11th Grade ELA Targeted Standards [SL] Speaking and Listening Strand Cluster: Comprehension and Collaboration
ELA-11.SL.01 Initiate and participate effectively in a range of collaborative discussions (one on-one, in groups, and teacher-led) with diverse partners on grades 11–12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.
a. 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. b. Work with peers to promote civil, democratic discussions and decision-making, set clear goals and deadlines, and establish individual roles as needed. c. Propel conversations by posing and responding to questions that probe reasoning and evidence; ensure a hearing for a full range of positions on a topic or issue; clarify, verify, or challenge ideas and conclusions; and promote divergent and creative perspectives. d. Respond thoughtfully to diverse perspectives; synthesize comments, claims, and evidence made on all sides of an issue; resolve contradictions when possible; and determine what additional information or research is required to deepen the investigation or complete the task.
Student Learning Targets:
Knowledge Targets
I can recognize when further evidence needs to be offered to support a point.
Reasoning Targets
I can refer to evidence from texts in order to be part of a thoughtful exchange of ideas.
I can provide evidence and offer solid reasoning while participating in a discussion.
I can clarify, verify, or challenge ideas and conclusions.
I can synthesize comments, claims, and evidence made on all sides of an issue.
I can resolve contradictions and determine what additional information or research is needed to complete or deepen the investigation.
Skills (Performance) Targets
I can participate in a range of collaborative discussions.
I can prepare for a discussion by reading and researching.
I can work with peers to promote civil, democratic discussions and decision-making.
I can set clear goals and deadlines and establish individual roles as needed.
I can move conversations forward by asking and responding to questions.
I can ensure a full discussion on a topic by presenting information, findings,and supporting evidence, conveying a clear and distinct perspective which is appropriate to the purpose.
I can comment respectfully on other people's ideas.
I can adapt speech to variety of contexts and tasks, demonstrating effective use of formal English when necessary.
Product Target
I can
Proficiency Scale
Measurement of Progress
Comprehension & Collaboration
SL11-12.1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 11-12 topics, texts, and issues, building on others’ ideas and expressing own ideas clearly and persuasively. (a-d)
SL11-12.2 Integrate multiple sources of information presented in diverse media and formats in order to make informed decisions and solve problems, evaluating the credibility and accuracy of each source and noting any discrepancies.
SL11-12.3 Evaluate a speaker’s point of view, reasoning, evidence and rhetorical strategies, assessing the stance, premises, links among ideas, word choice, points of emphasis, and tone used.
Sample Activity
Advanced
In addition to expectations of proficiency, student provides consistent evidence of in-depth inferences and applications that go beyond what was taught and expected.
Relates discussion topics to global issues, other content areas, and/or parallel text(s)
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Proficient
The student:
prepares materials needed for discussion and readily refers to textual evidence to stimulate exchange of ideas.
initiates and participates in a range of collaborative discussions and/or tasks by working with peers in a civil manner.
propels conversations by posing and responding to questions.
responds thoughtfully to diverse perspectives based on topics, texts, and/or issues.
resolves contradictions when possible and determines what additional information is required to complete the task.
evaluates credibility of and integrates multiple sources of information presented in diverse formats and media.
evaluates a speaker’s point of view, reasoning, and use of evidence and rhetoric.
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Progressing
There are no major errors or omissions regarding the simpler details and processes as the student:
participates in a range of collaborative discussions by working with peers.
prepares limited materials needed for discussion.
responds to conversations.
responds to diverse perspectives based on topics, texts, and/or issues.
integrates multiple sources of information presented in diverse formats and media.
recognizes or recalls specific terminology that relates to speaking and listening skills: rhetoric and rhetorical devices, point of view, evidence, credibility, collaboration, synthesize, integrate, civil, probe, divergent, claim, media, stance, premise, tone.
However, the student exhibits major errors or omissions regarding the more complex ideas and processes.
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Novice
With help, the student demonstrates a partial understanding of some of the simpler details and processes and some of the more complex ideas and processes.
