Standard
Knowledge
Reasoning
Performance Skill
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 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;
Identify key supporting ideas
from reading and research
Analyze & evaluate text,
comments, claims, and
evidence posed
Engage in a variety of
discussions by listening and
sharing acquired and prior
knowledge of grade 11-12
topics and texts
I can identify important ideas
from reading and research
Describe expectations for civil
and democratic discussion
and decision-making
I can describe expectations
for political and governmental
discussions and decisionmaking.
Identify diverse perspectives
in text and presented
I can identify different points
of view when listening and
reading
Know how to ask thoughtprovoking questions
I can ask questions that make
you think.
Identify new information
posed during discussion
I can identify new information
given in discussions
Identify conclusions posed
during discussion or in text
I can identify conclusions
made during discussions or in
text
I can break down and judge
comments, claims, and
evidence given
Synthesize comments,
claims, and evidence for all
sides of an issue
I can piece together and
create comments, claims, and
evidence for all sides of an
issue
Evaluate discussions and
decision-making processes
I can look at and judge
discussions and decisionmaking processes
Determine goals, deadlines,
and individual roles for
discussion groups
I can create goals, deadlines,
and individual roles for
discussion groups
Formulate opinions, ideas,
and conclusions based on
prior and new evidence
I can create opinions, ideas,
and conclusions based on
prior and new knowledge
Compare and contrast
opinions and facts posed by
I can participate in a variety of
discussions by listening and
sharing learned information
and prior knowledge
Facilitate discussions over
designated grade 11-12
topics
I can lead discussions about
grade-appropriate topics
Collaborate to develop
guidelines for successful
discussion and decisionmaking
I can work with others to
create rule for successful and
decision-making
Follow agreed-upon
guidelines for discussion
I can follow rules for
discussions
Pose and respond to
questions to probe reasoning
and evidence
I can ask and answer
questions to explore thought
processes and evidence
Converse to resolve
Product
and determine what additional
information or research is
required to deepen the
investigation or complete the
task.
peers on the designated issue
or topic
I can compare and contrast
opinions and facts posed by
peers on issues or topics
Evaluate personal
conclusions and the
conclusions of others
I can consider and assess my
personal conclusions and the
conclusions of others
contradictions
I can talk with others to
resolve disagreements
Determine additional
information needed to further
the investigation or complete
the task
I can identify needed
information to investigate or
complete tasks
Consider all positions on a
topic or issue and respond
thoughtfully
I can consider all sides of a
topic or issue and respond
thoughtfully
Reference evidence from
texts and research to support
comments and ideas
I can use evidence from texts
and research to support
comments and ideas
Question or respond to clarify,
verify, or challenge
conclusions posed by others
I can question or respond in
order to clarify, verify, or
challenge conclusions made
by others
Make connections to new
evidence or reasoning posed
to justify personal viewpoints
I can connect new evidence
or reasoning provided to
justify personal opinions or
views
2: Integrate multiple sources
of information presented in
diverse formats and media
(e.g., visually, quantitatively,
orally) in order to make
informed decisions and solve
problems, evaluating the
credibility and accuracy of
each source and noting any
discrepancies among the
data.
Identify and integrate
information from multiple
sources presented in diverse
media (e.g.
- visually
- quantitatively
- orally)
I can identify and combine
information from many
sources from a variety of
media presented visually,
measurably, and verbally
Evaluate credibility of
integrated sources of
information presented:
- visually
- quantitatively
- orally
I can judge the truth or
reliability of a combination of
sources presented visually,
measurably, and verbally
Evaluate accuracy of
integrated sources of
information presented:
- visually
- quantitatively
- orally
I can judge the correctness of
a combination of sources
presented visually,
measurably, and verbally
Integrate multiple sources of
information presented
- visually
- quantitatively
- orally
I can combine more than one
source of information
presented visually,
measurably, and verbally
Determine discrepancies
among the data to make
informed decisions and to
solve problems
I can identify differences and
gaps among date used to
make informed decisions and
solve problems
3: Evaluate a speaker’s point
of view, reasoning, and use of
evidence and rhetoric,
assessing the stance,
premises, links among ideas,
word choice, points of
emphasis, and tone used.
