Speaking & Listening Anchor Standard 1 Level C/D

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 C

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 and carry out assigned roles.
  3. Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others.
  4. Review the key ideas expressed and draw conclusions in light of information and knowledge gained from the discussions. (SL.5.1)

Leveled Standard D

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 researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.
  2. Follow rules for collegial discussions and decision-making, track progress toward specific goals and deadlines, and define individual roles as needed.
  3. Pose questions that connect the ideas of several speakers and respond to others’ questions and comments with relevant evidence, observations, and ideas.
  4. Acknowledge new information expressed by others, and, when warranted, qualify or justify their own views in light of the evidence presented. (SL.8.1).

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). They may want to discuss the importance of teamwork, project management, problem solving, and other soft skills. It may be helpful to teach students specific talk moves such as revoicing, asking relevant and specific questions, agreeing/disagreeing, etc.). 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
Teen Driving Pro/Con Discussion

Following opens in a new window a lesson plan from the Teaching Channel, students read two articles on teen driving and the minimum driving age. After marking the readings and working collaboratively to make notes, learners use a jury-style philosophical chairs format to engage in productive student-led discussions.

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.
R.7.4 Compare two passages that present related ideas or themes in different genres or formats in order to synthesize details, draw conclusions, or apply information to new situations.
R.8.3 Evaluate the relevance and sufficiency of evidence offered in support of a claim.
R.9.3 Compare two argumentative passages on the same topic that present opposing claims (either main or supporting claims) and analyze how each text emphasizes different evidence or advances a different interpretation of facts.
Illinois Online Network: Fishbowl

Learning Strategies for ELLs: Talk Moves

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
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
opens in a new window Teaching Channel Video on Collaborative Discussions: Arguing the Pros and Cons of Teen Driving

ELA Activities for Level C / D
Too Broke to Learn
Students will read a three-part blog series to gain a new perspective on student poverty and the stereotypes surrounding people who experience poverty through no choice of their own. Read More Too Broke to Learn
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
Summarizing Pro/Con Videos
Have students work in groups to find a persuasive speech online, use a graphic organizer to analyze the speaker’s claims, and write a summary in five sentences or less. Read More Summarizing Pro/Con Videos
Listening and Responding Across Subject Areas
Students listen to and discuss informational audio presentations. Read More Listening and Responding Across Subject Areas
Figurative Language: Tractors Take Over
Students analyze the figurative language in a short passage from Steinbeck’s The Grapes of Wrath. Read More Figurative Language: Tractors Take Over
More Activities