Virginia SOL 4.C

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

• 4.C.1

  Communication, Listening, and Collaboration

• 4.C.1.A.i

  Listening actively and speaking using agreed-upon discussion rules.

• 4.C.1.A.ii

  Respectfully building on others’ ideas and clearly expressing their own.

• 4.C.1.A.iii

  Asking and answering specific questions to clarify concepts, share, or follow up on information, make connections, and confirm new understanding(s).

• 4.C.1.A.iv

  Using evidence, examples, or details to support opinions and conclusions.

• 4.C.1.A.v

  Actively engaging throughout the collaboration

• 4.C.2

  Speaking and Presentation of Ideas

• 4.C.2.A.i

  Using descriptive details and appropriate facts to support themes or central ideas.

• 4.C.2.A.ii

  Speaking audibly with appropriate pacing, prosody, and voice level.

• 4.C.2.A.iii

  Using language (formal or informal) and style as appropriate to the audience, topic, or purpose.

• 4.C.2.A.iv

  Encouraging audience participation through planned interactions (e.g., questioning, discussion, gathered responses, and movement).

• 4.C.3

  Integrating Multimodal Literacies

• 4.C.3.A

  Select, organize, and create engaging presentations that include multimedia components and visual displays.

• 4.C.3.B

  Strategically use two or more interdependent modes of communication to convey the intended message and enhance the development of main ideas or themes.

• 4.C.4

  Examining Media Messages

• 4.C.4.A

  Differentiate between auditory, visual, and written media messages (e.g., videos, podcasts, print advertisements) and their purposes (to explain, to inform, to ...

• 4.C.4.B

  Compare and contrast how ideas and topics are depicted (e.g., animation, famous images and words, music and sound, photo-editing) in a variety of media and form...

01

What Students Need to Do

Students listen closely, follow group rules, build on classmates’ ideas, and use clear questions and evidence. They give organized oral reports with fitting details, pace, volume, and audience interaction. They combine media purposefully and compare how print, audio, and visual choices shape messages.

02

What Mastery Looks Like

A student can paraphrase a classmate’s point, ask a focused follow-up question, and support a conclusion with relevant details. The student gives a clear, organized presentation with suitable volume, pace, and language. Visuals, audio, words, or movement work together to strengthen the message.

03

Common Misconceptions

Students may think active participation means talking often instead of listening and responding to others. They may give unsupported opinions or ask broad questions that do not clarify ideas. They may add pictures or sounds for decoration without connecting them to the main message.

04

How to Assess It

Show a short public service video and matching print ad. Ask students to identify each purpose, compare one design choice, give an evidence-based response, and answer one peer question.

1. 01

   Give groups a short article, image cards, and audio clips, then have them build a two-minute presentation using two connected modes.

2. 02

   Discuss which version of the same news story is most convincing, print, podcast, or video, and name the feature that shapes your response.

3. 03

   Play Discussion Relay: each student paraphrases the previous speaker, adds evidence, and asks a focused question before passing a token.

4. 04

   Have students compare a cereal box, radio ad, and online video, then identify the audience, purpose, and persuasive choices.

• 8.C

  The 8th Grade version of this standard.

• 3.C

  The 3rd Grade version of this standard.

• 6.C

  The 6th Grade version of this standard.

• 10.C

  The student will develop effective oral communication and collaboration skills to build community of learners that process, understand, and interpret content to...