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Basic Oral Communication B
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Using Correcty Grammar Orally
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Overview
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Title
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Using Correcty Grammar Orally
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Developer(s)
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Anna Albrecht & Cauline Howell
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Date
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5/8/2001
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Purpose
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Assist students in recognizing and using correct grammar orally.
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Target Competency
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A.
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Use correct grammar.
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Linked Core Abilities
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A.
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Communicate effectively
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B.
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Demonstrate critical thinking
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Performance Standards
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Competence will be demonstrated:
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a.
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by using correct grammar in all oral presentations and conversations.
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b.
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in spontaneous and structured debates.
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c.
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in extemporaneous and planned timed speeches.
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d.
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in group discussions or classroom conversations.
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Criteria - Performance will be satisfactory when:
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a.
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learner makes fewer than three grammar errors in an oral presentation, debate or structured conversation.
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b.
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learner speaks clearly and grammitacally with no more than three grammatical errors in a specified context and format.
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c.
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learner identifies own or another's grammatical errors.
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d.
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learner revises own grammatical errors or suggests revisions for another's grammatical errors.
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e.
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learner uses grammar of standard or non-standard American English according to recognized standards for appropriate contexts or audiences.
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Learning Objectives
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This learning plan addresses the following learning objectives to help you master the competency:
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a.
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Analyze the difference between standard and non-standard American English.
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b.
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Use correct grammar in all oral conversations, presentations and debates.
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c.
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Use proper parallel structure in compound sentence parts in speech.
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d.
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Use subject-verb, and pronoun-antecedent agreement in all oral communication.
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e.
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Use all parts of speech according to standard American English.
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f.
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Produce orally simple, compound, complex and compound-complex sentences.
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g.
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Produce orally sentences containing prepositional phrases, participial phrases, infinitive phrase, and gerund phrases.
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h.
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Produce orally sentences that contain adjective, adverb, and noun clauses in complex sentences and compound-complex sentences.
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Learning Activities
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_____1.
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Find and correct the grammar errors in an oral or recorded presentation.
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_____2.
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Roleplay an interview in which you request a raise using proper formal English.
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_____3.
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Participate in a group discussion on a current political, educational or social issues.
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_____4.
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Explain to a classmate or to the class the differences between subject, object and possessive pronouns.
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_____5.
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Explain to a classmate or to the class the formation and the use of the passive voice.
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_____6.
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Explain to a classmate or to the class the differences between adjectives and adverbs.
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_____7.
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Discuss with the class the differences between verbs and verbals.
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_____8.
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Explain to the class the uses of gerunds, infinitives, and participles.
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_____9.
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Explain to the class the difference between phrases and clauses using illustrations.
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_____10.
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Present a two minute speach that is is gramatically correct.
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_____11.
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Explain to the class the use of parallel forms in series using illustrations.
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Assessment Activities
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_____1.
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Complete oral tests of proper agreement, proper use of tenses, proper use of pronouns.
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_____2.
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Complete listening tests on grammar.
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_____3.
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Participate in peer and instructor evaluations.
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Basic Oral Communication B
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Compose Complete Sentences Orally
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Overview
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Title
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Compose Complete Sentences Orally
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Developer(s)
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Anna Albrecht & Cauline Howell
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Date
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5/7/2001
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Purpose
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To assist students in speaking in a variety of types of complete sentrences
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Target Competency
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B.
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Compose complete sentences.
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Linked Core Abilities
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A.
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Communicate effectively
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B.
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Demonstrate critical thinking
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Performance Standards
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Conditions - Competence will be demonstrated:
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a.
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in peer revision of oral work.
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b.
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in self-evaluation of oral work.
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d.
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with technology.
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c.
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in the production of assigned oral presentations.
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e.
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under instructor observation.
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f.
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in life and work situations.
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Criteria - Performance will be satisfactory when:
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a.
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learner revises sentence errors.
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b.
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learner composes specified structures.
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c.
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learner uses appropriate voice.
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d.
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learner uses structures appropriate to audience.
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e.
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learner connects thoughts logically in oral sentences..
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f.
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learner speaks sentences with 95% accuracy or according to a standard performance checklist.
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g.
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learner asks yes/no, information and clarification question in discussion and feedback to oral presentations.
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h.
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Prepared oral presentation contains simple, compound, complex, and compound-complex sentences.
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Learning Objectives
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This learning plan addresses the following learning objectives to help you master the competency:
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a.
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Produce sentences with correct word order for standard American English.
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b.
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Produce orally sentences with subject-verb agreement.
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c.
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Produce orally sentences with pronoun-antecedent agreement.
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d.
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Produce orally sentences using prepositional phrases. participial phrases and gerund phrases.
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e.
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Produce orally sentences using verbal phrases( participle, gerund, and infinitive)
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f.
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Produce sentences containing coordinate conjunctions between words, phrases, and clauses in speech, i.e. compound subjects, predicates, prepositional phrase, participial phrases, gerund phrase, infinitive phrases and compound sentences.
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g.
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Produce orally sentences with multiple modifiers in the proper order.
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h.
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Use active and passive voice in speech.
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i.
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Recognize and revise faulty sentence structure.
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Learning Activities
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_____1.
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Discuss the components of simple, compound, complex, and compound-complex sentences.
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_____2.
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Listen to a series of sentences and identify them as simple, compound, complex, and compound-complex.
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_____3.
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Orally produce sentence simple, compound, complex, and compound-complex sentences.
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_____4.
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Work with another student or small group to critique and revise grammar in program-specific or workplace documents.
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_____5.
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Use the grammar check option on a word processor to proofread for subject-verb agreement, pronoun-antecedent agreement and sentence fragments and run-ons.
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_____6.
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Match grammar terms with examples in quiz show format. Verbal Jeopardy, Who Wants to Be a Sentence Type Millionaire?
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_____7.
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Discuss in the lab or classroom the differences between standard and non-standard English grammar.
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_____8.
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Identify standard and non-standard English grammar in examples from taped or recorded oral presentations or literary works.
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_____9.
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Locate, Compare and Analyze differences between standard and non-standard American English grammar in selected examples taken from media.
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Assessment Activities
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_____1.
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Combine orally sets of two or three simple sentences.
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_____2.
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Make simple sentences from sets of tow or three sentences.
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_____3.
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Orally correct written or oral examples of incomplete sentences.
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_____4.
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Critique written or oral work.
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_____5.
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Complete listening assignments, tests and quizzes on complete sentences, and sentence types.
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Basic Oral Communication B
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Compose Complete Sentences in Oral Presentations
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Overview
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Title
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Compose Complete Sentences in Oral Presentations
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Developer(s)
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Kay A. Sell
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Date
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1/30/1996
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Target Competency
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B.
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Compose complete sentences.
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Linked Core Abilities
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A.
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Communicate effectively
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B.
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Demonstrate critical thinking
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Performance Standards
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Conditions - Competence will be demonstrated:
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a.
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in peer revision of oral work.
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b.
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in self-evaluation of oral work.
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d.
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with technology.
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c.
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in the production of assigned oral presentations.
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e.
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under instructor observation.
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f.
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in life and work situations.
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Criteria - Performance will be satisfactory when:
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a.
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learner revises sentence errors.
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b.
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learner composes specified structures.
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c.
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learner uses appropriate voice.
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d.
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learner uses structures appropriate to audience.
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e.
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learner connects thoughts logically in oral sentences..
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f.
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