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Students will demonstrate their listening skills by synthesizing the comments and claims of others and exercising outstanding teamwork when functioning in groups. The Standards in Speaking and Listening detail the ways in which students in grade 11 will distinguish themselves as approaching college and career readiness by being able to respond thoughtfully when encountering diverse perspectives and by skillfully presenting findings both orally and in writing.
In grade 11, students begin to excel at making oral and written arguments that are logical and well-reasoned, objectively assessing the evidence on all sides of an issue. At this point, the Writing Standards specify that students should possess the fluency, flexibility, and focus to produce high-quality drafts under tight deadlines and be equally proficient at editing and revising their written work (over multiple drafts if needed).
Central to the vision for literacy embedded within the standards and the Model Content Frameworks is the idea that instruction in reading, writing, speaking, listening, and language is a shared responsibility within schools. All fields of study demand analysis of complex texts and strong oral and written communication skills using discipline-specific discourse. Because each discipline acquires, develops, and shares knowledge in distinct ways, educators in each field must take ownership of building robust instruction around discipline-specific literacy skills to better prepare students for college and careers. The Model Content Frameworks provide all educators with foundational ideas for incorporating disciplinary literacy skills and practice into their instructional programming. Accordingly, the Model Content Frameworks require educators in all disciplines to bear some responsibility for ensuring the literacy of the students in their classes.