9th Grade English

9th Grade ELA Targeted Standards
(SL) Speaking and Listening Strand
Cluster: Comprehension and Collaboration

ELA-09.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 9–10 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 set rules for collaborative 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. 

c. 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. 

d. Respond thoughtfully to diverse perspectives; summarize points of agreement and disagreement; when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning presented.

Student Learning Targets:

Knowledge Targets

• I can list the attributes of a collegial discussion. 
• I can explain what it means to collaborate.
  
• I can define key words associated with this standard: elaborate, integrate, warranted, justify.

Reasoning Targets

• I can review and/or research material(s) to be discussed and determine key points and/or central ideas for discussion.
• I can come prepared with key points and textual evidence to contribute to a discussion and stimulate a thoughtful well-reasoned exchange of ideas.
  
• I can respond thoughtfully to diverse perspectives by
  • summarizing points of agreement and disagreement
  • qualifying or justifying my own view and understanding
  • making new connections in light of the evidence and reasoning presented.

Skills (Performance) Targets

• I can work with my peers to define the rules and roles necessary for collegial discussions and decision-making.
• I can actively incorporate others into the discussion
• I can clarify, verify, or challenge ideas and conclusions with maturity and self-control.
• I can make relevant observations and use my ideas and comments to relate to the current discussion to broader themes or ideas.
• I can fulfill my role within a group to meet group-established goals and deadlines. 
• I can positively contribute to discussion by
  • posing questions that connect the ideas of several speakers
  • responding to questions
  • elaborating on my own ideas and/or the ideas of others. 

Product Targets

• I can create questions to move the conversation forward, to make connections, and to dig deeper into the topic.

 Comprehension & Collaboration

• SL9-10.1 Initiate and participate effectively in a range of collaborative discussion (one-on-one, in groups, and teacher-led) with diverse partners on grades 9-10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively. (a-d)

• SL9-10.2 Integrate multiple sources of information presented in diverse media or formats (e.g., oral, images, videos, tables, charts, graphs), evaluating the credibility and accuracy of each source.

• SL9-10.3 Evaluate a speaker’s point of view, reasoning, evidence and rhetorical strategies, identifying any fallacious reasoning or exaggerated or distorted evidence.

In addition to expectations of proficiency, student provides consistent evidence of in-depth inferences and applications that go beyond what was taught and expected.

The student

• initiates and participates in a range of collaborative discussions by working with peers.
• prepares materials needed for discussion.
• establishes norms for collegial discussions, goals, roles, and deadlines.
• propels conversations by posing and responding to questions and comments and by involving others.
• responds thoughtfully to diverse perspectives based on topics, texts, and/or issues.
• 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.

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.  

• identifies diverse perspectives based on topics, texts, and/or issues.

• integrates sources of information.

• recognizes or recalls specific terminology that relates to speaking and listening skills, such as rhetoric and rhetorical devices, point of view, evidence, credibility, collaboration, justify, fallacious.

However, the student exhibits major errors or omissions regarding the more complex ideas and processes.