Standard
Knowledge
Reasoning
SL1 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, wellreasoned
exchanged of
ideas.
b. Work with
peers to set
rules for collegial
discussions and
decision-making
(e.g. informal
consensus,
taking votes on
key issues,
Identify key
supporting ideas
from reading and
research as well
as in context of
larger themes
and issues
Evaluate
collegial
discussion and
decision-making
processes used
Performance
Skill
Engage in a
variety of
discussions by
listening and
sharing acquired
and prior
I can evaluate in knowledge of
-class discussion grade 9-10
I can identify
and decision
topics and texts
supporting ideas making
from reading and processes used. I can participate
research as well
in a variety of
as in relation to
Determine goals, discussions by
deadlines, and
larger themes
listening and
individual roles
and universal
sharing
for discussion
ideas.
knowledge from
groups
my 9th and 10th
Describe
grade courses.
I can decide on
guidelines for
goals, deadlines,
collegial
and each group
Facilitate
discussion
members role for discussions over
group
designated
I can participate discussion.
grade 9-10
in, contribute to,
topics
and learn from
Compare and
classroom
contrast opinions I can lead
discussions.
and facts posed discussions over
designated
by peers on the
Describe ways
topics.
designated issue
to make
or topic
collaborative
Collaborate to
decisions (e.g.,
develop
I can tell the
informal
guidelines for
difference
consensus)
successful
between facts
discussion and
and opinions
I can describe
decision-making
brought
up
by
ways to
my classmates
decisions while
I can work with
during
working with
others to
discussions.
others.
develop
guidelines for
Product
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,
and, when
warranted,
qualify or justify
their own views
and
understanding
and make new
connections in
light of the
evidence and
reasoning
presented.
Know how to ask
thoughtprovoking
questions
I can ask
thought
provoking
questions.
Identify new
information
posed during
discussion
I can identify
new information
from our in-class
discussions.
Identify
conclusions
posed during
discussion or in
text
I can identify
conclusions
given or brought
up during class
discussions or
while reading a
text.
Formulate
opinions, ideas,
and conclusions
based on prior
and new
evidence
successful
discussion and
decision-making.
Follow agreedupon guidelines
for discussion
I can come up
with my own
opinions and
conclusions
based on my
prior knowledge
and new
evidence.
I can follow
agreed upon
rules for
classroom
discussion.
Analyze
evidence that
supports
personal
opinions and
ideas as well as
those of others
Respond
thoughtfully to
others’ remarks
and arguments,
summarizing
points of
agreement and
disagreement
I can respond
I can analyze
thoughtfully to
evidence that
others’
supports my own comments and
thoughts and
arguments,
thoughts of
summarizing
others.
points upon
which we agree
Evaluate
and disagree.
personal
conclusions and Reference
the conclusions
evidence from
of others
texts and
research to
I can evaluate
support
my personal
conclusions and comments and
the conclusions
ideas
of others.
I can refer to
evidence from
text and
research to
support my
comments and
ideas.
Pose and
respond to
questions by
connecting to
larger themes,
issues, or
contexts
I can ask and
respond to
questions by
connecting to
larger themes,
issues, or
universal ideas.
Engage others in
discussions
through
questioning or
responding to
their ideas
I can get others
involved in
discussions
through
questioning or
responding to
their ideas.
Question or
respond to
clarify, verify, or
challenge
conclusions
posed by others
I can question or
respond to make
clear, prove, or
challenge
conclusions
brought up by
others.
Make
connections to
new evidence or
reasoning posed
to justify
personal
viewpoints
I can make
connections to
new evidence or
reasoning
brought up to
back up
personal
viewpoints.
SL2 Integrate
multiple sources
of information
presented in
diverse media or
formats. (e.g.,
visually,
quantitatively,
and orally)
evaluating the
credibility and
accuracy of each
source.
Identify
information from
multiple sources
presented in
diverse media
(e.g., visually,
quantitatively,
orally)
I can identify
information from
many sources
presented in
different forms of
media.
Integrate
multiple sources
of information
presented in:
diverse media
formats (e.g.,
visually,
quantitatively,
orally)
Define credibility
I can use many
sources of
information
together
presented in
different forms of
media.
I can define
credibility.
