Virginia SOL 10.C.2

10.C.2 is a Standards of Learning standard. These are the knowledge and skills expectations under it.

• 10.C.2.A.i

  Choosing vocabulary, language, and tone appropriate to the topic, audience, and purpose.

• 10.C.2.A.ii

  Using active listening and speaking strategies effectively with awareness of verbal and nonverbal cues (e.g., appropriate facial expressions and posture).

• 10.C.2.A.iii

  Evaluating the effectiveness of presentations, including the introduction, central ideas, organization, and conclusion.

• 10.C.2.B

  Memorize and accurately recite a speech with intonation, meaningful expression, and emotion that conveys the intended mood (e.g., inspiration, motivation, convi...

01

What Students Need to Do

Students prepare and present a report or opinion for a clear audience and purpose. They choose fitting words and tone, listen and respond, and manage voice, posture, and facial expression. They also judge how well presentations are structured and deliver a memorized speech with accurate wording and meaningful emotion.

02

What Mastery Looks Like

A student can deliver a clear, organized report or opinion using words and a tone suited to the listeners and goal. The student listens, responds, and uses voice, posture, and facial expression purposefully. The student can critique a presentation and accurately recite a memorized passage with intonation that communicates its mood.

03

Common Misconceptions

Students may use formal or complex words for every audience, even when plain language would be clearer. They may treat volume as expression and overlook pacing, pauses, posture, facial expression, and listener cues. When evaluating, they may focus on confidence or slide design while ignoring the introduction, organization, central ideas, and conclusion.

04

How to Assess It

Give students four lines from a speech to rehearse for five minutes, then recite without the text using planned emphasis, posture, and expression. Have listeners name the intended mood and one verbal or nonverbal cue that created it.

1. 01

   Give students a short speech, highlighters, and cue cards to mark pauses, emphasis, facial expression, posture, and shifts in emotion.

2. 02

   After two sample talks, ask which introduction, organization, and conclusion better serves its audience and what specific evidence supports that judgment.

3. 03

   Run a tone-switch relay where students deliver one line for different audiences, then classmates identify the audience and cite verbal or nonverbal clues.

4. 04

   Have students record a one-minute school announcement for families, choosing clear wording, a suitable tone, steady posture, and purposeful expression.

• 5.C.2

  The 5th Grade version of this standard.

• 8.C.2

  The 8th Grade version of this standard.

• 7.C.2

  The 7th Grade version of this standard.

• 6.C.2

  The 6th Grade version of this standard.