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.

• 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.

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)

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.  

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.

11th Grade ELA Targeted Standards
[SL] Speaking and Listening Strand
Cluster: Comprehension and Collaboration

ELA-11.SL.02 Using appropriate strategies (e.g., notetaking), integrate multiple sources of information presented in diverse media and formats (e.g., oral, images, videos, tables, charts, graphs), in order to make informed decisions and solve problems, evaluating the credibility and accuracy of each source and noting any discrepancies among them.

• 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.

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)

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.  

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.

11th Grade ELA Targeted Standards
[SL] Speaking and Listening Strand
Cluster: Comprehension and Collaboration

ELA-11.SL.03 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.

• 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.

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)

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.  

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.

11th Grade ELA Targeted Standards
[SL] Speaking and Listening Strand
Cluster: Presentation of Knowledge and Ideas

ELA-11.SL.04 Organize, develop, and present claims, information, findings, and supporting evidence, using communication techniques appropriate to purpose and audience in a range of formal and informal tasks.

 Presentation of Knowledge and Ideas

• SL11-12.4 Organize, develop, and present claims, information, findings, and supporting evidence, using communication techniques appropriate to purpose and  audience in a range of formal and informal tasks.

• SL11-12.5 Make strategic use of digital media in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.

• SL11-12.6 Adapt verbal and nonverbal communication to a variety of contexts, audiences, and tasks, demonstrating fluency and poise, and a command of formal English when indicated or appropriate.

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

• presents information clearly, concisely, and logically.

• presents information in a sequence that allows the listener to follow the line of reasoning.

• delivers a presentation in which organization, development, substance and style are appropriate to purpose, audience, and task.

• strategically integrates appropriate digital media or visual aids to enhance interest and understanding.

• employs effective verbal and nonverbal delivery techniques: eye contact, rate, volume, inflection, pronunciation, enunciation, gestures, poise, language, conversational tone.  

There are no major errors or omissions regarding the simpler details and processes as the student:

• presents information in a logical and organized manner.

• delivers a presentation appropriate to purpose, audience, and task.

• integrates appropriate digital media or visual aids.

• employs some effective verbal and nonverbal delivery techniques: eye contact, rate, volume, inflection, pronunciation, enunciation, gestures, poise, language, conversational tone.

• recognizes or recalls specific terminology that relates to speaking and listening skills, such as:

  • Digital media, rate, volume, inflection, pronunciation, enunciation, gestures, poise, language, conversational tone.

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

11th Grade ELA Targeted Standards
[SL] Speaking and Listening Strand
Cluster: Presentation of Knowledge and Ideas

ELA-11.SL.05 Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.

 Presentation of Knowledge & Ideas

• SL11-12.4 Organize, develop, and present claims, information, findings, and supporting evidence, using communication techniques appropriate to purpose and  audience in a range of formal and informal tasks.

• SL11-12.5 Make strategic use of digital media in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.

• SL11-12.6 Adapt verbal and nonverbal communication to a variety of contexts, audiences, and tasks, demonstrating fluency and poise, and a command of formal English when indicated or appropriate.

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

• presents information clearly, concisely, and logically.

• presents information in a sequence that allows the listener to follow the line of reasoning.

• delivers a presentation in which organization, development, substance and style are appropriate to purpose, audience, and task.

• strategically integrates appropriate digital media or visual aids to enhance interest and understanding.

• employs effective verbal and nonverbal delivery techniques: eye contact, rate, volume, inflection, pronunciation, enunciation, gestures, poise, language, conversational tone.  

There are no major errors or omissions regarding the simpler details and processes as the student:

• presents information in a logical and organized manner.

• delivers a presentation appropriate to purpose, audience, and task.

• integrates appropriate digital media or visual aids.

• employs some effective verbal and nonverbal delivery techniques: eye contact, rate, volume, inflection, pronunciation, enunciation, gestures, poise, language, conversational tone.

• recognizes or recalls specific terminology that relates to speaking and listening skills, such as:

  • Digital media, rate, volume, inflection, pronunciation, enunciation, gestures, poise, language, conversational tone.

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

11th Grade ELA Targeted Standards
[SL] Speaking and Listening Strand
Cluster: Presentation of Knowledge and Ideas

ELA-11.SL.06 Adapt verbal and nonverbal communication to a variety of contexts, audiences, and tasks, demonstrating fluency and poise, and a command of formal English when indicated or appropriate.

 Presentation of Knowledge & Ideas

• SL11-12.4 Organize, develop, and present claims, information, findings, and supporting evidence, using communication techniques appropriate to purpose and  audience in a range of formal and informal tasks.

• SL11-12.5 Make strategic use of digital media in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.

• SL11-12.6 Adapt verbal and nonverbal communication to a variety of contexts, audiences, and tasks, demonstrating fluency and poise, and a command of formal English when indicated or appropriate.

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

• presents information clearly, concisely, and logically.

• presents information in a sequence that allows the listener to follow the line of reasoning.

• delivers a presentation in which organization, development, substance and style are appropriate to purpose, audience, and task.

• strategically integrates appropriate digital media or visual aids to enhance interest and understanding.

• employs effective verbal and nonverbal delivery techniques: eye contact, rate, volume, inflection, pronunciation, enunciation, gestures, poise, language, conversational tone.  

There are no major errors or omissions regarding the simpler details and processes as the student:

• presents information in a logical and organized manner.

• delivers a presentation appropriate to purpose, audience, and task.

• integrates appropriate digital media or visual aids.

• employs some effective verbal and nonverbal delivery techniques: eye contact, rate, volume, inflection, pronunciation, enunciation, gestures, poise, language, conversational tone.

• recognizes or recalls specific terminology that relates to speaking and listening skills, such as:

  • Digital media, rate, volume, inflection, pronunciation, enunciation, gestures, poise, language, conversational tone.

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