Adapting Speech to Context

PROCEDURAL

English›Speaking & Listening|Ages 10—11|ID: mt_bkvB7QYKwg

Adapt speech to a variety of contexts and tasks, using formal English when appropriate to task and situation while adjusting tone, vocabulary, and style for different audiences

Mastery Evidence

Present the same information formally to a panel and informally to peers
Adjust vocabulary and sentence structure when speaking to different audiences
Identify contexts that require formal English and those where informal speech is appropriate

Assessment Prompt

“Does [child] naturally speak differently depending on who they're talking to — for example, more formally with a teacher than with a friend at the playground?”

Curriculum Standards1 alignment

SL.5.6Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects

SL.5.6

Adapt speech to a variety of contexts and tasks, using formal English when appropriate to task and situation. (See grade 5 Language standards 1 and 3 on page 28 for specific expectations.)

English Language Arts

Prerequisites2

Formal and Informal English
hardAges 7—10
Choosing Formal Vocabulary
hardAges 10—11

Show full prerequisite tree

Formal and Informal English hard
Adapting speech builds on formal/informal register
- Describing Aloud soft
  Oral expression skills support understanding formality in speech
  - Expressing & Justifying Opinions soft
    Oral expression skills support understanding formality in speech
  - Group discussions soft
    Conversational skills support oral description
    - Listening and responding hard
      Listening and responding foundational to conversation
    - Exploring Ideas Through Talk soft
      Conversational skills provide foundation for evaluating viewpoints
      - Feeling of not understanding soft
        Using talk to explore ideas and speculate requires noticing what you don't yet understand — the comprehension-monitoring habit in a spoken register
        
        Asking for Help hard
        Noticing confusion and acting on it requires already knowing that asking for help is a valid response to being stuck
- Using New Vocabulary soft
  Using acquired vocabulary supports recognising register differences
  - Discussing and Questioning New Words soft
    Need to understand words before using them
Choosing Formal Vocabulary hard
Adapting speech builds on formal vocabulary
- Formal and Informal English hard
  Formal vocabulary builds on recognising formal/informal register
  - Describing Aloud soft
    Oral expression skills support understanding formality in speech
    - Expressing & Justifying Opinions soft
      Oral expression skills support understanding formality in speech
    - Group discussions soft
      Conversational skills support oral description
      - Listening and responding hard
        Listening and responding foundational to conversation
      - Exploring Ideas Through Talk soft
        Conversational skills provide foundation for evaluating viewpoints
        
        Feeling of not understanding soft
        Using talk to explore ideas and speculate requires noticing what you don't yet understand — the comprehension-monitoring habit in a spoken register
        
        Asking for Help hard
        Noticing confusion and acting on it requires already knowing that asking for help is a valid response to being stuck
  - Using New Vocabulary soft
    Using acquired vocabulary supports recognising register differences
    - Discussing and Questioning New Words soft
      Need to understand words before using them

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