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G.1 – Speaking and Listening Standards Map

This text resource illustrates the Standards Map for the Grade 1 Speaking and Listening domain in the Common Core State Standards.

Standards

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

    Comprehension and Collaboration

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

    Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups.

    1. Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion).
    2. Build on others’ talk in conversations by responding to the comments of others through multiple exchanges.
    3. Ask questions to clear up any confusion about the topics and texts under discussion.
    Content Skills Learning Targets Big Ideas Essential Questions
    Discussion Rules [a]
    Continuation [b]
    Clarification [c]
    3 - Participate (In conversations)
    1 - Follow (Rules for discussion [a])
    1 - Relate (Comments to others [b])
    4 - Ask (Questions [c])
    3 - I can participate in conversations with diverse partners about diverse topics.
    1 - I can follow discussion rules. [a]
    1 - I can continue conversation through multiple exchanges. [b]
    4 - I can ask for clarification about topics. [c]
    4 - I can ask for clarification about texts. [c]
    A. Discussion continues with comments, questioning and clarification of confusion.
    B. Following discussion rules and practicing text clarification helps develop listening and procedure skills.
    A.1 How do participants in conversation reduce confusion?
    B.1 How is conversation in a group a learning experience?
  5. Common Core English Language Arts: G.1 > SL > A.1 > S.2

    Ask and answer questions about key details in a text read aloud or information presented orally or through other media.

    Content Skills Learning Targets Big Ideas Essential Questions
    1 - Ask (Questions)
    1 - Answer (Questions, key details, text read aloud)
    1 - I can ask questions about key details from a text read aloud.
    1 - I can ask questions about key details from information presented orally.
    1 - I can ask questions about key details from information presented through other media.
    1 - I can answer questions about key details from text read aloud.
    1 - I can answer questions about key details from information presented orally.
    1 - I can answer questions about key details from information presented through other media.
    A. Key details can be clarified by asking and answering questions and relating to something familiar.
    B. Clarify by starting with basic wh- questions about the theme.
    A.1 How do listeners clarify key details in conversation?
    B.1 When I don't understand what I hear or read, how do I know what the key details are?
  6. Common Core English Language Arts: G.1 > SL > A.1 > S.3

    Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood.

    Content Skills Learning Targets Big Ideas Essential Questions
    1 - Ask (Questions)
    1 - Answer (Questions)
    3 - Gather (Additional information)
    3 - Clarify (Something not understood)
    1 - I can ask questions.
    1 - I can answer questions.
    3 - I can gather additional information by asking questions.
    3 - I can answer questions by gathering additional information.
    2 - I can clarify something that is not understood by asking questions.
    2 - I can answer questions by clarifying something not understood.
    A. Questioning is essential for information gathering and clarification.
    B. Listeners keep asking questions until answers satisfy the questioner.
    A.1 Why does a listener ask a speaker questions?
    B.1 How do I know if I understand?
  7. Common Core English Language Arts: G.1 > SL > A.2

    Presentation of Knowledge and Ideas

  8. Common Core English Language Arts: G.1 > SL > A.2 > S.4

    Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly.

    Content Skills Learning Targets Big Ideas Essential Questions
    2 - Describe (Familiar people)
    2 - Describe (Places)
    2 - Describe (Things)
    2 - Describe (Events)
    3 - Express (Relevant details)
    3 - Express (Ideas)
    3 - Express (Feelings)
    2 - I can describe familiar people.
    2 - I can describe places.
    2 - I can describe things.
    2 - I can describe events.
    3 - I can express relevant details.
    3 - I can express ideas.
    3 - I can express feelings.
    A. Descriptions are clearer with details.
    B. Many descriptions require careful use of adjectives, but events and even character or place descriptions may require more vivid verbs.
    C. Relevant details will answer many questions asked about a topic.
    A.1 How is a description made clearer?
    B.1 How are descriptions of people, places and things similar or different?
    C.1 How do I know when a description has enough relevant details?
  9. Common Core English Language Arts: G.1 > SL > A.2 > S.5

    Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings.

    Content Skills Learning Targets Big Ideas Essential Questions
    3 - Add (Drawings)
    3 - Add (Visual displays)
    4 - Clarify (Ideas, thoughts, and feelings)
    3 - I can add drawings to provide description
    3 - I can add visual displays to provide description.
    4 - I can clarify ideas, thoughts, and feelings.
    A. Visuals can clarify descriptions.
    B. Effective visuals clarify or expand an idea and paint an image in the audience's mind.
    A.1 How can visuals add to presentations?
    B.1 How do I know if the visuals are effective?
  10. Common Core English Language Arts: G.1 > SL > A.2 > S.6

    Produce complete sentences when appropriate to task and situation.

    (See grade 1 Language standards 1 and 3 on page 26 for specific expectations.)

    Content Skills Learning Targets Big Ideas Essential Questions
    3 - Produce (Sentences)
    3 - I can produce complete sentences appropriate to task and situation.
    A. Complete sentences must match the task and situation.
    B. Complete sentences may not be necessary in dangerous, urgent or emergency situations or in informal speech.
    A.1 Why do speakers usually use complete sentences?
    B.1 Why might I not need a complete sentence?

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