Standard 4—Language for Social Interaction

Students will read, write, listen, and speak for social interaction.

n.b. Because the focus of language for social interaction is on direct communication between individuals (rather than communication to a more general and perhaps unknown audience), the performance indicators for this standard are arranged to reflect the immediacy of direct communication (Listening and Speaking; Reading and Writing).

Key ideas are identified by numbers (1).
Performance indicators are identified by bullets.
Sample tasks are identified by triangles (s).

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Elementary Listening and Speaking

1. Oral communication in formal and informal settings requires the ability to talk with people of different ages, genders, and cultures, to adapt presentations to different audiences, and to reflect on how talk varies in different situations.

Students:

• listen attentively and recognize when it is appropriate for them to speak
• take turns speaking and respond to others’ ideas in conversations on familiar topics
• recognize the kind of interaction appropriate for different circumstances, such as story hour, group discussions, and one-on-one conversations.

This is evident, for example, when students:
s take part in "show and tell" sessions
s participate in group discussions during "circle time"
s greet visitors to their school or classroom and respond to their questions
s bring messages to the principal’s office or to another teacher.

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Elementary Reading and Writing

2. Written communication for social interaction requires using written messages to establish, maintain, and enhance personal relationships with others.

Students:

• exchange friendly notes, cards, and letters with friends, relatives, and pen pals to keep in touch and to commemorate special occasions
• adjust their vocabulary and style to take into account the nature of the relationship and the knowledge and interests of the person receiving the message
• read and discuss published letters, diaries, and journals to learn the conventions of social writing.

This is evident, for example, when students:
s write thank you notes and invitations to friends
s exchange letters with pen pals in another country
s write letters to relatives who live in another city.

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Intermediate Listening and Speaking

1. Oral communication in formal and informal settings requires the ability to talk with people of different ages, genders, and cultures, to adapt presentations to different audiences, and to reflect on how talk varies in different situations.

Students:

• listen attentively to others and build on others’ ideas in conversations with peers and adults
• express ideas and concerns clearly and respectfully in conversations and group discussions
• learn some words and expressions in another language to communicate with a peer or adult who speaks that language
• use verbal and nonverbal skills to improve communication with others.

This is evident, for example, when students:
s act as hosts for open house at school
s participate in small group discussions in class
s give morning announcements over the public address system
s participate in school assemblies and club meetings.

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Intermediate Reading and Writing

2. Written communication for social interaction requires using written messages to establish, maintain, and enhance personal relationships with others.

Students:

• write social letters, cards, and electronic messages to friends, relatives, community acquaintances, and other electronic network users
• use appropriate language and style for the situation and the audience and take into account the ideas and interests expressed by the person receiving the message
• read and discuss social communications and electronic communications of other writers and use some of the techniques of those writers in their own writing.

This is evident, for example, when students:
s write letters to friends who are away
s send e-mail messages on a computer network
s send formal invitations for receptions or open houses.

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Commencement Listening and Speaking

1. Oral communication in formal and informal settings requires the ability to talk with people of different ages, genders, and cultures, to adapt presentations to different audiences, and to reflect on how talk varies in different situations.

Students:

• engage in conversations and discussions on academic, technical, and community subjects, anticipating listeners’ needs and skillfully addressing them
• express their thoughts and views clearly with attention to the perspectives and voiced concerns of the others in the conversation
• use appropriately the language conventions for a wide variety of social situations, such as informal conversations, first meetings with peers or adults, and more formal situations such as job interviews or customer service.

This is evident, for example, when students:
s take part in and conduct meetings of student organizations
s interact with community members through community service experience or part-time jobs
s interview for a job or college acceptance
s greet visitors at school performances or sports banquets.

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Commencement Reading and Writing

2. Written communication for social interaction requires using written messages to establish, maintain, and enhance personal relationships with others.

Students:

• use a variety of print and electronic forms for social communication with peers and adults
• make effective use of language and style to connect the message with the audience and context
• study the social conventions and language conventions of writers from other groups and cultures and use those conventions to communicate with members of those groups.

This is evident, for example, when students:
s participate in electronic discussion groups (e.g., listserv)
s write letters and personal essays as part of college application
s write personal notes and letters that entertain and interest the recipient.

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The linkage and formatting of the page is ©1998 by Kraig D. Pritts