SL.3: Comprehension and Collaboration
Anchor Standard CCRA.SL.3 Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric. 11th-12th Grades SL.11-12.3 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. 9th-10th Grades SL.9-10.3 Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence. 8th Grade SL.8.3 Delineate a speaker’s argument and specific claims, evaluating the soundness of the reasoning and relevance and sufficiency of the evidence and identifying when irrelevant evidence is introduced. 7th Grade SL.7.3 Delineate a speaker’s argument and specific claims, evaluating the soundness of the reasoning and the relevance and sufficiency of the evidence. 6th Grade SL.6.3 Delineate a speaker’s argument and specific claims, distinguishing claims that are supported by reasons and evidence from claims that are not. 5th Grade SL.5.3 Summarize the points a speaker makes and explain how each claim is supported by reasons and evidence. 4th Grade SL.4.3 Identify the reasons and evidence a speaker provides to support particular points. 3rd Grade SL.3.3 Ask and answer questions about information from a speaker, offering appropriate elaboration and detail. 2nd Grade SL.2.3 Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue. 1st Grade SL.1.3 Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. Kindergarten SL.K.3 Ask and answer questions in order to seek help, get information, or clarify something that is not understood. Anchor Notes "To build a foundation for college and career readiness, students must have ample opportunities to take part in a variety of rich, structured conversations—as part of a whole class, in small groups, and with a partner. Being productive members of these conversations requires that students contribute accurate, relevant information; respond to and develop what others have said; make comparisons and contrasts; and analyze and synthesize a multitude of ideas in various domains.
New technologies have broadened and expanded the role that speaking and listening play in acquiring and sharing knowledge and have tightened their link to other forms of communication. Digital texts confront students with the potential for continually updated content and dynamically changing combinations of words, graphics, images, hyperlinks, and embedded video and audio."