Maryland ELA SL.7.1.a
The Standard
- SL.7.1
- 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. Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion. Follow rules for collegial discussions, set specific goals and deadlines, and define individual roles as needed. 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. Acknowledge new information expressed by others and, when warranted, modify their own views.
Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore 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 or study the assigned material before a discussion. They point to specific details and connect them to what they already know to explore an idea with classmates.
What Mastery Looks Like
- A student arrives with useful details marked in the reading. During the discussion, they name a detail, explain why it matters, and use it to build on or question a classmate's point.
Common Misconceptions
- Some students think having an opinion means they are prepared, even if they cannot point to the reading. Others repeat a quote without explaining its connection to the discussion, or present a personal example as if it came from the text.
How to Assess It
- After a one-page article on teen sleep, ask pairs: “Should school start 30 minutes later? Use one detail from the article and one thing you already know, then respond to your partner.”
Lesson moves
Ways to Teach It
Have students mark two useful lines in an article on teen sleep, then copy each line and its paragraph number onto an index card.
Ask, “Which detail from the sleep article supports or challenges your view on later school start times, and why?”
Play evidence match: give groups three claims about start times and six article details; students choose a match and explain it aloud.
Show the school bell schedule and ask groups to discuss one effect of moving the first bell 30 minutes later, using the sleep article.
Free download
Printable SL.7.1.a Worksheet
A ready-to-print activity worksheet aligned to SL.7.1.a, with an answer key for the teacher on its own page. No account needed.
PDF, US Letter, prints cleanly in black and white.
Download the worksheetKeep exploring
Related Standards
Turn this exact standard into a lesson
Grade, subject, topic, and the complete standard are prefilled. Create one free, no account needed.
Also for this standard:Make a WorksheetMake a QuizMake a Sub Lesson