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G.7 – Speaking and Listening Standards Map

This text resource illustrates the Standards Map for the Grade 7 Speaking and Listening strand in the Common Core State Standards.

Standards

  3. Common Core English Language Arts: G.7 > SL > A.1

    Comprehension and Collaboration

  4. Common Core English Language Arts: G.7 > SL > A.1 > S.1

    Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher- led) with diverse partners on grade 7 topics, texts, and issues, building on others’ ideas and expressing their own clearly.

    1. Come to discussions prepared, having read or studied required material; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.
    2. Follow rules for collegial discussions, set specific goals and deadlines, and define individual roles as needed.
    3. Pose and respond to specific questions with elaboration and detail by making comments that contribute to the topic, text, or issue under discussion.
    4. Review the key ideas expressed and demonstrate understanding of multiple perspectives through reflection and paraphrasing.
    Content Skills Learning Targets Big Ideas Essential Questions
    New information acknowledged
    2 - Discuss (Range of topics, with diverse partners, exploration of ideas)
    3 - Prepare (Required discussion materials [a])
    1 - Follow (discussion rules [b])
    2 - Elicit (Elaboration [c])
    2 - Respond (To others with observations [c])
    1 - Acknowledge (New information [d])
    6 - Modify (Views [d])
    2 - I can discuss effectively a range of topics with diverse groups.
    3 - I can prepare materials for discussion depth. [a]
    1 - I can follow rules of discussion, track progress and define roles. [b]
    4 - I can ask questions to elicit elaboration. [c]
    2 - I can respond to others with observations. [c]
    1 - I can acknowledge new information. [d]
    6 - I can modify my views. [d]
    A. Sometimes views are modified after discussing ideas with others.
    B. Views are qualified or justified by connecting ideas and relevant evidence.
    C. Persuasive speaking promotes divergent and creative perspectives and investigation.
    D. Without preparation, members have less to exchange, time is lost seeking references, and thoughts are less stimulated.
    E. When roles and goals are set, the process is more civil, democratic and fruitful.
    F. When divergent and creative perspectives are promoted, conversation is more likely evaluated and connected.
    G. Restating new information in your own words wires the brain to collect more.
    A.1 How are views effected as a result of discussion?
    B.1 What happens when ideas are connected and evidence presented in conversation?
    C.1 How are perspectives influenced when ideas are challenged?
    D.1 Why does an unprepared discussion member stifle the group?
    E.1 Why is it best to define roles and goals in collaboration?
    F.1 Why promote divergent thinking, questions and
    upported comments?
    G.1 What is the role of paraphrasing key ideas?
  5. Common Core English Language Arts: G.7 > SL > A.1 > S.2

    Analyze the main ideas and supporting details presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how the ideas clarify a topic, text, or issue under study

    Content Skills Learning Targets Big Ideas Essential Questions
    4 - Analyze (Main ideas)
    4 - Analyze (Supporting details of diverse media and formats e.g., visually, quantitatively, orally)
    2 - Explain (Clarification of a topic, text, or issue)
    4 - I can analyze main ideas of oral presentations
    4 - I can analyze supporting details of diverse media and formats
    2 - I can explain clarifications by the content
    A. As listeners analyze, key points are explored and questions are answered or initiate further thought.
    B. Supporting ideas must make the main ideas totally clear.
    A.1 Why does a listener analyze a speech?
    B.1 How are supporting ideas used for clarification?
  6. Common Core English Language Arts: G.7 > SL > A.1 > S.3

    Delineate a speaker’s argument and specific claims, evaluating the soundness of the reasoning and the relevance and sufficiency of the evidence.

    Content Skills Learning Targets Big Ideas Essential Questions
    4 - Delineate (argument and claims)
    5 - Evaluate (soundness of reasoning)
    5 - Evaluate (relevance and sufficiency of evidence)
    4 - I can delineate a speaker’s argument and specific claims
    5 - I can evaluate soundness of reasoning, relevance and sufficiency of the evidence.
    A. Evidence must be sound and sufficient; screen sources quickly by testing against research goals and selecting from those likely to meet certain criteria of quality.
    B. Information is available in many flavors and existing on a continuum of reliability and quality.
    A.1 How do I determine if an argument is believable?
    B.1 Why test credibility of reasoning?
  7. Common Core English Language Arts: G.7 > SL > A.2

    Presentation of Knowledge and Ideas

  8. Common Core English Language Arts: G.7 > SL > A.2 > S.4

    Present claims and findings, emphasizing salient points in a focused, coherent manner with pertinent descriptions, facts, details, and examples; use appropriate eye contact, adequate volume, and clear pronunciation.

    Content Skills Learning Targets Big Ideas Essential Questions
    Presentation
    Emphasis
    3 - Present (Claims and findings)
    4 - Emphasize (Salient points in focused, coherent manner)
    3 - Use (Eye contact)
    3 - Use (Adequate volume)
    3 - Use (Clear pronunciation)
    3 - I can present claims and findings
    4 - I can sequence ideas logically
    3 - I can use eye contact
    3 - I can use adequate volume
    3 - I can use clear pronunciation
    A. Focus, project, use volume,eye contact, and pronunciation to get salient points across.
    B. Logical order and good arrangement result in following, recall, and a heed to the call to action.
    C. Coherence makes the mind of the audience stay tuned for each next thought.
    A.1 How does a speaker emphasize salient points effectively?
    B.1 How is a listener able to better engage?
    C.1 Why are coherent speeches easier to follow?
  9. Common Core English Language Arts: G.7 > SL > A.2 > S.5

    Include multimedia components and visual displays in presentations to clarify claims and findings and emphasize salient points.

    Content Skills Learning Targets Big Ideas Essential Questions
    3 - Include (multimedia components and visual displays)
    2 - Clarify (claims)
    2 - Clarify (findings)
    2 - Emphasize (salient points)
    3 - I can include multimedia components and visual displays in presentations.
    2 - I can clarify claims.
    2 - I can clarify findings.
    2 - I can emphasize salient points.
    A. Adding multimedia puts a spotlight on pertinent points, claims and findings.
    B. Visuals speak louder than words for some, whereas audio components clarify prominent points for other listeners.
    A.1 How can a speaker enhance salient points?
    B.1 Why might visuals and audio presentations appeal to a broader audience?
  10. Common Core English Language Arts: G.7 > SL > A.2 > S.6

    Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.

    (See grade 7 Language standards 1 and 3 on page 52 for specific expectations.)

    Content Skills Learning Targets Big Ideas Essential Questions
    3 - Adapt (speech)
    3 - Demonstrate (command of formal English)
    3 - I can adapt speech to a variety of contexts and tasks.
    3 - I can demonstrate to command of formal English.
    A. Speech formality varies according to context and task.
    B. Formal English is used in “serious” situations, books, documents, news reports, articles, business letters or official, prepared speeches.
    C. Informal English is used in everyday conversations.
    D. Phrasal verbs and everyday phrases are avoided, the standard of correctness is higher and sentences are longer and more complicated.
    A.1 How do context and task influence speech?
    B.1 How do i recognize formal English?
    C.1 Why might I avoid informal English in some contexts?
    D. 1 Why might longer sentences with less familiar constructions be more formal?

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