South Dakota ELA 9-10.SL.1
The Standard
Initiate and participate effectively in a variety of collaborative discussions (one-on-one, in groups, and teacher-led) on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively. Come to discussions prepared having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas. Collaborate with peers to set norms for collegial discussions and decision-making (e.g., informal consensus, taking votes on key issues, and presentation of alternate views), clear goals and deadlines, and individual roles as needed. Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions. Respond thoughtfully to various perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning presented.
South Dakota English Language Arts Standards (2025)
Teacher's field guide
What This Standard Means
What Students Need to Do
- Students come to discussions with notes and evidence. They ask questions, invite classmates to speak, and explain or revise their views. They agree on roles and how to make decisions.
What Mastery Looks Like
- A student cites a source, asks a question that connects the topic to a larger issue, and invites a quieter peer to speak. They summarize a disagreement fairly and defend or revise their view using evidence.
Common Misconceptions
- Students may think an opinion counts as preparation, even without evidence. Some treat disagreement as a contest to win rather than a reason to check the text. Others repeat a classmate’s point without adding a question or connection.
How to Assess It
- Give pairs a one-page article on school phone bans and two minutes to take notes. Ask, 'Should our school ban phones during lunch?' Listen for each student to cite a detail, ask a follow-up question, and summarize their partner’s view.
Lesson moves
Ways to Teach It
Give groups a printed school phone policy; have them mark disputed rules with sticky notes, assign roles, and agree on one revision.
Print Robert Frost’s 'The Road Not Taken'; ask, 'Does the speaker regret the choice?' Require a quoted line and a reply to a peer.
Run a question relay with the phone ban article: each student answers a peer, then asks how the point connects to student privacy.
Print your district’s school board agenda; groups choose one item and prepare a two-minute comment using one cited fact and one opposing view.
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