3.1
Knowledge and Skills Statement (Standard Cluster)
The student develops oral language through listening, speaking, and discussion.
Texas Essential Knowledge and Skills for English Language Arts and Reading
Cluster contents
Student Expectations in This Statement
3.1 is a knowledge and skills statement. These are the student expectations under it.
- 3.1.A
listen actively, ask relevant questions to clarify information, and make pertinent comments
- 3.1.B
follow, restate, and give oral instructions that involve a series of related sequences of action
- 3.1.C
speak coherently about the topic under discussion, employing eye contact, speaking rate, volume, enunciation, and the conventions of language to communicate ide...
- 3.1.D
work collaboratively with others by following agreed-upon rules, norms, and protocols
- 3.1.E
develop social communication such as conversing politely in all situations.
Teacher's field guide
What This Cluster Means
What Students Need to Do
- Students pay close attention to a speaker, ask on-topic questions, and add comments that connect to what was said. They carry out, repeat, and give multistep spoken directions in the correct order. They explain ideas clearly, use an audience-ready voice, and take turns politely within group routines.
What Mastery Looks Like
- A student can hear a three-step or four-step direction, restate it in sequence, and complete it without missing steps. During group talk, the student stays on topic, asks for clarification, responds to classmates, and follows turn-taking rules. Speech is clear, paced well, loud enough, and mostly follows grade-level language conventions.
Common Misconceptions
- Students may hear the topic but miss the order of steps, or repeat directions without understanding them. Some ask unrelated questions, interrupt, or treat eye contact and loud volume as the only signs of good speaking. Others give vague directions, speak too quickly or softly, or make comments that do not build on the discussion.
How to Assess It
- Read these directions once: fold a paper in half, draw a circle on the front, write your name inside it, then pass it to a partner. Before acting, students restate the sequence and ask a relevant question if needed, then complete the steps.
Lesson moves
Ways to Teach It
Pair students for a barrier drawing: one describes a block design while the other builds it with cubes without seeing the model.
Discuss, "Should recess be longer?" and require each student to paraphrase one classmate before adding an on-topic comment.
Play Direction Relay, where teams earn a point by restating and completing three-step action cards in the correct order.
Role-play asking a librarian for help, ordering food, or joining a game using clear speech, polite words, and appropriate turn-taking.
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Related Standards
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