This is a standards map for the concept of asking and answering questions about what a speaker says. It is specific to Standard 3 of the Comprehension and Collaboration Anchor in the Writing standards of the CCSS ELA standards.
Ask and answer questions in order to seek help, get information, or clarify something that is not understood.
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
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3 - Ask (Questions)
3 - Answer (Questions)
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3 - I can ask questions in order to seek help.
3 - I can answer questions in order to seek help
3 - I can ask questions in order to get information.
3 - I can answer questions in order to get information.
3 - I can ask questions in order to clarify something that is not understood.
3 - I can answer questions in order to clarify something that is not understood.
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A. Asking for help or information guides understanding.
B. Without questioning, the audience may not grasp what the presenter intended.
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A.1 How do I best understand a speech?
B.1 Why do we ask questions?
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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 |
|---|---|---|---|---|
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1 - Ask (Questions)
1 - Answer (Questions)
3 - Gather (Additional information)
3 - Clarify (Something not understood)
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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.
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A. Questioning is essential for information gathering and clarification.
B. Listeners keep asking questions until answers satisfy the questioner.
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A.1 Why does a listener ask a speaker questions?
B.1 How do I know if I understand?
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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.
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
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Questions for Listeners
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3 - Ask (Questions to clarify comprehension)
3 - Ask (Questions to gather information)
3 - Ask (Questions to deepen understanding)
3 - Answer (Questions)
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3 - I can ask questions to clarify comprehension
3 - I can ask questions to gather information
3 - I can ask questions to deepen understanding of topics, issues
3 - I can answer questions about what a speaker says
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A. We can deepen understanding by asking speakers questions and processing information.
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A.1 How does a listener deepen understanding?
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Ask and answer questions about information from a speaker, offering appropriate elaboration and detail.
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
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Questions
Answers
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3 - Ask (Questions about speaker information)
3 - Answer (Questions to offer elaboration)
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3 - I can ask questions about speaker information using appropriate elaboration and detail.
3 - I can answer questions about speaker information using appropriate elaboration and detail.
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A. Details arise as elaboration is provided. Listeners seek more information from what they know or want to know.
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A.1 How do I know what to ask and whether a speaker has answered my question?
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Identify the reasons and evidence a speaker provides to support particular points.
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
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2 - Identify (Supporting reasons)
2 - Identify (Supporting evidence)
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2 - I can identify supporting reasons.
2 - I can identify supporting evidence.
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A. Supports point to reasons and evidence and strengthen arguments.
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A.1 How are supporting points beneficial?
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Summarize the points a speaker makes and explain how each claim is supported by reasons and evidence.
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
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Summary
Explanation
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2 - Summarize (Speaker points)
4 - Explain (Supports)
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2 - I can summarize speaker points.
4 - I can explain supporting claims (reasons, evidence).
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A. Main points, supporting reasons and evidence make up a summary.
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A.1 How does a speaker summarize?
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Delineate a speaker’s argument and specific claims, distinguishing claims that are supported by reasons and evidence from claims that are not.
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
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4 - Delineate (Supported claims from unsupported)
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4 - I can distinguish supported claims (reasons and evidence) from unsupported claims.
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A. Argument claims may or may not have evidence.
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A.1 How are arguments supported?
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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 |
|---|---|---|---|---|
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Argument and specific claims
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4 - Delineate (argument and claims)
5 - Evaluate (soundness of reasoning)
5 - Evaluate (relevance and sufficiency of evidence)
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4 - I can delineate a speaker’s argument and specific claims
5 - I can evaluate soundness of reasoning, relevance and sufficiency of the evidence.
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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.
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A.1 How do I determine if an argument is believable?
B.1 Why test credibility of reasoning?
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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.
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
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Argument and specific claims
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4 - Delineate (Argument and claims)
5 - Evaluate (Soundness of reasoning)
5 - Evaluate (Relevance and sufficiency of evidence)
1 - Identify (Irrelevant evidence)
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4 - I can delineate argument claims
5 - I can evaluate soundness of reasoning, relevance and sufficiency of evidence
1 - I can identify when irrelevant evidence is introduced
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A. Listeners must listen for point of view, word choice, flaws in logic, motivation, and irrelevant evidence.
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A.1 How does a listener evaluate claims of an argument?
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Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence.
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
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Speaker
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5 - Evaluate (Speaker’s point of view)
5 - Evaluate (Use of evidence and rhetoric)
1 - Identify (Fallacious reasoning or exaggerated or distorted evidence)
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5 - I can evaluate speaker’s point of view.
5 - I can evaluate reasoning.
5 - I can evaluate use of evidence and rhetoric
1 - I can identify fallacious reasoning or distorted evidence
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A. Evidence can be exaggerated or distorted depending on point of view.
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A.1 How does point of view influence reason and evidence?
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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.
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
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Assessment
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5 - Evaluate (Speaker’s point of view)
5 - Evaluate (Reasoning)
5 - Evaluate (Use of evidence and rhetoric)
5 - Assess (Stance, premises, links among ideas, word choice, points of emphasis, and tone)
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5 - I can evaluate a speaker’s point of view
5 - I can evaluate reasoning
5 - I can evaluate use of evidence and rhetoric
5 - I can assess stance, premises, links among ideas, word choice, points of emphasis and tone
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A. Tone and word choice, links and reasoning can point to point of view.
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A.1 How does a listener recognize the speaker’s point of view?
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