Virginia SOL 9.C.2

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

• 9.C.2.A.i

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

• 9.C.2.A.ii

  Using listening and speaking strategies effectively with awareness of verbal and nonverbal cues (e.g., using body language to indicate attentiveness, and giving...

• 9.C.2.A.iii

  Analyzing the effectiveness of one’s presentation, including introduction, central idea, organization, and conclusion.

• 9.C.2.B

  Memorize and accurately recite a short selection from a longer text demonstrating inflection and meaningful expression that is appropriate to the tone and voice...

01

What Students Need to Do

Students give a clear oral presentation about a text, topic, or opinion. They adjust vocabulary, tone, voice, and body language for the audience and purpose. They listen actively, evaluate their organization and delivery, and recite a short passage from memory with expression.

02

What Mastery Looks Like

A student gives a focused, organized presentation with a clear opening, central idea, and conclusion. The student chooses fitting language, uses voice and body language purposefully, responds to listeners, and recites a passage accurately with meaningful expression.

03

Common Misconceptions

Students may use formal words without considering whether they fit the audience or purpose. They may confuse loudness with expression, avoid eye contact, or give feedback that is too vague. Some focus on memorizing every word but lose the speaker’s tone and meaning.

04

How to Assess It

Have each student recite four memorized lines, then give a 45-second explanation of the passage with a clear opening and conclusion. Use a checklist for organization, tone, expression, eye contact, and listening feedback.

1. 01

   Students arrange printed introduction, claim, evidence, and conclusion cards, then deliver the organized talk while partners track eye contact and posture.

2. 02

   After watching a recorded speech, students write: Which word choice, vocal cue, or gesture best fits the audience and purpose, and why?

3. 03

   In Tone Switch, students draw audience and purpose cards, then deliver the same four lines with fitting vocabulary, inflection, pace, and expression.

4. 04

   Students record a 60-second school announcement for classmates, then revise it using peer notes on clarity, tone, organization, and nonverbal cues.

• 4.C.2

  The 4th Grade version of this standard.

• K.C.2

  The Kindergarten version of this standard.

• 12.C.2

  The 12th Grade version of this standard.

• 11.C.2

  The 11th Grade version of this standard.