Maryland ELA SL.1.1.c

ELA1st GradeSpeaking and Listening

The Standard

SL.1.1: Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. 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). Create rules to ensure respectful group discussions. Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. Identify the topic of a conversation. Ask questions to clear up any confusion about the topics and texts under discussion. Identify the topic or text under discussion.

Ask questions to clear up any confusion about the topics and texts under discussion. Identify the topic or text under discussion.

Maryland College and Career Ready Standards for English Language Arts (2025)

Teacher's field guide

What Students Need to Do: Students name the book or subject their group is discussing. When a word or comment confuses them, they ask a question about the part they did not understand.
What Mastery Looks Like: A student can name the story before talking about it. When a classmate says, 'She did it again,' the student asks, 'Who is she? What did she do?'
Common Misconceptions: Some children ask a question that changes the subject instead of clearing up a confusing comment. Others say, 'I don't get it,' without identifying what they need explained.
How to Assess It: After reading The Little Red Hen, say, 'The hen did it by herself.' Ask each child to name the story and ask a question that clears up what 'it' means.

Lesson moves

Give pairs picture cards from The Little Red Hen; one child describes a card using 'it,' and the partner asks what 'it' refers to.
After reading The Little Red Hen, ask, 'Which story are we discussing, and what would you ask if someone said the hen did it alone?'
Play Mystery Sentence after a read-aloud: say, 'She took it there,' and give points for questions about 'she,' 'it,' or 'there.'
At snack time, say, 'Put it over there,' and have children ask which item and where it goes before moving anything.

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