Maryland ELA SL.5.1.a
The Standard
- SL.5.1
- Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on others' ideas and expressing their own clearly. 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. Follow agreed-upon rules for discussions and carry out assigned roles. Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others. Review the key ideas expressed and draw conclusions in light of information and knowledge gained from the discussions.
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.
Maryland College and Career Ready Standards for English Language Arts (2025)
Teacher's field guide
What This Standard Means
What Students Need to Do
- Students read the assigned material and bring notes to the discussion. They use details from it to explain their thinking, ask questions, and consider classmates’ ideas.
What Mastery Looks Like
- A student points to a marked detail when making a claim. They ask a follow-up question about a classmate’s evidence and explain whether the answer changed their thinking.
Common Misconceptions
- Some students think reading is enough preparation and arrive with no detail ready to share. Others give opinions without evidence or ask questions unrelated to what a classmate said.
How to Assess It
- In pairs, ask, “Which idea from the assigned reading deserves another look?” Listen for one marked detail and a question that responds to the partner’s evidence.
Lesson moves
Ways to Teach It
Give pairs sticky notes to mark one detail and one question in the assigned passage, then have them use both in discussion.
Ask, “Which choice mattered most in the chapter?” Have students cite a line and question a classmate’s answer.
Play evidence relay: each student cites a new passage detail to support or challenge the previous speaker before passing a card.
Bring the school lunch menu. Have groups propose one change, cite menu items as evidence, and question another group’s proposal.
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Related Standards
- SL.8.1.a
Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explo...
- SL.7.1.a
Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explo...
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