Speaking & Listening Anchor Standard 1 Level A/B

Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively.

Leveled Standard A
Participate in collaborative conversations with diverse partners in small and larger groups.

  1. Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion).
  2. Build on others’ talk in conversations by responding to the comments of others through multiple exchanges.
  3. Ask questions to clear up any confusion about the topics and texts under discussion. (SL.1.1)

Leveled Standard B
Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners, building on others’ ideas and expressing their own clearly.

  1. Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.
  2. Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion).
  3. Ask questions to check understanding of information presented, stay on topic, and link their comments to the remarks of others.
  4. Explain their own ideas and understanding in light of the discussion. (SL.3.1)

Explain their own ideas and understanding in light of the discussion. (SL.3.1)

Teacher Notes
This standard can be used in all content areas.
Teacher should model effective speaking skills and conversational etiquette. Teachers can share explicit speaking and conversation guidelines (such as turn taking). It may be helpful to teach students specific talk moves such as revoicing, asking for clarification, agreeing/disagreeing, and adding on). Rubrics and reflection questions can help students monitor progress in developing speaking and listening skills.
This standard asks students to speak persuasively, analyzing and using evidence; it connects naturally with Reading anchor standards, particularly anchors 1, 2, and 8, and with Writing anchor 1.

Examples / Activities
Conversational Fishbowl

Students choose a question (from a list such as opens in a new window this one ) to discuss in order to become more comfortable talking in a discussion format. Instructional focus should be on learners speaking one at a time and listening to respond or add to the topic.

Workforce Readiness Skills:

GED® Assessment Targets (RLA)
R.2.2 Summarize details and ideas in text.
R.2.8 Draw conclusions or make generalizations that require synthesis of multiple main ideas in text.

Resources
opens in a new window Conversation Questions Have You Ever …
opens in a new window Illinois Online Network: Fishbowl
opens in a new window Learning Strategies for ELLs: Talk Moves
opens in a new window Opening Paths: Talk Moves by John McCarthy
opens in a new window Project IDEA: Personal Inventory: Effective Speaking Video
target=”_blank”opens in a new window SERP Word Generation: Actively Productive Talk
opens in a new window SERP Word Generation: Discussion and Debate
opens in a new window Speaking and Listening Rubric from Manchester High School Central
opens in a new window Talk Moves for Productive Discussion

ELA Activities for Level A / B
Understanding the Dyslexic Mind
In Part 1, students listen to a radio interview with a dyslexic journalist and answer questions about the details. In Part 2, students listen and read along to a radio piece about successful dyslexics. Students answer questions found in the reading. In Part 3, students analyze a graph showing the divergence of IQ and reading ability in dyslexics. Read More Understanding the Dyslexic Mind
Categorizing Activity
Teacher models identifying key words in a nonfiction reading and sorting them into categories; students read another short passage and apply their categorization skills. Read More Categorizing Activity
Workplace Safety Presentations
Students read and listen to texts related to workplace safety. Then, students create their own multimedia presentations synthesizing the workplace safety lessons learned. Read More Workplace Safety Presentations
Finding the Main Idea, Getting to Work on Time
Students at A level will be introduced to finding a main idea through pictures, and students with reading levels as low as first-grade equivalent will read a passage, retell it, and determine the main idea. Extension activities include practicing time management skills, including filling out a timesheet Read More Finding the Main Idea, Getting to Work on Time
Guest Speaker
Invite an informative guest speaker to class (or ask a student to speak to classmates about an area of expertise). Before the visit, have students plan the questions they will ask; during the visit, encourage students to ask follow-up questions. Read More Guest Speaker
More Activities