SL.3.5

Create engaging audio recordings of stories or poems that demonstrate fluid reading at an understandable pace; add visual displays when appropriate to emphasize or enhance certain facts or details.

 


VOCABULARY

  • audio recording
  • digital media
  • fluent
  • listening

  • podcast
  • speaking
  • visual display
  • voice recorder

 UNDERSTANDING THE STANDARD what's this
  • Third grade students who have developed active listening skills and have been exposed to good models of oral reading (read alouds, etc. during grades K-3) recognize what fluid and engaging reading sounds like. This recognition supports their ability to create audio recordings of stories or poems that demonstrate fluid reading at an understandable pace.
  • Third grade students who are able to create engaging audio recordings of stories or poems know they must be able to understand (comprehend) the story or poem they are to record. They use their vocabulary knowledge and background knowledge as well as reading strategies they have learned to support comprehension.
  • Third grade students who are able to create engaging audio recordings of stories or poems understand different points of view.
  • Third grade students who are able to create engaging audio recordings of stories or poems are able to use text and illustrations as well as background knowledge to determine main idea and key details of the text to be recorded and they use this knowledge to emphasize these details when reading.
  • In order to create engaging audio recordings of stories or poems, third grade students realize they must practice prior to the final recording, not only to read engagingly and fluently, but also to become familiar with the technology used.
  • Third grade students use increasingly complex speaking skills they have gained to develop audio recordings of stories and poems. They understand pacing, emphasis, and intonation.
  • Third grade students who can identify main idea and supporting details are able to develop visual displays that emphasize or enhance the certain facts or details of stories or poems they record or, otherwise, read to others.
  • In order to develop visual displays that emphasize or enhance certain facts or details, third grade students have developed an understanding of how authors use illustrations to help the reader make sense of what they read.
  • Teachers model and provide guidance in sequencing ideas for student presentation through the use of digital media.
  • Students develop a range of broadly useful oral communication and interpersonal skills including listening attentively, participating productively, exchanging information, and speaking effectively.
  • Students learn to evaluate multiple points of view while listening, constructively, questioning ideas of others, and sharing their own thoughts for the achievement of agreement and teamwork.

QUESTIONS TO FOCUS INSTRUCTION what's this
  • What skills do students need to make strategic use of digital media to express information?
  • How can students use visual displays to enhance details in stories and enhance the understanding of presentations?
  • How can I help students make deliberate choices during presentation of ideas and knowledge regarding language, content, and media usage in order to capture audience attention
  • What strategies are most effective for guiding students to use speaking and listening skills to present ideas in a productive manner?

LEARNING PROGRESSION
Go to SL.2.5 to see skills mastered prior to this.