Speaking and Listening

Flexible collaborations and communications are necessary as part of the common core criteria for listening and speaking (Gregory & Burkman, 2012). The criteria does not only apply to abilities required for formal presentations. The criteria for hearing and speaking call for students to acquire a broad variety of oral and interpersonal communication abilities.

Students are expected to learn how to collaborate, pay attention while others are speaking, and communicate fresh ideas as part of the lesson plan. If so, they can combine data from sources that are quantitative, medium, oral, and visual (Wolf & Butler, 2017). Teaching activity requires students to have a good evaluation of whatever they hear from media sources and visual displays. In addition, students are required to capable of using visual medias and other media sources to achieve a strategic and communicative purpose in any context of the speech.

Reading

The common core standard of reading is growth and complexity of comprehension. The standards for reading emphasize on the sophistication on the items read by students as well as skill required for reading.

The teaching activity requires that whatever students are reading they must show a steady ability to use a fuller text. This includes increasing the connections between texts and ideas. The reader should also become sensitive to ambiguities, poor reasoning, and inconsistencies in texts (Albers, 2015).

Writing

The common core standards for writing include the text type, reading, and responding to research.

These standards acknowledge that some writing skills like the ability to revise, plan, publish, and edit apply to all types of writings, including narratives, arguments, informative and explanatory texts (Albers, 2015).

The teaching activity of writing requires students to have the ability of relating writing-reading connections to evidence from informational and literal texts. Critical thinking should also be infused throughout the written document.

References

Albers, C. A., & Martinez, R. S. (2015). Promoting Academic Success with English Language Learners: Best Practices for RTI. Guilford Publications.

Gregory, G. H., & Burkman, A. (2012). Differentiated literacy strategies for English language learners, Grades 7-12. Corwin Press.

Wolf, M. K., & Butler, Y. G. (2017). English Language Proficiency Assessments for Young Learners. Taylor & Francis.