Scott Foresman Reading Street - Pearson

Scott Foresman Reading Street © 2008to theCommon Core Georgia Performance Standards (CCGPS)Grade 5Common Core GeorgiaPerformance Standards – Grade 5ELACC5SL5: Include multimediacomponents (e.g., graphics, sound) andvisual displays in presentations whenappropriate to enhance the development ofmain ideas or themes.ELACC5SL6: Adapt speech to a variety ofcontexts and tasks, using formal Englishwhen appropriate to task and situation.(See grade 5 Language Standards 1 and 3for specific expectations.)Scott ForesmanReading Street © 2008TE 2: 185d; 3: 383d; 4: 503d; 5: 559d,581dThe Speaking and Listening activities of theTeacher’s Edition lessons suggest usingvisuals to support oral presentations.Suggestions for the types of visuals to useand where to find appropriate visuals areincluded. In addition, many of the weeklyNew Literacies projects include preparingand presenting visual materials. See, forexample, TE 2: 205k, 253k.TE 1: 111d; 2: 161d, 229d, 253d; 4: 411d,503d; 5: 581d, 625dStudents have many opportunities todetermine which kind of language to use inpresentations and discussions in theSpeaking and Listening lessons in theTeacher’s Edition pages and as part of theweekly Research and Inquiry project in theTeacher’s Edition.Help students decide whether to use formalor informal language based on the type ofspeaking situation before they beginpreparing for their presentations ordiscussions. As an additional aid, identifysituations and ask students whether thecontext requires formal language and toexplain why. Use these contexts: aconversation with family members, a jobinterview, a political campaign speech, anawards ceremony, instructions for how toplay a game, and so on. Then whenstudents begin working on each speakingactivity in the program, have them identifythe reason for speaking and whether theyshould use formal or informal language fortheir presentation.SE = Student Edition34TE = Teacher’s Edition