Maryland ELA SL.8.1.c

ELA8th GradeSpeaking and Listening

The Standard

SL.8.1: 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. 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.

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.

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 ask follow-up questions that get classmates to explain a claim or give an example. They answer questions and comments with relevant details. When talk drifts, they bring it back to the group’s question.
What Mastery Looks Like: A student asks, 'What happened that made you think that?' and listens to the answer. They add a specific observation and, if talk wanders, ask how it connects to the question under discussion.
Common Misconceptions: Students may ask yes-or-no questions that do not get much explanation. They may answer with a loosely related story or say 'back on topic' without naming the question the group is discussing.
How to Assess It: Read this exchange: 'School should start later.' 'Why? Also, did you see the game last night?' Ask students to write one question that asks for a specific reason, then a reply that answers 'Why?' and returns to start times.

Lesson moves

Ways to Teach It

Give pairs cards with a lunch claim, supporting details, and a stray comment; they sort them and practice a follow-up question and a redirect.
Post 'Should the school day start later?' Partners ask, 'What makes you think that?' and reply with a reason and an example.
Play question relay: start with 'Should lunch be free?' Each student answers the last question with a detail and writes a follow-up question.
Hold a mock student council meeting about adding bike racks; students ask for details, answer concerns, and bring side comments back to bike parking.

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