- Language Standards title after
- Anchor 1 Language Standards
- Anchor 2 Language Standards
- Anchor 3 Language Standards
- Anchor 4 Language Standards
- Anchor 5 Language Standards
- Anchor 6 Language Standards
- Reading Standards title after
- Anchor 1 Reading Standards
- Anchor 2 Reading Standards
- Anchor 3 Reading Standards
- Anchor 4 Reading Standards
- Anchor 5 Reading Standards
- Anchor 6 Reading Standards
- Anchor 7 Reading Standards
- Anchor 8 Reading Standards
- Anchor 9 Reading Standards
- Anchor 10 Reading Standards
- Anchor RF2 Reading Standards
- Anchor RF3 Reading Standards
- Anchor RF4 Reading Standards
- Speaking And Listening title after
- Anchor 1 Speaking And Listening
- Anchor 2 Speaking And Listening
- Anchor 3 Speaking And Listening
- Anchor 4 Speaking And Listening
- Anchor 5 Speaking And Listening
- Anchor 6 Speaking And Listening
- Writing Standards title after
- Anchor 1 Writing Standards
- Anchor 2 Writing Standards
- Anchor 3 Writing Standards
- Anchor 4 Writing Standards
- Anchor 5 Writing Standards
- Anchor 6 Writing Standards
- Anchor 7 Writing Standards
- Anchor 8 Writing Standards
- Anchor 9 Writing Standards
Speaking & Listening Anchor Standard 1 Level E
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.
Level Standard E
Initiate and participate 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 and persuasively.
- Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.
- Work with peers to set rules for collegial discussions and decision-making (e.g., informal consensus, taking votes on key issues, presentation of alternate views), clear goals and deadlines, and individual roles as needed.
- Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions.
- Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning presented. (SL.9-10.1)
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. Be sure students understand the term consensus. It may be helpful to teach students specific talk moves such as revoicing, asking relevant and specific questions, agreeing/disagreeing, adding on, 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. Students at this level are expected to discuss the quality and validity of evidence and to conduct research to find additional information.
Examples / Activities
Confederate Flag Controversy Discussion
After reading an article on a controversy at a Virginia high school regarding the Confederate flag and viewing primary sources related to the flag’s role in history, learners discuss the flag’s symbolism and how the high school should have responded to the incident.
Teamwork: work in pairs
Diversity Awareness: research historical associations with controversial symbols and discuss differing perspectives
Conflict Resolution: respectfully discuss a controversial issue and ways to respond to a specific protest event
Speaking and Listening: respectfully discuss a controversial issue, making connections to information gathered from reading and research
Reading and Writing: read article
Information Technology: use Internet for research
Internet Use and Security: use Internet for research
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.8.5 Assess whether the reasoning is valid; identify fallacious reasoning in an argument and evaluate its impact.
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.
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