Evaluate the
credibility of
each source
Define accuracy
I can define
accuracy.
I can judge the
reliability of each
source.
Evaluate the
accuracy of each
source
I can judge the
correctness of
each source.
SL3 Evaluate a
speaker’s point
of view,
reasoning, and
use of evidence
and rhetoric,
identifying any
fallacious
reasoning or
exaggerated or
distorted
evidence
Define and
identify:
fallacious
reasoning
exaggerated
evidence
distorted
evidence
in a speech
I can define and
point out logical
fallacies,
exaggerated,
and distorted
evidence in a
speech.
Define and
identify a
speaker’s: point
of view
reasoning use of
rhetoric use of
evidence
I can define and
point out a
speaker’s point
of view,
reasoning, use
Evaluate a
speaker’s: point
of view
reasoning use of
evidence use of
rhetoric
I can judge a
speaker’s point
of view,
reasoning, use
of evidence, and
use of rhetoric.
of rhetoric, and
use of evidence.
SL4 Present
information,
findings, and
supporting
evidence clearly,
concisely, and
logically such
that listeners can
follow the line of
reasoning and
the organization,
development,
substance, and
style are
appropriate to
purpose,
audience, and
task.
Identify:
information
findings
supporting
evidence
I can point out:
information,
findings,
supporting
evidence.
Recognize that
presentation of
information is
determined by
analysis of:
purpose
audience task
I can recognize
that presentation
of information is
determined by
analysis of:
purpose,
audience, task.
Recognize what
constitutes clear,
concise, and
logical
presentation of
information and
findings
I can recognize
what makes up
clear, concise,
Determine:
supporting
evidence logical
organization
and appropriate
development
appropriate
substance
appropriate style
for purpose,
audience, and
task
I can determine
supporting
evidence, logical
organization,
appropriate
development,
appropriate
substance,
appropriate style
for purpose,
audience, and
task.
Present:
information
findings
supporting
evidence
clearly,
concisely, and
logically
such that
listeners can
following the line
of reasoning and
the: organization
development
substance style
are appropriate
to: purpose
audience task
I can present
information,
findings, and
supporting
evidence clearly,
to the point and
logically so that
listeners can
follow the line of
reasoning. The
organization,
development,
substance, and
style are
appropriate to
purpose,
audience, and
task.
and logical
presentation of
information and
findings.
SL 5 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.
Recognize
digital media
I can recognize
digital media.
Evaluate the
usefulness of
digital media in
presentations to
enhance
understanding of
findings,
reasoning, and
evidence
I can judge how
useful digital
media is in
presentations to
better the
audience’s
understanding of
findings,
reasoning, and
evidence.
Use digital
media
strategically in
presentations to:
enhance
understanding
add interest
I can use digital
media
strategically in
presentations to
enhance the
understanding
and interest of
the audience.
Evaluate the
usefulness of
digital media in
presentations to
add interest
I can judge how
useful digital
media is in
presentations to
add interest.
SL 6 Adapt a
speech to a
variety of
contexts and
tasks,
demonstrating
command of
formal English
when indicated
Describe
audience,
situation, and
purpose
I can describe
audience,
situation, and
Evaluate
audience needs
(including
perceptions and
misconceptions)
I can judge
audience needs,
Speak effectively
in a variety of
situations
I can speak
effectively in a
variety of
situations.
or appropriate.
(See grades 910 Language
standards 1 and
3 on pages 54
for specific
expectations.)
purpose.
Identify qualities
of formal and
informal speech
I can identify
characteristics of
formal and
informal speech.
Describe formal
and informal
settings
(The
underpinning
knowledge
targets are found
in Language
Standards 1 and
3)
including what
they think and
what I need to
make clear.
Distinguish
between formal
and informal
speech
I can tell the
difference
between formal
and informal
speech.
Analyze the
situation to
determine if it
requires formal
or informal
language
Demonstrate
correct language
usage
I can
demonstrate
how to speak
correctly (
correct
grammar, tone,
etc).
Adjust from
informal to
formal language
when
appropriate
I can adjust from
informal to
formal language,
depending on
I can describe
my audience
formal and
I can analyze the
and situation.
informal settings. situation to
determine if it
requires formal
or informal
language.