LAFS.6.SL.2.6

Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.
General Information
Subject Area: English Language Arts
Grade: 6
Strand: Standards for Speaking and Listening
Idea: Level 2: Basic Application of Skills & Concepts
Date Adopted or Revised: 12/10
Date of Last Rating: 02/14
Status: State Board Approved

Related Courses

This benchmark is part of these courses.
1000000: M/J Intensive Language Arts (MC) (Specifically in versions: 2014 - 2015, 2015 - 2018, 2018 and beyond (current))
1001010: M/J Language Arts 1 (Specifically in versions: 2014 - 2015, 2015 - 2022 (current), 2022 and beyond)
1001020: M/J Language Arts 1 Advanced (Specifically in versions: 2014 - 2015, 2015 - 2022 (current), 2022 and beyond)
1002000: M/J Language Arts 1 Through ESOL (Specifically in versions: 2014 - 2015, 2015 and beyond (current))
1002180: M/J English Language Development (MC) (Specifically in versions: 2014 - 2015, 2015 - 2018, 2018 and beyond (current))
1006000: M/J Journalism 1 (Specifically in versions: 2014 - 2015, 2015 - 2021 (current), 2021 and beyond)
1007000: M/J Speech and Debate 1 (Specifically in versions: 2014 - 2015, 2015 - 2019, 2019 - 2021 (current), 2021 and beyond)
1008010: M/J Reading 1 (Specifically in versions: 2014 - 2015, 2015 - 2021 (course terminated))
1008020: M/J Reading 1, Advanced (Specifically in versions: 2014 - 2015, 2015 - 2021 (course terminated))
1009000: M/J Creative Writing 1 (Specifically in versions: 2014 - 2015, 2015 and beyond (current))
1009030: M/J Writing 1 (Specifically in versions: 2014 - 2015, 2015 and beyond (current))
7810011: Access M/J Language Arts 1  (Specifically in versions: 2013 - 2015, 2015 - 2018, 2018 and beyond (current))
1007025: M/J Speech and Debate (Specifically in versions: 2015 - 2019, 2019 and beyond (current))
1009025: M/J Creative Writing (Specifically in versions: 2015 - 2021 (current), 2021 and beyond)

Related Access Points

Alternate version of this benchmark for students with significant cognitive disabilities.
LAFS.6.SL.2.AP.6a: Recognize situations when the use of formal English is necessary (e.g., making a presentation vs. talking with friends).

Related Resources

Vetted resources educators can use to teach the concepts and skills in this benchmark.

Formative Assessments

Controversy on Standing Bear:

The student will read an informational text using active reading strategies and, after a teacher-facilitated class discussion, will prepare for a debate.

Type: Formative Assessment

A Decision to Make:

The student will take a position on a guiding question and share his or her position with classmates while engaging in a group discussion.

Type: Formative Assessment

Debating "Techno-linguistics":

The student will read an informational passage. After a teacher-facilitated class discussion, the student will prepare for both sides of a class debate without knowing to which side he/she will be assigned. After the student has had sufficient time to prepare, he/she will be assigned to a side and participate in a class debate.

Type: Formative Assessment

Let Me Tell You About Our National Parks:

The student will present their research about the history of the national parks; the threats and challenges to the national parks; or the history, geography, and significance of a specific national park. The student will imagine presenting this to the president of the United States or anyone for whom the use of formal English would be appropriate. The student will be placed in a group and will present a section after practicing speaking with formal English.

Type: Formative Assessment

Lesson Plan

Exercising A Right or a Wrong?:

In this lesson, students will debate the issue of whether a character was justly punished for his violation of a school rule: standing in respectful silence during the national anthem. They will assume the identities of administrators, teachers, parents, and students while arguing the issue in a mock PTSA meeting held in a school library or auditorium. In preparation for the debate, students will be asked to speak and write from the perspective of a character, stating their opinions in a slanted or biased way in both a newspaper article and persuasive paragraph using text evidence to support their perspective.

Type: Lesson Plan

Student Resources

Vetted resources students can use to learn the concepts and skills in this benchmark.

Parent Resources

Vetted resources caregivers can use to help students learn the concepts and skills in this benchmark.