Speaking & Listening Anchor Standard 3 Level C/D

Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric.

Leveled Standard C

Summarize the points a speaker makes and explain how each claim is supported by reasons and evidence. (SL.5.3)

Leveled Standard D

Delineate a speaker’s argument and specific claims, evaluating the soundness of the reasoning and relevance and sufficiency of the evidence. (SL.8.3)

Teacher Notes
Questioning can be conducted as a pair or group activity. One student is the “expert”–either because they have prior knowledge/experience of the topic or because they have studied background information before the task. A list of statements is given to the other student(s). These statements need to be formed into questions to ask the expert. Students should listen and write down answers.

Jigsaw activities also give students opportunities to be the expert, sharing details, and the information gatherer, forming questions.

Summarizing and paraphrasing are skills that require students to reprocess information and express it in their own words. These skills enhance student comprehension because they require active listening. A summary is an overview, in the student’s words, of the most important information from what they have heard because sometimes students get lost in the details. Instructors may want to explicitly teach step-by-step summarization strategies.

In identifying point of view, students should consider what they know about the speaker and the speech’s implicit or explicit purpose and audience. opens in a new window Mnemonics may be helpful in teaching students to evaluate evidence.

This standard reinforces Reading anchors 1, 2, and 6 and Writing anchors 1 and 2.

Examples / Activities
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.

Workforce Readiness Skills

GED® Assessment Targets (RLA)
R.2.7 Make evidence-based generalizations or hypotheses based on details in text, including clarifications, extensions, or applications of main ideas to new situations.
R.2.2 Summarize details and ideas in text.
R.8.1 Delineate the specific steps of an argument the author puts forward, including how the argument’s claims build on one another.
R.8.2 Identify specific pieces of evidence an author uses in support of claims or conclusions.
R.8.3 Evaluate the relevance and sufficiency of evidence offered in support of a claim.
R.8.4 Distinguish claims that are supported by reasons and evidence from claims that are not.
R.8.5 Assess whether the reasoning is valid; identify fallacious reasoning in an argument and evaluate its impact.
R.4.3/L.4.3 Analyze the impact of specific words, phrases, or figurative language in text, with a focus on an author’s intent to convey information or construct an argument.
R.6.1 Determine an author’s point of view or purpose of a text.
R.6.3 Infer an author’s implicit as well as explicit purposes based on details in text.
R.6.4 Analyze how an author uses rhetorical techniques to advance his or her point of view or achieve a specific purpose (e.g., analogies, enumerations, repetition and parallelism, juxtaposition of opposites, qualifying statements).
R.8.1 Delineate the specific steps of an argument the author puts forward, including how the argument’s claims build on one another.
R.8.2 Identify specific pieces of evidence an author uses in support of claims or conclusions.
R.8.3 Evaluate the relevance and sufficiency of evidence offered in support of a claim.
R.8.4 Distinguish claims that are supported by reasons and evidence from claims that are not.
R.8.5 Assess whether the reasoning is valid; identify fallacious reasoning in an argument and evaluate its impact.

Resources
opens in a new window Illinois Online Network: Jigsaw Activity
opens in a new window 10 Logical Fallacies You Should Know and How to Spot Them

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
Using Multimedia Strategically
Students discuss good and bad presentations and read tips for avoiding multimedia mistakes. Then, they revise one of their own presentations by adding or changing a multimedia element. Read More Using Multimedia Strategically
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
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. Read More Teen Driving Pro/Con Discussion
The Soup Nazi and Customer Service
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 The Soup Nazi and Customer Service
More Activities