LAFS.8.SL.1.3

Delineate a speaker’s argument and specific claims, evaluating the soundness of the reasoning and relevance and sufficiency of the evidence and identifying when irrelevant evidence is introduced.
General Information
Subject Area: English Language Arts
Grade: 8
Strand: Standards for Speaking and Listening
Idea: Level 3: Strategic Thinking & Complex Reasoning
Date Adopted or Revised: 12/10
Date of Last Rating: 02/14
Status: State Board Approved
Assessed: Yes
Test Item Specifications
  • Item Type(s): This benchmark may be assessed using: TM , EBSR , MC , GR , SHT , DDHT item(s)
  • Assessed with: LAFS.8.RI.3.7 and LAFS.8.SL.1.2
  • Assessment Limits :
    Items may ask students to delineate a speaker’s argument and specific claims, evaluating the soundness of the reasoning, relevance, and sufficiency of the evidence and identifying when irrelevant evidence is introduced.Written transcripts, excerpts, and/or direct quotations from an audio clip should not be provided in item stems or answer options.
  • Text Types :
    Items assessing these standards may be used with two or more grade-appropriate informational texts. Texts may vary in complexity
  • Response Mechanisms :
    The Technology-Enhanced Item Descriptions section on pages 3 and 4 provides a list of Response Mechanisms that may be used to assess these standards (excluding the Editing Task Choice and Editing Task item types). The Sample Response Mechanisms may include, but are not limited to, the examples below.
  • Task Demand and Sample Response Mechanisms :

    Task Demand

    Evaluate one or more advantage and/or disadvantage of using different media to present a topic or idea.

    Sample Response Mechanisms

    Selectable Hot Text

    • Requires the student to select an evaluation of the advantages or disadvantages of using the different media and then to select words or phrases from the text to support the evaluation selected.
    • Requires the student to select an evaluation of the advantages of using the different media and then to select an evaluation of the disadvantages.

    Task Demand

    Evaluate one or more advantage and/or disadvantage of using different media to present a topic or idea.

    Sample Response Mechanisms

    EBSR

    • Requires the student to select an evaluation of the advantages or disadvantages of using the different media and then to select words or phrases from the text to support the evaluation selected. 

    Drag-and-Drop Hot Text

    • Requires the student to distinguish between advantages and disadvantages of using different media in table or chart. 

    GRID

    • Requires the student to distinguish between advantages and disadvantages of using different media in a Venn diagram. 

    Table Match

    • Requires the student to complete a table by evaluating the advantages and disadvantages of using different media to present a specific topic or idea.

    Task Demand

    Analyze the purpose of presenting the information in diverse media and formats (e.g., visually, quantitatively, orally) and evaluate the motives (e.g., social, commercial, political) behind its presentation.

    Sample Response Mechanisms

    Selectable Hot Text

    • Requires the student to select a correct analysis of the purpose of presenting the information in a particular media format and then to select details to support the analysis.
    • Requires the student to select a correct evaluation of the motives behind the decision to present the information in a particular format and then to select details that support the evaluation.
    • Requires the student to select a correct analysis of the purpose of presenting information in a particular format and then to select the motivation for its presentation. 

    EBSR

    • Requires the student to select a correct analysis of the purpose of presenting the information in a particular media format and then to select details to support the analysis.
    • Requires the student to select a correct evaluation of the motives behind the decision to present the information in a particular format and then to select details that support the evaluation.

    Task Demand

    Analyze the purpose of presenting the information in diverse media and formats (e.g., visually, quantitatively, orally) and evaluate the motives (e.g., social, commercial, political) behind its presentation.

    Sample Response Mechanisms

    Multiple Choice

    • Requires the student to select an analysis of the purpose of presenting the information in a particular medium or format.
    • Requires the student to select an evaluation of the motives behind the presentation decision.

    Table Match

    • Requires the student to complete a table by evaluating the purposes and motives behind using different media to present a specific topic or idea.

    Task Demand

    Delineate a speaker’s argument and specific claims, evaluating the soundness of the reasoning, relevance, and sufficiency of the evidence and identifying when irrelevant evidence is introduced.

    Sample Response Mechanisms

    Selectable Hot Text

    • Requires the student to identify where irrelevant evidence is introduced.
    • Requires the student to identify a speaker’s argument and then select specific claims that support the argument. 

