should be heard on this topic?" "Is the text fair?"





Presentation Strategies: 1.9 identify a range of presentation strategies used in oral texts and analyse their effect on the audience (e.g., the use of emotive language, one-sided arguments, or exaggerated claims). Teacher prompt: "Why do you think the speaker repeats that phrase so often?"





2. Speaking to Communicate





Purpose: 2.1 identify a variety of purposes for speaking (e.g., to justify opinions and thinking in discussion and dialogue groups; to ask questions or explore solutions to problems in small groups; to share information or ideas about a topic with a group; to share data; to entertain; to interact in social situations; to contribute meaningfully and work constructively in groups)





Interactive Strategies: 2.2 demonstrate an understanding of appropriate speaking behaviour in a variety of situations, including paired sharing, dialogue, and small- and large- group discussions (e.g., ask questions to clarify understanding before responding; respond to a group member's comment by making a personal connection to their own experience; show awareness of and sensitivity towards the background and experiences of other group members when expressing their own views)





Clarity and Coherence: 2.3 communicate orally in a clear, coherent manner, presenting ideas, opinions, and information in a readily understandable form (e.g., present an argument that has a clearly stated purpose, point-by-point development, and relevant supporting details)





Appropriate Language: 2.4 use appropriate words and phrases from the full range of their vocabulary, including inclusive and non-discriminatory language, and stylistic devices suited to the purpose, to communicate their meaning accurately and engage the interest of their audience (e.g., use evocative images, personal anecdotes, quotations, vocabulary from curriculum subject areas, and appropriate technical terminology to achieve particular effects)





Vocal Skills and Strategies: 2.5 identify some vocal effects, including tone, pace, pitch, volume, and a variety of sound effects, and use them appropriately and with sensitivity towards cultural differences to help communicate their meaning (e.g., use a formal or informal tone as required by the context)





Non-Verbal Cues: 2.6 identify a variety of non-verbal cues, including facial expression, gestures, and eye contact, and use them in oral communications, appropriately and with sensitivity towards cultural differences, to help convey their meaning (e.g., use facial expression appropriately to indicate agreement or confusion during a discussion)





Visual Aids: 2.7 use a variety of appropriate visual aids (e.g., posters, charts, maps, globes, computer-generated organizers) to support or enhance oral presentations (e.g., use ministry-licensed software to create a Venn diagram to compare two different biographies)





3. Reflecting on Oral Communication Skills and Strategies





Metacognition: 3.1 identify, in conversation with the teacher and peers, what strategies they found most helpful before, during, and after listening and speaking and what steps they can take to improve their oral communication skills. Teacher prompts: "How do you check to be sure you understand correctly what others are saying during a discussion?" "How do you make decisions about when to speak and when to listen?"





Interconnected Skills: 3.2 identify, in conversation with the teacher and peers, how their skills as viewers, representers, readers, and writers help them improve their oral communication skills. Teacher prompts: "What have you learned as a writer that you can use to make your oral presentations more effective?" "What do you think the connection is between your experience as a reader and your ability to understand what you hear?"





 Expectations: Copyright The Queen's Printer for Ontario, 2006.  Format: Copyright B.Phillips, 1998.