Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on others' ideas and expressing their own clearly.
Common Core State Standards, Grade 6, Speaking & Listening · Read it at the source · Checked October 14, 2026
What SL.6.1 Means in Plain English
Sixth graders come to the group with the text read and evidence marked, and use it to probe: “Paragraph four says students slept half an hour more, so why wouldn’t that work here?” The group sets a goal, deadline and roles, and ends by paraphrasing every view.
Fifth graders (SL.5.1) built on a classmate’s remark and drew conclusions. Sixth grade asks for more: evidence used to probe, goals and deadlines the group sets itself, and paraphrases of views the speaker disagrees with. Seventh grade (SL.7.1) adds changing one’s own mind when the evidence warrants.
SL.6.1 I Can Statements
I can come to a discussion with evidence from the text marked.
I can ask a question that pushes on a classmate’s evidence.
I can paraphrase a view I disagree with before I answer it.
SL.6.1 Worked Example
One moment in a group discussion, two replies to the same classmate. Only one proves the speaker read the article and heard her.
Prompt
Small-group discussion of the article “Should Our School Start Later?” The group’s goal: recommend yes or no by the end of the period. Priya has just said, “A later start is pointless. Kids will just stay up later.” Respond to her.
Not YetI totally disagree. I’m always tired at 7:30, like I can barely keep my eyes open in first period. School should definitely start later. What does everyone else think?It skips Priya’s actual point, argues from the speaker’s own mornings instead of the article, and hands the floor back with a question so open that the talk resets to zero.
Meets the StandardSo Priya, you’re saying kids will just move their bedtime later and end up as tired as before. That’s a fair worry. But paragraph four describes a district that moved its start from 7:50 to 8:45, and students there slept about half an hour more a night, not the same amount. So here’s my question for you: if the extra sleep was real there, what would make our school different?It paraphrases Priya until she would recognize her own point, answers it with evidence and where to find it, and ends with a question only she can answer, which keeps the group moving toward its recommendation.
Moves to Use
Bring the reading with evidence marked, and say where it is when you use it.Paraphrase a classmate’s point before you answer it.Ask a question that pushes on the evidence, aimed at one person.Set the group’s goal, roles and deadline before the talk begins.Close by restating each view the group heard, including the ones you rejected.
Common Mistakes with SL.6.1
Evidence left in the folder
Students who annotated the article at home argue from memory and feelings, and nobody opens the text
Try this: Require every claim in the first round to name a page or paragraph, and have the listener check it before responding.
A group with no goal
Twelve minutes of lively talk, and nobody can say what the group was supposed to decide
Try this: Write the group’s goal and deadline on a card at the table, such as “Recommend yes or no on a later start by 10:20.”
Paraphrase as a formality
“So basically you said what you said, and I disagree.”
Try this: Have the next speaker paraphrase until the first speaker says “Yes, that’s what I meant,” and only then respond.
Random Name PickerFree ToolSpin a name after each comment for the classmate who has to paraphrase it before anyone answers, so everyone listens all the way through.Paraphrase firstSmall groupsWhole class
Classroom TimerFree ToolPut the group’s deadline on the board as a countdown, with a two-minute warning to restate each side before the recommendation is due.Group deadline2-minute warning