    EBSR

    • Requires the student to identify a speaker’s argument and then select specific claims that support the argument. 

    Multiple Choice

    • Requires the student to identify a speaker’s argument.
    • Requires the student to select a claim that supports the speaker’s argument.
    • Requires the student to evaluate the soundness of the reasoning, relevance, or sufficiency of the evidence.
    • Requires the student to identify when irrelevant evidence is introduced. 

    Table Match

    • Requires the student to complete a table by matching specific claims within a speaker’s argument to relevant evidence.

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This benchmark is part of these courses.
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Related Access Points

Alternate version of this benchmark for students with significant cognitive disabilities.
LAFS.8.SL.1.AP.3a: Evaluate the soundness of reasoning and the relevance and sufficiency of evidence provided in an argument.
LAFS.8.SL.1.AP.3b: Identify when irrelevant evidence is introduced within an argument.
LAFS.8.SL.1.AP.3c: Evaluate the soundness or accuracy (e.g., Does the author have multiple sources to validate information?) of reasons presented to support a claim.

Related Resources

Vetted resources educators can use to teach the concepts and skills in this benchmark.

Formative Assessments

Evaluating Speeches on Daylight Saving Time:

The student will take notes while listening to the speeches of classmates in order to delineate the speaker’s argument and claims. The student will complete an evaluation of the soundness of reasoning and relevancy of the evidence of each speech.

Type: Formative Assessment

Seven Billion Socratic Seminars:

The student will engage in a Socratic seminar to delineate a speaker’s claims by evaluating the soundness of the reasoning and relevance and sufficiency of the evidence. Students will also identify when irrelevant evidence is introduced.

Type: Formative Assessment

Lead People to or from the Light:

The student will use previously written essays to evaluate a speaker’s argument and specific claims. The student will evaluate the soundness of the reasoning and the relevance and sufficiency of evidence to support his/her opinion on light pollution. Students will record information on each of their peer's claims.

Type: Formative Assessment

Listening to the Call of the Elephant:

The student will work with others in small groups to present and listen to speeches created in a previous task. The student will complete a graphic organizer to identify the claims, evaluate the soundness of the reasoning and relevance and sufficiency of the evidence, and identify when irrelevant evidence is introduced. Student will determine the effectiveness of other speakers.

Type: Formative Assessment

Lesson Plans

Close Reading Exemplar: Narrative of the Life of Frederick Douglass:

The goal of this two to three day exemplar is to give students the opportunity to explore the point of view of a man who survived slavery. By reading and rereading the passage closely, combined with classroom discussion about it, students will explore the various beliefs and points of view Douglass experienced as he became increasingly aware of the unfairness of his life. Students will need to consider the emotional context of words and how diction (word choice) affects an author's message. When combined with writing about the passage and teacher feedback, students will form a deeper understanding of how slavery affected those involved.

Type: Lesson Plan

Superhero Debate:

In this lesson, students will gather research and engage in a series of debates to determine the "Supreme Superhero." As students debate and the class progresses to a "final four" and then a National Championship, several debate methods will be used: Socratic Seminar, Philosophical Chairs, and a Fishbowl activity. After the "Supreme Superhero" is chosen, students will individually write an essay arguing why the hero deserved to win and include counter arguments for an additional hero.

Type: Lesson Plan

Original Student Tutorial

Changing the Driving Age?:

Learn how to evaluate the soundness of several speakers' arguments as they debate whether or not the driving age should be raised from 16 years old to 18 or even higher with this interactive tutorial.

Type: Original Student Tutorial

Original Student Tutorials for Language Arts - Grades 6-12

Changing the Driving Age?:

Learn how to evaluate the soundness of several speakers' arguments as they debate whether or not the driving age should be raised from 16 years old to 18 or even higher with this interactive tutorial.

Student Resources

Vetted resources students can use to learn the concepts and skills in this benchmark.

Original Student Tutorial

Changing the Driving Age?:

Learn how to evaluate the soundness of several speakers' arguments as they debate whether or not the driving age should be raised from 16 years old to 18 or even higher with this interactive tutorial.

Type: Original Student Tutorial

Parent Resources

Vetted resources caregivers can use to help students learn the concepts and skills in this benchmark.