Define and identify a
speaker’s use of:
- rhetoric
- point of view
- reasoning
- use of evidence
- stance
- tone
- choice of words
- points of emphasis
- links among ideas
- premises
I can define and point out
examples of a speaker’s use
of persuasion, point of view,
reasoning, use of evidence,
position/opinion, attitude,
word choice, main points,
connection of ideas, and
claims/assertions
Evaluate a speaker’s point of
view by assessing:
- stance
- premises
- links among ideas
- word choice
- points of emphasis
- tone
I can judge a speaker’s point
of view by considering his
position/opinion,
claims/assertions, connection
of ideas, word choice, main
points, and attitude toward the
subject
Evaluate a speaker’s
reasoning by assessing:
- stance
- premises
- links among ideas
- word choice
- points of emphasis
- tone
I can judge the speaker’s
reasoning by considering his
position/opinion,
claims/assertions, connection
of ideas, word choice, main
points, and attitude toward the
subject
Evaluate a speaker’s use of
evidence and rhetoric by
assessing:
- stance
- premises
- links among ideas
- word choice
- points of emphasis
- tone
I can judge a speaker’s use of
evidence and persuasive
techniques by considering his
position/opinion,
claims/assertions, connection
of ideas, word choice, main
points, and attitude toward the
subject
4: Present information,
findings, and supporting
evidence, conveying a clear
and distinct perspective, such
that listeners can follow the
line of reasoning, alternative
or opposing perspectives are
addressed, and the
organization, development,
substance, and style are
appropriate to purpose,
audience, and a range of
formal and informal tasks.
Identify:
- information/findings
- clear, distinct perspective
I can identify information or
results, as well as different
perspectives
Recognize that presentation
of information is determined
by analysis of purpose,
audience, and task
I can see and understand how
the presentation of
information is connected to
the speaker’s purpose,
audience, and goal
Recognize that issues
generate alternative and
opposing perspectives
I can see and understand that
there are many sides to every
issue
Determine:
- supporting evidence
- logical organization
- alternative or opposing
viewpoints
I can find supporting
evidence, organization of
ideas, and differing viewpoints
and appropriate:
- development
- substance
- style
and recognize the
appropriateness of how an
idea is developed/supported,
what is used to support the
idea, and how the style of the
presentation affects the idea
to:
- purpose
- audience
- range of formal and informal
tasks
to understand the goal of the
speaker, the needs of the
listeners, and the range of
Present:
- information
- findings
- supporting evidence
conveying a clear and distinct
perspective so that listeners
can follow the line of
reasoning
I can deliver information,
results, and supporting
evidence to communicate a
clear and unique perspective
so that listeners can follow my
thought process
Include:
- alternative perspectives
- opposing perspectives
I can include different
perspectives and other
options
Utilize appropriate:
- organization
- development
- substance
- style
I can utilize appropriate
formal and informal tasks
organization, idea
development, depth, and
techniques
for:
- purpose
- audience a range of formal
and informal tasks
for a specific goal presented
to a specific audience for a
range of formal and informal
tasks
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 strategic digital
media
I can identify and understand
why and how digital media is
used
Evaluate the usefulness of
digital media in presentations
to enhance understanding of
findings, reasoning, and
evidence
I can judge the usefulness of
digital media in presentations
to better understand results,
thought processes, and proof
Use digital media strategically
in presentations to:
- enhance understanding
- add interest
I can cleverly use digital
media in presentations to help
people understand and make
it more interesting for the
audience
Evaluate the usefulness of
digital media in presentations
to add interest
I can judge the usefulness of
digital media in presentation
to make it more interesting for
the audience
6: Adapt speech to a variety
of contexts and
communicative tasks,
demonstrating command of
formal English when indicated
or appropriate. (See grades
11-12 Language standards 1
and 3 for specific
expectations.)
Describe audience, situation,
and purpose
I can describe the intended
audience,
background/circumstance,
and goal for communication
Identify qualities of formal and
informal speech
Evaluate audience needs
(including perceptions and
misconceptions)
Adapt speech to a given
context or task when
speaking
I can consider and identify
what an audience needs,
including their understandings
and misunderstandings
I can change speech for
different circumstances and
tasks when speaking
Distinguish between formal
and informal speech
Demonstrate correct
language usage for spoken
English
I can identify the
characteristics of professional
and everyday speech
Describe formal and informal
settings
(The underpinning knowledge
targets are found in Language
Standards 1 and 3)
I can describe professional
and everyday situations for
communication
I can tell the difference
between professional and
everyday speech
Analyze the situation to
determine if it requires formal
or informal language
I can look at and break down
a situation to decide if it
requires professional or
everyday language
I can use correct English
Adjust from formal to informal
language as appropriate.
I can change my language
from professional to everyday
when necessary