Core Content Connectors by Common Core State Standards: English Language Arts-Speaking and Listening Standards Grades 6-8

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College and Career Readiness Anchor Standards for Speaking and Listening

Comprehension and Collaboration

1. Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others' ideas and expressing their own clearly and persuasively.
2. Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.
3. Evaluate a speaker's point of view, reasoning, and use of evidence and rhetoric.

Speaking and Listening Standards for 6-8

Grade 6 students:	Grade 7 students:	Grade 8 students:
1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on others' ideas and expressing their own clearly. 1a. 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. 1b. Follow rules for collegial discussions, set specific goals and deadlines, and define individual roles as needed. 1c. Pose and respond to specific questions with elaboration and detail by making comments that contribute to the topic, text, or issue under discussion. 1d. Review the key ideas expressed and demonstrate understanding of multiple perspectives through reflection and paraphrasing.	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. 1a. Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion. 1b. Follow rules for collegial discussions, track progress toward specific goals and deadlines, and define individual roles as needed. 1c. Pose questions that elicit elaboration and respond to others' questions and comments with relevant observations and ideas that bring the discussion back on topic as needed. 1d. Acknowledge new information expressed by others and, when warranted, modify their own views.	1.Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 8 topics, texts, and issues, building on others' ideas and expressing their own clearly. 1a. Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion. 1b. Follow rules for collegial discussions and decision-making, track progress toward specific goals and deadlines, and define individual roles as needed. 1c. Pose questions that connect the ideas of several speakers and respond to others' questions and comments with relevant evidence, observations, and ideas. 1d. Acknowledge new information expressed by others, and, when warranted, qualify or justify their own views in light of the evidence presented.
CCCs
6.HD.e1 Make appropriate comments that contribute to a collaborative discussion.	7.WP.j5 Describe how the claims within a speaker's argument match own argument.	8.HD.i1 Use information and feedback to refine understanding.
6.HD.e2 Review the key ideas expressed within a collaborative discussion linking multiple perspectives together.	7.WP.i1 Discuss how own view or opinion changes using new information provided by others.	8.HD.j1 Use information and feedback to clarify meaning for readers.
7.HD.i1 Use information and feedback to refine understanding or products.		8.WP.i1 Discuss how own view or opinion changes using new information provided by others.
7.HD.j1 Use information and feedback to refine own thinking.

Grade 6 students:	Grade 7 students:	Grade 8 students:
2. Interpret information presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how it contributes to a topic, text, or issue under study.	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.	2. Analyze the purpose of information presented in diverse media and formats (e.g., visually, quantitatively, orally) and evaluate the motives (e.g., social, commercial, political) behind its presentation.
CCCs
6.RI.c3 Interpret information presented in diverse media and formats (e.g., visually, quantitatively, orally).	7.HD.h1 Critically evaluate main ideas and details presented in diverse media (e.g., visually, personal communication, periodicals, social media) and formats for accuracy.	8.HD.h1 Analyze the purpose of information presented in diverse media (e.g., visually, personal communication, periodicals, social media).
6.RI.c4 Explain how information gained via media and formats contributes to the understanding of a topic, text, or issue under study.	7.HD.h2 Explain if and how ideas presented in diverse media (e.g., visually, personal communication, periodicals, social media) clarify a topic, text, or issue under study.	8.HD.h2 Identify the motives behind information presented in diverse media and formats (e.g., visually, personal communication, periodicals, social media).
	7.WP.j2 Identify how information on a topic or text presented in diverse media and formats (e.g., visually, quantitatively, orally) contributes to understanding.	8.WP.i2 Evaluate the motives and purpose behind information presented in diverse media and format for persuasive reasons.

Grade 6 students:	Grade 7 students:	Grade 8 students:
3. Delineate a speaker's argument and specific claims, distinguishing claims that are supported by reasons and evidence from claims that are not.	3. Delineate a speaker's argument and specific claims, evaluating the soundness of the reasoning and the relevance and sufficiency of the evidence.	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.
CCCs
6.RI.c5 Summarize the points a speaker makes.	7.HD.h3 Evaluate the soundness of reasoning and the relevance and sufficiency of evidence provided in an argument.	8.HD.h3 Evaluate the soundness of reasoning and the relevance and sufficiency of evidence provided in an argument.
6.RI.e2 Summarize the points an author makes.	7.WP.i2 Evaluate the soundness or accuracy of reasons presented to support a claim.	8.HD.h4 Identify when irrelevant evidence is introduced within an argument.
6.RI.g7 Distinguish claims or arguments from those that are supported by evidence from those that are not.		8.WP.i3 Evaluate the soundness or accuracy (e.g., multiple sources to validate information) of reasons presented to support a claim.
6.WP.a2 Distinguish claims presented orally or in writing that are supported by reasons and claims that are not.

Presentation of Knowledge and Ideas

4. Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience.
5. Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations.
6. Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate.

Speaking and Listening Standards 6-8

Grade 6 students:	Grade 7 students:	Grade 8 students:
4. Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and details to accentuate main ideas or themes; use appropriate eye contact, adequate volume, and clear pronunciation.	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.	4. Present claims and findings, emphasizing salient points in a focused, coherent manner with relevant evidence, sound valid reasoning, and well-chosen details; use appropriate eye contact, adequate volume, and clear pronunciation.
CCCs
6.WA.3 Report on a topic, story or claim with a logical sequence of ideas, appropriate facts and relevant, descriptive details	7.WI.m2 Present claims and findings, emphasizing salient points in a coherent manner with pertinent descriptions, facts, details, and examples.	8.WI.m2 Present claims and findings, emphasizing salient points in a coherent manner with relevant evidence.
	7.WI.o3 Report on a topic, with a logical sequence of ideas, appropriate facts and relevant, descriptive details which support the main ideas.	8.WI.o3 Report on a topic, with a logical sequence of ideas, appropriate facts and relevant, descriptive details which support the main ideas.

Grade 6 students:	Grade 7 students:	Grade 8 students:
5. Include multimedia components (e.g., graphics, images, music, sound) and visual displays in presentations to clarify information.	5. Include multimedia components and visual displays in presentations to clarify claims and findings and emphasize salient points.	5. Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest.
CCCs
6.WA.4 Include multimedia components (e.g., graphics, images, music, sound) and visual displays in presentations to clarify information.	7.WA.4 Include multimedia components and visual displays in presentations to clarify claims and findings and emphasize salient points.	8.WA.3 Include multimedia components and visual displays in presentations to clarify claims and findings and emphasize salient points.
6.WA.5 Use captioned pictures, labeled diagrams, tables, or other visual displays in presentations when appropriate to support the topic or theme.

Grade 6 students:	Grade 7 students:	Grade 8 students:
6. Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (See grade 6 Language standards 1 and 3 for specific expectations.)	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 for specific expectations.)	6. Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (See grade 8 Language standards 1 and 3 for specific expectations.)
CCCs
No CCCs written for this grade	No CCCs written for this grade	No CCCs written for this grade